Document Type : Research Paper
Authors
- Abbas Sheikh mohammadi
- .Gholam Ali Afrooz 1
- Ali Akbar Arjmandnia 2
- Rozita Davari Ashtiani 3
- Bagher Gobari Bonab 1
1 Professor at University of Tehran
2 Associate professor ,University of tehran
3 Department of psychiatry, Shahid Beheshti University of medical sciences, Iran
Abstract
Aim: The purpose of this study was to investigate the moderating role of parental coping strategies with children's negative emotions in the association of ADHD symptoms and children's social skills. Method: The present study is a correlational study. Participants were 191 children 7 to 13 years old (female: 43 %, male: 56 %) and their parents. Parents completed the Conners’s Parents Rating Scale-Revised: short form (CPRS-R: S), social skills rating system (SSRS), and Coping with Children’s Negative Emotions Scale (CCNES). The SPSS software (version 26) was used for analyzing the data. Results: Regression analysis results showed that ADHD symptoms and parental coping strategies with children's negative emotions can predict social skills in children. Moderation analysis showed that parental supportive strategies moderates the relation of ADHD symptoms and social skills. Conclusion: Based on these findings using supportive strategies by parents have effect on the association of ADHD symptoms and social skills. The clinical and functional implications of the results have discussed.
Keywords
منابع
زرگری نژاد، غزاله؛ یکه یزدان دوست، رخساره. (1386). اثربخشی آموزش والدین بر مشکلات رفتاری کودکان (ADHD) مطالعه ی تک موردی). مطالعات روانشناختی، 3(2)، 29-48.
شهیم، سیما. (1378). بررسی مهارت‌های اجتماعی در گروهی از کودکان عقب مانده ذهنی آموزش پذیر با استفاده از نظام درجه بندی مهارت اجتماعی. مجله روان شناسی و علوم تربیتی دانشگاه تهران، 4، 18-37.
کوثری، فرزانه. (1395). بررسی ویژگی‌های روان سنجی مقیاس واکنش‌های والدین به هیجانات مثبت و منفی کودکان. پایان نامه کارشناسی ارشد. دانشگاه تربیت مدرس.
Barkley, R. A. (2003). Attention deficit hyperactivity disorder. In E. J. Mash & R. A. Barkley (Eds.), Child psychopathology (2nd ed., pp. 75–143). New York: Guilford Press.
Barkley, R. A. (2008). Classroom accommodations for children with ADHD. The ADHD Report, 16(4), 7-10.
Barkley, R. A. (2010). Deficient emotional self-regulation: a core component of attention-deficit/hyperactivity disorder. Journal of ADHD and Related Disorders, 1, 5–37.
Berenguer Forner, C., Roselló, B., Baixauli Fortea, I., García Castellar, R., Colomer Diago, C., & Miranda, A. (2017). ADHD Symptoms and peer problems: Mediation of executive function and theory of mind. Psicothema, 29, 4, 514-519.
Blair, B. L., Perry, N. B., O’Brien, M., Calkins, S. D., Keane, S. P., & Shanahan, L. (2014).
The indirect effects of maternal emotion socialization on friendship quality in middle childhood. Developmental Psychology, 50, 566–576.
The indirect effects of maternal emotion socialization on friendship quality in middle childhood. Developmental Psychology, 50, 566–576.
Bunford, N., Brandt, N. E., Golden, C., Dykstra, J. B., Suhr, J. A., & Owens, J. S. (2015). Attention-deficit/hyperactivity disorder symptoms mediate the association between deficits in executive functioning and social impairment in children. Journal of abnormal child psychology, 43(1), 133-147.
Bunford, N., Evans, S. W., & Langberg, J. M. (2018). Emotion dysregulation is associated with social impairment among young adolescents with ADHD. Journal of Attention Disorders, 22(1), 66-82.
Castro, V. L., Halberstadt, A. G., & Garrett‐Peters, P. T. (2018). Changing tides: Mothers’ supportive emotion socialization relates negatively to third‐grade children's social adjustment in school. Social Development, 27(3), 510-525.
Coghill, D., & Sonuga‐Barke, E. J. (2012). Annual research review: categories versus dimensions in the classification and conceptualisation of child and adolescent mental disorders–implications of recent empirical study. Journal of Child Psychology and Psychiatry, 53(5), 469-489.
Cuthbert, B. N. (2014). The RDoC framework: facilitating transition from ICD/DSM to dimensional approaches that integrate neuroscience and psychopathology. World Psychiatry, 13(1), 28-35.
Deault, L. C. (2010). A systematic review of parenting in relation to the development of comorbidities and functional impairments in children with attention-deficit/hyperactivity disorder (ADHD). Child Psychiatry & Human Development, 41(2), 168-192.
Denham, S. A. (1998). Emotional development in young children. New York, NY US: Guilford Press.
Denham, S., & Kochanoff, A. T. (2002). Parental contributions to preschoolers’
understanding of emotion. Marriage & Family Review, 34, 311-343.
understanding of emotion. Marriage & Family Review, 34, 311-343.
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological inquiry, 9(4), 241-273.
Fabes, R. A., Eisenberg, N., & Bernzweig, J. (1990). The coping with children’s negative emotions scale: Description and scoring. Unpublished manuscript. AZ: Department of Family Resources and Human Development, Arizona State University.
Fantuzzo, J., Sekino, Y., & Cohen, H. L. (2004). An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children. Psychology in the Schools, 41(3), 323-336.
Frick, P. J., & Nigg, J. T. (2012). Current issues in the diagnosis of attention deficit hyperactivity disorder, oppositional defiant disorder, and conduct disorder. Annual review of clinical psychology, 8, 77-107.
Gardner, D., Gerdes, A. & Weinberger, K. (2019). Examination of a parent-assisted, friendship building program for adolescents with ADHD. Journal of Attention Disorders, 23(4), 363-373.
Gau, S. S. F. (2007). Parental and family factors for attention-deficit hyperactivity disorder in Taiwanese children. The Australian and New Zealand Journal of Psychiatry, 41, 688–696.
Gottman, J. M., Katz, L. F., & Hooven, C. (1996). Parental meta-emotion philosophy and the emotional life of families: Theoretical models and preliminary data. Journal of Family Psychology, 10(3), 243.
Gottman, J.M., Katz, L.F., & Hooven, C. (1997). Meta-emotion: How families communicate emotionally. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
Graziano, P. A., & Garcia, A. (2016). Attention-deficit hyperactivity disorder and children's emotion dysregulation: a meta-analysis. Clinical Psychology Review, 46, 106–123.
Gresham, F. M. & Elliott. S. N. (1990). Social Skills Rating System Manual-Circle. Pines(MN): American guidance service.
Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363-377.
Haack, L. M., Villodas, M., McBurnett, K., Hinshaw, S., & Pfiffner, L. J. (2017). Parenting as a mechanism of change in psychosocial treatment for youth with ADHD, predominantly inattentive presentation. Journal of abnormal child psychology, 45(5), 841-855.
Helzer, J. E., Kraemer, H. C., & Krueger, R. F. (2006). The feasibility and need for dimensional psychiatric diagnoses. Psychological medicine, 36(12), 1671.
Herbert, S. D., Harvey, E. A., Roberts, J. L., Wichowski, K., & Lugo-Candelas, C.
I. (2013). A randomized controlled trial of a parent training and emotion socialization program for families of hyperactive preschool-aged children. Behavior
Therapy, 44, 302-316.
I. (2013). A randomized controlled trial of a parent training and emotion socialization program for families of hyperactive preschool-aged children. Behavior
Therapy, 44, 302-316.
Hinshaw, S. P. (2018). Attention deficit hyperactivity disorder (ADHD): controversy, developmental mechanisms, and multiple levels of analysis. Annual review of clinical psychology, 14, 291–316.
Hudziak, J. J., Achenbach, T. M., Althoff, R. R., & Pine, D. S. (2007). A dimensional approach to developmental psychopathology. International journal of methods in psychiatric research, 16(S1), S16-S23.
Jones, H. A., Rabinovitch, A. E., & Hubbard, R. R. (2015). ADHD symptoms and academic adjustment to college: The role of parenting style. Journal of attention disorders, 19(3), 251-259.
Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193-203.
Katz, L.F., Maliken, A.C., & Stettler, N.M. (2012). Parental meta-emotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6, 417-422.
Kawabata, Y., Alink, L. R. A., Tseng, W. L., van Ijzendoorn, M. H., & Crick, N. R. (2011). Maternal and paternal parenting styles associated with relational aggression in children and adolescents: A conceptual analysis and meta-analytic review. Developmental Review, 31(4), 240–278.
Kim, J. W., Kim, B. N., Kim, J. I., Lee, Y. S., Min, K. J., Kim, H. J., & Lee, J. (2015). Social network analysis reveals the negative effects of Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms on friend-based student networks. PloS one, 10(11), e0142782.
King, K. A., Vidourek, R. A., & Merianos, A. L. (2016). Authoritarian parenting and youth depression: Results from a national study. Journal of Prevention & Intervention in the Community, 44(2), 130–139.
Kofler, M. J., Harmon, S. L., Aduen, P. A., Day, T. N., Austin, K. E., Spiegel, J. A., ... & Sarver, D. E. (2018). Neurocognitive and behavioral predictors of social problems in ADHD: A Bayesian framework. Neuropsychology, 32(3), 344.
Kraemer, H. C., Noda, A., & O'Hara, R. (2004). Categorical versus dimensional approaches to diagnosis: methodological challenges. Journal of psychiatric research, 38(1), 17-25.
Krueger, R. F., Kotov, R., Watson, D., Forbes, M. K., Eaton, N. R., Ruggero, C. J., ... & Bagby, R. M. (2018). Progress in achieving quantitative classification of psychopathology. World Psychiatry, 17(3), 282-293.
Lunkenheimer, E. S., Shields, A. M., & Cortina, K. S. (2007). Parental emotion coaching and dismissing in family interaction. Social Development, 16(2), 232-248.
Matson, J. L., & Wilkins, J. (2009). Psychometric testing methods for children's social skills. Research in Developmental Disabilities, 30(2), 249-274.
Miller‐Slough, R. L., Dunsmore, J. C., Zeman, J. L., Sanders, W. M., & Poon, J. A. (2018). Maternal and paternal reactions to child sadness predict children's psychosocial outcomes: A family‐centered approach. Social Development, 27(3), 495-509.
Musser, E. D., Galloway-Long, H. S., Frick, P. J., & Nigg, J. T. (2013). Emotion regulation and heterogeneity in attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 52(2), 163–171.
Parks, K. M., Cardy, J. E. O., Woynaroski, T. G., Sehl, C. G., & Stevenson, R. A. (2020). Investigating the Role of Inattention and/or Hyperactivity/impulsivity in Language and Social Functioning Using a Dimensional Approach. Journal of Communication Disorders, 89, 106036.
Pfiffner, L. J., McBurnett, K., Rathouz, P. J., & Judice, S. (2005). Family correlates of oppositional and conduct disorders in children with attention deficit/hyperactivity disorder. Journal of abnormal child psychology, 33(5), 551-563.
Pollak, Y., Poni, B., Gershy, N., & Aran, A. (2020). The role of parental monitoring in mediating the link between adolescent ADHD symptoms and risk-taking behavior. Journal of attention disorders, 24(8), 1141-1147.
Ray, A. R., Evans, S. W., & Langberg, J. M. (2017). Factors associated with healthy and impaired social functioning in young adolescents with ADHD. Journal of Abnormal Child Psychology, 45(5). 883-897.
Ros, R., Graziano, P. A. (2018). Social functioning in children with or at risk for attention deficit/hyperactivity disorder: A meta-analytic review. Journal of Clinical Child & Adolescent Psychology, 47(2), 213–235.
Seymour, K. E., Chronis-Tuscano, A., Iwamoto, D. K., Kurdziel, G., & MacPherson, L. (2014). Emotion regulation mediates the association between ADHD and depressive symptoms in a community sample of youth. Journal of Abnormal Child Psychology, 42, 611– 621.
Solanto, M. V., Pope-Boyd, S. A., Tryon, W. & Stepak, B. (2009). Social functioning in predominantly inattentive and combined subtypes with ADHD. Journal of Attention Disorders, 13(1), 27-35.
Spinrad, T. L., Stifter, C. A., Donelan-McCall, N., & Turner, L. (2004). Mothers’ regulation strategies in response to toddlers’ affect: Links to later emotion self-regulation. Social Development, 13(1), 40-55.
Steinberg, E. A., & Drabick, D. A. (2015). A developmental psychopathology perspective on ADHD and comorbid conditions: The role of emotion regulation. Child Psychiatry & Human Development, 46(6), 951-966.
Suveg, C., Shaffer, A., Morelen, D., & Thomassin, K. (2011). Links between maternal and child psychopathology symptoms: Mediation through child emotion regulation and moderation through maternal behavior. Child Psychiatry & Human Development, 42(5), 507.
Tseng, W. L., Kawabata, Y., Gau, S. S. F., & Crick, N. R. (2014). Symptoms of attention-deficit/hyperactivity disorder and peer functioning: a transactional model of development. Journal of abnormal child psychology, 42(8), 1353-1365.
Walther, C. A. P., Cheong, J., Molina, B. S. G., Pelham, W. E., Wymbs, B. T., Belendiuk, K. A., & Pederson, S. A. (2012). Substance use and delinquency among adolescents with childhood ADHD: The protective role of parenting. Psychology of Addictive Behaviors, 26, 585-598.
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of clinical child psychology, 30(3), 283-302.
)