نوع مقاله : مقاله پژوهشی

نویسندگان

• فرزانه ناظمی ¹
• پریسا تجلی ²
• مجید ابراهیم پور ³
• مهدیه صالحی ⁴

¹ دانشجوی دکتری تخصصی روان‌شناسی و آموزش کودکان استثنایی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

² استادیار گروه روان‌شناسی و آموزش کودکان استثنایی عمومی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

³ استادیار گروه روان‌شناسی، واحد قائنات، دانشگاه آزاد اسلامی، قائنات، ایران.

⁴ استادیار گروه روان‌شناسی بالینی سلامت، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران.

چکیده

هدف از این پژوهش بررسی اثربخشی برنامه خودتنظیمی کودک بر خود ادراکی و کیفیت دوستی کودکان با نارسایی توجه / بیش فعالی بود. روش پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون – پس‌آزمون و پیگیری با گروه کنترل بود. جامعة آماری پژوهش شامل تمامی دختران 9-12 ساله با نارسایی توجه / بیش فعالی شهر تهران در سال 1400-1401 بود. حجم نمونه شامل 30 نفر (15 نفر گروه آزمایش و 15 نفر گروه گواه) از جامعه آماری به شیوه نمونه‌گیری در دسترس انتخاب‌شده و در دو گروه گواه و آزمایش جایگماری شدند. برای گروه آزمایشی، برنامه تدوین‌شده خودتنظیمی کودک اجرا شد درحالی‌که گروه کنترل در لیست انتظار باقی ماندند. ابزار پژوهش شامل مقیاس خود ادراکی هارتر (2012) و کیفیت دوستی زهره وند و حجازی (1380) بود. نتایج نشان داد که مداخله خودتنظیمی کودک بر بهبود خود ادراکی و کیفیت دوستی در مراحل پس‌آزمون و پیگیری تأثیر معنی‌دار داشته است. یافته‌های این پژوهش اطلاعات مفیدی را در ارتباط با برنامه خودتنظیمی کودک فراهم می‌کند و مشاوران و روان‌شناسان می‌توانند برای بهبود بر بهبود خود ادراکی و کیفیت دوستی در کودکان با نارسایی توجه / بیش فعالی از این مداخله استفاده نمایند.

کلیدواژه‌ها

• خودتنظیمی کودک
• خود ادراکی
• کیفیت دوستی
• نارسایی توجه / بیش فعالی

عنوان مقاله [English]

The Effectiveness of the Child Self-regulation Program on Self-perception and Friendship Quality of Children with Attention Deficit/hyperactivity Disorder

نویسندگان [English]

• Farzaneh Nazemi, ¹
• Parisa Tajali ²
• Majid Ebrahimpour ³
• Mahdieh Salehy ⁴

¹ PhD Student, Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

² Assistant professor, Department of Psychology and Education of Exceptional Children, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

³ Assisstant Professor, Department of Psychology, Qaenat Branch, Islamic Azad University, Qaenat, Iran.

⁴ Assistant professor, Department of Clinical Health Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

چکیده [English]

Abstract
The aim of this study was to examine the impact of a child self-regulation program on the self-perception and friendship quality of children diagnosed with attention deficit/hyperactivity disorder (ADHD). The study employed a semi-experimental research design with a pre-test-post-test methodology and a control group. The statistical population for this research comprised all 9-12-year-old girls diagnosed with oppositional defiant disorder (ODD) in Tehran during the 2021-2022 period. The sample size consisted of 30 participants, with 15 assigned to the experimental group and 15 to the control group, selected from the statistical population using an available sampling method. While the control group remained on the waiting list, the experimental group received a child self-regulation program. The research instruments utilized were Harter's self-perception scale (2012) and Zohrevand and Hejazi's (2001) friendship quality assessment. The results indicated that the self-regulation intervention had a significant impact on enhancing self-perception and friendship quality during the post-test and follow-up stages. These findings provide valuable insights into the effectiveness of self-regulation programs, which can be utilized by counselors and psychologists to enhance self-perception and friendship quality among children with ADHD.
Extended abstract

Introduction

Attention deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that often starts in childhood and continues into adulthood (Singh, Kumar, Kaur, Mandal & Kumar, 2022). Literature shows that children with ADHD overestimate their own competence (Varma & Wiener, 2020); for example, in this population, their self-perceptions are often inconsistent with objective measures of performance or parent and teacher ratings of competence. This may lead children with ADHD to have unrealistic self-perceptions (Hoza, Mrug, Gerdes, Hinshaw, Bukowski, Gold & et al., 2005). However, studies show that children with autism spectrum disorder (ASD) have less stable friendships compared to neurotypical children (Powell, Riglin, Ng-Knight, Frederickson, Woolf, McManus & et al., 2021) and tend to be more friendly with people who have a learning or behavioral problem (Marton, Wiener, Rogers & Moore, 2015). Current strategies for treating children with ADHD mainly focus on pharmacological treatments, but these treatments often do not meet children's and families' needs (Villodas, McBurnett, Kaiser, Rooney & Pfiffner, 2014), and have shown a limited effect (Swanson, Baler & Volkow, 2011). As such, the importance of psychological interventions, especially self-regulation interventions, is becoming increasingly important to reduce and even resolve these problems in individuals with ADHD. The use of self-regulation interventions, such as cognitive behavior therapy, is one of the most common and widely used interventions, and it can be very effective (Guderjahn, Gold, Stadler & Gawrilow, 2013).

Research Questions

Does the child's self-regulation program effectively change the self-perception of children with ADHD?
Does the child's self-regulation program effectively improve the quality of friendship in children with ADHD?" or "What is the impact of a self-regulation program on the quality of friendship for children with ADHD?

Literature Review

In line with the effectiveness of self-regulation training, the results of Moradi, Hashemi, Farzad, Beyrami & Ketamati (2009) showed that teaching self-regulation strategies, motivational behaviors and verbal self-education have significant effects on reducing hyperactivity symptoms of students with ADHD. They are active. In another study, Ebrahimi & Taher (2019) found that self-regulation training is effective in increasing the social skills of students with mild mental retardation by improving the ability to plan, self-review and organize. The results of Abolghasemi, Barzegar & Rostamoghli (2015) also indicate the effectiveness of self-regulation training on improving students' self-efficacy and quality of life.

Methodology

The design of the research was semi-experimental with a pre-test-post-test design and follow-up with a control group. The sample consisted of female students aged 9 to 12 years with ADHD who were studying in schools in Tehran in 2022. The students were selected by education consultants who received a diagnosis of ADHD. For a more accurate diagnosis, a semi-structured clinical interview was conducted to these children. Finally, a sample of 30 students was selected based on the entry criteria and they were replaced in two experimental and control groups (15 experimental people, 15 control people). Both groups completed the Self-Perception Profile for Children (Harter, 2012) and the Friendship Quality Questionnaire (Hejazi & Zohrevand, 2001) as a pre-test. The experimental group then participated in 12 sessions of 45 minutes based on the child's self-regulation intervention, while the control group did not receive any intervention. Immediately after the end of the training sessions, the self-perception scale and the quality of friendship were assessed as a post-test for both groups. They were then followed up after 2 months.

results

The results of this analysis show that there was a significant interaction between stages (pre-test, post-test, follow-up) and groups (experimental and control) for several of the research variables, including self-perception and quality of friendship. The Bonferroni test indicated that the experimental and control groups were significantly different from each other in terms of the research variables at all stages of the study, and that the improvement in self-perception and the quality of friendship observed in the experimental group was stable over time and still present at the follow-up phase. Overall, these results suggest that the child's self-regulation education was effective in improving the self-perception and quality of friendship of the children in the experimental group, and that this effect was sustained over time.




Table 1: Results of analysis of variance with repeated measurements




Variable


Source of Changes


Total Squares


df


Mean of Squares


f


Sig.


Effect Size




Scholastic Competence


Time


208.067


2


104.033


100.832


0.001


0.78




Time×group


102.822


2


51.411


49.829


0.001


0.64




Social Competence


Time


108.022


1.280


84.385


23.720


0.001


0.46




Time×group


93.800


1.280


73.275


20.597


0.001


0.42




Athletic Competence


Time


25.956


1.640


15.831


10.297


0.001


0.27




Time×group


35.467


1.640


21.631


14.071


0.001


0.33




Physical Appearance


Time


89.689


2


44.844


45.531


0.001


0.61




Time×group


118.489


2


59.244


60.151


0.001


0.68




Behavioral Conduct


Time


171.089


2


85.544


70.819


0.001


0.71




Time×group


198.600


2


99.300


82.206


0.001


0.75




Self-Worth


Time


73.489


1.195


61.486


21.839


0.001


0.44




Time×group


38.289


1.195


32.035


11.378


0.001


0.29




quality of friendship


Time


320.267


1.173


273.041


74.979


0.001


0.72




Time×group


219.467


1.173


187.104


51.380


0.001


0.65




Keywords: Self-Regulation, Self-Perception, Friendship Quality, Attention Deficit/Hyperactivity Disorder.

کلیدواژه‌ها [English]

• Self-Regulation
• Self-Perception
• Friendship Quality
• Attention Deficit/Hyperactivity Disorder