Document Type : Research Paper
Authors
1 Ph.D. Student in Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.
2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.
3 Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran.
Abstract
The present study aimed to effectiveness of simultaneous training of various executive functions (hot and cool; focused on simultaneous parent-child training) on improving the empathy of children with attention deficit hyperactivity disorder. This research was a quasi-experimental study with pretest-posttest control group design. The statistical population of the present study consisted of all 9 to 12-year-old children with ADHD in Rasht who referred to medical-educational-research centers in 2021. The sample consisted of 26 children with ADHD from the statistical population who were selected through convenience sampling, based on the inclusion criteria. They were then equally assigned to two (control and experiment) groups. The children in the experimental group and their mothers each received the intervention program in 10 sessions. The instruments used included Cognitive demographic questionnaire, Canners Parent Rate Scale, Empathy Questionnaire. data were analyzed using analysis of covariance. Findings showed that training of various executive functions (hot and cool; focused on simultaneous parent-child training), had a significant effect on improving the total score of empathy (P<0.01), empathy subscales of social motivation (P< 0.01), cognitive empathy (P< 0.05), emotional empathy of friend’s orientation (P< 0.01), effective empathy of family orientation (P< 0.05) on children with ADHD. These results suggest that multifaceted interventions that target executive actions in children with attention deficit / hyperactivity disorder can be a promising approach to improving empathy in these children.
Keywords
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