Volume 11 - Articles-1400
MEJDS (2021) 11: 16 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Behravan S, Borjali M, Hatami M. The Relationship Between Alexithymia, Cognitive Failures, and General Health in Secondary High School Student With Attention-Deficit/Hyperactivity Disorder. MEJDS 2021; 11 :16-16
URL: http://jdisabilstud.org/article-1-2103-en.html
URL: http://jdisabilstud.org/article-1-2103-en.html
1- Department of Psychology, Kish International Branch, Islamic Azad University
2- Department of Clinical Psychology, Faculty of Psychology and Education, Kharazmi University
2- Department of Clinical Psychology, Faculty of Psychology and Education, Kharazmi University
Abstract: (1565 Views)
Background & Objectives: Attention–Deficit/Hyperactivity Disorder (ADHD) is the most prevalent mental health disorder diagnosed in psychiatric outpatient clinics among school–age children. Researchers and clinicians indicated that mood disorders are among the main complications in children with ADHD that can affect their health. Another influencing factor on the general health of children and adolescents with ADHD is cognitive impairment. Public health is another issue encountered by students with ADHD. General health is associated with the dimensions of physical symptoms, anxiety, depression, and social functions; accordingly, a disorder in any of these dimensions can affect mental health, i.e., among the main characteristics of a healthy growth process. ADHD is associated with the risk of other conditions, like aggression in adolescence or obsessive–compulsive disorder. Thus, the present study aimed to investigate the relationship between alexithymia, cognitive failure, and general health in high school students with ADHD.
Methods: The present study was a descriptive correlational research. The statistical population of the study included all high school students in public schools in Urmia City, Iran, in the academic year of 2019–2020. In total, 40 students out of 9294 (boys) and 11008 (girls) in the second year of high school, from 4 high schools located in one urban area (2 boys' schools & 2 girls' schools) were selected by multistage multi–cluster random sampling method. The study participants were selected based on the scores obtained from the Revised Conners' Parent Rating Scale (CPRS; Conners et al., 1998), students’ records, and a researcher–performed diagnostic interview (to confirm the diagnosis of ADHD). The inclusion criteria of the study included having ADHD, neurological and psychiatric disorders (based on scores achieved from the CPRS, students’ records, and a researcher–conducted diagnostic interview, and the age range of 15 to 17 years. The exclusion criteria were providing incomplete questionnaires by the study subjects’ parents and non–cooperation in the interview process. Data collection tools were the CPRS, the Twenty–Item Toronto Alexithymia Scale (TAS; Bagby et al., 1994), the Cognitive Failures Questionnaire (CFQ; Broadbent et al., 1982), and the General Health Questionnaire (GHQ; Goldberg & Hillier, 1979). Data analysis was performed by Pearson correlation coefficient and linear regression methods at a significance level of 0.05.
Results: There was a significant and reverse correlation between general health and alexithymia (r=–0.29 & p<0.001), and cognitive failures (r=–0.26 & p<0.001). Furthermore, the regression analysis data suggested that alexithymia (Beta=–0.29, p<0.001) and cognitive failures (Beta=–0.26, p<0.001) can predict general health in the explored secondary high school student with ADHD.
Conclusion: According to the research results, general health can be predicted with alexithymia and cognitive failures. Using psychological interventions could help improve the general health of children and adolescents with ADHD.
Methods: The present study was a descriptive correlational research. The statistical population of the study included all high school students in public schools in Urmia City, Iran, in the academic year of 2019–2020. In total, 40 students out of 9294 (boys) and 11008 (girls) in the second year of high school, from 4 high schools located in one urban area (2 boys' schools & 2 girls' schools) were selected by multistage multi–cluster random sampling method. The study participants were selected based on the scores obtained from the Revised Conners' Parent Rating Scale (CPRS; Conners et al., 1998), students’ records, and a researcher–performed diagnostic interview (to confirm the diagnosis of ADHD). The inclusion criteria of the study included having ADHD, neurological and psychiatric disorders (based on scores achieved from the CPRS, students’ records, and a researcher–conducted diagnostic interview, and the age range of 15 to 17 years. The exclusion criteria were providing incomplete questionnaires by the study subjects’ parents and non–cooperation in the interview process. Data collection tools were the CPRS, the Twenty–Item Toronto Alexithymia Scale (TAS; Bagby et al., 1994), the Cognitive Failures Questionnaire (CFQ; Broadbent et al., 1982), and the General Health Questionnaire (GHQ; Goldberg & Hillier, 1979). Data analysis was performed by Pearson correlation coefficient and linear regression methods at a significance level of 0.05.
Results: There was a significant and reverse correlation between general health and alexithymia (r=–0.29 & p<0.001), and cognitive failures (r=–0.26 & p<0.001). Furthermore, the regression analysis data suggested that alexithymia (Beta=–0.29, p<0.001) and cognitive failures (Beta=–0.26, p<0.001) can predict general health in the explored secondary high school student with ADHD.
Conclusion: According to the research results, general health can be predicted with alexithymia and cognitive failures. Using psychological interventions could help improve the general health of children and adolescents with ADHD.
Keywords: Alexithymia, Cognitive failures, General health, Attention–Deficit/Hyperactivity Disorder (ADHD).
Type of Study: Original Research Article |
Subject:
Psychology
References
1. 1. Pan P-Y, Yeh C-B. Impact of depressive/anxiety symptoms on the quality of life of adolescents with ADHD: a community-based 1-year prospective follow-up study. Eur Child Adolesc Psychiatry. 2017;26(6):659–67. [DOI]
2. 2. Travis F, Grosswald S, Stixrud W. ADHD, brain functioning, and transcendental meditation practice. Mind & Brain: The Journal of Psychiatry. 2011; 2(1):73-81.
3. 3. Lee PC, Niew WI, Yang HJ, Chen VH, Lin KC. A meta-analysis of behavioral parent training forchildren with attention deficit hyperactivity disorder. Res Dev Disabil. 2012;33(6):2040-9. [DOI]
4. 4. American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorder. Rezaee F, Fakhraee, Farmand A, Nilioufari A, Hashemi J, Shamloo F. (Persian translators). 5th edit. Tehran: Arjman Publishing; 2015, pp: 95-9.
5. 5. Zayats T, Neale BM. Recent advances in understanding of attention deficit hyperactivity disorder (ADHD): how genetics are shaping our conceptualization of this disorder. F1000Res. 2019;8: F1000 Faculty Rev-2060. [DOI]
6. 6. Polanczy GV, Salum kG, Sugaya LS, Caye A, Rohde LA. Annual research review: a meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. J Child Psychol Psychiatry. 2015;56(3):345–65. [DOI]
7. 7. Issazadegan A, Fathabadi J. The role of cognitive emotion regulation strategies and general health in alexithymia. Scientific Journal Management System. 2012;8(31):257–67. [Persian] [Article]
8. 8. Swart M, Kortekaas R, Aleman A. Dealing with feelings: characterization of trait alexithymia on emotion regulation strategies and cognitive-emotional processing. PLoS One. 2009;4(6):e5751. [DOI]
9. 9. Shaw P, Stringaris A, Nigg J, Leibenluft E. Emotion dysregulation in attention deficit hyperactivity disorder. Am J Psychiatry. 2014;171(3):276–93. [DOI]
10. 10. Flegenheimer C, Lugo-Candelas C, Harvey E, McDermott JM. Neural processing of threat cues in young children with attention-deficit/hyperactivity symptoms. J Clin Child Adolesc Psychol. 2018;47(2):336–44. [DOI]
11. 11. Edel M-A, Hölter T, Wassink K, Juckel G. A comparison of mindfulness-based group training and skills group training in adults with ADHD. J Atten Disord. 2017;21(6):533–9. [DOI]
12. 12. Wallace JC, Popp E, Mondore S. Safety climate as a mediator between foundation climates and occupational accidents: a group-level investigation. J Appl Psychol. 2006;91(3):681–8. [DOI]
13. 13. Rushton S, Giallo R, Efron D. ADHD and emotional engagement with school in the primary years: Investigating the role of student-teacher relationships. Br J Educ Psychol. 2020;90 Suppl 1:193–209. [DOI]
14. 14. Rodrigo-Ruiz D, Perez-Gonzalez JC, Cejudo J. Emotional facial recognition difficulties as primary deficit in children with attention deficit hyperactivity disorder: a systematic review. Rev Neurol. 2017;65(4):145–52. [Spanish]
15. 15. Yaghobi A, Alizadeh H, Moradi Amin F. A comparative study on mental health, academic achievement and educational functioning in students with and without attention deficit hyperactivity disorder (ADHD). Educational Psychology. 2010;6(16):145–68. [Persian] [Article]
16. 16. Wood D, Crapnell T, Lau L, Bennett A, Lotstein D, Ferris M. Emerging adulthood as a critical stage in the life course. In: Halfton L, Forrest ChB, Lerner R, Faustman EM. editors. Handbook of life course health development. Cham: Springer; 2017, pp: 123-43.
17. 17. Zoghipaydar MR, Ghaseni M, Bayat A, Sanayee SK. Comparing the mental health in mothers of children with and without attention deficit hyperactivity disorder (ADHD). Journal of Exceptional Education. 2016;8(136):5-14. [Persian] [Article]
18. 18. Goldberg DP, Hillier VF. A scaled version of the General Health Questionnaire. Psychol Med. 1979;9(1):139–45. [Article]
19. 19. World Health Organization (WHO). Mental health: a state of well-being; 2014. [Article]
20. 20. Flores-García L, Lensing MB, Ytterstad E, Eisemann M. Quality of life in substance use disorder patients with and without attention deficit hyperactivity disorder 12 months after treatment: a naturalistic follow-up study. Atten Defic Hyperact Disord. 2019;11(3):299–310. [DOI]
21. 21. Anker E, Halmøy A, Heir T. Work participation in ADHD and associations with social characteristics, education, lifetime depression, and ADHD symptom severity. Atten Defic Hyperact Disord. 2019;11(2):159–65. [DOI]
22. 22. Popa-Velea O, Diaconescu L, Mihăilescu A, Jidveian Popescu M, Macarie G. Burnout and its relationships with alexithymia, stress, and social support among romanian medical students: a cross-sectional study. Int J Environ Res Public Health. 2017;14(6):560. [DOI]
23. 23. Becker SP, Burns GL, Schmitt AP, Epstein JN, Tamm L. Toward establishing a standard symptom set for assessing sluggish cognitive tempo in children: evidence from teacher ratings in a community sample. Assessment. 2019;26(6):1128–41. [DOI]
24. 24. Conners CK, Sitarenios G, Parker JD, Epstein JN. The revised Conners’ Parent Rating Scale (CPRS-R): factor structure, reliability, and criterion validity. J Abnorm Child Psychol. 1998;26(4):257-68. [DOI]
25. 25. Goyette CH, Conners CK, Ulrich RF. Normative data on revised Conners Parent and Teacher Rating Scales. J Abnorm Child Psychol. 1978;6(2):221–36. [DOI]
26. 26. Shahaeian A, Shahim S, Bashash L. Standardization, factor analysis and reliability of the Conner’s Parent Rating Scale for 6 to 11-year-old children in Shiraz. Psychological Studies. 2007;3(3):97-120.
27. 27. Bagby RM. Taylor GJ, Ryan DP. Toronto Alcxithymia Scale: Relationship with personality and psychopathology measure. Psychother Psychosom. 1986;45(4):207-15. [DOI]
28. 28. Bagby RM, Parker JD, Taylor GJ. The twenty-item Toronto Alexithymia Scale--I. Item selection and cross-validation of the factor structure. J Psychosom Res. 1994;38(1):23–32. [DOI]
29. 29. Besharat MA. Reliability and factorial validity of a Farsi version of the 20-item Toronto Alexithymia Scale with a sample of Iranian students. Psychol Rep. 2007;101(1):209–20. [DOI]
30. 30. Broadbent DE, Cooper PF, FitzGerald P, Parkes KR. The Cognitive Failures Questionnaire (CFQ) and its correlates. Br J Clin Psychol. 1982;21(1):1–16. [DOI]
31. 31. Wallace JC, Chen G. Development and validation of a work-specific measure of cognitive failure: implications for occupational safety. Journal of Occupational and Organizational Psychology. 2005;78(4):615–32. [DOI]
32. 32. Abolghasemi A, Kiamarsi A. The relationship between metacognition and cognitive failures in the elderly. Advances in Cognitive Sciences. 2009;11(1):8–15. [Persian] [Article]
33. 33. Aderibigbe YA, Gureje O. The validity of the 28-item general health questionnaire in a Nigerian antenatal clinic. Soc Psychiatry Psychiatr Epidemiol. 1992;27:280-3. [DOI]
34. 34. Besharat M. Reliability and validity of a short form of the mental health inventory in an Iranian population. Scientific Journal of Forensic Medicine. 2009;15(2):87–91. [Persian]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
