1- Department of General Psychology, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran
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Background & Objective: Attention deficit hyperactivity disorder (ADHD) is a serious public health problem, and it is one of the most common neurodevelopmental disorders in childhood. It is characterized by inattentive, impulsive, and hyperactive behaviors. Globally, it affects 2.2% of school-aged children. The symptoms of ADHD vary from one child to another, from pre-dominant poor attention to predominant hyperactivity and impulsivity, or a combination of both. The causes of ADHD are also unclear. Some causes include genetic factors, exposure to environmental toxins, and gestational factors including smoking, alcohol consumption, severe stress, and exposure to lead during pregnancy. ADHD has traditionally been managed with medication. The recommended drugs prescribed for children with ADHD have various potential adverse side effects. Therefore, parents and practitioners are seeking alternative treatments. In addition to medication, the multi-modal treatment of ADHD comprises non-medical treatments that include trainings for parents and healthcare providers. Behavioral management programs are available to help children function better in their home and school environments. Therefore, This study investigated the effectiveness of metacognitive therapy on family functioning, emotional control and emotional empathy of mothers with children with ADHD.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study consists of all mothers with 6 to 12-year-old girls with hyperactive in Bojnourd city, between the years 1398-1399. Their ADHD was confirmed by psychologists according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders- fifth Edition (DSM-5). From the statistical population, 30 people were selected by purposive sampling method and randomly assigned to two experimental (15 people) and control groups(15 people). At first, a pre-test was taken from both groups, which included Epstein et al.'s Family Function Questionnaire (1980), Roger and Nesshoever’s emotion control Questionnaire (1987), and Davis' Empathy Questionnaire (1983). Then, the test group subjects were weekly involved in metacognitive therapy (MCT) for eight 75– Minutes sessions; however, the control group received no intervention. The above–mentioned questionnaires were completed in 2 stages; Before and after the end of the MCT course. To determine the normal distribution of the collected data Kolmogorov–Smirnov test was implemented. Moreover One-way analysis of variance was used to determine the differences between groups in the pretest and for analyzing the research findings, the Analyze of Covariance (ANCOVA) were applied using Version 22 SPSS software at a significance level of 0.05.
Results After controlling the pretest scores, significant differences were found between the experimental group and the control group regarding Family performance (p=0/001), Emotion control (p= 0/001), and Emotional empathy (p=0/001) in the posttest. These findings showed the effect of teaching metacognitive strategies on reducing these variables. Also, the effect sizes of Family performance, Emotion control, and Emotional empathy were 0.37, 0.52, and 0.36, respectively. In other words, metacognitive therapy improves family functioning, empathy and emotional control of mothers with hyperactive children and has a positive effect on them.
Conclusion: In general, according to the obtained results, it can be stated that metacognitive treatment on family performance variables, emotional control and emotional empathy of mothers with 6 to 12-year-old girls with hyperactivity / tire nod was significant.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study consists of all mothers with 6 to 12-year-old girls with hyperactive in Bojnourd city, between the years 1398-1399. Their ADHD was confirmed by psychologists according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders- fifth Edition (DSM-5). From the statistical population, 30 people were selected by purposive sampling method and randomly assigned to two experimental (15 people) and control groups(15 people). At first, a pre-test was taken from both groups, which included Epstein et al.'s Family Function Questionnaire (1980), Roger and Nesshoever’s emotion control Questionnaire (1987), and Davis' Empathy Questionnaire (1983). Then, the test group subjects were weekly involved in metacognitive therapy (MCT) for eight 75– Minutes sessions; however, the control group received no intervention. The above–mentioned questionnaires were completed in 2 stages; Before and after the end of the MCT course. To determine the normal distribution of the collected data Kolmogorov–Smirnov test was implemented. Moreover One-way analysis of variance was used to determine the differences between groups in the pretest and for analyzing the research findings, the Analyze of Covariance (ANCOVA) were applied using Version 22 SPSS software at a significance level of 0.05.
Results After controlling the pretest scores, significant differences were found between the experimental group and the control group regarding Family performance (p=0/001), Emotion control (p= 0/001), and Emotional empathy (p=0/001) in the posttest. These findings showed the effect of teaching metacognitive strategies on reducing these variables. Also, the effect sizes of Family performance, Emotion control, and Emotional empathy were 0.37, 0.52, and 0.36, respectively. In other words, metacognitive therapy improves family functioning, empathy and emotional control of mothers with hyperactive children and has a positive effect on them.
Conclusion: In general, according to the obtained results, it can be stated that metacognitive treatment on family performance variables, emotional control and emotional empathy of mothers with 6 to 12-year-old girls with hyperactivity / tire nod was significant.
Type of Study: Original Research Article |
Subject:
Psychology
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