Volume 15 - Articles-1404                   MEJDS (2025) 15: 84 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Safari Z, Abuei A, Demhari F. Investigating the Effectiveness of Teaching Emotion Regulation Techniques on Cognitive Flexibility and the Value of Life of Mothers of Autistic Children. MEJDS 2025; 15 (0) :84-84
URL: http://jdisabilstud.org/article-1-3154-en.html
Investigating the Effectiveness of Teaching Emotion Regulation Techniques on Cognitive Flexibility and the Value of Life of Mothers of Autistic Children
Zahra Safari1 , Azadeh Abuei *2 , Farangis Demhari3
1- Master's Student, Child and Adolescent Clinical Psychology, University of Science and Art, Yazd, Iran
2- Assistant Professor, Counseling Department, University of Science and Art, Yazd, Iran
3- Assistant Professor, Department of Psychology, University of Science and Art, Yazd, Iran
Abstract:   (1447 Views)

Abstract
Background & Objectives: Autism is a neuro–developmental disorder that faces a lot of challenges and tension in three areas of communication, repetitive and stereotyped behaviors, and social interaction of the individual and their family. Especially, it has significant effects on mothers, who may face changes in their children's sleep patterns, nutrition, social interactions, and learning abilities. In this situation, the cognitive flexibility of mothers enables them to manage daily changes and challenges more effectively and to find suitable solutions to support their children and help them address their special needs. On the other hand, the negative effects of an autistic child are mostly on mothers, and they face limitations in value orientation or valuable life, and report fewer valuable activities. Considering the vital role mothers play in their children's development, it is essential to provide effective solutions for managing their emotions and promoting cognitive flexibility. One solution is to teach emotional regulation techniques. Therefore, the present study aimed to investigate the effectiveness of emotion regulation training on cognitive flexibility and the value of life of mothers with autism.
Methods: This quasi–experimental study employed a pretest–posttest design with an experimental and a control group. The statistical population of the research consisted of mothers who referred to autism centers in Shiraz City, Iran, in 2022 (n = 160). Sixty invitation letters were sent to mothers with autistic children according to the conditions. Thirty of these mothers, who were eligible and willing to participate in the research, were included in the study through convenience sampling and randomly assigned to two experimental and control groups (15 participants in each group). The inclusion criteria for the study subjects were as follows: a structured clinical interview, informed consent to participate, aged between 25 and 45 years, female gender, secondary education to bachelor's degree, and no known medical disorders. The exclusion criteria were the absence of more than three sessions during the course and the presence of severe physical illnesses. After the groups were formed, a pretest was administered to both groups. A comprehensive emotion training protocol was developed by presenting the intervention program's content to experts in the field of psychology and emotion regulation. They were asked for their opinions and feedback on the content, methods, and strategies of the intervention. In this manner, the validity and reliability of the program's content were assessed. Subsequently, the experimental group underwent eight 90–minute sessions of the Gross Emotion Training protocol, conducted once a week.
Then, a posttest was administered to both groups. The data were analyzed using SPSS 26 software and the multivariate analysis of covariance test (α < 0.05). To collect data, the Valuable Life Questionnaire (Wilson et al., 2010) and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010) were used. The training protocol for emotion regulation techniques included 8 sessions with a thematic focus on providing emotional strategies training and cognitive evaluations. Data analysis was performed using multivariate and univariate analysis of covariance in SPSS software version 26. The significance level for statistical tests was set at 0.05.
Results: The results showed that, after controlling for the pretest effect, training in emotion regulation techniques had a significant effect on cognitive flexibility and the value of life of mothers of children with autism spectrum disorder (p < 0.001). Additionally, according to the eta square, 67% of the differences in the posttest scores of the cognitive flexibility variable and 46% of the differences in the posttest scores of the value of life variable for mothers of children with autism spectrum disorder were attributed to the effect of the experimental intervention.
Conclusion: According to the findings, emotion regulation training is a suitable approach to enhancing the cognitive flexibility and quality of life for mothers of autistic children, and this training can be utilized to improve the cognitive flexibility and quality of life for these mothers.

Keywords: Emotion regulation training, Cognitive flexibility, Value of life, Autism spectrum
Full-Text [PDF 315 kb]   (54 Downloads)    
Type of Study: Original Research Article | Subject: Psychology
References
1. Posar A, Resca F, Visconti P. Autism according to diagnostic and statistical manual of mental disorders 5th edition: The need for further improvements. J Pediatr Neurosci. 2015;10(2):146. [DOI]
2. Vansteijn DJ, Oerlemans AM, van Aken MA, Buitelaar JK, Rommelse NN. The Reciprocal Relationship of ASD, ADHD, depressive symptoms and stress in parents of children with ASD and/or ADHD. J Autism Dev Disord. 2014;44(5):1064-76. [DOI]
3. Warren Z, McPheeters ML, Sathe N, Foss-Feig JH, Glasser A, Veenstra-VanderWeele J. A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics. 2011;127(5):e1303–11. [DOI]
4. Osborne LA, Reed P. Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions. Res Autism Spectr Disord. 2010;4(3):405–14. [DOI]
5. Duan L, Zhu G. Psychological interventions for people affected by the COVID-19 epidemic. Lancet Psychiatry. 2020;7(4):300–2. [DOI]
6. Shahyad S, Mohammadi MT. Psychological impacts of Covid-19 outbreak on mental health status of society individuals: a narrative review. J Mil Med. 2022;22(2):184–92. [DOI]
7. Corbett BA, Muscatello RA, Klemencic ME, Schwartzman JM. The impact of COVID-19 on stress, anxiety, and coping in youth with and without autism and their parents. Autism Res. 2021;14(7):1496–511. [DOI]
8. Bujnowska AM, Rodríguez C, García T, Areces D, Marsh NV. Parenting and future anxiety: the impact of having a child with developmental disabilities. Int J Environ Res Public Health. 2019;16(4):668. [DOI]
9. Dervishaliaj E. Parental stress in families of children with disabilities: a literature review. J Educ Soc Res. 2013;3(7):579. [Article]
10. Kim I, Ekas NV, Hock R. Associations between child behavior problems, family management, and depressive symptoms for mothers of children with autism spectrum disorder. Res Autism Spectr Disord. 2016;26:80–90. [DOI]
11. Sheikholeslami A, Mohammadi N, Seyyed Esmaeili Qomi N. Comparison of parental stress, happiness and cognitive flexibility of mothers with mentally retarded children and learning disabilities. Learn Disabil. 2016;5(4):25–42. [Persian]
12. Anacker C, Hen R. Adult hippocampal neurogenesis and cognitive flexibility — linking memory and mood. Nat Rev Neurosci. 2017;18(6):335–46. [DOI]
13. Berghoff CR, McDermott MJ, Dixon-Gordon KL. Psychological flexibility moderates the relation between PTSD symptoms and daily pain interference. Personal Individ Differ. 2018;124:130–4. [DOI]
14. Ebadi M, Mardani-Hamooleh M, Seyedfatemi N, Ghaljeh M, Haghani SH. Effects of written emotional disclosure on the stress of mothers of children with autism. Iran J Nurs. 2021;34(131):19–30. [Persian] [DOI]
15. Aldao A, Sheppes G, Gross JJ. Emotion regulation flexibility. Cogn Ther Res. 2015;39(3):263–78. [DOI]
16. Wilson KG, Sandoz EK, Kitchens J, Roberts M. The valued living questionnaire: defining and measuring valued action within a behavioral framework. Psychol Rec. 2010;60(2):249–72. [DOI]
17. Herbert JD, Forman EM, Kaye JL, Gershkovich M, Goetter E, Yuen EK, et al. Randomized controlled trial of acceptance and commitment therapy versus traditional cognitive behavior therapy for social anxiety disorder: Symptomatic and behavioral outcomes. J Context Behav Sci. 2018;9:88–96. [DOI]
18. Nakutin SN, Gutierrez G. Effect of Physical activity on academic engagement and executive functioning in children with ASD. Campbell J, editor. Sch Psychol Rev. 2019;48(2):177–84. [DOI]
19. Steward T, Picó-Pérez M, Mata F, Martínez-Zalacaín I, Cano M, Contreras-Rodríguez O, et al. Emotion regulation and excess weight: impaired affective processing characterized by dysfunctional insula activation and connectivity. PLOS ONE. 2016;11(3):e0152150. [DOI]
20. Bouvet C, Coulet A. Relaxation therapy and anxiety, self-esteem, and emotional regulation among adults with intellectual disabilities: a randomized controlled trial. J Intellect Disabil. 2016;20(3):228–40. [DOI]
21. Mazefsky CA, White SW. Emotion regulation: concepts & practice in autism spectrum disorder. Child Adolesc Psychiatr Clin N Am. 2014;23(1):15–24. [DOI]
22. Dykens EM, Fisher MH, Taylor JL, Lambert W, Miodrag N. Reducing distress in mothers of children with autism and other disabilities: A Randomized Trial. Pediatrics. 2014;134(2):e454–63. [DOI]
23. Beaumont R, Sofronoff K. A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. J Child Psychol Psychiatry. 2008;49(7):743–53. [DOI]
24. McCrimmon AW, Matchullis RL, Altomare AA. Resilience and emotional intelligence in children with high-functioning autism spectrum disorder. Dev Neurorehabilitation. 2016;19(3):154–61. [DOI]
25. Aazam Y, Sohrabi F, Borjal A, Chopan H. The effectiveness of teaching emotion regulation based on gross model in reducing impulsivity in drug-dependent people. Etiadpajohi. 2014;8(30):127-41. [Persian] [Article]
26. Akbari M. The reliability and validity of Persian version of the Valued Living Questionnaire: based on acceptance and commitment approach. Clin Psychol Personal. 2020;16(1):239–49. [Persian] [DOI]
27. Dennis JP, Vander Wal JS. The Cognitive Flexibility Inventory: instrument development and estimates of reliability and validity. Cogn Ther Res. 2010;34(3):241–53. [DOI]
28. Kohandani M, Abolmaali Alhosseini K. Factor structure and psychometric properties of Persian version of Cognitive Flexibility of Dennis, Vander Wal and Jillon. Psychol Models Methods. 2017;8(29):53–70. [Persian] [Article]
29. Hosseini SF, Tanha Z, Karimi J, Ghadampour E. The effectiveness of acceptance and commitment therapy on cognitive emotion regulation strategies and cognitive flexibility in gastrointestinal patients. Yafteh. 2021;23(2). [Article]
30. Jelodari S, Sodagar S, Bahrami Hidaji M. The effectiveness of Acceptance and Commitment Therapy (ACT) on psychological flexibility and cognitive emotion regulation in women with breast cancer. Q Appl Psychol. 2020;13(4):527-48. [Persian]
31. Ashori M, Rashidi A. Effectiveness of cognitive emotion regulation strategies training on cognitive flexibility in deaf students. Empower Except Child. 2019;10(2):250–9. [Persian] [DOI]
32. Solati AA, Eslami M, Ejadi Z. Investigating the effectiveness of emotional self-regulation skills on students' cognitive flexibility and working memory. Journal of Assessment and Research in Applied Counseling (JARAC). 2023;5(3):113-8. [Persian] [DOI]
33. Roemer L, Williston SK, Rollins LG. Mindfulness and emotion regulation. Curr Opin Psychol. 2015;3:52–7. [DOI]
34. Shiralinia K, Abdollahi Musavi H, KHojastemehr R. The effectiveness of group Acceptance and Commitment Therapy (ACT)-based training on parenting stress and psychological flexibility in mothers of children with autism spectrum Disorderr. Psychol Except Individ. 2018;7(28):21–44. [Persian] [DOI]
35. Rahimi M, Etemad HR. The effectiveness of emotion regulation training on the family quality of life of mothers with children with autism and separation anxiety disorder. Shenakht. 2019;6(4):295 306. [Persian] [DOI]
36. Sadeghifard M, Sadat SF, Asgharnejad F. The relationship between emotion regulation strategies and life expectancy and resilience in the mothers of children with intellectual disability. Middle Eastern Journal of Disability Studies (MEJDS). 2021;11(1):109. [Persian] [Article]
37. Ramezanloo M, Abolmaali Alhosseini K, Bagheri F, Robatmili S. The effectiveness of stress-emotion management skills training on quality of life and cognitive emotion regulation of mothers' children with autism spectrum disorder. Psychology of Exceptional Individuals. 2021;11(41):195–243. [Persian] [DOI]
38. Salehyan M, Aghabeiki A, Rajabpour M. The effectiveness of emotional management group training on children's self-concept. Procedia-Soc Behav Sci. 2013;84:475–8.‌ [DOI]
39. Laslo-Roth R, George-Levi S, Ben-Yaakov L. Support me in the good times too: interpersonal emotion regulation, perceived social support, and loneliness among mothers of children with autism spectrum disorder. J Soc Pers Relatsh. 2023;40(1):55–75. [DOI]
40. Lakani N, Akbari B. The effectiveness of positive psychotherapy on emotional regulation, cognitive flexibility and mental happiness of internet addicted students. Med J Mashhad Univ Med Sci. 2021;64(3):3421–38. [Persian] [DOI]
41. Kitazawa M, Yoshimura M, Hitokoto H, Sato-Fujimoto Y, Murata M, Negishi K, et al. Survey of the effects of internet usage on the happiness of Japanese university students. Health Qual Life Outcomes. 2019;17(1):151-60. [DOI]
42. McCrimmon AW, Matchullis RL, Altomare AA. Resilience and emotional intelligence in children with high-functioning autism spectrum disorder. Dev Neurorehabilitation. 2016;19(3):154–61 [DOI]
43. Ogston PL, Mackintosh VH, Myers BJ. Hope and worry in mothers of children with an autism spectrum disorder or Down syndrome. Res Autism Spectr Disord. 2011;5(4):1378–84. [DOI]
44. Gross JJ, John OP. Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. J Pers Soc Psychol. 2003;85(2):348–62. [DOI]
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2025 CC BY-NC 4.0 | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb