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Procedia - Social and Behavioral Sciences 84 (2013) 874 – 878 1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus doi:10.1016/j.sbspro.2013.06.665 :Arezoo alijani,+098-9111167279 E-mail address:[email protected] -behavioral group behavioral problems Arezoo Alijani a , Mohamadali Rahman a , Shahrbanoo Ghahari a a Department of Psychology Islamic Azad University, Tonekabon, Mazandaran, Iran Abstract Introduction: mental health the deep relationship between mothers and children is of great importance. This study aimed at specifying the effectiveness of mother's cognitive-behavioural group interventions on the number of ADHD children's behavioural problems Method: the researcher used160 boys with the age range of 6-12 who had visited counsellors in educational counselling centre and private psychiatry clinics in1389-90.the instrument used in this study included canners questionnaire (children and parents form) and family functioning questionnaire. After running the pre-test, 60 children were diagnosed with ADHD, then 30 ADHD children's mothers were randomly assigned to control group and experimental group. Each group consisted of 15 members cognitive-behavioural training was performed during twelve ninety minute sessions for the experimental group. Having completed the training, the groups were evaluated again by the above mentioned questionnaires .Mancova analysis was used to examine the obtained data .Result: the analysis revealed that the difference two group interns with regard to of children's behavioral problems significant, and also, mothers general functioning (anger management, problem solving , effective communication). Conclusion: the result of the analysis show that mothers cognitive-behavioral group intervention is an effective useful way of for managing and improving children's behavioral problem. Key words: ADHD children, anger management, cognitive-behavior training, effective communication, mothers, problem solving. 1. Introduction: Attention deficit hyperactivity disorder (ADHD) is a developmental disorder (Gupta, Kar 2009). This disorder is one of the most prevalent neurobehavioral disorders in childhood. Its domain is reported to be about 2 to 1 to 9 to 1 (Sadock, Sadock , 2007). The cognitive-behavioral methods, in spite of other types of behavior therapy, deal directly with thoughts and feelings, which are obviously important in any mental disorder. In contrast to the dynamic psychotherapy, these methods have scientific foundations and are exhibited more efficiency in the assessment of clinical activities (Hawton, Keith 1989 ghasemzadeh, 2008). Similarly, the present study attempts to make the 3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012) Corresponding author name: Available online at www.sciencedirect.com © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus

The Effectiveness of Mother's Cognitive-behavioral Group Interventions on the Number of ADHD Children's Behavioral Problems

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Procedia - Social and Behavioral Sciences 84 ( 2013 ) 874 – 878

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprusdoi: 10.1016/j.sbspro.2013.06.665

:Arezoo alijani,+098-9111167279

E-mail address:[email protected]

-behavioral group behavioral

problems

Arezoo Alijania , Mohamadali Rahmana, Shahrbanoo Ghaharia

aDepartment of Psychology Islamic Azad University, Tonekabon, Mazandaran, Iran

Abstract Introduction: mental health the deep relationship between mothers and children is of great importance. This study aimed at specifying the effectiveness of mother's cognitive-behavioural group interventions on the number of ADHD children'sbehavioural problems Method: the researcher used160 boys with the age range of 6-12 who had visited counsellors in educational counselling centre and private psychiatry clinics in1389-90.the instrument used in this study included canners questionnaire (children and parents form) and family functioning questionnaire. After running the pre-test, 60 children were diagnosed with ADHD, then 30 ADHD children's mothers were randomly assigned to control group and experimental group. Each group consisted of 15 members cognitive-behavioural training was performed during twelve ninety minute sessions for the experimental group. Having completed the training, the groups were evaluated again by the above mentioned questionnaires .Mancova analysis was used to examine the obtained data .Result: the analysis revealed that the difference two group interns with regard to of children's behavioral problems significant, and also, mothers general functioning (anger management, problem solving , effective communication). Conclusion: the result of the analysis show that mothers cognitive-behavioral group intervention is an effective useful way of for managing and improving children's behavioral problem.

Key words: ADHD children, anger management, cognitive-behavior training, effective communication, mothers, problem solving.

1. Introduction:

Attention deficit hyperactivity disorder (ADHD) is a developmental disorder (Gupta, Kar 2009). This disorder is one of the most prevalent neurobehavioral disorders in childhood. Its domain is reported to be about 2 to 1 to 9 to 1 (Sadock, Sadock , 2007). The cognitive-behavioral methods, in spite of other types of behavior therapy, deal directly with thoughts and feelings, which are obviously important in any mental disorder. In contrast to the dynamic psychotherapy, these methods have scientific foundations and are exhibited more efficiency in the assessment of clinical activities (Hawton, Keith 1989 ghasemzadeh, 2008). Similarly, the present study attempts to make the

3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012)

© 2013 Published by Elsevier Ltd. Selection and peer review under the responsibility of Dr. Melehat Halat

Corresponding author name:

Available online at www.sciencedirect.com

© 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus

875 Arezoo Alijani et al. / Procedia - Social and Behavioral Sciences 84 ( 2013 ) 874 – 878

hrough using some skills for them in order to assess such alteration in the -behavioral skills were taught in this study: Anger management,

Problem solving, Effective communication, the communication between the parent and child is one of the most important components of social life that plays a significant role in the mental health of parents and children (Rose, Huver, 2010). Thus, the present study has been carried out based on the general goal of examining the effect of

-behavioral group interventions (anger management, problem solving, and effective - determining

the effect of cognitive-behavioral group interventions (anger management, problem solving, and effective - determining the effect of cognitive-

behavioral group interventions of anger management on the functioning rate - determining the effect of cognitive-behavioral group interventions of problem solving on the functioning rate of

- determining the effect of cognitive-behavioral group interventions of effective

2. Method

2.1 Participants The study was carried out based on the semi-experimental method of designing the -test and post-test with the

wait list group. Participants and Research Statement

The research participants were selected using the convenience and voluntary sampling method. The statistical population of the research consists of 160 6-12 year old boys and their mothers who had visited the counselling centers of Education Offi

diagnosed to suffer from ADHD; in addition, the mothers of 30 children who were qualified to participate in the research (did not have any other disorder) were placed randomly in the two experiments and wait list control groups (each group 15 participants). Then the cognitive-behavioral group interventions were conducted in 12 90-minute sessions with the experimental group. Ultimately, the two groups were assessed by the mentioned questionnaires. The obtained information was analyzed by COVARIANCE analysis (MANCOVA).

Instrument

behavioral

behavioral problems based on the dimensional system of classification. It consists of several behavioural questionnaires specific for

. The parents score the questions in the forms being graded based on using four items. The reliability of

behavior in six fields (Hooshvar et al., 2009).

B) Family Assessment Device Questionnaire (FAD)

Family Assessment Device (FAD) is a 60-phrase questionnaire, which is compiled by (Epstein, Baldwin, Bishop, 1983) based on McMaster's pattern to measure the family functioning. For measurement, the dimensions of Mac master model are built on family functioning; i.e. problem solving, communication, roles, emotional responsiveness, emotional attachment, and behavior control that also provides an evaluation of the overall functioning. Therefore, the model has seven subscales. Reliability: the reliability is related to the consistency of the six subscales of FAD, which is reported to be between 0.72 and 0.83. In addition, the internal consistency of the overall functioning subscale was 0.92. The questionnaire was normalized by Mohammadi Zadeh and Malek Khosravi in Iran. Family

876 Arezoo Alijani et al. / Procedia - Social and Behavioral Sciences 84 ( 2013 ) 874 – 878

functioning was evaluated in six levels that are: problem solving, communication, roles, emotional responsiveness, emotional attachment, behavior control, and overall functioning.

Conduction Method:

In order to conduct the independent variable, after conducting the sampling as mentioned, an introduction session was held in order to brief, prepare and familiarize the participant with each other in one of the studied schools. The procedure of the sessions was in this way that at the beginning of each session a summary of the previous sessions was presented with the help of group members; then the new discussions was instructed the therapist and;

they have learned to each other. At the -

behavioral group interventions were carried out in twelve 90-minute sessions (each skill in four sessions, each session once a week). At the end of performing each skill, a summary of discussions in two A4 pages of understandable forms was handed out to mothers. The visual slides and video projection were also used in the sessions as they resulted in more attraction and motivation for mothers.

Findings

The results relating to research data using descriptive statistical methods (mean and standard deviation) and inferential statistics, multivariable COVARIANCE analysis (MANCOVA), were used to examine the hypothesis. P = 0.438, F = 0.117, def. (2883, 21.551).

Table 1-4: MANCOVA analysis F ratio for combined variable size

Source Value F (17, 6) Sigh. ETA

Combined variable (behavioral problems) 0.046 59.007 0.001 0.954

The results indicate that the squared value ETA of behavioral problems is higher than 14%, which demonstrate the high effect, the difference between the two groups, and the significance of the independent variable.

Table 2-4: Adjusted mean, standard deviation, and the results of behavioral

analysis

Variable

Experiment group Standard

deviation

Wait list group Standard

deviation

COVARIANCE P ETA

Mean Mean F (1, 22)

Conduct disorder 10.92 .306 16.07 .306 115.881 0.001 .840

Learning 7.62 .344 11.78 .344 60.187 0.001 .732

Psychosomatic 1.68 .195 3.38 .195 31.207 0.001 .587

Impulsiveness 6.45 .537 9.14 .537 10.332 0.004 .320

Anxiety 5.42 .330 7.38 .330 14.516 0.001 .398

Hyperactivity 21.64 .334 27.48 .334 125.135 0.001 .850

In investigating the first main hypothesis; i.e. cognitive-behavioral group interventions (anger management, problem solving, and effective communication) are effective on the rate of ADHD, the results of the table indicate that there is a significant difference between the experimental group, which was exposed to cognitive-behavioral training, and the control group, which was not under any training (F (6, 17) = 59.007, P = 0.001, ETA = 0.957). According to the adjusted means, such a difference was beneficial for the trained group.

877 Arezoo Alijani et al. / Procedia - Social and Behavioral Sciences 84 ( 2013 ) 874 – 878

Table 3-4: MANCOVA analysis F ratio for combined variable size

Source Value F (17, 6) Sig. ETA

Combined variable (family functioing) 0.105 24.183 0.001 0.895

The results indicate that the squared value ETA of behavioral problems is higher than 14%, which demonstrate the high effect, the difference between the two groups, and the significance of the independent variable.

Table 4-4: Adjusted mean, standard deviation, and the results of family functioning dependent variabl

analysis

Variable Mean

Experiment group

Mean

Wait list group

COVARIANCE P ETA

Standard deviation

Standard deviation

F (1, 22)

Problem solving 7.058 .418 12.54 .418 65.690 0.001 .749

Communication 9.48 .469 13.97 .469 36.052 0.001 .614

Roles 15.69 .408 20.10 .408 44.831 0.001 .671

Responsiveness 12.44 .560 17.15 .560 27.002 0.001 .551

Behavior control 17.98 .568 26.34 .568 82.738 0.001 .790

between the experimental group, which was exposed to the cognitive-behavioral training, and the wait list group, which was not under any training.

Results

The results indicate that there is a significant difference between the experimental group, which was exposed to the cognitive-behavioral training, and the wait list group, which was not under any training, in the two main research goals. According to the adjusted means, such a difference is beneficial for the experimental group. In this research, behavioral analysis, all of the factors have received a percentage of significance and effectiveness due to skills training. Some studies have pointed out that the existence of ADHD symptoms in the parents can be problematic for the

Sounuga, Barker , 2002). Is seems that the inconsistency of some studies with this study is because of the overall training to mothers or because of the trainings that are specific to ADHD symptoms. Moreover, learning the necessary skills such as anger management, problem solving and effective communication individually can also be considered important and necessary at first place for the mental health enhancement of individuals themselves. During an examination by (Christophersen, E, and Mortweet, 2007) they showed that most

be able to better raise their children in various circumstances of life, grow the social skills in them and enhance their knowledge about the interpersonal relations with their children. Generally, the children suffering from ADHD cannot communicate with others (like their families) appropriately. Such a problem results in the growth of their negative interaction with their families and a larger community; i.e. the society (Nijmeijer., Minderaa , 2007). (Ditzen & et al, 2008) Schmidt indicated that in experimental conditions, the mothers of such children are less the starter of communication with their children and, in case of starting the communication with the children, the mother's response less positive. Such mothers are more controlling and directive. Although the parents may be different in controlling and socializing their children, it seems that all parents have the primary role in raising,

study behavioral problems,

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and it can be one of the reasons for its significance and effectiveness for behavioral problems. The results of this study show that participating in cognitive-behavioral training sessions cause the increase in the

-taking and emotional responsiveness and as well as reducing the behavioral problems, which are specific to ADHD children, it has an effective role in such

behavioral-cognitive methods (anger management, problem solving, and effective communication). It is recommended to conduct such researches with other instruments in order to extract the results that are more accurate. In this study, because of the easy access and the higher responsibility, only the mothers of ADHD children were participated. We recommend for the future studies to participate the fathers, or even the siblings of these children in order to more enhance the

a e) was among the limitations of the study that may be effective in the results as well as the correct

utilization of the trainings.

References Epstein, Baldwin, Bishop (1983). Family Assessment Device, Translated by Azmoon Yar Pooya (2009). Institute for Preparation of

Technological Sciences and related disciplines tests. Hooshvar, Parsa; Behina, Fatemeh; Khooshabi, Katayoon; Mirzayi, Hooshang; Rahgozar, Mahdi (2009). Effect of group training for parents of

4-10 year-old children suffering from hyperactivity on their behavioral disorders. Rehabilitation Scientific and Research Quarterly, Vol. 10, No. 3, pp 24-31.

Houghton, Keith (1989). Cognitive Behavior Therapy: Applied manual for the treatment of mental disorders, translated by, Habibollah Ghasem

Zadeh. Tehran, Arjmand Publications , 2003. Shahamat, Fatemeh; Sabeti, Alireza; Rezvani, Samaneh (2010). Examining the relationship between raising children and preliminary

maladaptive schemas. Educational and Psychological Studies, 11 (2). Pp 229-254. Christophersen, E, and Mortweet fancy coyos, S. (2007). The role of cognitive behavioral therapy in treating common problems in childhood.

Available at: File: /I: /The role of cognitive behavioral therapy common.htm. - Ditzen B, Schmidt S, Strauss B, Nater UM, Ehlert U, Heinrichs M.( 2008). Adult attachment and social support interact to reduce psychological

but not cortisol responses to stress. Jo.f Psychosomatic Res; (64 suppl5): 479- 4. Gupta. R., &Kar, B.R. (2009). Development of attentional processes in ADHD and normal children. Progress in brain research. 176,259-276. -Nijmeijer, J., Minderaa, R.B., Buitelaar, J.K., Mulligan, A., Hartman, C. Hoekstra. (2007). Attention-deficit /hyperactivity disorder and social

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