Effectiveness of training parents by Adler- Dreikurs Approach on emotion regulation and parent-child interaction in children with Attention Deficit/Hyperactivity Disorder

Document Type : Original Article

Authors

1 PhD student in Counseling, Islamic Azad University, Isfahan (khorasgan) Branch, Isfahan, Iran

2 Professor, Department of Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

3 Assistant Professor, Department of Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

Abstract

The present study was conducted aiming to determine the effectiveness of training the parents through Adler- Dreikurs approach on emotion regulation and parent-child interaction of the children with Attention Deficit/Hyperactivity Disorder (ADHD). It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the current study was the all the primary school children with ADHD and their parents in Isfahan City in academic year 2018-19. 30 primary school children with ADHD were selected using purposive sampling method and they were randomly assigned into experiment and control groups (each group of 15 children). The parents in the experiment group received ten sessions of training Adler- Dreikurs approach (Amiri, Alizadeh, and Farrokhi, 2014). The applied questionnaires in this study included Conners ADHD Questionnaire, parents form (Brook and Clinton, 2007), Emotional Regulation (Shield and Kiketi, 1998) and Parent-Child Interaction (Pianta, 1994). The data from the study were analyzed through repeated measurement ANOVA method Using SPSS23 statistical software. The results showed that training the parents through Adler- Dreikurs approach has had significant effect on emotion regulation (p<0.001) and parent-child interaction (p<0.001) of the children with ADHD. According to the findings of the present study, it can be concluded that training the parents through Adler- Dreikurs approach can be used as an efficient method to improve emotion regulation and parent-child interaction of the children with ADHD focusing on normal principles of parent-child interaction.

Keywords

References

Ahmadi, N., Chaudhry, C. H., Olango, G., & Molla, M. (2016). The Relation of Parent-Child Interaction Therapy (PCIT) in Well-Being of Young Children With Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder. Journal of the American Academy of Child & Adolescent Psychiatry. 56(10), 218-223.
Biederman, J., Spencer, T., Lomedico, A., Day, H., Petty, C. R., & Faraone, S. V. (2012). Longitudinal course of deficient emotional self-regulation CBCL profile in youth with ADHD: prospective controlled study. Neuropsychiatr Dis Treatment. 8(3), 267–276.
Brock, S. E., & Clinton, A. (2007). Diagnosis of attention deficit/ hyperactivity disorder (AD/HD) in childhood: A review of the literature. The California School Psychologist. 12(1), 73-91.
Callahan, B. L., Bierstone, D., Stuss, D. T., & Black, S. E. (2017). Adult ADHD: Risk factor for dementia or phenotypic mimic? Frontiers in Aging Neuroscience. 9(260), 1-15
Carnes-Holt, K. (2012). Child-parent relationship therapy for adoptive families. Family Journal. 20(4), 419-426.
Christian, D. D., & Perryman, K. L. (2017). Improving the parent-adolescent relationship with adventure-based counceling: An Adlerian perspective. Journal of Child and Adolescent Counceling. 3, 44-58.
Chronis-Tuscano, A, Lewis-Morrarty, E, Woods, K. E., O’Brien, K. A., Mazursky-Horowitz, H., & Thomas, S. R. (2016). Parent–Child Interaction Therapy With Emotion Coaching for Preschoolers With Attention-Deficit/Hyperactivity Disorder.Cognitive and Behavioral Practice. 23(1), 62-78.
Churchill, S. S., Leo, M. C., Brennan, E. M., Sellmaier, C., Kendall, J., & Houck, G. M. (2018). Longitudinal Impact of a Randomized Clinical Trial to Improve Family Function, Reduce Maternal Stress and Improve Child Outcomes in Families of Children with ADHD. Maternal and Child Health Journal. 22(8), 1172-1182.
Kim, S., Park, J., Kim, H., Pan, Z., Lee, Y., & McIntyre, R. (2019). The relationship between smartphone addiction and symptoms of depression, anxiety, and attention-deficit/hyperactivity in South Korean adolescents. Ann Gen Psychiatry. 18, 1-8.
Kline, G., Honaker, J., Joseph, A., & Scheve, K. (2001). Analyzing Incomplete Political Science Data: An Alternative Algorithm for Multiple Imputation. American Political Science Review. 95(1), 49-69.
Lee, P., Niew, W., Yang, H., Chen, V. C., & Lin, K. (2012). A meta-analysis of behavioral parent training for children with attention deficit hyperactivity disorder. Research in Developmental Disabilities. 33(6), 2040-2049.
Luo, Y., Weibman, D., Halperin, J. M., & Li, X. (2019). A Review of Heterogeneity in Attention Deficit/Hyperactivity Disorder (ADHD). Frontal Human Neuroscience. 11(13), 42-48.
Pierre, M., Cogez, J., Lebain, P., Loisel, N., Lalevée, C., Bonnet, A. L., De La Sayette, V., & Viader, F. (2019). Detection of adult attention deficit hyperactivity disorder with cognitive complaint: Experience of a French memory center. Revue Neurologique. 175(6), 358-366.
Shan, W., Zhang, Y., Zhao, J., Zhang, Y., Cheung, E. F. C., Chan, R. C. K., & Jiang, F. (2019). Association between Maltreatment, Positive Parent–Child Interaction, and Psychosocial Well-Being in Young Children. The Journal of Pediatrics. 213, 180-186.
Shields, A., & Ciochetti, D. (1998). Reactive aggression among maltreated children: the contributions of attention and emotion dysregulation. Journal of Clinical Child Psychology. 7(1), 381-395.
Strauss, A. Y., Kivity, Y., & Huppert, J. D. (2019). Emotion Regulation Strategies in Cognitive Behavioral Therapy for Panic Disorder. Behavior Therapy. 50(3), 659-671.
Vandermaas-Peeler, M., Westerberg, L., & Fleishman, H. (2019). Bridging known and new: Inquiry and intersubjectivity in parent-child interactions. Learning, Culture and Social Interaction. 21, 124-135.
Yep, R., Soncin, S., Brien, D. C., Coe, B.C., Marin, A., & Munoz, D. P. (2018). Using an emotional saccade task to characterize executive functioning and emotion processing in attention-deficit hyperactivity disorder and bipolar disorder. Brain and Cognition. 124, 1-13.
 
Empowering Exceptional Children
Volume 10, Issue 4
May 2020
Pages 37-49

Files

History

  • Receive Date: 27 November 2019
  • Revise Date: 31 March 2020
  • Accept Date: 20 April 2020

Share

How to cite

Statistics