نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، دانشکده علوم انسانی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 نویسنده مسئول، دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران
3 دانشیار، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران
عنوان مقاله [English]
Introduction: Research shows that the behavior of people with attention deficit/hyperactivity disorder has a negative effect on their performance in the family, school and society and provokes negative reactions from those around them. Therefore, the present study aims to develop a cognitive behavioral therapy program : Especially for adolescents with attention deficit/hyperactivity disorder and the effectiveness of this program was investigated on their interaction with their parents, teachers and peers.
Research method: In terms of the purpose of this research, it is an applied research type, and in terms of the type of method, it is considered in the category of combined exploratory research, which has a quantitative and qualitative (mixed) nature. At first, it was done in the qualitative part by identifying the main content of the cognitive behavioral therapy program for teenagers with the content analysis method. Then, the second part of the research was carried out in the framework of the pre-test, post-test clinical trial with a three-month follow-up test. Among all adolescents aged 12-18 who were diagnosed with attention deficit/hyperactivity disorder in 2018 and were referred to "Tanafs Dobar" clinic in Tehran. With the help of teachers, parents and using a diagnostic interview based on the fifth edition of the diagnostic manual of the American Psychiatric Association (2013), 30 people were selected by purposive sampling and placed in two control and control groups, the control group underwent cognitive behavioral therapy sessions. participated, while the members of the evidence group did not receive intervention. The tools of this research included: Cook's Behavior Inventory, Parent Behavior Inventory (CBCL), Mark et al.'s Parent-Child Relationship Assessment Questionnaire, Murray and Zwich's Teacher-Student Relationship Quality Questionnaire, and Hudson's Peer Relationship Index. In order to analyze the findings of the research, SPSS software version 26 was used, as well as the statistical method of repeated measurement variance analysis.
Results: The findings of this research showed that the developed intervention had an effect on behavioral problems and disorder symptoms in adolescents as well as peer interaction problems, in the sense that after receiving treatment, adolescent behavioral problems and behavioral problems as well as communication problems with peers decreased and this decrease continued in the follow-up phase. On the other hand, this intervention has been able to improve the interactions between teenagers and parents and teachers in both post-test and follow-up stages.
Conclusion: According to the findings of the research, it can be said that the cognitive-behavioral program developed specifically for adolescents, which was developed in this thesis, has a high ability and effectiveness to reduce behavioral problems, disorder symptoms and interaction with peers of adolescents with attention deficit disorder. It also has significant clinical utility for improving interaction with parents and teachers. Therefore, therapists are recommended to use this intervention in working with adolescents with attention deficit hyperactivity disorder.
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