Effectiveness of Empathy and Cognitive-Behavioral Trainings on Social Cognition, Inhibition Response, and Adjustment in Children with Oppositional Defiant Disorder

Taher, Mahboobe and Abolghasemi, Abbas and Hajloo, Nader and Narimani, Mohammad (2016) Effectiveness of Empathy and Cognitive-Behavioral Trainings on Social Cognition, Inhibition Response, and Adjustment in Children with Oppositional Defiant Disorder. Doctoral thesis, University of Mohaghegh Ardabili.

Text (اثربخشی آموزشهای همدلی و شناختی– رفتاری بر شناخت اجتماعی، بازداری پاسخ و سازگاری کودکان مبتلا به اختلال نافرمانی مقابلهای) Mahboobe Taher.pdf Download (1MB)

Abstract

The aim of this study was to evaluate the effectiveness and comparing empathy and anger management trainings on social cognition, response inhibition, and adjustment in children with oppositional defiant disorder. The method of research is experimental and research design is pretest- posttest with multi groups. The sample consisted of 72 boy students of seventh and eighth grades with oppositional defiant disorder in 2014-2015 academic years in Sari city, which were selected by multi-stage cluster random sampling and were assigned to 4 groups (2 experimental groups and 2 control groups). For data collecting, oppositional defiant disorder rating scale for children (Homerson et al., 2006), the structured clinical interview (First et al., 1999), social stories (Tur-Kaspa & Brayran, 1994), stroop color- word test (Koumali et al., 1968), and students' adjustment questionnaire (Sinha & Sing, 1993) were used. For experimental groups, empathy training and anger management training based on cognitive- behavioral approach was executed at 8 weekly sessions in 60 minutes whereas control groups did not receive any training. The results of multivariate analysis of covariance showed empathy training and anger management training based on cognitive-behavioral approach can improve social cognition (and it's components), general adjustment (and it's components) in children with oppositional defiant disorder (P< 0.01). Adjusted mean values of empathy training has more role in improving social cognition of second and fifth stages than cognitive- behavioral training (P<0.05). There was no significant difference between effectiveness of empathy training and anger management training based on cognitive-behavioral approach on adjustment and it's components in children. The results of data analysis using Kruskal- Wallis showed empathy training and anger management training can improve response inhibition in children with oppositional defiant disorder (P<0.01). Friedman test showed the greatest change among the four groups of variables are the fourth card error and the fourth card reaction time (P<0.01). There was no significant difference between adjusted mean values of empathy training and anger management training on response inhibition in children with oppositional defiant disorder. These results can be a backup to use empathy and anger management trainings alongside academic learning periods for children with oppositional defiant disorder, that by teaching them be prevented from emerging, intensifying and becoming oppositional defiant disorder to other disorders.

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