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The Effect of Choice Theory Training on Neuropsychological Problems and Cognitive Emotion Regulation of Bullying Students with ADHD Disorder
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Mehdi Shomaliahmadabadi *   1, Atefe Barkhordari Ahmadabadi2 |
1- Payame Noor University of Ardakan
2- Payame Noor University of meybod |
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Abstract: (1175 Views) |
| Objective: The purpose of this study was to investigate the effect of choice theory training on neuropsychological problems and cognitive emotion regulation of bullying students with ADHD disorder. Method: This research was a quasi-experimental study with control group, pre-test and post-test with random assignment. The statistical population included all bullying students with ADHD disorder in Ardakan City in the academic year 2019-2020. Using convenience sampling, 26 individuals were selected and randomly assigned into two groups of 13 (experimental and control). All participants answered the standard questionnaires of Conner’s Psychological Neurological Problems (2004) and the Garnefsky, Crich and Spinhauem’s Cognitive Emotion Regulation Questionnaire in the pre-test and post-test stages. The experimental group received the theory of choice in 12 sessions of one hour and two sessions per week, while the control group did not receive any intervention during the study period. Finally, the data were analyzed by multivariate analysis of covariance (MANCOVA)at the significant level of 0.005. Results: The results showed that the mean scores of neuropsychological problems and cognitive emotion regulation in the experimental group were significantly different in the post-test stge (p<0.001). Conclusion: According to the results of this study, teaching the theory of choice can be considered as an effective intervention method in reducing the psychological problems of bullying students with ADHD disorder. |
Article number: 9 |
| Keywords: Choice Theory Training, Neuropsychological problems, Cognitive emotion regulation, Bullying students, ADHD |
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Full-Text [PDF 1297 kb]
(430 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2020/04/11 | Accepted: 2022/01/6 | Published: 2022/02/28
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