The Effectiveness of Mentalization-Based Therapy on Problem-Solving Skills and Self-Regulation in Children with Attention-Deficit/Hyperactivity Disorder
Keywords:
Problem-solving skills, self-control, mentalizing, attention deficit/hyperactivity disorderAbstract
Objective: The present study aimed to investigate the effectiveness of mentalization-based therapy on problem-solving skills and self-regulation in children with Attention-Deficit/Hyperactivity Disorder (ADHD) in Tehran.
Methods and Materials: This research employed a quasi-experimental design with a pretest-posttest and control group structure. The statistical population consisted of all boys and girls aged 7 to 13 years with ADHD who visited the Bahar Clinic in Tehran in 2024, with a mean age of 12.04 years. Using purposive and convenience sampling, 30 children with ADHD were selected as the sample group and randomly assigned to experimental (n = 15) and control (n = 15) groups. The experimental group received 12 one-hour sessions of mentalization training, while the control group remained on a waiting list. Data collection was conducted using the Weinberger and Schwartz Self-Restraint Questionnaire (1990). To assess problem-solving abilities in children, three subtests from the Wechsler Practical Intelligence Scale—Mazes, Block Design, and Arithmetic—were employed. Data analysis was performed using SPSS version 27 in both descriptive and inferential sections, with analysis of covariance (ANCOVA) applied.
Findings: The results indicated that the mean scores for problem-solving skills in the experimental group significantly increased compared to the control group. Furthermore, mentalization-based training led to improved self-regulation in children with ADHD in the experimental group.
Conclusion: These findings may assist professionals and parents in developing more effective strategies to support the psychological needs of children with Attention-Deficit/Hyperactivity Disorder.
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