Comparison of the Effectiveness of Schema Therapy-Based Parenting Training and Acceptance and Commitment Therapy on Emotion Regulation (Adaptive and Maladaptive) in Children with Attention-Deficit/Hyperactivity Disorder in Amol
Keywords:
Schema-based parenting education, acceptance and commitment therapy, emotion regulation, children with attention deficit hyperactivity disorderAbstract
Objective: The aim of this study was to compare the effectiveness of schema therapy-based parenting training and acceptance and commitment therapy (ACT) on the emotion regulation of children with attention-deficit/hyperactivity disorder (ADHD) in the city of Amol.
Methods and Materials: The present study employed a quasi-experimental pretest-posttest and follow-up design with a control group. The statistical population consisted of all elementary school children aged 7 to 11 years with ADHD and their mothers in Amol during the 2020–2021 academic year. From this population, 45 participants were selected through purposive sampling and randomly assigned to three groups: schema therapy-based parenting training (15 participants), acceptance and commitment therapy (15 participants), and control group (15 participants). Participants completed the Emotion Regulation Questionnaire by Garnefski (Garnefski et al., 2001). Data were analyzed using multivariate and univariate analysis of covariance and Bonferroni post hoc test in SPSS-24 software.
Findings: The results showed that both schema therapy-based parenting training and acceptance and commitment therapy significantly improved emotion regulation strategies in children with ADHD.
Conclusion: Given the effectiveness of these approaches in improving emotion regulation, psychologists and counselors in mental health service centers can utilize these interventions to reduce symptoms of ADHD.
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