نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد / دانشگاه گیلان، رشت، ایران

2 استاد / دانشگاه گیلان، رشت، ایران.

3 دانشیار / دانشگاه گیلان، رشت، ایران.

چکیده

هدف: با توجه به دشواری در تنظیم هیجان و مشکلات رفتاری نوجوانان دارای اختلال انفجاری متناوب، پژوهش حاضر با هدف تعیین اثربخشی آموزش تنظیم هیجان بر مشکلات برو‌‌ن‌سازی‏شده / درو‌‌ن‌سازی‏شده در دانش‏آموزان دختر دارای اختلال انفجاری متناوب انجام شد.
روش: پژوهش حاضر یک مطالعه نیمه آزمایشی از نوع پیش‌آزمون – پس‌آزمون با گروه کنترل بود.  نمونه پژوهش 30 دانش‌آموز دختر دارای اختلال انفجاری متناوب بود که از میان 655 دانش‌آموز مقطع متوسطه شناسایی و سپس به شکل تصادفی به دو گروه آزمایشی و کنترل تقسیم شدند. گروه آزمایش آموزش تنظیم هیجان مدل گراس را در هشت جلسه دریافت نمودند در حالی که گروه کنترل در طول هشت جلسه به تماشای فیلم آموزشی نامرتبط با تنظیم هیجان  پرداختند. در این پژوهش از پرسشنامه اختلال انفجاری متناوب کوکارو، برمن و مک کلوسکی (2017) و پرسشنامه مشکلات رفتاری هیجانی آخنباخ و رسکورلا (2003) در دو مرحله پیش‏آزمون و پس‏آزمون استفاده شد. داده‏های پژوهش با تحلیل کوواریانس یک و چند متغیری تجزیه‌وتحلیل شدند.
یافته‌ها: نتایج این پژوهش شان داد که آموزش تنظیم هیجان موجب کاهش مشکلات برو‌‌ن‌سازی شده و مشکلات درو‌‌ن‌سازی شده در دختران  دارای اختلال انفجاری متناوب اشده است. این یافته‌ها حاکی است که می‏توان از آموزش تنظیم هیجان در جهت مدیریت رفتارها و هیجانات دانش آموزان دارای این اختلال استفاده کرد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Emotional Regulation Training on Externalized-Internalized Problems in Female Students with Intermittent Explosive Disorder

نویسندگان [English]

  • Sadaf Sheikhi Gerakoui 1
  • abbas abolghasemi 2
  • mahnaz khosrojavid 3

1 Student University of Guilan, Rasht, Iran.

2 Professor University of Guilan, Rasht, Iran.

3 Associate professor University of Guilan, Rasht, Iran.

چکیده [English]

Purpose: Considering the difficulties in emotion regulation and behavioral problems in adolescents with Intermittent Explosive Disorder (IED), the aim of the present study was to determine the effectiveness of emotion regulation training on internalized-externalized problems in female students with IED.
Method: This research was a quasi-experimental study with pretest-posttest and control group design. A sample of 30 students was selected out of 655 high school students in the city of Rasht. These students were identified with a diagnosis of IED and were then randomly divided into experimental and control groups. The experimental group received the Grass emotion regulation training in eight sessions while the control group watched educational video unrelated to emotion regulation during eight sessions. Both groups completed these questionnaires in two stages of pretest and post-test: Intermittent Explosive Disorder Screening Questionnaire (IED-SQ; Coccaro, Breman & McCloskey, 2017) and Achenbach System of Empirically Based Assessment (ASEBA: Achenbach & Raskorla, 2003).  The data were analyzed using one-way and multivariate analysis of covariance.
Findings: The results showed that the emotion regulation training reduced externalizing and internalizing problems in female adolescents with IED. These findings suggest that this type of training can be used to manage the behaviors and emotions of students with IED.

کلیدواژه‌ها [English]

  • "Emotion regulation"
  • "externalized-internalized problems"
  • "intermittent explosive disorder"
Achenbach, T. M., & Rescorla, L. (2003). Manual for the ASEBA adult forms & profiles. In: Burlington, VT: University of Vermont, Research Center for Children, Youth ….
Aldao, A., Sheppes, G., & Gross, J. J. (2015). Emotion regulation flexibility. Cognitive Therapy and Research, 39(3), 263-278.
Andre, Q. R., Geeraert, B. L., & Lebel, C. (2019). Brain structure and internalizing and externalizing behavior in typically developing children and adolescents. Brain Structure and Function, 1-10.
Association, A. P. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub.
Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14-20.
Cameron, L. D., Carroll, P., & Hamilton, W. K. (2018). Evaluation of an intervention promoting emotion regulation skills for adults with persisting distress due to adverse childhood experiences. Child abuse & neglect, 79, 423-433.
Chesney, S. A., & Gordon, N. S. (2017). Profiles of emotion regulation: Understanding regulatory patterns and the implications for posttraumatic stress. Cognition and emotion, 31(3), 598-606.
Cheung, R. Y., Chan, L. Y., & Chung, K. K. (2020). Emotion dysregulation between mothers, fathers, and adolescents: Implications for adolescents' internalizing problems. Journal of Adolescence, 83, 62-71.
Coccaro, E. F., Berman, M. E., & McCloskey, M. S. (2017). Development of a screening questionnaire for DSM-5 intermittent explosive disorder (IED-SQ). Comprehensive psychiatry, 74, 21-26.
Coccaro, E. F., Fanning, J., & Lee, R. (2017a). Development of a social emotional information processing assessment for adults (SEIP‐Q). Aggressive behavior, 43(1), 47-59.
Coccaro, E. F., Fanning, J. R., Keedy, S. K., & Lee, R. J. (2016). Social cognition in intermittent explosive disorder and aggression. Journal of psychiatric research, 83, 140-150.
Coccaro, E. F., Fanning, J. R., & Lee, R. (2017b). INTERMITTENT EXPLOSIVE DISORDER AND SUBSTANCE USE DISORDER: ANALYSIS OF THE NATIONAL COMORBITY STUDY-REPLICATION SAMPLE. The Journal of clinical psychiatry, 78(6), 697.
Coccaro, E. F., Lee, R., & McCloskey, M. S. (2014). Relationship between psychopathy, aggression, anger, impulsivity, and intermittent explosive disorder. Aggressive behavior, 40(6), 526-536.
Crouch, J. L., McKay, E. R., Lelakowska, G., Hiraoka, R., Rutledge, E., Bridgett, D. J., & Milner, J. S. (2018). Do emotion regulation difficulties explain the association between executive functions and child physical abuse risk? Child abuse & neglect, 80, 99-107.
Diefendorff, J. M., Richard, E. M., & Yang, J. (2008). Linking emotion regulation strategies to affective events and negative emotions at work. Journal of Vocational behavior, 73(3), 498-508.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annual review of clinical psychology, 6, 495-525.
Ersan, C. (2020). Physical aggression, relational aggression and anger in preschool children: The mediating role of emotion regulation. The Journal of General Psychology, 147(1), 18-42.
Fanti, K. A., & Henrich, C. C. (2010). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: findings from the National Institute of Child Health and Human Development Study of Early Child Care. Developmental psychology, 46(5), 1159.
Fernandez, E., & Johnson, S. L. (2016). Anger in psychological disorders: Prevalence, presentation, etiology and prognostic implications. Clinical Psychology Review, 46, 124-135.
Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction: Longman Publishing.
Gardner, S. E., Betts, L. R., Stiller, J., & Coates, J. (2017). The role of emotion regulation for coping with school-based peer-victimisation in late childhood. Personality and Individual Differences, 107, 108-113.
Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311-1327.
Garofalo, C., Gillespie, S. M., & Velotti, P. (2020). Emotion regulation mediates relationships between mindfulness facets and aggression dimensions. Aggressive behavior, 46(1), 60-71.
Gharibpour, M., Akbari, B., & Abolghasemi, A. (2020). Comparisons of Alexithymia, Negative Emergency and Aggression in Prisoners with and without Intermittent Explosive Disorder. Journal of Applied Psychological Research, 11(1), 169-183.
Green, M. F., Horan, W. P., & Lee, J. (2015). Social cognition in schizophrenia. Nature Reviews Neuroscience, 16(10), 620-631.
Gross, J., & Thompson, R. (2007). Emotion regulation: Conceptual foundations. InJ. J. Gross (Ed.), Handbook of emotion regulation.
Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current directions in psychological science, 10(6), 214-219.
Gross, J. J. (2007). Handbook of Emotion Regulation.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2), 348.
Hein, S., Röder, M., & Fingerle, M. (2018). The role of emotion regulation in situational empathy‐related responding and prosocial behaviour in the presence of negative affect. International Journal of Psychology, 53(6), 477-485.
Henriksen, M., Skrove, M., Hoftun, G. B., Sund, E. R., Lydersen, S., Tseng, W.-L., & Sukhodolsky, D. G. (2020). Developmental course and risk factors of physical aggression in late adolescence. Child Psychiatry & Human Development, 1-12.
Hsieh, M., & Stright, A. D. (2012). Adolescents’ emotion regulation strategies, self-concept, and internalizing problems. The Journal of Early Adolescence, 32(6), 876-901.
Jermann, F., Van der Linden, M., d'Acremont, M., & Zermatten, A. (2006). Cognitive emotion regulation questionnaire (CERQ). European Journal of Psychological Assessment, 22(2), 126-131.
Keltikangas-Järvinen, L. (2005). Social problem solving and the development of aggression. Social problem solving and offending: Evidence, evaluation and evolution, 31-50.
Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of child psychology and psychiatry, 51(6), 706-716.
Kokkinos, C. M., Algiovanoglou, I., & Voulgaridou, I. (2019). Emotion Regulation and Relational Aggression in Adolescents: Parental Attachment as Moderator. Journal of Child and Family Studies, 28(11), 3146-3160.
Kraiss, J. T., Peter, M., Moskowitz, J. T., & Bohlmeijer, E. T. (2020). The relationship between emotion regulation and well-being in patients with mental disorders: A meta-analysis. Comprehensive psychiatry, 102, 152189.
Litin, S. C., & Nanda, S. (2018). Mayo clinic family health book.
LoSavio, S. T., Dillon, K. H., & Resick, P. A. (2017). Cognitive factors in the development, maintenance, and treatment of post-traumatic stress disorder. Current Opinion in Psychology, 14, 18-22.
McCloskey, M. S. (2019). Psychosocial Interventions for Treatment of Intermittent Explosive Disorder. In Intermittent Explosive Disorder (pp. 235-248): Elsevier.
Meque, I., Dachew, B. A., Maravilla, J. C., Salom, C., & Alati, R. (2019). Externalizing and internalizing symptoms in childhood and adolescence and the risk of alcohol use disorders in young adulthood: a meta-analysis of longitudinal studies. Australian & New Zealand Journal of Psychiatry, 53(10), 965-975.
Minaee, A. (2006). Adaptation and standardization of child behavior checklist, youth self-report, and teacher’s report forms. Journal of Exceptional Children, 6(1), 529-558.
Modecki, K. L., Zimmer‐Gembeck, M. J., & Guerra, N. (2017). Emotion regulation, coping, and decision making: Three linked skills for preventing externalizing problems in adolescence. Child Development, 88(2), 417-426.
Neumann, A. (2010). Affect dysregulation and adolescent psychopathology in the family context: Citeseer.
Pinkham, A. E., Penn, D. L., Green, M. F., & Harvey, P. D. (2016). Social cognition psychometric evaluation: Results of the initial psychometric study. Schizophrenia bulletin, 42(2), 494-504.
Rahimi-Movaghar, A., Amin-Esmaeili, M., Sharifi, V., Hajebi, A., Radgoodarzi, R., Hefazi, M., & Motevalian, A. (2014). Iranian mental health survey: design and field proced. Iranian journal of psychiatry, 9(2), 96.
Ramezanzadeh, F., Moradi, A., & Mohammadkhani, S. (2014). Effectiveness of the Training of Emotion Regulation Skills in Executive Functions and Emotion Regulation Strategies in Adolescents at Risk. Journal of Cognitive Psychology, 2(2), 37-45.
Rezaei Dehnavi, S., Rashidi, S., & Bakhshayesh, A. R. (2016). Study of Effectiveness of the Emotion Regulation Training on Social Skills and Repetitive Behaviors in Children with High Functioning Autism. International Society for Autism Research, .
Sadock, B. J., & Sadock, V. A. (2011). Kaplan and Sadock's synopsis of psychiatry: Behavioral sciences/clinical psychiatry: Lippincott Williams & Wilkins.
Saeedi, E., Sabourimoghadam, H., & Hashemi, T. (2020). Predicting the relationship between emotional intelligence and anger rumination with the aggression of Tabriz university students. Quarterly Social Psychology Research, 10(38), 65-82.
Silk, J. S., Vanderbilt-Adriance, E., Shaw, D. S., Forbes, E. E., Whalen, D. J., Ryan, N. D., & Dahl, R. E. (2007). Resilience among children and adolescents at risk for depression: Mediation and moderation across social and neurobiological contexts. Development and psychopathology, 19(3), 841.
Smeijers, D., Rinck, M., Bulten, E., van den Heuvel, T., & Verkes, R. J. (2017). Generalized hostile interpretation bias regarding facial expressions: Characteristic of pathological aggressive behavior. Aggressive behavior, 43(4), 386-397.
Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and violent behavior, 9(3), 247-269.
Sulik, M. J. (2013). Differential Prediction of Internalizing and Externalizing Symptomatology from Temperament and Parenting. Arizona State University,
Te Brinke, L., Schuiringa, H., Menting, A. T., Deković, M., & De Castro, B. (2018). A cognitive versus behavioral approach to emotion regulation training for externalizing behavior problems in adolescence: Study protocol of a randomized controlled trial. BMC psychology, 6(1), 1-12.
Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the society for research in child development, 59(2-3), 25-52.
Tork‌, F., Darvizeh, Z., Dehshiri, G. R., & Khosravi, Z. (2016). Predicting of externalizing and internalizing problems in adulthood basis of temperament and character. Journal of Psychological Studies, 12(3), 7-26.
Yazdkhasti, F., & Oreyzi, H. (2011). Standardization of child, parent and teacher’s forms of child behavior checklist in the city of Isfahan. Iranian Journal of Psychiatry and Clinical Psychology, 17(1), 60-70.
CAPTCHA Image