Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 356-368 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Sattari S, Emadian S O, Ghanadzadegan H. (2024). Comparison of the Effectiveness of Coping Power Intervention and Forehand and Long Parenting Program on Aggression in Students with Oppositional Defiant Disorder. IEEPJ. 6(1), 356-368. doi:10.22034/6.1.356
URL: http://ieepj.hormozgan.ac.ir/article-1-811-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-811-en.html
1- PhD student, Department of Educational Psychology, Sari Branch, Islamic Azad University, Sari, Iran
2- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran ,emadian2012@yahoo.com
3- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
2- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran ,
3- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
Abstract: (2424 Views)
Objective: The purpose of this research was to compare the effectiveness of the coping power training program and the Long and Forehand parenting program on the aggression of students with oppositional defiant disorder.
Methods: A qualitative approach was employed in this study, utilizing the grounded theory method. The statistical population of first to third grade students with symptoms of oppositional defiant disorder and their mothers in two cities of Tehran in 2022. A total of 45 sample people were selected in a non-random, purposeful way and randomly arranged in one of three groups of 15 people, the coping power program, the Long and Forehand parenting program, and the control group, and they answered Shahim's aggression questionnaire. Before the implementation of the training course, a pre-test was conducted for all three groups, and after it was completed, a post-test was conducted for all three groups. The resulting data were analyzed using SPSS statistical software and the method of variance analysis with repeated measurements.
Results: Based on the results of the effectiveness of both training programs, it has had a significant impact on aggression, and the effect of long and forehand parenting program training on aggression has been greater than that of coping power program.
Conclusions: Therefore, it can be concluded that the coping power program and the Long and Forehand parenting program can be used as a suitable therapeutic intervention tool to reduce the aggression of students with oppositional defiant disorder.
Methods: A qualitative approach was employed in this study, utilizing the grounded theory method. The statistical population of first to third grade students with symptoms of oppositional defiant disorder and their mothers in two cities of Tehran in 2022. A total of 45 sample people were selected in a non-random, purposeful way and randomly arranged in one of three groups of 15 people, the coping power program, the Long and Forehand parenting program, and the control group, and they answered Shahim's aggression questionnaire. Before the implementation of the training course, a pre-test was conducted for all three groups, and after it was completed, a post-test was conducted for all three groups. The resulting data were analyzed using SPSS statistical software and the method of variance analysis with repeated measurements.
Results: Based on the results of the effectiveness of both training programs, it has had a significant impact on aggression, and the effect of long and forehand parenting program training on aggression has been greater than that of coping power program.
Conclusions: Therefore, it can be concluded that the coping power program and the Long and Forehand parenting program can be used as a suitable therapeutic intervention tool to reduce the aggression of students with oppositional defiant disorder.
Keywords: Coping power training, Forehand and Long parenting program, Agression, Oppositional defiant disorder
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2023/02/10 | Accepted: 2023/09/24 | Published: 2024/03/1
Received: 2023/02/10 | Accepted: 2023/09/24 | Published: 2024/03/1
References
1. Afzali, L., Ghsemzadeh, S., & Hahemi bakhshi, M. (2016). The effectiveness of family-centered interventions on clinical symptoms of children with oppositional defiant disorder. Empowering Exceptional Children, 7(4), 87-94. https://www.ceciranj.ir/article_63705_30e23f21a5f3122e0d80862c41d286c1.pdf
2. Burke, J. D., & Romano-Verthelyi, A. M. (2018). Oppositional defiant disorder. In Developmental pathways to disruptive, impulse-control and conduct disorders (pp. 21-52). Elsevier. [DOI:10.1016/B978-0-12-811323-3.00002-X]
3. Chao, W.-C., Lee, L.-A., Liu, T.-C., Tsou, Y.-T., Chan, K.-C., & Wu, C.-M. (2015). Behavior problems in children with cochlear implants. International journal of pediatric otorhinolaryngology, 79(5), 648-653. [DOI:10.1016/j.ijporl.2015.02.006]
4. Forehand, R. L., Merchant, M. J., Parent, J., Long, N., Linnea, K., & Baer, J. (2011). An examination of a group curriculum for parents of young children with disruptive behavior. Behavior Modification, 35(3), 235-251. [DOI:10.1177/0145445510393731]
5. Fox, R. A., Holtz, C. A., & Barcelona, A. L. (2008). Oppositional defiant disorder and aggression in a young man with mental retardation: Long-term treatment in a community-based setting. Clinical Case Studies, 7(1), 42-53. [DOI:10.1177/1534650107301873]
6. Ghosh, A., Ray, A., & Basu, A. (2017). Oppositional defiant disorder: current insight. Psychology research and behavior management, 353-367. [DOI:10.2147/PRBM.S120582]
7. Haji Seyedrazi, H., Azkhosh, M., Tahmasian, K., Bayat, M., & Biglarian, A. (2012). The Efficacy of "Parenting the Strong-Willed Child" Program for Mothers' Parenting Practices and Children's Behavioral Problems. Journal of Family Research, 8(4), 373-390. https://jfr.sbu.ac.ir/article_96151_3630d39c9fe12b1daf47cbfd9303f4fa.pdf
8. Helander, M., Enebrink, P., Hellner, C., & Ahlen, J. (2023). Parent management training combined with group-CBT compared to parent management training only for oppositional defiant disorder symptoms: 2-year follow-up of a randomized controlled trial. Child Psychiatry & Human Development, 54(4), 1112-1126. [DOI:10.1007/s10578-021-01306-3]
9. Karimpour, N., Musavinasab, S. M. H., & Fazilatpour, M. (2019). Comparison on Effectiveness of Coping Power Cognitive-Behavioral Therapy and Executive Function- Based Treatment on Emotion Regulation in Children with Oppositional Defiant Disorder [Applicable]. Zanko Journal of Medical Sciences, 20(65), 72-86. http://zanko.muk.ac.ir/article-1-444-fa.html
10. Muratori, P., Paciello, M., Castro, E., Levantini, V., Masi, G., Milone, A., . . . Catone, G. (2021). At-risk early adolescents profiles in the community: A cluster analysis using the strengths and difficulties questionnaire. Psychiatry research, 305, 114209. [DOI:10.1016/j.psychres.2021.114209]
11. Muratori, P., Polidori, L., Ruglioni, L., Manfredi, A., & Milone, A. (2012). Coping Power. aggressività in bambini e adolescenti, Erikson, Trento (ed. or. J. Lochman, K. Wells, L. Lehart, Coping Power Program, Guilford Press, Oxford).
12. Nystrand, C., Helander, M., Enebrink, P., Feldman, I., & Sampaio, F. (2021). Adding the Coping Power Programme to parent management training: The cost-effectiveness of stacking interventions for children with disruptive behaviour disorders. European child & adolescent psychiatry, 30(10), 1603-1614. [DOI:10.1007/s00787-020-01638-w]
13. Pak Nejad, H., Ghazanfari, F., & Sepahvandi, M. A. (2016). The Effects of Long and Forehand Parenting Program on Decreasing Symptoms of Oppositional Defiant of Children in Farmahin. Clinical Psychology Achievements, 2(2), 95-106. [DOI:10.22055/jacp.2017.18257.1020]
14. Riley, M., Ahmed, S., & Locke, A. (2016). Common questions about oppositional defiant disorder. American family physician, 93(7), 586-591.
15. Saadati, N., Yousefi, Z., & Golparvar, M. (2020). Effectiveness of Systematic Training of Effective Parenting (STEP) on Parenting Stress, Emotion Regulation, and Cognitive Flexibility on Mothers of Male Adolescents. Journal of Applied Psychology, 14(2), 100-177.
16. Shaddock, B. J., & Sadok, V. (2010). Kaplan and Shaddock's synopsis of psychiatry: Behavioral sciences. Clinical Psychiatry.
17. Shahim, S. (2006). Overt and relational aggression among elementary school children. Psychological Research, 9(1-2), 27-44.
18. Stapley, E., Vainieri, I., Li, E., Merrick, H., Jeffery, M., Foreman, S., . . . Cortina, M. (2021). A scoping review of the factors that influence families' ability or capacity to provide young people with emotional support over the transition to adulthood. Frontiers in Psychology, 12, 732899. [DOI:10.3389/fpsyg.2021.732899]
19. Walwanis, M. M., & Ponto, S.-J. (2019). Clarifying cognitive flexibility from a self-regulatory perspective. Augmented Cognition: 13th International Conference, AC 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26-31, 2019, Proceedings 21,
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
