Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 356-368 |
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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.
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 , emadian2012@yahoo.com
3- Assistant Professor, Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran
Abstract: (167 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
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