Highlights
- •In this article, we share the results of an experimental study on the effect of a psychoeducational program for children with Attention Deficit Hyperactivity Disorder.
- •We particularly focus on the development of emotion regulation and self-efficacy.
- •Our results show that it helps increase emotion regulation and self-efficacy.
Abstract
Aim
This study aimed to determine the effect of Self-Regulation Based Cognitive Psychoeducation
Program on emotion regulation and self-efficacy in children diagnosed with attention
deficit hyperactivity disorder (ADHD) and receiving medication.
Method
The sample of this study with control group and pre-test, post-test and follow-up
randomized experimental design consisted of children followed in the child and adolescent
mental health outpatient clinic of a state hospital. The data were evaluated by parametric
and non-parametric analyses.
Results
A statistically significant increase was determined in the internal functional emotion
regulation mean scores of children, who participated in the Self-Regulation Based
Cognitive Psychoeducation Program, measured before, immediately after, and 6 months
after the intervention (p < 0.05). A statistically significant increase was also found
in their external functional emotion regulation mean scores measured before and 6 months
after the intervention (p < 0.05). In addition, a statistically significant difference
was found between their internal dysfunctional and external dysfunctional emotion
regulation mean scores measured before and 6 months after the intervention; however
the mean scores of those in the control group 6 months after the intervention were
higher than those in the intervention group (p < 0.05). Furthermore, there was a statistically
significant increase in their self-efficacy mean scores measured before and 6 months
after the intervention (p < 0.05).
Conclusion
The Self-Regulation Based Cognitive Psychoeducation Program was found be effective
in increasing the levels of emotion regulation and self-efficacy in children with
ADHD.
Keywords
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Article info
Publication history
Published online: April 20, 2023
Accepted:
April 17,
2023
Received in revised form:
February 18,
2023
Received:
September 6,
2022
Identification
Copyright
© 2023 Elsevier Inc. All rights reserved.
