Designing and validation of a family-centered emotion regulation program and determining its effect on executive functions and levels of empathy in adolescents 14-18 years old with Oppositional Defiant Disorder
Subject Areas : ClinicalMarjan Taheri 1 , Parisa Tajali 2 , Mansooreh Shahriari Ahmadi 3
1 - Psychology and Exceptional Children, Islamic Azad University of Central Tehran, Branch, Tehran, Iran.
2 - Assistant professor, Department of General Exceptional Psychology, Faculty of Psychology and Education, Islamic Azad University of Central Tehran, Branch, Tehran, Iran.
3 - Assistant professor, Department of General Exceptional Psychology, Faculty of Psychology and Education, Islamic Azad University of Central Tehran, Branch, Tehran, Iran.
Keywords: family-centered emotion regulation, executive functions, levels of empathy, adolescents, oppositional defiant disorder.,
Abstract :
The purpose of this study was to designing and validation of a family-centered emotion regulation program and determining its effect on executive functions and levels of empathy in adolescents 14-18 years old with Oppositional Defiant Disorder. The quasi-experimental research design was pretest-posttest and follow-up with the control group. The statistical population of this study included all adolescents 14-18 years old with oppositional defiant disorder in Tehran in 2021-2022. The sample size consisted of 32 Subjects of adolescents (16 in the experimental group and 16 in the control group) from the statistical population were selected by the available sampling method and placed in two groups of control and experimental. For the experimental group, a designed family-centered emotion regulation program was implemented, while the control group did not receive any training. The research instruments included the Adolescent Behavioral Problems Scale (Achenbakh, 1991), Children and Adolescent Functional Performance Scale (Barkley, 2012), and Empathy Questionnaire for Children and Adolescents (Overgaauw et al, 2017). The results showed that family-centered emotion regulation intervention had a significant effect on executive functions and levels of empathy in the post-test and follow-up stages. Findings of this study provide useful information about family-centered emotion regulation program and counselors and psychologists can use this intervention to improve executive functions and levels of empathy in adolescents with oppositional defiant disorder.
Abdollahi, B.G.(2018). Effectiveness of sandplay therapy on reducing the symptoms of oppositional defiant disorder. Rooyesh, 7 (8), 1-16. [Persian]
Achenbach, T. M., & Edelbrock, C. (1991). Child behavior checklist. Burlington (Vt), 7, 371-392.
Arias, V. B., Aguayo, V., & Navas, P. (2021). Validity of DSM-5 oppositional defiant disorder symptoms in children with intellectual disability. International Journal of Environmental Research and Public Health, 18(4), 1977.
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.
Barkley, R. A. (2012). Barkley deficits in executive functioning scale--children and adolescents (BDEFS-CA). Guilford Press.
Behroozy, N., Farzadi, F., & Faramarzi, H. (2016). Investigating the causal relationship of parents’ physical and emotional violence with anger management and aggressive behavior of children with oppositional defiant disorder mediated by parent-child relationship and empathy. Quarterly Journal of Child Mental Health, 3(3), 43-58. [Persian]
Borhani A, Moradi A & Mirany R. (2017). The Effectiveness of cognitive emotion-regulation Strategies in the Improvement of Executive Functions in Addicts Recovered in Drug Information Centers (DICs). Etiadpajohi, 11 (41), 191-205. [Persian]
Boughrabadi G A. (2018). effectiveness of sandplay therapy on reducing the symptoms of oppositional defiant disorder. Rooyesh, 7 (8), 1-16. [Persian]
Chutko, L. S., Surushkina, S. Y., Yakovenko, E. A., Anisimova, T. I., Sergeev, A. V., & Didur, M. D. (2021). Impairments to Executive Functions in Children with Emotional and Behavioral Dysregulation. Neuroscience and Behavioral Physiology, 51(1), 23-27.
Crocker, L. D., Heller, W., Warren, S. L., O'Hare, A. J., Infantolino, Z. P., & Miller, G. A. (2013). Relationships among cognition, emotion, and motivation: implications for intervention and neuroplasticity in psychopathology. Frontiers in human neuroscience, 7, 261.
Dang, H. M., Nguyen, H., & Weiss, B. (2017). Incremental validity of the child behavior checklist (CBCL) and the strengths and difficulties questionnaire (SDQ) in Vietnam. Asian journal of psychiatry, 29, 96-100.
Demmer, D. H., Hooley, M., Sheen, J., McGillivray, J. A., & Lum, J. A. (2017). Sex differences in the prevalence of oppositional defiant disorder during middle childhood: a meta-analysis. Journal of abnormal child psychology, 45(2), 313-325.
Etemadi, A., Gitipasand, Z & Moradi, M. (2014). The Effects of Using Solution – Focused Group Therapy Procedure on Reduction Mother – Daughter Conflicts in Mothers. Family Counseling and Psychotherapy, 3(4), 565-591. [Persian]
Farzadi, F., Behroozy, N., & Faramarzi, H. (2017). Comparison of theory of mind, attention maintenance and sympathy in students with and without oppositional defiant disorder. Quarterly Journal of Child Mental Health, 3(4), 70-79. [Persian]
Fogel,Y., Rosenblum, S., Hirsh, R., Chevignard, M & Josman, N.(2020). Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task. Occupational Therapy International, 2020(3), 1-11.
Ghosh, A., Ray, A & Basu, A.(2017). Oppositional defiant disorder: Current insight. Psychology research and behavior management, 10, 353–367.
Heidari H. (2015). Nursing students' experiences of the implementation of family-centered care protocol in pediatrics. Journal of Medical Education Development, 8 (19), 25-32. [Persian]
Jones, S. H. (2018). Oppositional Defiant Disorder: An Overview and Strategies for Educators. General Music Today, 31(2), 12–16.
Karami, J., Zakiei, A & Alikhani, M. (2013). The Relationship between McMaster Model of Family Functioning and Personality Disorders based on McMaster Model. Family Counseling and Psychotherapy, 2(4), 537-554. [Persian]
khodakarami F, hosseinkhanzadeh A & taher M. (2020). The Effect of the Presence of Oppositional Defiant Disorder in Children on the Quality of the Relationships among their Family Members. Journal of Exceptional Education, 2 (160), 21-36. [Persian]
Khoshravesh, S., Khosrojavid, M & Hoseyn khanzade, A. (2015). Efficacy of emotion regulation training on social acceptance and empathy of students with dyslexia. Journal of Learning Disabilities, 5(1), 32-46. [Persian]
Lace, J. W., McGrath, A., & Merz, Z. C. (2020). A factor analytic investigation of the Barkley deficits in executive functioning scale, short form. Current Psychology, 1-9.
Larsson, B., Fossum, S., Clifford, G., Drugli, M. B., Handegård, B. H., & Mørch, W. T. (2009). Treatment of oppositional defiant and conduct problems in young Norwegian children. European child & adolescent psychiatry, 18(1), 42-52.
Lebowitz, M. S., & Dovidio, J. F. (2015). Implications of emotion regulation strategies for empathic concern, social attitudes, and helping behavior. Emotion, 15(2), 187–194.
Lee, M & Jang, K. S.(2021). Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students. Healthcare, (9)9, 1-13.
Liu, M. C., Chang, J. C., & Lee, C. S. (2021). Interactive association of maternal education and peer relationship with oppositional defiant disorder: an observational study. BMC psychiatry, 21(1), 1-7.
Locascio, G., Mahone, E. M., Eason, S. H., & Cutting, L. E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of learning disabilities, 43(5), 441-454.
Łoś, K., Chmielewski, J., & Łuczyński, W. (2020). Relationship between executive functions, mindfulness, stress, and performance in pediatric emergency simulations. International Journal of Environmental Research and Public Health, 17(6), 2040.
Luerssen, A., & Ayduk, O. (2017). Executive functions promote well-being: Outcomes and mediators. In The happy mind: Cognitive contributions to well-being (pp. 59-75). Springer, Cham.
MacDonald, H. Z., & Price, J. L. (2019). The role of emotion regulation in the relationship between empathy and internalizing symptoms in college students. Mental Health & Prevention, 13, 43-49.
Martel, M., Nikolas, M., & Nigg, J. T. (2007). Executive function in adolescents with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry, 46(11), 1437-1444.
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. [Persian]
Mohammadyari, G., Behroozi, N., Shehni Yailagh, M & maktabi, G. (2021). The effect of reflection training on executive functions, episodic foresight and creativity in children aged 3 to 5 years. Knowledge & Research in Applied Psychology, 22(3), 20-31. [Persian]
Montana, J. I., Matamala-Gomez, M., Maisto, M., Mavrodiev, P. A., Cavalera, C. M., Diana, B., ... & Realdon, O. (2020). The benefits of emotion regulation interventions in virtual reality for the improvement of wellbeing in adults and older adults: a systematic review. Journal of clinical medicine, 9(2), 500.
Morris, A. S., Silk, J. S., Steinberg, L.,Aucoin, K. J & Keyes, A.W. (2007). Parental influences on children’s emotion regulation and emotionality. Manuscript submitted for publication.
Nourali, H., Hajiyakhchali, A., Shehniyailagh, M & Maktabi, G. (2018). The Effects of Teaching Cognitive Regulation of Emotion Strategies on Social Adjustment and Well Being of Male Gifted Students. Journal of Psychological Achievements, 25(2), 91-110. [Persian]
Ogundele, M. O. (2018). Behavioral and emotional disorders in childhood: a brief overview for pediatricians. World Journal of Clinical Pediatrics, 7(1), 9-26.
Overgaauw, S., Rieffe, C., Broekhof, E., Crone, E. A., & Güroğlu, B. (2017). Assessing empathy across childhood and adolescence: Validation of the Empathy Questionnaire for Children and Adolescents (EmQue-CA). Frontiers in psychology, 8, 870.
Palmer, G., & Efron, D. (2007). Emotionally focused family therapy: Developing the model. Journal of Systemic Therapies, 26(4), 17-24.
Pijper, J., De Wied, M., Van Rijn, S., Van Goozen, S., Swaab, H., & Meeus, W. (2018). Executive attention and empathy-related responses in boys with oppositional defiant disorder or conduct disorder, with and without comorbid anxiety disorder. Child Psychiatry & Human Development, 49(6), 956-965.
Ramezanzadeh F, Moradi A, & Mohammadkhani S. (2014). Effectiveness training emotion regulation skills in executive function and emotion regulation strategies of adolescents at risk. Journal of Cognitive Psychology, 2 (2), 37-45. [Persian]
Rezaei, A., & Kazemi, M. S. (2017). The Effect of Emotional Regulation Training on Social Cognition and Executive Functions of Children with Autism Spectrum Disorder. Quarterly Journal of Child Mental Health, 4(2), 82-91. [Persian]
Robinson, A. L., Dolhanty, J., & Greenberg, L. (2015). Emotion‐focused family therapy for eating disorders in children and adolescents. Clinical psychology & psychotherapy, 22(1), 75-82.
Ronan, L., Alexander-Bloch, A., & Fletcher, P. C. (2020). Childhood obesity, cortical structure, and executive function in healthy children. Cerebral Cortex, 30(4), 2519-2528.
Rostami, S., & khormaei, F. (2021). The Effectiveness of Empathy Training on Forgiveness: Invastigation Role of Belief in the Just World. Knowledge & Research in Applied Psychology, 21(4), 72-80. [Persian]
Segura, L., Estévez, J. F., & Estévez, E. (2020). Empathy and emotional intelligence in adolescent cyberaggressors and cybervictims. International journal of environmental research and public health, 17(13), 4681.
Soltani, K. B., zarenezhad, S., M & Abazari, K. (2018). Psychometric Properties of Barkley's Children and Adolescent Functional Performance Scale. Psychology of Exceptional Individuals, 8(30), 19-45. [Persian]
Spivak, B., Batagol, B., Sifris, A., & Williams, B. (2018). Measuring empathy in undergraduate law students: Examining the factorial validity of the Jefferson Scale of Empathy – Law Students (JSE-LS). International Journal of Law and Psychiatry, 58, 143-149.
Stavrianopoulos, K. (2019). Emotionally Focused Family Therapy: Rebuilding Family Bonds. In Family Therapy-New Intervention Programs and Researches. IntechOpen.
Stavrianopoulos, K., Faller, G., & Furrow, J. L. (2014). Emotionally focused family therapy: Facilitating change within a family system. Journal of Couple & Relationship Therapy, 13(1), 25-43.
Taheri, M., Tajali, P., & Shahriari Ahmadi, M. (2021). Psychometric Properties of the Empathy Questionnaire for Children and Adolescents - Revised (EmQue-CA-R). Journal of Applied Psychology, 16 (3), 20 -39. [Persian]
Talkhabi M, Bagheri Noaparast K, Bozorgi A, Sahafi L, Mohammadi A. (2016). The Coherence Between Cognition and Emotion in Education. Advances in Cognitive Sciences, 18 (3), 68-79. [Persian]
Vahedi, S., Mir Nasab, M. M., Fathi Azar, E., & Damghani Mirmahaleh, M. (2018). The effect of mindfulness-based cognitive therapy on executive functioning and social emotional learning in students with oppositional defiant disorder. Quarterly Journal of Child Mental Health, 5(2), 47-58. [Persian]
Vatankhah Amjad, F., & Ameri, F. (2020). Effectiveness of recognizing emotional facial expressions training on cognitive emotion regulation, social skills and morbid symptoms in children with Oppositional Defiant Disorder. Empowering Exceptional Children, 11(2), 49-61. [Persian]
Vetter, N. C., Backhausen, L. L., Buse, J., Roessner, V., & Smolka, M. N. (2020). Altered brain morphology in boys with attention deficit hyperactivity disorder with and without comorbid conduct disorder/oppositional defiant disorder. Human Brain Mapping. 41(4), 973–983.
Weller, J. A., King, M. L., Figner, B., & Denburg, N. L. (2019). Information use in risky decision making: Do age differences depend on affective context?. Psychology and aging, 34(7), 1005–1020.
Willis, A. B., Haslam, D. R., & Bermudez, J. M. (2016). Harnessing the power of play in emotionally focused family therapy with preschool children. Journal of marital and family therapy, 42(4), 673-687.
Wu, L., Zhang, X., Wang, J., Sun, J., Mao, F., Han, J., & Cao, F. (2021). The associations of executive functions with resilience in early adulthood: A prospective longitudinal study. Journal of Affective Disorders, 282, 1048-1054.
Xiao, W., Lin, X., Li, X., Xu, X., Guo, H., Sun, B., & Jiang, H. (2021). The Influence of Emotion and Empathy on Decisions to Help Others. SAGE Open, 11(2), 1-9.
Xu, M., Jiang, W., DU, Y., Li, Y., & Fan, J. (2017). Executive Function Features in Drug-naive Children with Oppositional Defiant Disorder. Shanghai archives of psychiatry. 29(4): 228–236.
