Keywords
Anger
Social skills
Anger management training
How to Cite
Abstract
The aim of this study was to evaluate the effectiveness of anger management training on social skills of children with Attention-Deficit Hyperactivity Disorder (ADHD). Thus, 20 subjects were selected from the primary school children in district II of the city of Tehran who had referred to health clinics of district II and diagnosed by a psychologist to have ADHD through Conners' Teacher Rating Scale (CTRS). They were randomly divided into two control group (n = 10) and experimental group (n = 10). Then, the subjects completed Social Skills Rating System (SSRS) and Multidimensional Anger Scale (MAS), and their scores were considered as the pre-test scores. In the next step, the experimental group received program for anger management intervention based on cognitive-behavioural approach in eight sessions of group training, two hours a week, while the control group received no intervention. At the end of the intervention, both groups were assessed by post-test, and after two months, both groups were followed up. Finally, the data obtained were statistically analyzed using one-way analysis of covariance (ANCOVA). The results showed that anger management training has been effective on increasing the social skills of children with the symptoms of (ADHD). The findings suggested that along with other ADHD treatments, reduced amount of anger and increased social skills can be expected through anger management training.
References
Ammerman BA, Kleiman EM, Uyeji LL, Knorr AC and McCloskey MS. 2015. Suicidal and violent behaviour: The role of anger, emotion dysregulation, and impulsivity. Personality and Individual Differences, 79: 57-62.
Asherson P. 2005. ADHD across the lifespan. Medicine, 40(11): 623–627.
Barkley RA, Murphy KR and Fischer M. 2010. ADHD in adults: what the science says. Guilford Press. 489 p.
Biyabangard A. 2005. The comparison of communicative skills of blind and mute students. Journal of Exceptional Children, 5(1): 18-45.
Broekhuizen ML, Mokrova IL, Burchinal MR and Garrett-Peters PT. 2016. Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behaviour problems. Early Childhood Research Quarterly, 36: 212-222.
Brook U and Boaz M. 2005. Attention deficit and hyperactivity disorder/learning disabilities (ADHD/LD): parental characterization and perception. Patient Education and Counseling, 57(1): 96-100.
Calamari E and Pini M. 2003. Dissociative experiences and anger proneness in late adolescent females with different attachment styles. Adolescence, 38(150): 287-303.
Cummings EM, Kouros CD and Papp LM. 2007. Marital aggression and children's responses to everyday interparental conflict. European Psychologist, 12(1):17-28.
Gresham FM and Elliott SN. 1990. Social skills rating system: Manual. American Guidance Service. 194 p.
Hafezi F and Ebrahim Khajuei A. 2011. The effect of instruction on controlling anger on reduction of impulsivity behaviours and anxiety in people suffering disorder. Findings in Psychology, 5(20): 89-107.
Hashemian F, Shafi AA and Soudani M. 2008. Investigation the effects of training anger control on social-individual compatibility of female students of 1st grade high school in Mahshahr. Science and Research in Psychology, 35(14):1-36.
Hossein Khanzadeh A. 2011. Social skills training to kids suffering attention deficit disorder. Journal of Exceptional Education and Training, 8(121): 23-41.
Johnson SL and Carver CS. 2016. Emotion-relevant impulsivity predicts sustained anger and aggression after remission in bipolar I disorder. Journal of Affective Disorders, 189: 169-175.
Kazdin AE. 2008. Evidence-based treatment and practice: new opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63(3): 146-159.
Khoshkam Z, Malekpour M and Molavi H. 2008. The effectiveness of training group problem solving on social skills of students suffering visual damages based on the behavioural-cognitive approach. Journal of Exceptional Children, 8(2): 141-156.
Lachman JE, Palardy NR, Mcelroy HK, Philips N and Holms KJ. 2004. Anger management interventions. Journal of Early and Intensive Interventions, 1(1): 47-56.
Mafra H. 2015. Development of learning and social skills in children with learning disabilities: an educational intervention program. Procedia-Social and Behavioural Sciences, 209: 221-228.
Mikami AY, Jia M and Na JJ. 2014. Social skills training. Child and Adolescent Psychiatric Clinics of North America, 23(4): 775-788.
Moradi Z. 2012. The investigation of the effect of instructing turtle technique on increasing prevention in kids suffering attention deficit disorder and hyperactivity. Master thesis. Allameh Tabatabaei University, Tehran, Iran.
McCarthy MA, Barnes AF and Alpert J. 1998. Childhood anger: So common, yet so misunderstood. Journal of Child and Adolescent Psychiatric Nursing, 11(2): 69-78.
Myers L, Fleming M, Lancman M, Perrine K and Lancman M. 2013. Stress coping strategies in patients with psychogenic non-epileptic seizures and how they relate to trauma symptoms, alexithymia, anger and mood. Seizure, 22(8): 634-639.
Nasir R and Ghani NA. 2014. Behavioural and emotional effects of anger expression and anger management among adolescents. Procedia-Social and Behavioural Sciences, 140: 565-569.
Nejati V, Aghaei Sabet S and Khoshhalipanah M. 2013. Social cognition in kids suffering attention deficit disorder and hyperactivity. Quarterly of Social Cognition, 4: 47-53.
Nezafat Farizi G, Mashhadi A, Amin Yazdi S and Noforsati F. 2015. Psychotherapy effectiveness of short-term interpersonal treatment on depression symptoms, emotional expression and social skills and life quality of the depressed students. Fundamentals of Mental Health, 7: 318-324.
Parvaz A, Delavar A and Taj F. 2011. Construction and standardization of multidimensional anger scale in high school students. Quarterly of Educational Measurement, 2(5): 18-29.
Reilly PM and Shopshire MS. 2002. Anger management for substance abuse and mental health clients: cognitive behavioural therapy manual.
Ryan RM and Deci EL. 2008. A self-determination theory approach to psychotherapy: the motivational basis for effective change. Canadian Psychology/Psychologie Canadienne, 49(3): 186-193.
Shokoohi-Yekta M, Ghobary-Bonab B, Malayeri SA, Zamani N and Pourkarimi J. 2015. The relationship between anger and coping strategies of mothers of children with special needs. Procedia-Social and Behavioural Sciences, 205: 140-144.
Shokouhi Yekta M, Zamani N, Mahmoudi M, Pourkarimi G and Akbari Zardkhaneh S. 2014. The effects of behavioural-cognitive interventions on controlling high school student’s anger. Journal of Shahed University, 21(11): 61-71.
Singh I. 2011. A disorder of anger and aggression: children’s perspectives on attention deficit/hyperactivity disorder in the UK. Social Science and Medicine, 73(6): 889-896.
Smitha VS, Paul KV and Dennis Vinayan KP. 2014. Effect of social skill group training in children with attention deficit hyperactivity disorder. Amrita Journal of Medicine, 10(2): 1-44.
Tapia-Gutierrez CP and Cubo-Delgado S. 2015. Social skills for the teaching performance in chile: perceptions of teachers and principals. Procedia-Social and Behavioural Sciences, 197: 1069-1073.
Copyright license for the research articles published in Journal of Research in Biology are as per the license given below
Creative Commons License
Journal of Research in Ecology is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0). (www.creativecommons.org)
Based on a work at www.jresearchbiology.com
What this License explains us?
You are free to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material
for any purpose, even commercially.
This license is acceptable for Free Cultural Works. The licensor cannot revoke these freedoms as long as you follow the license terms.
[As given in the www.creativecommons.org website]
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.