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year 15, Issue 2 (2nd Spring 2026 2026)
Rooyesh 2026, 15(2): 181-190 |
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Ethics code: IR.IAU.AHVAZ.REC.1403.430
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Hoseini S, Naderi F, Asgari P, Dashtbozorgi Z. (2026). Effectiveness of Child Skill Training Using a Solution-Focused Approach on Cognitive-Emotional Regulation and Aggression in Children with Attention-Deficit/Hyperactivity Disorder. Rooyesh. 15(2), 181-190.
URL: http://frooyesh.ir/article-1-6978-en.html
URL: http://frooyesh.ir/article-1-6978-en.html
1- PhD student, Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. Naderi@iau.ac.ir ,Naderi@iau.ac.ir
3- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
2- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran. Naderi@iau.ac.ir ,
3- Department of psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran.
Abstract: (7 Views)
The purpose of this study was to determine the Effectiveness of Child Skill Training Using a Solution-Focused Approach on Cognitive-Emotional Regulation and Aggression in Children with Attention-Deficit/Hyperactivity Disorder (ADHD). The research employed a quasi-experimental design with pretest-posttest and a control group, including a two-month follow-up period. The statistical population comprised 9- to 12-year-old children with ADHD who were referred to psychological and child counseling clinics in Kermanshah in 2025. Thirty participants were selected through purposive non-random sampling and randomly assigned to two experimental groups and one control group (15 participants per group). Research instruments included the Conners’ Parent Rating Scale–Revised (CPRS-R; Conners, 1999), the Trait Emotional Intelligence Questionnaire–Child Form (TEIQue-CF; Mavroveli et al., 2008), and the Observed and Relational Aggression Scale (ORAS; Shihim, 2006). The solution-focused child skill training group received ten 60-minute sessions. Data were analyzed using repeated-measures analysis of variance and Bonferroni post hoc tests. The Results showed that there was a significant difference between pretest and post-test in the experimental and control groups at the level of 0.001. Also, there was no significant difference between the means of post-test and post-test in the experimental group at the 0.001 level. However, no significant differences were found between the experimental and control groups at the follow-up stage. Overall, the results suggest that solution-focused child skill training is effective in enhancing cognitive-emotional regulation and reducing aggression in children with ADHD.
Keywords: Solution-Focused Skill Training, Cognitive-Emotional Regulation, Aggression, children with ADHD.
Type of Article: Applicable |
Subject:
General Psychology
Received: 2026/02/24 | Accepted: 2026/03/3 | ePublished: 2026/04/29
Received: 2026/02/24 | Accepted: 2026/03/3 | ePublished: 2026/04/29
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