1- Khorramshahr International Branch of Islamic Azad University of Khorramshahr, Iran
2- Department of Psychology, Ahvaz Branch, Ahvaz Islamic Azad University, Iran
2- Department of Psychology, Ahvaz Branch, Ahvaz Islamic Azad University, Iran
Abstract: (1317 Views)
Background & Objectives: Attention deficit hyperactivity disorder is one of the most common childhood disorders. Approximately 3-7% of children worldwide are affected. Until 1960, serious measures were not taken to treat this disorder, but after that, this disorder was noticed by therapists and they started to treat the emotional and behavioral problems of affected children. The main symptoms of attention-deficit/hyperactivity disorder are the diagnostic criteria for this disorder in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Procrastination, which may be defined as an irrational tendency to postpone a task or decision that actually needs to be completed before a certain deadline, is one of the disorders associated with attention deficit/hyperactivity disorder. These people have irrational beliefs about doing homework. The symptoms of these disorders not only cause negative consequences and have a negative effect on the lives of children and teenagers, but also have a destructive effect on the lives of adults. The present study was conducted with the aim of investigating the effectiveness of acceptance and commitment training on academic procrastination and symptoms of attention deficit/hyperactivity disorder in male adolescents.
Methods: The current research method is of semi-experimental type, considering an experimental group and a control group, and conducting pre-test, post-test and follow-up. The statistical population of the present study was made up of teenagers with attention deficit/hyperactivity disorder (age range 12-18 years old) who referred to Imam Khomeini Psychiatric Center and Sheikh Al Rais Clinic in Tabriz city and their attention deficit/hyperactivity disorder was based on the fifth edition Diagnostic and statistical guide of mental disorders diagnosed by child and adolescent psychiatrist. The sample size was equal to 30 people who were selected from among the clients of the mentioned centers and were randomly replaced in the experimental group (acceptance and commitment training) and the control group. The sampling method was purposeful according to the purpose of the research. To teach the skills of acceptance and commitment from works such as treatment of acceptance and commitment in simple language and treatment of acceptance and commitment; An experimental approach to change the usage behavior and based on them the treatment process was designed. To determine the validity of the content of the protocol, it was checked and approved by the psychologists present in the research. The number of sessions was ten and the content of each session was determined. To analyze the data, descriptive statistics methods such as frequency, mean and standard deviation and inferential statistics methods including variance analysis test with repeated measurements at a significance level of 0.01 were used. The following tools were used to collect data.
Results: The results obtained from the analysis of variance for the dependent variables showed that in the treatment group, the scores of academic procrastination and symptoms of attention deficit/hyperactivity in the post-test and follow-up phase were significantly reduced compared to the pre-test phase (p<0.001).
Conclusion: The results of this research showed that acceptance and commitment training was effective in improving academic procrastination and symptoms of attention deficit/hyperactivity disorder in adolescent boys with attention deficit/hyperactivity disorder in the post-test and follow-up stages. Therefore, it can be used by experts in designing intervention programs.
Keywords: acceptance and commitment therapy, symptoms of attention deficit/hyperactivity disorder, academic procrastination
Methods: The current research method is of semi-experimental type, considering an experimental group and a control group, and conducting pre-test, post-test and follow-up. The statistical population of the present study was made up of teenagers with attention deficit/hyperactivity disorder (age range 12-18 years old) who referred to Imam Khomeini Psychiatric Center and Sheikh Al Rais Clinic in Tabriz city and their attention deficit/hyperactivity disorder was based on the fifth edition Diagnostic and statistical guide of mental disorders diagnosed by child and adolescent psychiatrist. The sample size was equal to 30 people who were selected from among the clients of the mentioned centers and were randomly replaced in the experimental group (acceptance and commitment training) and the control group. The sampling method was purposeful according to the purpose of the research. To teach the skills of acceptance and commitment from works such as treatment of acceptance and commitment in simple language and treatment of acceptance and commitment; An experimental approach to change the usage behavior and based on them the treatment process was designed. To determine the validity of the content of the protocol, it was checked and approved by the psychologists present in the research. The number of sessions was ten and the content of each session was determined. To analyze the data, descriptive statistics methods such as frequency, mean and standard deviation and inferential statistics methods including variance analysis test with repeated measurements at a significance level of 0.01 were used. The following tools were used to collect data.
Results: The results obtained from the analysis of variance for the dependent variables showed that in the treatment group, the scores of academic procrastination and symptoms of attention deficit/hyperactivity in the post-test and follow-up phase were significantly reduced compared to the pre-test phase (p<0.001).
Conclusion: The results of this research showed that acceptance and commitment training was effective in improving academic procrastination and symptoms of attention deficit/hyperactivity disorder in adolescent boys with attention deficit/hyperactivity disorder in the post-test and follow-up stages. Therefore, it can be used by experts in designing intervention programs.
Keywords: acceptance and commitment therapy, symptoms of attention deficit/hyperactivity disorder, academic procrastination
Type of Study: Original Research Article |
Subject:
Psychology
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