Hannaneh Panahipour, Nahid Hoseininezhad, Mahsima Pourshahriari,
Volume 16, Issue 1 (6-2022)
Abstract
One of the most common childhood disorders is attention deficit hyperactivity disorder (ADHD) and its interaction with parental behaviors. This study aimed to determine the effectiveness of parent-child interaction therapy (PCIT) on reducing verbal and non-verbal violence of mothers and symptoms of ADHD in preschool children. The method of the study was a quasi-experimental pretest-posttest with a control group. The statistical population included preschool children with ADHD symptoms and their mothers in Tehran. Twenty of these children and their mothers were selected using convenience sampling method and were matched and randomly assigned in experimental (n = 10) and control (n = 10) groups. The experimental group participated in 8 sessions of 90 minutes in PCIT sessions. The instruments included the Connors’ Parent Rating Scale and the Parent Behavior Screening. Data analysis using MANCOVA in SPSS version 22 showed that the scores of verbal and non-verbal violence of mothers, also the symptoms of ADHD decreased in the post-test compared to the pre-test (p <0.001) and treatment has a significant effect on reducing mothers’ verbal and non-verbal violence and symptoms of ADHD. It can be concluded PCIT could decrease the severity of ADHD symptoms in children and mothers' verbal and non-verbal violence.
Shahla Goudarzi, Mona Soleiman Heshmat, Melika Bolouri, Hamed Rashidiasl, Mozhgan Esmailpour,
Volume 19, Issue 1 (6-2025)
Abstract
The aim of the present study was to determine the effectiveness of mindfulness-based cognitive therapy (MBCT) on perceived stress and concentration in students with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental design with a pre-test, post-test, and follow-up with a control group. The statistical population included all students with attention deficit hyperactivity disorder who referred to Atieh Derakhshan Mind Clinic in Tehran between April and June 2025. Among the eligible individuals, 30 students were selected using convenience sampling and randomly assigned to two experimental and control groups (15 students in each group). The experimental group underwent mindfulness-based cognitive therapy intervention for eight 90-minute sessions, while the control group remained on the waiting list. Data were collected using the Connors Parent Rating Scale, Cohen's Perceived Stress Questionnaire, and the Attention and Concentration Test. The results showed that the mean perceived stress in the experimental group decreased significantly from pre-test to post-test and follow-up, and the mean concentration in this group increased significantly, while no significant change was observed in the control group. Also, the effects of the treatment remained largely stable at the follow-up stage. These findings indicate that mindfulness-based cognitive therapy can be used as an effective intervention to reduce perceived stress and improve concentration in students with attention deficit hyperactivity disorder.
