Volume 19, Issue 74 (7-2020)
QJCR 2020, 19(74): 91-105 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
farnia V, alikhani M, rashidi A, davarinejad O, salemi S, tatari F. The Effectiveness of Theory-of-Mind Training on Social Skills of Students with Oppositional Defiance Disorder. QJCR 2020; 19 (74) :91-105
URL: http://irancounseling.ir/journal/article-1-416-en.html
URL: http://irancounseling.ir/journal/article-1-416-en.html
Vahid Farnia 
, Mostafa Alikhani , Alireza Rashidi , Omran Davarinejad , Safora Salemi , Faeze Tatari
, Mostafa Alikhani , Alireza Rashidi , Omran Davarinejad , Safora Salemi , Faeze Tatari
(Corresponding Author), PhD in Psychology, Substance Abuse Prevention Research Center, Health Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
Abstract: (7077 Views)
Aim: The purpose of the present study was to evaluate the effectiveness of theory of mind training on social skills of students with oppositional defiant disorder. Methods: The present research was a quasi-experimental study with a pretest-posttest and control group. Thirty students with oppositional defiant disorder were chosen through available sampling from among those referred to the cultural center of the city of Kermanshah in 2016, and randomly assigned to the experimental and control groups. The tools used included the Gresham & Elliott and Elliott Social skills Grading Scale and the Sakuma Oppositional Defiance Disorder List. The experimental training group received theory-of-mind in 10 one-hour sessions. Data analysis was performed using covariance analysis. Results: In the post-test phase, the mean of social skills increased significantly in the experimental group, compared to the control group (P <0.01). Conclusion: Based on the findings of this study, it can be concluded that teaching the theory-of-mind is effective on the social skills of students with oppositional defiance disorder.
Type of Study: Research |
Received: 2016/09/11 | Accepted: 2020/07/28 | Published: 2020/08/26
Received: 2016/09/11 | Accepted: 2020/07/28 | Published: 2020/08/26
References
1. حیدری، ر.؛ عیسی نژاد، ا.؛ یوسفی، ن. (1398). فراتحلیلی بر پژوهش‌های مربوط به اثربخشی برنامه‌های آموزش والدین بر اختلالات برونی سازی در کودکان. فصلنامه علمی پژوهش‌های مشاوره. دوره 18، شماره 70، 35-58.
2. − ریاحی‌نیا، ن.؛ مکارم، م.؛ فرجی‌پور. ا.؛ حاصلی، ن. (1394). تأثیر کتاب‌درمانی گروهی بر افزایش عزت‌نفس کودکان آسیب دیده‌ی کار. فصلنامه علمی پژوهش‌های مشاوره. دوره 14، شماره 54، 111-125.
3. − رضابیگی داورانی، م. (1392). نگاهی به اختلال نافرمانی مقابله‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌ای، اختلال سلوک و ویژگی‌های جامعه ستیزی. تعلیم و تربیت استثنایی. 114، 58-67.
4. − سالمی، ص. (1388). مقایسه عملکرد کودکان با و بدون اختلال نافرمانی مقابله‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌ای در تکالیف نظریه ذهن. پایان‌نامه کارشناسی ارشد، دانشکده روان شناسی و علوم تربیتی، دانشگاه الزهرا.
5. − شاه حسینی نیا، ع.؛ کلانتر هرمزی، آ.؛ فرح‌بخش، ک. (1394). تأثیر آموزش همـدلی از طریق قصـه‌‌گویی بـرکاهش نشانـه‌های اختــلال نافرمــانی مقـابلــه‌ای کودکان. فصلنامه علمی پژوهش‌های مشاوره; دوره 14، شماره 56، 67-86.
6. − عباسی اسفجیر، ع.؛ خطیبی، ف. (1395). هنجاریابی سیستم درجه‌بندی مهارت‌های اجتماعی گرشام و الیوت (1990) برای کودکان پیش دبستانی شهر آمل. روان سنجی، دوره 5، شماره 17، 77-96.
7. − یزدی، م.؛ سالمی، ص. (1391). تئوری ذهن در کودکان. تهران: انتشارات خسروی.
8. − Barry, R.J., Clarke, A.R., McCarthy, R., & Selikowitz, M. (2007). EEG coherence in children with Attention-Deficit/Hyperactivity Disorder and comorbid oppositional defiant disorder. J of Clinical Neurophysiology;118 (11):356-362. [DOI:10.1016/j.clinph.2006.10.002]
9. − Burke, Dj., Pardini, DA., & Loeber, R. (2008). Reciprocal relationships between parenting behavior and disruptive psychopathology from childhood through adolescence. Journal of Abnormal Child Psychology; 27 (5): 1573-2835. [DOI:10.1007/s10802-008-9219-7]
10. − Cassidy, k. (2013). Preschoolers use of desires to solve theory of mind problems in a pretend context. J Developmental psychology;317 (3):503-511. [DOI:10.1037/0012-1649.34.3.503]
11. − Chou, WJ., Hsiao, RC., Ni, HC., Liang, SH., Lin, CF., Chan, HL, Hsieh, YH., Wang, LJ., Lee, MJ., Hu, HF., & Yen, CF. (2019). Self-Reported and Parent-Reported School Bullying in Adolescents with High Functioning Autism Spectrum Disorder: The Roles of Autistic Social Impairment, Attention-Deficit/Hyperactivity and Oppositional Defiant Disorder Symptoms. Int J Environ Res Public Health. 28;16 (7). [DOI:10.3390/ijerph16071117]
12. − Daniel, F., Connor, L. & Doerfler, H. (2008). ADHD with comorbid oppositional defiant disorder or conduct disorder: discrete or non-distinct disruptive behavior disorders? J of Attention Disorders; 12:126-134. [DOI:10.1177/1087054707308486]
13. − De la Osa N., Granero, R., Domenech, JM., Shamay-Tsoory S, & Ezpeleta, L. (2016). Cognitive an affective components of Theory of Mind in preschoolers with oppositional defiance disorder: Clinical evidence. Psychiatry Res. 30;241:128-34. [DOI:10.1016/j.psychres.2016.04.082]
14. − Dunn, J., & Brown, J. (1994). Affect expression in the family, children's understanding of emotions, and their interactions with others'. Merrill-Palmer Quarterly. 40 (1): 120-137.
15. − Dunn, J. (1995). Social interaction skills and theory of mind in young children. J Developmental Psychology; 6 (4) , 187-201.
16. − Evans, SC., Cooley, JL., Blossom, JB., Pederson, CA., Tampke, EC., & Fite, PJ. (2019). Examining ODD/ADHD Symptom Dimensions as Predictors of Social, Emotional, and Academic Trajectories in Middle Childhood. J Clin Child Adolescent Psychol. 27:1-18.
17. − Farnia, V., Naami, A., Zargar, Y., Davoodi, I., Salemi, S., & Tatari, F. (2018). Comparison of trauma-focused cognitive behavioral therapy and theory of mind: Improvement of posttraumatic growth and emotion regulation strategies. J Edu Health Promot, 7:58. [DOI:10.4103/jehp.jehp_140_17]
18. − Flavell, J. (1999). cognitive development: Childers knowledge about the mind. Annual Review of Psychology; 50 (3): 21_54. [DOI:10.1146/annurev.psych.50.1.21]
19. − Fahie, C., & Symons K. (2003). Executive functioning and theory of mind in children clinicallyreferred for attention and behavior problems.J Applied Developmental Psychology; 2003;24 (5): 51-73. [DOI:10.1016/S0193-3973(03)00024-8]
20. − Ghosh, A., Ray, A., & Basu, A. (2017). Oppositional defiant disorder: current insight. Psychology research and behavior management, 10, 353-367. [DOI:10.2147/PRBM.S120582]
21. − Henry G.D, Phillips L.P, Crawford J.R, Ietswaart. M.& Summers, F. (2006). Theory of mind following traumatic brain injury: The role of emotion recognition and executive dysfunction Neuropsychological. 44, 1623-162 [DOI:10.1016/j.neuropsychologia.2006.03.020]
22. − Hughes, C., & Ensor, R. (2005). Executive function and theory of mind in 2 year Olds: a family? J Developmental Neuropsychology 2005; 28 (2): 645-668. [DOI:10.1207/s15326942dn2802_5]
23. − Leadbeater, BJ., & Ames, ME. (2017). The Longitudinal Effects of Oppositional Defiant Disorder Symptoms on Academic and Occupational Functioning in the Transition to Young Adulthood. J Abnorm Child Psychol. 45 (4):749-763 [DOI:10.1007/s10802-016-0190-4]
24. − McAlister, A. & Peterson, C. (2007). A longitudinal study of child siblings and theory of mind development.Cognitive Development ,22 , 258- 270. [DOI:10.1016/j.cogdev.2006.10.009]
25. − Murphy, D. (2006). Theory of mind in Asperger's syndrome, schizophrenia and personality disordered forensic patients. J Cognitive Neuropsychiatry; 11 (2): [DOI:10.1080/13546800444000182]
27. − O'Hare, EA., Bremner L, Nash M, Happe F., & Pettigrew, LM. (2009). A clinical assessment tool for advanced theory of mind performance in 5 to 12 year olds. J Autism Dev Disorder; 39 (2):916-928. [DOI:10.1007/s10803-009-0699-2]
28. − Otsuka,Y; Osaka,,N., Ikeda, T.,.& Osaka T. (2009). Individual differences in the theory of mind and superior temporal sulcus. Neuroscience Letters, 463 (2) , 150-153. [DOI:10.1016/j.neulet.2009.07.064]
29. − Perner, J., kain,W., & ,Barchfeld, P. (2002). Executive control and higher _order theory of mind in children at risk of ADHA. J Infant and Child Development;11 (5): 141_158. [DOI:10.1002/icd.302]
30. − Poletti, M. (2008). Social cognition deficits in frontotemporal dementia: A cognitive basis of social and interpersonal conduct disorders. Italian ;14 (3): 197-210.
31. − Raza, AR., & Blair, C. (2009). Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. J Apple Develop Psychol.; 30: 332-343. [DOI:10.1016/j.appdev.2008.12.020]
32. − Salvatore, J. E., & Dick, D. M. (2018). Genetic influences on conduct disorder. Neuroscience and biobehavioral reviews, 91, 91-101. [DOI:10.1016/j.neubiorev.2016.06.034]
33. − Sakuma, A., Amano, N., Harada, y., Saiatoh, K., Imai, J., Lida, J., Iwasaks. H., Hirabayas M.& Yamahas. M (2004). The reliability and validity of the oppositional defiant behavior inventory. European child& Adolescent psychiatry.13 (3).185_190. [DOI:10.1007/s00787-004-0376-0]
34. − Scott, H. Melanie E. G; Joseph, F.M; Ave M. L; Erin-K; David; Ann L.C; Arthur D. A.& Allison E. A. (2009). Effects of postnatal parental smoking on parent and teacher ratings of ADHD and oppositional symptoms. The Journal of Nervous and Mental Disease: 197 (6) 442-449. [DOI:10.1097/NMD.0b013e3181a61d9e]
35. − Steiner, H., & Remising, L. (2007). Practice parameter for the assessment and treatment of children and adolescents with oppositional defiant disorder. J American academy of Child and Adolescent Psychiatry; 46 (4) ,126-141. [DOI:10.1097/01.chi.0000246060.62706.af]
36. − Szumski, G., Smogorzewska, J., Grygiel, P., & Orlando, A.M. (2019). Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD. Journal of autism and developmental disorders, 49 (7) , 2822-2837. [DOI:10.1007/s10803-017-3377-9]
37. − Warden, D. (2008). Cognitive and affective perspective _taking in conduct disorder children high and low on callous _ unemotional traits'. Child Adolescent Psychiatry Mental Health;10 (6):2_16. [DOI:10.1186/1753-2000-2-16]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
