Marmara University, Institute of Health Science, Department of Psychiatric Nursing, Istanbul, Turkey.
Marmara University, Institute of Health Science, Department of Psychiatric Nursing, Istanbul, Turkey.
Arch Psychiatr Nurs. 2023 Jun;44:122-128. doi: 10.1016/j.apnu.2023.04.005. Epub 2023 Apr 20.
This study aimed to determine the effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder (ADHD) and receiving medication.
The sample of this study with control group and pre-test, post-test and follow-up randomized experimental design consisted of children followed in the child and adolescent mental health outpatient clinic of a state hospital. The data were evaluated by parametric and non-parametric analyses.
A statistically significant increase was determined in the internal functional emotion regulation mean scores of children, who participated in the Self-Regulation Based Cognitive Psychoeducation Program, measured before, immediately after, and 6 months after the intervention (p < 0.05). A statistically significant increase was also found in their external functional emotion regulation mean scores measured before and 6 months after the intervention (p < 0.05). In addition, a statistically significant difference was found between their internal dysfunctional and external dysfunctional emotion regulation mean scores measured before and 6 months after the intervention; however the mean scores of those in the control group 6 months after the intervention were higher than those in the intervention group (p < 0.05). Furthermore, there was a statistically significant increase in their self-efficacy mean scores measured before and 6 months after the intervention (p < 0.05).
The Self-Regulation Based Cognitive Psychoeducation Program was found be effective in increasing the levels of emotion regulation and self-efficacy in children with ADHD.
本研究旨在确定基于自我调节的认知心理教育方案对接受药物治疗的注意力缺陷多动障碍（ADHD）儿童的情绪调节和自我效能感的影响。
本研究的样本为采用对照组和前测、后测及随访随机实验设计的儿童，他们在一家州立医院的儿童和青少年心理健康门诊接受随访。数据采用参数和非参数分析进行评估。
参加基于自我调节的认知心理教育方案的儿童的内部功能情绪调节的平均得分在干预前、干预后即刻和干预后 6 个月时均有显著增加（p<0.05）。他们的外部功能情绪调节的平均得分在干预前和干预后 6 个月时也有显著增加（p<0.05）。此外，干预前和干预后 6 个月时他们的内部功能失调和外部功能失调情绪调节的平均得分之间存在显著差异；然而，干预后 6 个月时对照组的平均得分高于干预组（p<0.05）。此外，他们的自我效能感平均得分在干预前和干预后 6 个月时均有显著增加（p<0.05）。
基于自我调节的认知心理教育方案可有效提高 ADHD 儿童的情绪调节和自我效能感水平。
