]>
IRCT20200223046599N1 IRCT 2020-04-18 Islamic Azad University Evaluation of emotion regulation training in attention deficit disorder - youth hyperactivity Effectiveness of Emotional Regulation Training in Cognitive Disorders and Emotional Failure and General Health of Students with Attention Deficit / Hyperactivity Disorder in Secondary School 2019-11-20 anticipated 240 Complete https://irct.ir/trial/46819 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: Among the dual education districts of Urmia, District 1 was selected based on coin toss. Among the second grade high schools in District One, two boys 'schools and two girls' schools were selected by lottery, and in each school, one class from each second grade high school with individual number (even and odd classes) were chosen. N/A attention deficit hyperactivity disorder. Intervention 1: Intervention group: Intervention group: Group of 15 selected for treatment, and treatment protocol based on Gross model will be administered in eight sessions for experimental group. The first session: Introducing the members of the group to each other and starting the relationship between the group leader and the members and doing exercises with the aim of getting to know each other. Short-term and long-term emotions of the third session: 1-Self-assessment with the aim of recognizing one's emotional experiences 2-Self-assessment with the aim of identifying the level of emotional vulnerability in the individual 3 Preventing social isolation and avoiding b) Teaching problem-solving strategies c) Teaching interpersonal skills (Dialogue, Expression, and Conflict Resolution)Session 5: 1) Stop the mental rumination and worry 2) Learn to pay attention to the sixth session: 1) Identify the wrong evaluations and their effects on emotional states 2) Teach the strategy of re-evaluation of the seventh session: Preventing and examining its emotional consequences 2) Confrontation 3) Emotional expression training 4) Behavior modification by changing environmental enhancers 5) Emotional evacuation training, relaxation and reverse action of the eighth session: 1) Evaluating the achievement of individual and group goals 2) Application of skills learned in natural environments outside the meeting 3) Investigating and removing barriers to homework. Intervention 2: Control group: Group of 15 people who will not receive any treatment. No - There is not a plan to make this available Justification or reason for not sharing IPD is The community is a statistic related to the Department of Education and publication is at the discretion of the Department.
public Sakineh Behravan
West Azerbaijan Province, Urmia, Department of Education, General Directorate of Health and Wellness
Urmia Iran (Islamic Republic of) 5719198853 00983676790 sakinehbehravan@gmail.com Islamic Azad University scientific Sakineh Behravan
West Azerbaijan Province, Urmia, Department of Education, General Directorate of Health and Wellness
urmia Iran (Islamic Republic of) 5719198853 00983676791 sakinehbehravan@gmail.com Islamic Azad University Iran (Islamic Republic of) Having clinical symptoms of attention deficit hyperactivity disorder Having cognitive impairment Cognitive failure Study in the second year of high school 16 years 18 years Both Studying in high school in high school Lack of attention deficit disorder - and hyperactivity Out of age 16 and 18 years F90.2 تظاهرات بالینی مرکب(هم تکانشی و هم بی توجهی) Behavior N/A Intervention group: Intervention group: Group of 15 selected for treatment, and treatment protocol based on Gross model will be administered in eight sessions for experimental group. The first session: Introducing the members of the group to each other and starting the relationship between the group leader and the members and doing exercises with the aim of getting to know each other. Short-term and long-term emotions of the third session: 1-Self-assessment with the aim of recognizing one's emotional experiences 2-Self-assessment with the aim of identifying the level of emotional vulnerability in the individual 3 Preventing social isolation and avoiding b) Teaching problem-solving strategies c) Teaching interpersonal skills (Dialogue, Expression, and Conflict Resolution)Session 5: 1) Stop the mental rumination and worry 2) Learn to pay attention to the sixth session: 1) Identify the wrong evaluations and their effects on emotional states 2) Teach the strategy of re-evaluation of the seventh session: Preventing and examining its emotional consequences 2) Confrontation 3) Emotional expression training 4) Behavior modification by changing environmental enhancers 5) Emotional evacuation training, relaxation and reverse action of the eighth session: 1) Evaluating the achievement of individual and group goals 2) Application of skills learned in natural environments outside the meeting 3) Investigating and removing barriers to homework. Control group: Group of 15 people who will not receive any treatment. Attention deficit hyperactivity disorder condition. Timepoint: Will be done from 20/11/19 to15/12/19 before intervention and two weeks after intervention. Method of measurement: Through the questionnaire. Cognitive failure. Timepoint: Will be done from 20/11/19 to15/12/19 before intervention and two. Method of measurement: Through the questionnaire. Emotional failure. Timepoint: Will be done from 20/11/19 to15/12/19 before intervention and two. Method of measurement: Through the questionnaire. General health. Timepoint: Will be done from 20/11/19 to15/12/19 before intervention and two. Method of measurement: Through the questionnaire. Islamic Azad University Approved 2019-12-06 Ethics committee of Hormozgan University of Medical Sciences Hormozgan University of Medical Sciences, Shahid Chamran Boulevard, Bandar Abbas, Irani Bandaabas Hormozgan Iran (Islamic Republic of)