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The Effectiveness of an Interpersonal Cognitive Problem-Solving Strategy on Behavior and Emotional Problems in
Celale Tangül Özcan1, Fahriye Oflaz1, Tümer Türkbay2
1Gulhane Military Medical Academy, School of Nursing, Ankara, Turkey.
Insights
The "I Can Problem Solve" (ICPS) program effectively reduced behavioral and emotional problems in children with attention deficit hyperactivity disorder (ADHD). The program also enhanced children's overall competence, improving their ability to manage ADHD-related challenges.
Area of Science:
- Child Psychology
- Behavioral Science
Background:
- Attention deficit hyperactivity disorder (ADHD) is associated with significant behavioral and emotional challenges in children.
- Existing interventions aim to mitigate these difficulties and improve overall functioning.
Purpose of the Study:
- To evaluate the effectiveness of the "I Can Problem Solve" (ICPS) program.
- To assess the impact of ICPS on behavioral and emotional problems in children diagnosed with ADHD.
Main Methods:
- A quasi-experimental, pre- and post-test design was employed with 33 children (ages 6-11) diagnosed with ADHD.
- The ICPS program was implemented over 14 weeks.
- Parent and teacher reports using the Child Behavior Checklist and DSM-IV-TR Based Disruptive Behavior Disorders Screening and Rating Scale were collected before and after the intervention.
Main Results:
- Significant reductions were observed in various behavioral and emotional problems, including attention difficulties, anxiety, withdrawal, oppositional defiance, rule-breaking, and aggression.
- Children demonstrated increased competence scores in areas such as working, behaving, learning, and happiness post-intervention.
Conclusions:
- The ICPS program shows promise as a beneficial intervention for decreasing ADHD-related behavioral and emotional issues.
- ICPS may empower children with ADHD to better manage attention difficulties, hyperactivity-impulsivity, and oppositional defiant behaviors, while enhancing their overall competence.
Introduction:
This study was designed to evaluate the effectiveness of the "I Can Problem Solve" (ICPS) program on behavioral and emotional problems in children with attention deficit hyperactivity disorder (ADHD).
Methods:
The subjects were 33 children with ADHD aged between 6 to 11 years. The study used a pre- and post-test quasi-experimental design with one group. The researchers taught 33 children with ADHD how to apply ICPS over a period of 14 weeks. The Child Behavior Checklist for Ages 6-18 (Teacher Report Form) and the Diagnostic and Statistical Manual of Mental Disorders, 4th edition Text Revision (DSM-IV-TR) Based Disruptive Behavior Disorders Screening and Rating Scale (parents' and teacher's forms) were used to evaluate the efficacy of the program. The scales were applied to parents and teachers of the children before and after the ICPS program.
Result:
The findings indicated that the measured pre-training scores for behavioral and emotional problems (attention difficulties, problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behaviors, and aggressive behaviors) were significantly decreased in all children post-training. In addition, children's total competence scores increased (working, behaving, learning and happy) after the ICPS program.
Conclusion:
According to the results, it is likely that, ICPS would be a useful program to decrease certain behavioral and emotional problems associated with ADHD and to increase the competence level in children with ADHD. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention difficulties, hyperactivity-impulsivity, and oppositional defiant problems.