Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder

Most of children with Conduct Disorder (CD), experience difficulties such as limited peer relationship and aggression. They have fewer opportunities to come along with non-aggressive peers and improve their social skills. These problems lead to negative outcomes for children with CD. The purpose of...

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Main Author:	Salehi, Somaieh
Format:	Thesis
Language:	English
Published:	2013
Subjects:	Group psychotherapy Conduct disorders in children Aggressiveness in children
Online Access:	http://psasir.upm.edu.my/id/eprint/42889/1/FPP%202013%2015RR.pdf
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spelling	my-upm-ir.428892016-06-28T02:24:42Z Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder 2013-06 Salehi, Somaieh Most of children with Conduct Disorder (CD), experience difficulties such as limited peer relationship and aggression. They have fewer opportunities to come along with non-aggressive peers and improve their social skills. These problems lead to negative outcomes for children with CD. The purpose of this study was to examine the effects of psychoeducational group interventions on peer rejection and aggression among children with CD. The research methodology used was true experimental design, under the design of randomized, pre-test, post-test, control group design. One hundred and thirty six children (boys and girls) between 8 to 10 year old with childhood onset type of CD selected from Centres under the license of rehabilitation administration and educational-vocational organization in Tehran, Iran. The instruments of this study include Peer Rejection Questionnaire (PRQ) and Child Behaviour Checklist (CBCL). This study conducted with four groups and three kinds of interventions include Making Choices Program (MCP - for children) for the first group, Barkley Behavioural Parent Training (BBPT) for the second group, and combination of MCP and BBPT for the third group. It is important to note that parents (mothers) of children in group two and three participated in the intervention of this study. Descriptive statistics and inferential statistics procedures were applied to answer the research questions concerning the effects of each intervention within the groups and between the groups on both peer rejection and aggression. Additionally, semistructured interview with three parents of each experimental group was conducted to confirm the quantitative findings and gain more understanding of the interventions. Overall, the Two-way Repeated Measure ANOVA was conducted to study the effects of groups across test. The results showed that the interaction between groups and test for peer rejection was significant. It means that the average of mean score for peer rejection across time (test) was significantly different among four groups (F (6, 264) = 1122.64, p < .05, η2= .962, f =5.03). Furthermore, the average of mean score for aggression across time (test) was significantly different among four groups (F (4.86, 213.80) = 1600.82, ƞ2= 0.99, f = 6.003). This study found that the effect for the combination of both MC program and BBPT was more than each program on peer rejection. However, the mean score of this variable remained permanent in the follow-up. Therefore, three kinds of psychoeducational group interventions in this study suggested for the peer rejection of children with Conduct Disorder. The other finding of this study was that combination of both MCP program and BBPT is more effective in post-test and follow-up compared with other interventions. The results of semi-structured interview presented that peer rejection and aggression of children with CD decreased after the intervention. It is recommended to conduct a global study on teachers; parents; parents and children; parents and teachers; and parents, teachers, and children to compare effectiveness of interventions on peer rejection and aggression of children with CD. In addition, it is suggested that another researcher conduct a qualitative research to gain more understanding of the effects of the interventions on peer rejection and aggression among children with CD. Group psychotherapy Conduct disorders in children Aggressiveness in children 2013-06 Thesis http://psasir.upm.edu.my/id/eprint/42889/ http://psasir.upm.edu.my/id/eprint/42889/1/FPP%202013%2015RR.pdf application/pdf en public phd doctoral Universiti Putra Malaysia Group psychotherapy Conduct disorders in children Aggressiveness in children
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Group psychotherapy Conduct disorders in children Aggressiveness in children
spellingShingle	Group psychotherapy Conduct disorders in children Aggressiveness in children Salehi, Somaieh Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
description	Most of children with Conduct Disorder (CD), experience difficulties such as limited peer relationship and aggression. They have fewer opportunities to come along with non-aggressive peers and improve their social skills. These problems lead to negative outcomes for children with CD. The purpose of this study was to examine the effects of psychoeducational group interventions on peer rejection and aggression among children with CD. The research methodology used was true experimental design, under the design of randomized, pre-test, post-test, control group design. One hundred and thirty six children (boys and girls) between 8 to 10 year old with childhood onset type of CD selected from Centres under the license of rehabilitation administration and educational-vocational organization in Tehran, Iran. The instruments of this study include Peer Rejection Questionnaire (PRQ) and Child Behaviour Checklist (CBCL). This study conducted with four groups and three kinds of interventions include Making Choices Program (MCP - for children) for the first group, Barkley Behavioural Parent Training (BBPT) for the second group, and combination of MCP and BBPT for the third group. It is important to note that parents (mothers) of children in group two and three participated in the intervention of this study. Descriptive statistics and inferential statistics procedures were applied to answer the research questions concerning the effects of each intervention within the groups and between the groups on both peer rejection and aggression. Additionally, semistructured interview with three parents of each experimental group was conducted to confirm the quantitative findings and gain more understanding of the interventions. Overall, the Two-way Repeated Measure ANOVA was conducted to study the effects of groups across test. The results showed that the interaction between groups and test for peer rejection was significant. It means that the average of mean score for peer rejection across time (test) was significantly different among four groups (F (6, 264) = 1122.64, p < .05, η2= .962, f =5.03). Furthermore, the average of mean score for aggression across time (test) was significantly different among four groups (F (4.86, 213.80) = 1600.82, ƞ2= 0.99, f = 6.003). This study found that the effect for the combination of both MC program and BBPT was more than each program on peer rejection. However, the mean score of this variable remained permanent in the follow-up. Therefore, three kinds of psychoeducational group interventions in this study suggested for the peer rejection of children with Conduct Disorder. The other finding of this study was that combination of both MCP program and BBPT is more effective in post-test and follow-up compared with other interventions. The results of semi-structured interview presented that peer rejection and aggression of children with CD decreased after the intervention. It is recommended to conduct a global study on teachers; parents; parents and children; parents and teachers; and parents, teachers, and children to compare effectiveness of interventions on peer rejection and aggression of children with CD. In addition, it is suggested that another researcher conduct a qualitative research to gain more understanding of the effects of the interventions on peer rejection and aggression among children with CD.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Salehi, Somaieh
author_facet	Salehi, Somaieh
author_sort	Salehi, Somaieh
title	Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
title_short	Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
title_full	Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
title_fullStr	Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
title_full_unstemmed	Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
title_sort	effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder
granting_institution	Universiti Putra Malaysia
publishDate	2013
url	http://psasir.upm.edu.my/id/eprint/42889/1/FPP%202013%2015RR.pdf
_version_	1747811921002758144

Effects of psychoeducational group interventions on peer rejection and aggression among children with conduct disorder

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