جستجوی مقالات مرتبط با کلیدواژه « sluggish cognitive tempo disorder » در نشریات گروه « روانشناسی »

The purpose of this research was to determine the effectiveness of executive function training on the cognitive regulation of emotion and sleep quality of elementary school children with sluggish cognitive tempo disorder. The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of 2 months. The statistical population was all male students aged 8 to 11 years with slow cognitive rhythm in Tabriz city in 2022. The sample size included 30 people (15 people in the experimental group and 15 people in the control group) who were selected by purposeful sampling and were placed in two control and experimental groups. For the experimental group, executive function training was conducted in 12 sessions, two sessions per week. The research tools included the sluggish cognitive tempo Questionnaire (SCTQ, Penny et al., 2009), the Children's Cognitive Regulation of Emotion Questionnaire (CERQ, Garnefski et al., 2001), and the Children's Sleep Habits Questionnaire (CSHQ, Owens et al., 2000). The data were analyzed using variance analysis with repeated measurements. The results showed that there is a significant difference between the pre-test and post-test scores of the experimental group compared to the control group (P<0.01) and this difference remained stable during the follow-up period (P<0.01). Based on these findings, it can be concluded that the training of executive functions is effective in the cognitive regulation of emotion and sleep quality of primary school children with sluggish cognitive tempo disorder.

The present study was conducted to investigate the effectiveness of play therapy based on the parent-child relationship on emotional self-regulation of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with a pretest, posttest, control group, and two-month follow-up period design. The statistical population of the present study included primary school children with sluggish cognitive tempo in the city of Isfahan in the spring of 2021. 35 children with Sluggish Cognitive Tempo were selected through a multi-stage clustered sampling method and they were randomly accommodated into experimental and control groups (17 children in the experimental group and 18 children in the control group). The experimental group received eight seventy-five-minute play-therapy sessions based on parent-child relationship interventions for one month. The applied questionnaires in this study included a sluggish cognitive tempo questionnaire (McBurnet et al, 2014) and an emotional self-regulation questionnaire (Shields & Cicchetti, 1998). The data from the study were analyzed through Mixed ANOVA via SPSS23 software. The results showed that play therapy based on the parent-child relationship has a significant effect on the emotional self-regulation of primary school children with sluggish cognitive tempo (p<0.001). According to the findings of the present study, it can be concluded that play therapy based on the parent-child relationship can be applied as an efficient method to increase the emotional self-regulation of primary school children with sluggish cognitive tempo through employing Empathetic and intimate reflection of the child's feelings, encouragement and strengthening of parents and making communication problems with children natural.