جستجوی مقالات مرتبط با کلیدواژه "اختلال بی نظمی خلق اخلالگر" در نشریات گروه "پزشکی"

Disruptive mood dysregulation is one of the mood disorders which causes functional problems and has many treatment challenges. This study aimed to investigate the effectiveness of schema therapy on emotion regulation and social competence in children with disruptive mood dysregulation disorder.

This study employed a quasi-experimental research design with a pretest-posttest, follow-up, and a control group. The statistical population consisted of 8-11-year-old boys with disruptive mood dysregulation disorder in Isfahan, Iran, and their mothers who were referred to specialized child counseling centers in Isfahan. Thirty children and their mothers were selected purposefully and then randomly placed in two groups of 15 (one experimental group and one control group). The research tools included the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2007) and the Perceived Social Competence Scale by Anderson Boucher et al. (2007). The experimental group was treated in 10 sessions (60 min for the child and 30 min for the mother), and the control group did not receive any intervention. Data were analyzed using repeated measures analysis of variance.

The results showed that the effect of schema therapy on emotional regulation and social competence was significant and remained stable in the follow-up phase (P<0.001).

According to the results of this study, schema therapy can be used to improve the emotional regulation and social competence of children with disruptive mood dysregulation disorder.

Disruptive mood dysregulation disorder (DMDD) is a new disorder with challenging diagnosis and treatment. As a result, standard irritability therapies must be used in order to obtain therapeutic implications for the aforementioned disorder. The aim of this study was to determine the efficacy of cognitive behavior therapy based on parental education on emotion regulation and irritability in students with disruptive mood disorders.

The research method was semi-experimental, with pre-test and post-test groups, and contained control and follow-up session. The study's statistical population included all male high school students in East Azarbaijan province during the academic year 2020–2021. The study population included 30 students with disruptive mood disorders who were chosen through a nonprobability purposive sampling method. The Stringaris et al. (2012) Emotional Affective Reactivity Index, the Gross and John Emotion Regulation Questionnaire (2003), and the clinical interview based on the DSM-5 were used to collect data. The data were analyzed using analysis of ANOVA with repeated measures and via statistical package for social sciences version 18.

Family-based cognitive behavioral therapy was found to be significantly effective in reducing irritability and regulating emotions in students with disruptive mood dysregulation disorders (p<0/001). Furthermore, the Bonferroni correction test results revealed that the educational effect persisted throughout the follow-up period (p>0/05).

The current study's findings support the efficacy of family-based cognitive-behavioral therapy and dialectical therapy in reducing irritability and regulating emotions in students with disruptive mood dysregulation disorder. Therefore, its use is recommended for treatment specialists in the field of disruptive mood dysregulation disorder.

Disruptive mood dysregulation disorder (DMDD) is a new diagnosis with multiple treatment challenges. The most prominent features of this disorder consist of behavioral as well as mood disruptions. There are very few treatment studies on DMDD. The aim of this study was to determine the efficacy of Dialectical Behavior Therapy on emotion regulation and irritability in students with disruptive mood disorders.

The current research was a semi-experimental type of pre-test-post-test with a control group. The statistical population of the research included all male students of the first secondary level of East Azarbaijan province who referred to the counseling centers of education and training departments in the academic year of 2020–2021. The study population included 30 students with disruptive mood disorders who were chosen through a nonprobability purposive sampling method. Emotional Affective Reactivity Index, the Emotion Regulation Questionnaire, and the clinical interview were used to collect data. The collected data were analyzed through the statistical test of ANOVA with repeated measurements.

Dialectical Behavior Therapy was found to be significantly effective in reducing irritability and regulating emotions in students with disruptive mood dysregulation disorders (P < 0.001). Furthermore, the results revealed that the educational effect persisted throughout the follow-up period (P > 0.05).

According to the results of the research, dialectical behavior therapy can increase the awareness of the disruptive mood disorder sufferers about their problems and gain a more correct understanding in dealing with problems, especially in the interpersonal field. Therefore, in the field of treatment of disruptive mood disorder, dialectical behavior therapy can be implemented as part of the treatment plan.

The disorder of mood disorders is one of the mood disorders recently introduced in childhood and adolescence and has a relatively high prevalence of childhood disorders. The present study investigated the role of parenting styles and parent-child relationships in predicting disruptive mood dysregulation disorder.

This research is of descriptive-correlation type. The statistical population included all boy students aged 9 to 12 years with disruptive mood dysregulation disorder in Bushehr city (Iran) in 2017-2018. The sample consisted of 55 children with disruptive mood dysregulation disorder,selected by purposive sampling method, and 130 normal children with their parents, selected by a random cluster sampling method. Participants were assessed using a researcher-made anger and irritability questionnaire, the Alabama parenting questionnaire (APQ; Shelton, Frick, & Wootton, 1996), and The Pianta Child-Parent Relationship Scale (CPRS; Pianta, 1992). Research data were analyzed using correlation and logistic regression and SPSS-24 software.

The logistic regression analysis showed that among different parenting styles, positive parenting dimensions and corporal punishment are stronger predictors of disruptive mood dysregulation disorder (p<0.01). Among the sub-scales of the parent-child relationship, conflict and general relationships are significant predictors of disruptive mood dysregulation disorder (p<0.01).

According to the results, it can be concluded that positive parenting, corporal punishment, intimacy, conflict, and a generally positive relationship can predict disordered mood disorder, and one of the ways to reduce the disorder’s symptoms can be interventions. Be based on parental education.