The Effectiveness of Mindfulness-Based Intervention on the Emotion Regulation Difficulties Components of Students with Conduct Disorder

The purpose of this study was to determine the effectiveness of mindfulness-based intervention on emotion regulation difficulties in the middle school students with conduct disorder. The present study is a semi-experimental study with pretest-posttest and control group design. The statistical population consisted of all male students from first to third grade of the first secondary school in Tabriz city in the academic years of 2018-2019. From this population, were selected a sample size of 40 people using children symptom inventory (CSI-4) and structured diagnostic and clinical interview by multi-stage cluster sampling and purposeful sampling method and were randomly assigned to the experimental and control groups. Data were collected during pre-test and post-test stage of the difficulties in emotion regulation scale (DERS). Data analysis was performed using covariance analysis in spss version 25. Data analysis showed that mindfulness-based intervention resulted in a significant difference between groups in difficulty in emotion regulation 76% And its components included non-acceptance of emotional responses 16%, impulse control difficulties 38%, lack of emotional awareness 44%, limited access to emotion regulation strategies 62% (p<0.05). According to the findings, it can be suggested that mindfulness-based intervention reduces the problem of emotional regulation and its components in students with conduct disorder.