The Effectiveness of Training Facial Emotion Patterns on Reducing Temper in Children with Disruptive Mood Dysregulation Disorder

Document Type : Original Article

Authors

1 Ph.D Student in Clinical Psychology, Psychology Department, Shiraz University, Shiraz, Iran

2 M.A in Clinical Psychology, Humanities Department, Islamic Azad University of Orumia, Iran

3 Professor Assistant of clinical Psychology, Psychology Department, Shiraz University, Shiraz, Iran

Abstract

Objective:  Disruptive mood dysregulation disorders include persistent instability and recurrent periods of uncontrolled temper that have recently been diagnosed in children and adolescents. Because these people have major problems labeling facial expressions and interpreting vague cues, various trainings on emotional cognitive cues can be effective in reducing their irritability and temper.
Methods: The present study was an experimental study and its population consists of boys with disruptive mood dysregulation disorder between 6-12 years old. The number of samples in the training group includes 8 boys with mood disorders referred to psychotherapy clinics in Shiraz and was selected by purposed sampling method. Then according to parental consent to participate in training they were divided into two groups (4 boys in the experimental group and 4 boys in the control group). The instruments included the Children's Temper Questionnaire (Nelson et al, 2000), which was used as a pretest and posttest. Finally, the experimental group received 8 training sessions (two sessions per week and about 45 minutes per session). The data analyzed by independent groups t-test.
Results: Training the emotional face patterns has reduced the level of temper in children with disruptive mood dysregulation disorders (P>0/01).
Conclusion:  Teaching emotional face patterns can be used as an intervention method in reducing the temper of boys with disorder of mood disorders.

Keywords

References

آبادی، فاطمه؛ نجاتی، وحید و پوراعتماد، حمیدرضا (1395). اثربخشی تقلید تظاهرات هیجانی چهره بر بهبود تشخیص حالات هیجانی در کودکان دارای اختلال طیف درخودماندگی با کنش فرارونده. علوم روانشناختی، دوره 15، شماره 59، 376-390. https://www.sid.ir/paper/93069/fa
توکلی، الهام؛ هاشمی آذر، ژانت و صرامی، غلامرضا (1394). تاثیر آموزش جلوه های چهره ای هیجان های بنیادی در کودکان درخودمانده با کارکرد بالا. تحقیقات علوم رفتاری، دوره 13، شماره 3، 473-486. http://rbs.mui.ac.ir/article-1-420-fa.html
حسن پور، مرضیه؛ مرادی، وحید؛ یعقوب نژاد، ساجد و حقانی، شیما (1398). بررسی تاثیر آموزش بازشناسی هیجان های چهره به کودکان مبتلا به اوتیسم با عملکرد بالا بر رابطه مادر-فرزندی آنان. علوم پزشکی رازی، دوره 26، شماره 6، 54-63. https://www.sid.ir/paper/363801/fa
شیبانی، حسین؛ میکاییلی، نیلوفر و  نریمانی، محمد (1399). مقایسه اثربخشی درمان شناختی رفتاری و آموزش تنظیم هیجان بر تحریک پذیری، افسردگی، اضطراب، استرس و تنظیم هیجانی نوجوانان دارای اختلال بدتنظیمی خلق مخرب. روانشناسی بالینی، سال 12، شماره 2، 50-41. https://www.sid.ir/paper/380535/fa
شیرازی، الهام؛ شعبانی، امیر و شهریور، زهرا (1393). اختلال بدسامانی خلق ایذایی و اختلال دوقطبی: هم گرایی یا واگرایی؟. مجله روانپزشکی و روانشناسی بالینی ایران، 20(2)، 95-110. https://www.sid.ir/paper/17107/fa
کیمیایی، سید علی؛ رفتار، محمدرضا و سلطانی فر، عاطفه (1390). آموزش هوش هیجانی و اثربخشی آن بر کاهش پرخاشگری نوجوانان پرخاشجوی. پژوهش های روان شناسی بالینی و مشاوره، سال 1، شماره 1، 153-166. https://www.sid.ir/paper/204881/fa
موسویان، الهام و نجاتی، سیده فرشته (1395). بررسی بازشناسی هیجان چهره در افراد با علائم روانشناختی بر اساس پرسشنامه نشانگان روانی (SCL-90-R)، شناخت اجتماعی، سال 5، شماره 1، 113-129. https://www.sid.ir/paper/237082/fa
نظامی، اکرم و قمری، محمد (1399). اثربخشی آموزش مهارت های تنظیم خلق بر اضطراب و تحریک پذیری دانش آموزان مبتلا به اختلال بدتنظیمی خلق اخلالگر. روانشناسی و روانپزشکی شناخت، سال 7، شماره 2، 116-127. [Doi:10.52547/shenakht.7.2.116]
یاقوتی، فاطمه و معتمد، سارا (1397). بازشناسی حالات هیجانی چهره با استفاده از مدل یادگیری هیجانی مغز. تازه های علوم شناختی، سال 20، شماره 4، 46-61.  https://www.sid.ir/paper/82902/fa
Abadi, F., Nejati, V., & Pourrtemad, H.R. (2016). The effects of imitation of facial emotional expression on improving recognition emotion states in children with high functioning autism disorder. Psych Sci, 15(59), 376-390. [Persian] https://www.sid.ir/paper/93069/fa
Benarous, X., Bury, V., Lahaye, H., Desrosiers, L., Cohen, D., & Marc Guile, J. (2020). Sensory processing difficulties in youths with disruptive mood dysregulation disorder. Front Psychiatry, 1. 164-169. [Doi:10.3389/fpsyt.2020.00164]
Brotman, R.B., Guyer, A., Lunsford, J., Horsey, S., et al. (2010). Amygdala activation during emotion processing of neutral faces in children with severe mood dysregulation versus ADHD or bipolar disorder. Am J Psychiatry,173, 61-69. [Doi: 10.1176/appi.ajp.2009.09010043]
Copeland, W., Angold, A., Costello, J., & Egger, H. (2013). Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder. Am J Psychiatry, 170. 173-179. [Doi: 10.1176/appi.ajp.2012.12010132]
Hasanpour, M., Moradi, V., Yaghoubnezhad, S., Haghani, Sh. (2019). To investigate the effect of face emotion recognition training to children with high-functioning Autism on their mother-child relationship. Journal of Iran University of Medical Science, 26(6), 54-63. [Persian] https://www.sid.ir/paper/363801/fa
Kimiaee, S.A., Raftar, M.R., & Soltani, A. (2011). Emotional intelligence training and its effectiveness on modification of aggressive adolescents. Clinical psychology and counseling research, 1(1), 153-166. [Persian] https://www.sid.ir/paper/204881/fa
Lin, Yu-Ju., Tseng, W. L., & Shur-Fen, Gau. S. (2020). Psychiatric comorbidity and social adjustment difficulties in children with disruptive mood dysregulation disorder: A national epidemiological study. A Affect Disord, 281. 485-492. [Doi: 10.1016/j.jad.2020.12.039]
Macleod, C., & Mathews, A. (2012). Cognitive bias modification approaches to anxiety. Annual review of clinical psychologis, 8(1), 189-217. [Doi:10.1146/annurev-clinpsy-032511-143052]
Mosavian, E., & Nejati, S.F. (2016). The investigation of facial affect recognition in people with psychological symptoms based on scl-90-r scale. Social cognition, 5(1), 113-129. [Persian] https://www.sid.ir/paper/237082/fa
Murner-Lavanchy, I., Kaess, M., & Koenig, J. (2021). Diagnostic instruments for the assessment of disruptive mood dysregulation disorder: A systematic review of the literature. European Child & Adolescent Psychiatry. [Doi:10.1007/s00787-021-01840-4]
Nezami, A., & Ghamari, M. (2020). The effectiveness of mood regulation skills training on the anxiety and irritability of students with disruptive mood disregulation disorder. Shenakht Journal of Psychology and Psychiatry, 7 (2), 116-127. [Persian] [Doi:10.52547/shenakht.7.2.116]
Pagliaccio, D., Wiggins Jillian, L., Adleman, N., Curhan, A., Zhang, S., Towbin, K., et al. (2017). Behavioral and neural sustained attention deficit in disruptive mood dysregulation disorder and attention-deficit/hyperactivity disorder. J Am Acad Child Adolesc Psychiatr, 56(5), 426-435. [Doi: 10.1016/j.jaac.2017.02.008]
Sheybani, H., Mikaeili, N., & Narimani, M. (2020). The Effectiveness of Cognitive Behavioral Therapy and Emotion Regulation Training on Irritability, Depression, Anxiety, and Emotion Regulation in Adolescents with Disruptive Mood Dysregulation Disorder. Clin Psych, 12(2), 41-50. [Persian] https://www.sid.ir/paper/380535/fa
Shirazi, E., Shabani, A., & Shahrivar, Z. (2014). Disruptive mood dysregulation disorder and bipolar disorder: convergence or divergence?. Iranian Journal of Psychiatry and Psychology, 20(2), 95-110. [Persian] https://www.sid.ir/paper/17107/fa
Tavakoli, E., Hashemiazar, Zh., & Sarami, Gh. (2015). The study on training of facial expression of basic emotions on recognition of basic emotions in high function autistic children. Research in Behavioral Science, 13 (3), 473-486. [Persian] http://rbs.mui.ac.ir/article-1-420-fa.html
Uran, P., & Gunay Kilic, B. (2016). Family functioning, comorbidities, and behavioral profiles of children with ADHD and disruptive mood dysregulation disorder. Journal of Attention Disorders, 1-10. [Doi: 10.1177/1087054715588949]
Yaghouti, F., & Motamed, S. (2018). Recognition of facial expression of emotions based on brain emotional learning (BEL) model. Cognitive science news, 20(4), 46-61. [Persian] https://www.sid.ir/paper/82902/fa
Zaky, E. A. (2015). Disruptive mood dysregulation disorder (DMDD). Clin depress, 1(1). [Doi:10.4172/cdp.1000e102]

Files

Share

How to cite

Statistics