The Effectiveness of Educational Model of Emotion Regulation on reducing children Behavior disorders

This study was to investigate The Effectiveness of Educational Model of Emotion Regulation on reducing children Behavior disorders.

This was a quasi-experimental study with a control group and a four-month follow-up period. The statistical population consisted of all children between the ages of 8 and 12 years old referred to the Rehabilitation and Psychology Centers in Tehran by 2019. From this statistical population, 60 persons were selected by convenience sampling and were randomly divided into two groups of experimental and control. The experimental group received 14 sessions of forty-five minutes of individual intervention twice a week.For both groups before, after, and at the four-month follow-up For both groups, the IQ test and Child Behavior Checklist was performed before the intervention And after the intervention and during the four- month follow-up period, only CBCL was completed. Data were analyzed using repeated measures analysis of variance.

The results indicated that the effects of interventions on anxity/deppression (F=295/476؛ effect size=0/83), withdrawn /deppression (F=346/639؛ effect size=0/85), somatic complaints (F=266/312 effect size=0/82), social problems (F=239/718؛ effect size=0/80), thought problems (F=191/224؛ effect size=0/80), attention problems (F=381/511؛ effect size=0/82), rule-breaking behavior (F=228/304؛ effect size=0/79), aggressive behaviors (F=4/889؛ effect size=0/78), Internalizing behavior disorder (F=241/386؛ effect size=0/80), externalizing behavior disorder (F=237/440؛ effect size=0/80) and sustainability of this effect it was in the follow-up period.

According to the results of this study, it is suggested that use Educational Model of Emotion Regulation to Reduce children's behavioral disorders