The Effects of Emotion Regulation Training on Aggression, Bullying, and Victimization of Female Students with Attention-Deficit/Hyperactivity Disorder

The purpose of the present study was to determine the effects of emotion regulation training on aggression, bullying, and victimization of female students with attention-deficit/hyperactivity disorder. This experimental research used a pretest-posttest design with a control group. The statistical population of this study included all female students with attention-deficit/hyperactivity disorder referred to counseling centers in District 3 of Tabriz. Participants were selected through convenience sampling and divided into two groups of 15 students each. Both experimental and control groups took the pretest; then, the experimental group received an intervention in the form of eight sessions of emotion regulation training. The post-test was given to both groups, and the follow-up stage was conducted with a two-month interval for both experimental and control groups. The Aggression Questionnaire, and Peer Interactions in Primary School (PIPS) Questionnaire were used to collect data. The results showed a significant decrease in the mean scores of aggression, bullying, and victimization in the post-test stage in the experimental group. However, the changes in aggression, bullying, and victimization variables did not change significantly from the post-test to the follow-up stage. Therefore, it can be concluded that counselors cand use this intervention to prevent and reduce aggressive behaviors, bullying and victimization in this group of peope.