An Interpersonal Cognitive Problem-Solving Strategy on Children with Attention Deficit Hyperactivity Disorder: A one-year follow-up

2.50
Hdl Handle:
http://hdl.handle.net/10755/308193
Category:
Abstract
Type:
Presentation
Title:
An Interpersonal Cognitive Problem-Solving Strategy on Children with Attention Deficit Hyperactivity Disorder: A one-year follow-up
Author(s):
Ozcan, Celale
Lead Author STTI Affiliation:
N/A
Author Details:
Celale Ozcan, Assoc.Prof, PhD, RN, ctozcan@gata.edu.tr
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

Methods: The researcher taught an Interpersonal Cognitive Problem-Solving Strategy program / “I Can Problem Solve” (ICPS) to 33 children with ADHD ranging between 6 to 11 years old over a 14 week period. The ICPS was associated with significant reductions in behavioral and emotional problems (attention problems, hyperactivity problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behavior, and aggressive behavior).

The “Child Behavior Checklist for Ages 6-18 (Teacher Report Form/TRF)” and “DSM-IV based screening and assessment scale for Attention Disorder and Disruptive Behavior Disorder (parents’ and teacher’s forms)” were used to evaluate the efficacy of the program. The scales were applied to mothers, fathers and teachers of the children before and after ICPS and 1 year after training ended.

Result: The results of this follow-up have shown that the improvement in behavioral, social and emotional adjustment lasted 1 years after training ended. Findings indicated that the measured pre-training scores for behavioral and emotional problems (attention problems, hyperactivity problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behavior, and aggressive behavior) were significantly decreased for all children post-training. In addition, children’s total competence scores increased (working, behaving, learning and happy) after the ICPS. On both the DSM-IV based screening and assessment scales and TRF, the comparison between initial ratings and at 1-year follow-up was significant (p<0.05).

Conclusions: According to the results of this study, it is likely that the ICPS program would be a useful tool to decrease certain emotional and behavioral problems associated with ADHD in the school nursing. Specifically, it would be useful to increase the competence level of the children with ADHD in the following areas: working, behaving, learning and happy. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention problems, hyperactivity-impulsivity, and Oppositional defiant problems.

Keywords:
ICPS; ADHD; Interpersonal Cognitive Problem-Solving
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleAn Interpersonal Cognitive Problem-Solving Strategy on Children with Attention Deficit Hyperactivity Disorder: A one-year follow-upen_GB
dc.contributor.authorOzcan, Celaleen_GB
dc.contributor.departmentN/Aen_GB
dc.author.detailsCelale Ozcan, Assoc.Prof, PhD, RN, ctozcan@gata.edu.tren_GB
dc.identifier.urihttp://hdl.handle.net/10755/308193-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p><b>Methods:</b> The researcher taught an Interpersonal Cognitive Problem-Solving Strategy program / “I Can Problem Solve” (ICPS) to 33 children with ADHD ranging between 6 to 11 years old over a 14 week period. The ICPS was associated with significant reductions in behavioral and emotional problems (attention problems, hyperactivity problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behavior, and aggressive behavior). <p>The “Child Behavior Checklist for Ages 6-18 (Teacher Report Form/TRF)” and “DSM-IV based screening and assessment scale for Attention Disorder and Disruptive Behavior Disorder (parents’ and teacher’s forms)” were used to evaluate the efficacy of the program. The scales were applied to mothers, fathers and teachers of the children before and after ICPS and 1 year after training ended. <p><b>Result:</b> The results of this follow-up have shown that the improvement in behavioral, social and emotional adjustment lasted 1 years after training ended. Findings indicated that the measured pre-training scores for behavioral and emotional problems (attention problems, hyperactivity problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behavior, and aggressive behavior) were significantly decreased for all children post-training. In addition, children’s total competence scores increased (working, behaving, learning and happy) after the ICPS. On both the DSM-IV based screening and assessment scales and TRF, the comparison between initial ratings and at 1-year follow-up was significant (p<0.05). <p><b>Conclusions:</b> According to the results of this study, it is likely that the ICPS program would be a useful tool to decrease certain emotional and behavioral problems associated with ADHD in the school nursing. Specifically, it would be useful to increase the competence level of the children with ADHD in the following areas: working, behaving, learning and happy. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention problems, hyperactivity-impulsivity, and Oppositional defiant problems.en_GB
dc.subjectICPSen_GB
dc.subjectADHDen_GB
dc.subjectInterpersonal Cognitive Problem-Solvingen_GB
dc.date.available2013-12-19T17:28:06Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:28:06Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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