Purpose: Childhood is one of the most important stages of life in
which the person's personality is established and formed. Most of
the maladaptation and behavioral disorders in adulthood arise from
ignoring the emotional-behavioral problems in childhood and lack
of proper guidance in the process of growth and development. The
aim of the present study was to compare the effectiveness of anger
management and parenting training on problem solving skills in
children with attention deficit hyperactivity disorder (ADHD).
Materials and Methods: The present study is a semi-experimental
with pretest-posttest design involving groups. The study population
included all male students with ADHD in Tehran Elementary
schools and their mothers in the academic year 1399-1400; Among
them, a sample of 36 people was selected using the available
sampling method and randomly assigned to two experimental and
control groups. The American Psychiatric Association's Attention
Deficit Disorder Rating Scale, Connors Scale, and Hepner Problem
Solving Questionnaire were used to collect data. For experimental
groups, parenting and anger management training based on
cognitive-behavioral approach were held in 8 sessions of 70
minutes. The control group did not receive any intervention.
Findings: The results of the analysis showed that parenting and
anger management training can improve problem solving skills in
children with ADHD (P <0.05). The results of analysis of variance
test with differential score showed that anger management training
on problem solving skills of children with ADHD is more effective
than parenting training.
Conclusion: These results support use of anger management and
parenting training along with educational courses for children with
ADHD in order to prevent the occurrence, exacerbation and
transformation of symptoms of this disorder.