Effectiveness of Acceptance and Commitment Therapy on Academic Procrastination, Resilience, and Depression in Students with Attention Deficit Hyperactivity Disorder (ADHD)

Document Type : Original article

Authors

1 PhD. student of Psychology of Education, Faculty of Humanities and Education,Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 Professor of Educational Psychology, Faculty of Humanities and Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran

3 Assistant Professor, Department of Educational Psychology, Faculty of Humanities and Education, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

Background and Aims: Acceptance and Commitment Therapy is one of the third generation behavioral therapies in the treatment of childhood and adolescent disorders that has recently received much attention. However, its effectiveness, especially among adolescents with Attention Deficit Hyperactivity Disorder (ADHD), with problems such as procrastination, swings and depression, has not been much noticed. The aim of present study was to investigate effectiveness of acceptance and commitment therapy on academic procrastination, resilience, and depression in students withADHD.
Materials and Methods: To this aim, in a pretest-posttest with control group quasi-experimental study, 28 students were selected purposively and randomly divided into experiment or control groups (13 in ACT group and 15 in control group). Conners rating scale, Beck Depression Inventory (BDI-II, Beck, 1996), Solomon students and academic procrastination version Roth Bloom (1984 ), and Conner- Davidson Resilience scale (CD-RISC, Beck,1996) were completed before interventions by all participants and then participants of experiment group individually received a 10-session ACT intervention, while control group received no intervention. After completing the intervention, once more, the instruments were administered.
Results: The results of Covaraince analysis showed that in the three variables of academic procrastination, resilience, and depression, after controlling the covariate variable (pre-test scores) there were significant differences among the two groups (depression: f=14/81; p < 0/001; resilience: f=9/84; p < 0/001; academic procrastination: f=15/15; p < 0/001).
Conclusion: According to the results, ACT is an effective and promising intervention on academic procrastination, resilience, and depression in students with Attention Deficit Hyperactivity Disorder(ADHD)

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Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 9, Issue 4
January 2021
Pages 82-90

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History

  • Receive Date: 23 November 2019
  • Revise Date: 15 December 2019
  • Accept Date: 18 December 2019
  • First Publish Date: 21 December 2020

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