پديد آورندگان :
سليماني، مهران دانشگاه شهيد مدني آذربايجان، تبريز , رحيمي، رامين دانشگاه آزاد اسلامي، واحد اروميه , وكيلي، سميرا دانشگاه آزاد اسلامي واحد علوم و تحقيقات تهران - گروه روان شناسي و آموزش كودكان استثنايي
چكيده لاتين :
Background & Objective: This study investigated behavioral disorders which are problematic for children, family, and community. These
include behaviors which are inappropriate regarding age group and can be severe, chronic or continuous ranging from hyperactive and aggressive
to dissociated behaviors. Most of them occur due to a person's disability in proper analysis of self and problem situations, lack of problemsolving
skills to resolve life issues effectively, inappropriate usage of non-cognitive and emotional capacities. According to researches, some
features of emotional intelligence in people with behavioral disorders are deficient. Emotional intelligence as a kind of social intelligence
indicates a person's ability to encounter and cope with psychological and social stressors. Emotional intelligence is of significant influence on
one's life since it involves the capacity of flexibility, problem-solving, dealing with stress and impulses. In cognitive-behavioral approach,
treatment is targeted toward providing an opportunity for new adaptive learning. So, this study aims to investigate the effectiveness of cognitive
– behavioral therapy (CBT) on the improvement of emotional intelligence of students with behavioral disorders.
Methods: This is a quasi-experimental research with pretest-posttest design and control group. The statistical population was all high school
male students with behavioral disorders in Uremia city. A sample of 30 students of 13-15 was selected by random availability sampling method.
They distributed randomly in experimental and control group. The criteria of engagement were: 1. Diagnosis of behavioral disorders according
to Rotter's children behavioral disorder test, clinical evaluation, and interview, 2. Absence of visual and hearing impairments and lack of
abnormal IQ (according to health profiles of students based on initial assessment), 3. Age of 13-15. After conducting pretest, the experimental
group participated in 10 sessions of 90 minutes of cognitive behavioral education. Then posttest was done for both groups. Furthermore, due to
ethical considerations, the control group received the same educational interventions, after completing the study and conducting posttest. To
evaluate behavioral disorders Rotter's children behavioral disorder test and to evaluate emotional intelligence, Schutte's self-report emotional
intelligence test (SSEIT) was used as pretest-posttest. The results were analyzed by analysis of covariance method. The interventions in treatment
sessions are as below: First: educating structure of courses, building a ladder of current problems and measuring them by behavior thermometer;
Second: educating automatic thoughts, the influence of negative thoughts and recording them in thought bulb papers; Third: educating types of
cognitive distortions, the task of identifying cognitive distortions related to negative automatic thoughts; Fourth: educating cognitive evaluation,
challenging thoughts (gathering evidence), balanced thinking and recording; Fifth: training primary believes, their development, identifying and
testing them by thought detector; Sixth: educating negative thoughts management using distraction techniques, positive self – talk, thoughtful
pause, reduction of tape sound; Seventh: educating emotions and emotional self-awareness, and the relation of emotions with behaviors and
thoughts and record their intensity with a feeling thermometer; Eighth: training emotional control by muscle relaxation, quick relaxation, breath
control, relaxing imaging setting; Ninth: educating behavioral modifications using behavior analysis techniques, regular desensitization,
encounter, and self – rewarding; Tenth: educating problems of action without thinking, the dominance of feelings, disability in problem-solving;
and, training problem-solving skills, practicing skills through mental imagery, and modeling.
Results: The results indicated that there is a significant difference between experiment and control groups both in general emotional intelligence
and some of its features including optimism, emotional regulation, psychological evaluation, social skills, and sensitive application (p<0.05).
Conclusion: According to research findings one may conclude that cognitive behavior treatment is effective on enhancing emotional intelligence
and its features among the students with behavioral disorders.
