Effect of Parents Cognitive-Behavioral Group Counseling on Learning Problems and Anxiety of ADHD Students in Primary Schools

Aims: One of the most common childhood disorders that cause many problems during school years is Attention Deficit Hyperactivity Disorder (ADHD). This disorder requires counseling and treatment. Therefore, the aim of this study was to determine the effect of parents’ cognitive-behavioral group counseling on learning problems and anxiety of hyperactive children in primary school. Materials & Methods: This experimental study with pretest-posttest design with control group was conducted on 60 parents of 7 to 13-year children who were referred to Counseling Center of Education Department of Ramhormoz, Khuzestan, Iran in 2017-2018 academic year. The subjects were selected by purposive sampling method and randomly assigned into two experimental (n=30) and control (N=30) groups. The ADHD of their children was assessed using Conner’s Parents Rating Scale. In experimental group, 9 sessions of cognitive-behavioral group counseling were conducted; however, the control group did not receive the intervention. After the sessions, hyperactivity of children in both groups was evaluated with the Conner’s Parent Parents Rating Scale. Data were analyzed by SPSS 21 using multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance. Findings: By controlling the pretest effect, a significant difference was observed between the experimental and control groups in terms of learning problems (F=177.94; p<0.001) and symptoms of anxiety (F=279.56; p