كليدواژه :
خانواده درماني كاركردي , رفتارهاي تكانشي , مهارت اجتماعي , نارسايي توجه/بيش فعالي
چكيده لاتين :
Background & Objective: Attention–deficit hyperactivity disorder (ADHD) is a developing behavioral disorder. Usually, the child cannot focus
and focus on one subject action, and the learning process is slow in him them, and the child these children haves unusual and very high physical
activity. This disorder is associated with lack of attention, excessive activity, impulsive behavior, or a combination of these. A doctor should
carefully monitor any child with ADHD suspicion. Many of these children also have one or more behavioral disorders. They may also have a
psychiatric problem, such as depression or bipolar disorder. ADHD is the most common behavioral disorder in childhood and puberty, and it
affects about 3% to 5% of children before the age of seven. This complication occurs more early in primary school era for children and at puberty,
and as many patients become older as age grows. The cause of most people with hyperactivity disorder is still unclear, but it is thought to be a
multifactorial disease with genetic origins and the environment. There is a definite cause for trauma and brain infections. The genetic factor of
this disorder is greater in the fathers of children with hyperactivity, but environmental factors are also very effective in increasing the severity
of this disorder. This disorder is more common two to four times in boys than girls are by two to four times. If the child has a mental or
psychological problem during the first infancy (the first four weeks of birth), or if the mothers cigarettes or alcohol consumes cigarettes or
alcohol during pregnancy. These children are more at increased risk of the disorder hyperactivity. Family therapy is a general term for several
treatment approaches that, instead of separating individuals for individual treatment, participants in the treatment of this whole family as a whole.
This term is neutral from the point of view. Therapeutic family it can be used in many different frameworks. Function ofal family therapy
(Alexandr oupersonson Personson, 1982; Barton & and Alexander, 1981) is designed to make cognitive and behavioral changes in their family
members. This approach is based on a clear set of principles and is strongly supported by research findings. The Functional functional family
practice of Alexandro person (1982), attempts to create a non–rebellious communicative view and provide explanations for the behavior of all
members in which the motivation of the members is not questioned. For functional family therapists, all behaviors are adaptive. Instead of
behaving a person as "good" or "bad," they assume that the behavior always has one function. Because it is an attempt to create a particular result
in interpersonal relationships. While privileges or interpersonal functions for family members can have different forms, they are ultimately trying
to achieve one of the three following interpersonal situations: call/proximity (integration or unification), independence (Detachment detachment),
or a mixture of both (immobilized). The purpose of this study was to investigate the effectiveness of functional family therapy on impulsive
behavior and social skills on children with attention–deficit/ hyperactivity disorder.
Methods: The method of this study was a quasi–experimental type with pre–test and post–test. A total of 30 families with ADHD children with
ADHD are were selected randomly and are considered randomly and evenly in experimental and control groups. The experimental group received
family therapy in 5 sessions, the questionnaires that used, are were SNAP (1980) and social skills questionnaire Matson. A grading scale for the
diagnosis of attention–deficit / hyperactivity disorder ADHD, first developed in 1980 by Swanson, Nolan, and Pellham, et al., based on the
behavioral descriptions of attention deficit disorder in the third edition of the diagnostic and statistical manual of mental disorders. The
questionnaire has a scale of 18 questions that parents or teachers have can
respond to it. Neither the first question of behavioral symptoms are
often neglected, nor the second question of behavioral symptoms are often measured by exaggeration/impulsivity, and ultimately all 18 items
are designed to identify the hybridization. The cutoff point in the whole scale and each of the inferior subscales of attention and excitement has
been reported at 2.08, 2.10, and 2.37, respectively. Matson et al developed the social skills measurement scale in 1983 to measure the social
skills of people aged 4 to 18 years. The primary form of this scale was 62, which was reduced by Yousefi and Noor (2002), a factor analysis of
56 phrases that describe the social skills of individuals. To answer that, the subject must read each statement and then specify his answer based
on a 5–point Likert type index with a range from 1 (never/never) to 5 (always). The main objective of the Matsun Matson social skills
questionnaire is to measure social skills from different dimensions (appropriate social skills, non–social behaviors, aggression and impulsive
behaviors, supremacy, high self–confidence, relationship with peers). The data was analyzed by spss21.
Result: Functional family therapy could reduce impulsive behavior and increase social skills in children with ADHD (p<0.001).
Conclusion: Use of functional family therapy recommended to professionals in treatment of children with ADHD.
