Effectiveness of unified protocols for online transdiagnostic treatment on social-emotional skills and parent-child interaction in school-aged children with cochlear implants

Mehrdadfar, Marzieh; Ghasemzadeh, Sogand; Ghobari–Bonab, Bagher; Hasanzadeh, Saeed; Vakili, Samira

doi:10.1016/j.ijporl.2023.111490

Cited by 3 publications

(5 citation statements)

References 31 publications

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“…These results regarding the effectiveness of unified transdiagnostic therapy on social information processing are consistent with the study by Mehrdadfar and colleagues (2023), which showed that online unified transdiagnostic therapy protocols are effective on socio-emotional skills (Mehrdadfar et al, 2023), and findings by Alavi and colleagues (2022) regarding the effectiveness of the unified transdiagnostic therapy protocol on social skills of students in a broader context (Alavi et al, 2022). This can be explained by the fact that as mentioned, transdiagnostic models propose that psychopathology mechanisms, such as emotion regulation and social information processing, serve as factors maintaining psychological pathology.…”

Section: Discussionsupporting

confidence: 88%

“…This therapy is designed as group therapy, and parents participate in the therapy in addition to the child (Kennedy et al, 2021). Initial data shows that the unified transdiagnostic therapy protocol for children and adolescents is effective in reducing the severity of irritability, emotional disorders and symptoms, cognitive emotion regulation, and increasing emotional-social skills in adolescents (Mehdi Alavi et al, 2022;Barlow et al, 2020;Ehrenreich-May et al, 2017;Fonseca-Pedrero et al, 2023;Hawks et al, 2020;Mehrdadfar et al, 2023;Milgram et al, 2022;Osmani & Shokri, 2019;Pouladi et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Comparison of the Effectiveness of Unified Transdiagnostic Therapy and Reality Therapy on Social Information Processing and Emotion Regulation in Students with Disruptive Mood Dysregulation Disorder

Saniei Abadeh,

Sajjadian,

Bahramipour Esfahani

2024

JAYPS

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Objective: Disruptive mood dysregulation disorder (DMDD), classified under depressive disorders, leads to functional impairments across various domains and a reduction in mental health during adulthood. The current study aimed to compare the effectiveness of unified transdiagnostic therapy and reality therapy on social information processing and emotion regulation among students with disruptive mood dysregulation disorder. Methods and Materials: The research employed a quasi-experimental design with pre-test, post-test, and follow-up assessments, including a control group. The sample consisted of all 8 to 11-year-old boys diagnosed with DMDD in Isfahan, along with their mothers, who visited the Superior Counseling Center and the Child and Adolescent Home affiliated with the Isfahan Municipal Cultural, Social, and Sports Organization in Spring 2022. Forty-five participants were selected through purposive sampling and then randomly assigned into three groups of fifteen (two experimental and one control group). Research Tools: The research instruments included the Disruptive Mood Dysregulation Diagnostic Scale – Parent Form (DMDDS) (Shahmohammadi et al., 2021), Social Stories (Turkospa & Bryan, 1994), and the Cognitive Emotion Regulation Questionnaire (Garnefski, 2007). The experimental groups received separate interventions (unified transdiagnostic therapy and reality therapy), each consisting of ten 60-minute sessions for the students and thirty-minute sessions for the parents, while the control group received no intervention. Data Analysis: The data were analyzed using SPSS version 23 and repeated measures analysis of variance. Findings: The results indicated that both unified transdiagnostic therapy and reality therapy significantly improved social information processing and both positive and negative emotion regulation in students with DMDD at post-test (p < .01), and these effects were maintained at follow-up (p < .001). No significant difference was found between the two therapeutic methods in this regard. Only the goal clarification aspect of unified transdiagnostic therapy was effective at post-test, showing greater efficacy than reality therapy, though the effectiveness of both therapies was not significant at follow-up. Conclusion: Given the effectiveness of unified transdiagnostic therapy and reality therapy on social information processing and emotion regulation in students with disruptive mood dysregulation disorder, both therapies can be utilized in clinics and specialized counseling centers to improve outcomes for students with this disorder.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Comparison of the Effectiveness of Unified Transdiagnostic Therapy and Reality Therapy on Social Information Processing and Emotion Regulation in Students with Disruptive Mood Dysregulation Disorder

Saniei Abadeh,

Sajjadian,

Bahramipour Esfahani

2024

JAYPS

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“…Descriptively transdiagnostic processes are observed across multiple disorders, indicating their presence in a range of conditions [ 18 ]. For instance, the study by Mehrdadfar et al [ 19 ] revealed that an online transdiagnostic treatment effectively enhanced social-emotional skills, such as emotional competence, in children with cochlear implants, illustrating emotional competence's broad relevance across various conditions.…”

Section: Introductionmentioning

confidence: 99%

“…A study by Mehrdadfar et al [ 19 ] demonstrated the transdiagnostic nature of SEL interventions. The study found that a unified protocol for online transdiagnostic treatment improved social-emotional skills, including emotional competence, in children with cochlear implants.…”

Section: Introductionmentioning

confidence: 99%

Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review

Wang,

Qiu

2024

Child Adolesc Psychiatry Ment Health

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Objective This systematic review aims to evaluate the effectiveness of universal school-based transdiagnostic interventions in promoting the mental health of children and adolescents. It compares and discusses interventions targeting the prevention of mental disorders versus the promotion of mental health. Additionally, the roles of teachers and psychologists as intervention conductors are examined. Methods A comprehensive search of the Psycinfo, Pubmed, and Web of Science databases was conducted without any time restrictions to identify relevant literature on universal school-based transdiagnostic interventions promoting children and adolescents' mental health. Results and discussion The findings reveal that universal school-based transdiagnostic promotion/prevention programs have a small to medium overall effect size. These interventions demonstrate a broad coverage of different aspects of children and adolescents' mental health. However, the relative effectiveness of teacher-led versus psychologist-led interventions remains unclear. Interventions focused on preventing mental disorders exhibit a higher effect size, albeit on a narrower range of mental health aspects for children and adolescents. Significance This study enhances our understanding of universal school-based transdiagnostic interventions and their impact on children and adolescents' mental health. Further research is needed to elucidate the comparative efficacy of teacher-led and psychologist-led interventions and to explore the specific dimensions of mental health targeted by these interventions.

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“…It encompasses a range of skills, including emotional expressivity, social sensitivity, and social control (Feldman & Masalha, 2010;Genkova et al, 2021). Social competence is critical for successful adaptation and overall well-being, particularly for individuals navigating new and challenging environments (Dasht Bozorgi & Shamshirgaran, 2018;Junge et al, 2020;Kansky et al, 2019;Kylliäinen et al, 2020;Mehrdadfar et al, 2023). Feldman and Masalha (2010) emphasized the importance of social competence in children's development, noting that it plays a crucial role in their psychological adjustment (Feldman & Masalha, 2010).…”

Section: Introductionmentioning

confidence: 99%

Cultural Adaptation Stress and Social Competence as Determinants of Hopelessness

Chikwe,

Piskorz-Ryń,

Saadati

2024

JPRFC

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Objective: The objective of this study was to examine the relationship between hopelessness, cultural adaptation stress, and social competence among international students. The aim was to identify how these factors interact to influence the psychological well-being of this population. Methods: This cross-sectional study involved 430 international students selected through stratified random sampling. Participants completed the Beck Hopelessness Scale (BHS), the Acculturative Stress Scale for International Students (ASSIS), and the Social Skills Inventory (SSI). Data analysis was conducted using SPSS version 27, employing Pearson correlation to explore bivariate relationships and linear regression analysis to investigate the predictive power of cultural adaptation stress and social competence on hopelessness. Results: Descriptive statistics revealed mean scores of 9.45 (SD = 3.27) for hopelessness, 70.34 (SD = 15.62) for cultural adaptation stress, and 80.23 (SD = 12.48) for social competence. Pearson correlation analysis showed significant positive correlations between hopelessness and cultural adaptation stress (r = 0.52, p < 0.001) and significant negative correlations between hopelessness and social competence (r = -0.48, p < 0.001). The regression model was significant (F(2, 427) = 238.29, p < 0.001), with cultural adaptation stress (B = 0.11, SE = 0.01, β = 0.45, t = 11.98, p < 0.001) and social competence (B = -0.10, SE = 0.01, β = -0.41, t = -10.86, p < 0.001) as significant predictors, explaining 53% of the variance in hopelessness (R² = 0.53). Conclusion: The study demonstrates that cultural adaptation stress significantly increases hopelessness, while social competence serves as a protective factor reducing hopelessness among international students. These findings underscore the need for educational institutions to develop support systems that address cultural adaptation challenges and enhance social competence to promote the mental health and well-being of international students.

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Effectiveness of unified protocols for online transdiagnostic treatment on social-emotional skills and parent-child interaction in school-aged children with cochlear implants

Cited by 3 publications

References 31 publications

Comparison of the Effectiveness of Unified Transdiagnostic Therapy and Reality Therapy on Social Information Processing and Emotion Regulation in Students with Disruptive Mood Dysregulation Disorder

Comparison of the Effectiveness of Unified Transdiagnostic Therapy and Reality Therapy on Social Information Processing and Emotion Regulation in Students with Disruptive Mood Dysregulation Disorder

Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review

Cultural Adaptation Stress and Social Competence as Determinants of Hopelessness

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