Investigating the Effect of Mentalization-based Therapy (MBT) and Filial Therapy on Interactions of Student with Attention Deficit Hyperactivity Disorder: Parent and Teacher-child Interactions

Abstract

Background and Objectives: This study was conducted to compare the effect of Mentalization-based therapy (MBT) and Filial therapy on Interactions of Student with ADHD. Materials and Methods: The research method was quasi-experimental with pre-, post-test, and follow-up with the control group. Furthermore, the statistical population was 7- to 9-year-old students with ADHD who were studying in regular schools in the six different districts of Isfahan. To select the sample, however, 42 students were nominated from the students who met the inclusion criteria and randomly divided into three groups: Mentalization-based therapy (n = 14); Filial therapy (n = 14), and control (n = 14). Results: The results show the parent-child and teacher-student interaction in the experimental groups was significantly improved (P ≤ 0.01). Also, the comparison of mean scores showed that in the parent-child relationship variable, there was no significant difference among Mentalization-based therapy (MBT) and Filial therapy groups (P ≥ 0.01), however, the difference was significant in the teacher-student relationship variable (P ≤ 0.01). Conclusions: Considering the efficiency of MBT and Filial therapy on Parent-child and teacher-child interactions of children with ADHD, the therapy provides an effective treatment method in Iran.

Keywords

• parent-child
• teacher-child interactions
• hyperactivity
• attention deficit