سوران رجبی

Objective: The aim of this study was to determine the effectiveness of emotion regulation training on improving social adjustment, education, emotional adjustment and social adequacy of female students with ADHD. Method: Quasi-experimental research method with a control group and pre-test, post-test and two-month follow-up and the statistical population of all male and female students in grades 3 to 6 of primary school with various learning disabilities referred to Bushehr Education Learning Disorder Center. The number of 497 people in the academic year 1396-97 was. Among them, by available sampling method, first 148 people who had the necessary characteristics were listed and then 40 people were selected and replaced in the experimental and control groups. The research instrument was the Sinha and Sink (1993) Compatibility Questionnaire, the social adequacy of the Flenner and Liss and Phillips (1990) social scale. The questionnaires were in three stages for both groups and the Allen, McHagha and Barlow 2009 emotion regulation training program, which was administered to the experimental group once a week for 8 sessions of 1.5 hours. Data were analyzed using repeated measures analysis of variance. Results: The results showed that emotion regulation training on improving social adjustment (F = 4.218, P = 0.025), academic adjustment (F = 5.802, P = 0.02), emotional adjustment (5.472 F = P, 0.0366) and social adequacy (F = 5.463, P = 0.015) of students with learning disabilities had an effect and this effect remained stable in the two-month follow-up phase. Conclusion: Since emotion regulation training promotes a person's interaction with peers, increases awareness, acceptance and expression of emotions; It can be used as an effective intervention method to improve social, emotional and academic adjustment and social adequacy of students with various learning disabilities and similar disabilities.