Advances in Cognitive Sciences
تازه های علوم شناختی
Advances in Cognitive Sciences
Literature & Humanities
http://icssjournal.ir
1
admin
1561-4174
2783-073x
10.30514/icss
fa
jalali
1400
4
1
gregorian
2021
7
1
23
2
online
1
fulltext
fa
مقایسه پردازش اطلاعات اجتماعی بر اساس مدل شناختی اجتماعی Crick و Dodgeدر کودکان با و بدون اختلال بینظمی خلق اخلالگر
Comparison of social information processing based on Crick & Dodge's social cognitive model in children with and without disruptive mood dysregulation disorder
روان شناسی شناختی
پژوهشي اصیل
Research
<strong><span style="color:black;"><span style="font-family:B Titr;"><span style="font-size:12.0pt;">مقدمه</span></span></span></strong><span style="color:black;"><span style="font-family:B Titr;"><span style="font-size:12.0pt;">:</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">اختلال بی­نظمی خلق اخلال­گر یکی از موضوعاتی است که </span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">اخیراً در مبحث اختلالات خلقی در </span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">نسخه پنجم راهنمای تشخیصی و آماری اختلالهای روانی</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> گنجانیده شده است و دارای دو نشان</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">ه</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> اصلی خشم و تحریکپذیری هست. هدف این پژوهش بررسی و مقایسه پردازش اطلاعات اجتماعی در کودکان مبتلا به اختلال بینظمی خلق اخلال­گر و کودکان عادی بر اساس مدل شناختی اجتماعی </span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Times New Roman,serif;">Crick</span></span></span> <span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">و </span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Times New Roman,serif;">Dodge's</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> بود.</span></span></span><br>
<strong><span style="color:black;"><span style="font-family:B Titr;"><span style="font-size:12.0pt;">روش کار:</span></span></span></strong><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> در این پژوهش علی_مقایسه­ای، 58 کودک دارای اختلال بینظمی خلق اخلال­گر و 167 کودک عادی از بین دانش­آموزان پسر 9 تا 12 سال مشغول به تحصیل در سال 98-97 مدارس ابتدایی شهر بوشهر به روش خوشه­ای تصادفی انتخاب شدند. سپس با استفاده از پرسشنامه خشم و تحریک­پذیری و مصاحبه بالینی، کودکان دارای اختلال بی­نظمی خلق اخلال­گر شناسایی و به ­وسیله مقیاس ارزیابی کودکان از روابط اجتماعی روزمره مقایسه شدند. داده­ها با استفاده از تحلیل واریانس چند</span></span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">متغیری و <span style="color:black;">نرمافزار </span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Times New Roman,serif;">SPSS-19</span></span></span><span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> مورد تجزیه ­و ­تحلیل قرار گرفت.</span></span></span><br>
<strong><span style="color:black;"><span style="font-family:B Titr;"><span style="font-size:12.0pt;">یافتهها:</span></span></span></strong> <span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">نتایج تحلیل واریانس چندمتغیری نشان داد که بین دو گروه کودکان در مراحل تفسیر و اسناددهی به نشانه­ها (5/5</span></span><span dir="LTR"><span style="font-family:Times New Roman,serif;">F=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> و 001/0</span></span><span dir="LTR"><span style="font-family:Times New Roman,serif;">P=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">) تولید و روشن­گری اهداف (65/6</span></span><span dir="LTR"><span style="font-family:Times New Roman,serif;">F=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> و 001/0</span></span><span dir="LTR"><span style="font-family:Times New Roman,serif;">P=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">)، پردازش هیجانی (01/4</span></span> <span dir="LTR"><span style="font-family:Times New Roman,serif;">F=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">و 004/0</span></span><span dir="LTR"><span style="font-family:Times New Roman,serif;">P=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">) و تولید پاسخ (02/7</span></span><span dir="LTR"><span style="font-size:12.0pt;">f=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> و 001/0</span></span><span dir="LTR"><span style="font-size:12.0pt;">p=</span></span><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;">) تفاوت معنا­داری وجود دارد.</span></span><br>
<strong><span style="color:black;"><span style="font-family:B Titr;"><span style="font-size:12.0pt;">نتیجهگیری:</span></span></span></strong><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"> نتایج این پژوهش نشان داد که کودکان مبتلا به اختلال بینظمی خلق اخلال­گر در مقایسه با کودکان عادی در یک موقعیت اجتماعی مبهم هنگام پردازش اطلاعات بیشتر دچار سوگیری شده و عملکرد مناسبی ندارند، در نتیجه بیشتر رفتارهای خصمانه از خود نشان می­دهند. بنابراین پیشنهاد میشود در پژوهشهای بعدی اثربخشی پروتکلهای مداخله­ای بر اساس مدل پردازش اطلاعات اجتماعی جهت درمان و کاهش نشانه­های اختلال بی­نظمی اخلال­گر بررسی شود<strong>.</strong></span></span><br>
<span style="color:black;"><span style="font-family:B Nazanin;"><span style="font-size:12.0pt;"></span></span></span>
<strong>Introductio</strong>n<br>
Social maladjustment, including aggression, is the main problem in childhood and later stages of life. Crick and Dodge developed a social information processing model to explain children’s aggression (1). Accordingly, children engage in the following six mental stages before behaving properly when they face a social situation: 1- Encoding of external and internal cues, 2- interpretation and mental representation of those cues, 3- clarification or selection of a goal, 4- response access or construction, 5- response decision, and 6- behavioral enactment. During steps 1 and 2, encoding and interpretation of social cues, it is hypothesized that children selectively attend to particular situational and internal cues, encode those cues, and then interpret them. During step 3, after interpreting the situation, it is proposed that children select a goal or desired outcome for the situation or continue with a preexisting goal. Next, in step 4, it is hypothesized that children access from possible memory responses to the situation, or, if the situation is novel, they may construct new behaviors in response to immediate social cues. In step 5, it is hypothesized that children evaluate the previously accessed (or constructed) responses and select the most positively evaluated response for enactment. In step 6, the selected response is behaviorally enacted. According to the previous studies, children’s aggression can affect all six steps of the social information processing model. Studies demonstrate that emotional and behavioral problems are affected by biased social information processing (1, 4).<br>
Children with disruptive mood dysregulation disorder (DMDD) are intensely affected by aggressive behavior and negative emotions. DMDD is recently included in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as a mood disorder. It is characterized by two main symptoms, namely anger and irritability. These individuals face an obstacle to misinterpret other people’s intentions, which worsens aggression. These children find it much more challenging to experience sensory processing and perceptual behavior than normal children. Characterized by the aggressive behavioral component, children with DMDD pay too much attention to negative emotional stimuli such as anger (21). In addition, children with chronic irritability experience more problems processing emotional stimuli and regulating emotions (24).<br>
So far, no study has been conducted on social information processing in Iranian children based on Dodge’s social cognition model. Therefore, this study aims to evaluate and compare early stages of social information processing in children with disruptive mood dysregulation disorder (DMDD) and normal children based on the social cognitive model of Crick and Dodge.<br>
<strong>Methods</strong><br>
This research was conducted with a causal-comparative method on 58 children with DMDD and 167 normal Boys studying at elementary school in Bushehr. In this study, the mean age was 10.62 years (1.25) in children with DMDD and 10.70 years (1.28) in normal children. Of these, 43, 51, 61, and 69 children studied at grades 3, 4, 5, and 6 of elementary school, respectively. The participants were randomly selected using a cluster sampling technique, Anger and Irritability Questionnaire (AIQ), and clinical interview based on DSM-5 (Nusbaum, 2013) (27). They were then compared using the Children's Evaluation of Everyday Social Encounters Questionnaire. Data were analyzed using descriptive and inferential statistical methods such as mean, variance, and multivariable analyze of variance (MANOVA) test by SPSS-19 software.<br>
<strong>Results</strong><br>
The results obtained from the multivariate analysis of variance (Wilks' Lambda) showed a significant difference between the group in the steps of interpretation of social cues (F=5.5, P=0.001, Partial Eta Squared=0.128), clarification or selection of a goal (F=6.65, P=0.001, Partial Eta Squared=0.159), emotional processing (4.01, P=0.004, Partial Eta Squared=0.07), response access or construction (P=7.02, P=0.001, Partial Eta Squared=0.115). In all the stages of the study, to evaluate the characteristics of the data, the homogeneity of the variance-covariance matrices of the vector of dependent variables was examined; the results of Box’s M test (P>0.05) indicated that this statistical assumption held., Bartlett’s test of sphericity (P<0.001) indicated an adequate correlation between dependent variables to perform the analysis in all the stages.<br>
The tests of between-subjects effects indicated a significant difference between the group in the stages of interpretation of social cues (Positive internal, F=16.38, P=0.0001; positive external, F=13.45, P=0.0001, negative internal, F=0.109, P=0.7, negative external, F=.239 P=0.6, positive causal attributions, F=8.81, P=0.003 and negative causal attributions F=7.80, P=0.006), clarification or selection of a goal (Task-focused, F=11.78, P=0.0001, avoidant, F=21.12, P=0.001; face-saving, F=3.92, P=0.04; affect management, F=0.08, P=0.7; distress expression, F=13.99, P=0.001 and relationship focused, F=12.05, P=0.001), emotional processing (Concern-based processing, F=6.82, P=0.01; anger-based processing, F=9.11, P=0.003; grief-based processing, F=10.11, P=0.002 and happy processing, F=5.65, P=0.01), response access or Construction (Prosocial response, F=25.36, P=0.0001; passive avoidant response, F=0.799, P=0.3; active avoidant response, F=4.14, P=0.04 and hostile response, P=4.74, P=0.03). According to the mean scores in the significant components, children with disruptive mood dysregulation disorder had lower performance.<br>
<strong>Conclusion</strong><br>
The present study results showed that children with DMDD were more biased in an ambiguous social situation in the early steps of social information processing. They were also significantly less competent than their normal peers in internal positive causal attribution, external positive causal attribution (positive attribution to others’ behaviors), and positive interpretation of others' intentions in a social situation. Children with DMDD were also more biased than their normal peers in their negative interpretation of others’ intentions. However, there was no significant difference between them in interpreting the causes of events in external negative attribution and internal negative attribution in ambiguous social situations. DMDD children exhibited tremendous anger, worried or nervous, and sad or down in emotional processing and provided less happy processing. Regarding goal formation/clarification, children with DMDD mainly preferred anger-and avoidance-based goals, and were less involved in the relationship-and dignity-centered goals. Moreover, children with DMDD produced fewer social responses and were more willing to provide anger-based and active-avoidance responses, compared to their normal peers. Various studies demonstrated that maladaptive social information processing could justify behavioral-emotional maladjustment in most children. Therefore, it is recommended to evaluate the effectiveness of interventional protocols based on the Crick and Dodge model in future studies to treat and mitigate the symptoms of disruptive dysregulation disorder. The most important limitation of this study was that it specifically focused on the male population; therefore, the results cannot be generalized to the female population.<br>
<strong>Ethical </strong><strong>Considerations</strong><br>
<strong>Compliance with ethical guidelines</strong><br>
The Ethics Committee of the University of Isfahan (IR.UI.REC.1398.063) has granted requisite ethical approvals. A written informed consent was obtained from the children and their parents. They were informed about the confidentiality of the information and their voluntariness in participation in the study.<br>
<strong>Authors’</strong><strong> contributions</strong><br>
Khatoon Pourmaveddat was involved in the study design, data collection, analysis, review and correction, and article writing. Hamid Taher Neshat Doost, Mohammad Bagher Kajbaf, and Hooshang Talebi were involved in the study design, analysis, and article writing. All authors read and approved the final manuscript.<br>
<strong>Funding</strong><br>
No financial support has been received for this research.<br>
<strong>Acknowledgment</strong><br>
We would like to thank the Bushehr Education Organization and the students who collaborated with the researchers in this study.<br>
<strong>Conflict of interest</strong><br>
This study has no conflict of interest with any organization.
پردازش اطلاعات اجتماعی, بینظمی خلق اخلالگر, خشم, تحریکپذیری
Social information processing, Disruptive mood dysregulation disorder, Anger, Irritability
33
46
http://icssjournal.ir/browse.php?a_code=A-10-1016-1&slc_lang=fa&sid=1
Khatoon
Pourmaveddat
خاتون
پورمودت
100319475328460012103
100319475328460012103
No
PhD Candidate of Psychology, University of Isfahan, Isfahan, Iran
دانشجوی دکتری روانشناسی، گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران
Hamid Taher
Neshat Doost
حمیدطاهر
نشاط دوست
H.neshat@edu.ui.ac.ir
100319475328460012104
100319475328460012104
Yes
Professor of Psychology, Department of Psychology, University of Isfahan, Isfahan, Iran
استاد روانشناسی، گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران
Mohammad Bagher
Kajbaf
محمدباقر
کجباف
100319475328460012105
100319475328460012105
No
Professor of Psychology, Department of Psychology, University of Isfahan, Isfahan, Iran
استاد روانشناسی، گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران
Hooshang
Talebi
هوشنگ
طالبی
100319475328460012106
100319475328460012106
No
Professor of Statistics, Department of Statistics, University of Isfahan, Isfahan, Iran
استاد آمار، گروه آمار، دانشگاه اصفهان، اصفهان، ایران