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Theory of mind failure and emotion dysregulation as contributors to peer bullying among adolescents with attention-deficit/hyperactivity disorder
Children's Health Care ( IF 0.7 ) Pub Date : 2021-06-08 , DOI: 10.1080/02739615.2021.1926250
Helin Yilmaz Kafali 1 , Binay Kayan Ocakoğlu 2 , Adem Işık 3 , Ümran Gül Ayvalık Baydur 1 , Gizem Müjdecioğlu Demir 4 , Müge Şahin Erener 1 , Özden Şükran Üneri 5
Affiliation  

ABSTRACT

This study investigated whether poor performance in the Reading the Mind in the Eyes Test (RMET) and emotion dysregulation (ED) contributes to involvement in bullying among adolescents with attention-deficit/hyperactivity disorder (ADHD). Altogether, 105 adolescents with ADHD aged 10–18 years (mean: 13.9±1.8 years, 77% boys) were recruited. RMET was applied to evaluate the ToM abilities. Participants completed the Difficulties in Emotion Regulation Scale (DERS) and the Olweus Bully/Victim Questionnaire to measure ED and evaluate involvement in bullying, respectively. Among the subjects, 24.8% were victims, 23.8% were perpetrators. The perpetrators and victims exhibited significantly lower RMET scores and higher DERS awareness scores than non-victims/non-perpetrators. The perpetrators also exhibited significantly higher DERS impulse scores and DERS total scores than non-victims/non-perpetrators. Binary logistic regression analysis revealed that a 1-point decrease in the RMET score increased the odds of bullying victimization by 53% and bullying perpetration by 21.6%, while a 1-point increase in DERS impulse scores increased the risk of bullying perpetration by 14.9%. This study is the first to show an association between poor ToM ability and involvement in bullying as victims/perpetrators among children with ADHD. Both victims and perpetrators had problems with emotional awareness, while only perpetrators had difficulties controlling their impulses.



中文翻译:

智力障碍和情绪失调是注意力缺陷/多动症青少年同伴欺凌的促成因素的理论

摘要

这项研究调查了在眼睛阅读测试 (RMET) 和情绪失调 (ED) 中表现不佳是否会导致注意力缺陷/多动障碍 (ADHD) 青少年遭受欺凌。总共招募了 105 名 10-18 岁的多动症青少年(平均:13.9±1.8 岁,77% 男孩)。应用 RMET 来评估 ToM 能力。参与者完成了情绪调节难度量表 (DERS) 和 Olweus Bully/受害者问卷,分别测量 ED 和评估是否参与欺凌。在被调查对象中,24.8%是受害者,23.8%是肇事者。与非受害者/非肇事者相比,肇事者和受害者表现出显着较低的 RMET 分数和较高的 DERS 意识分数。肇事者还表现出明显高于非受害者/非肇事者的 DERS 冲动分数和 DERS 总分。二元逻辑回归分析显示,RMET 分数降低 1 分会使欺凌受害的几率增加 53%,欺凌行为增加 21.6%,而 DERS 冲动分数增加 1 分会使欺凌行为的风险增加 14.9% . 这项研究首次表明,在多动症儿童中,ToM 能力差与作为受害者/肇事者参与欺凌行为之间存在关联。受害者和施暴者都存在情绪意识问题,而只有施暴者难以控制自己的冲动。二元逻辑回归分析显示,RMET 分数降低 1 分会使欺凌受害的几率增加 53%,欺凌行为增加 21.6%,而 DERS 冲动分数增加 1 分会使欺凌行为的风险增加 14.9% . 这项研究首次表明,在多动症儿童中,ToM 能力差与作为受害者/肇事者参与欺凌行为之间存在关联。受害者和施暴者都存在情绪意识问题,而只有施暴者难以控制自己的冲动。二元逻辑回归分析显示,RMET 分数降低 1 分会使欺凌受害的几率增加 53%,欺凌行为增加 21.6%,而 DERS 冲动分数增加 1 分会使欺凌行为的风险增加 14.9% . 这项研究首次表明,在多动症儿童中,ToM 能力差与作为受害者/肇事者参与欺凌行为之间存在关联。受害者和施暴者都存在情绪意识问题,而只有施暴者难以控制自己的冲动。这项研究首次表明,在多动症儿童中,ToM 能力差与作为受害者/肇事者参与欺凌行为之间存在关联。受害者和施暴者都存在情绪意识问题,而只有施暴者难以控制自己的冲动。这项研究首次表明,在多动症儿童中,ToM 能力差与作为受害者/肇事者参与欺凌行为之间存在关联。受害者和施暴者都存在情绪意识问题,而只有施暴者难以控制自己的冲动。

更新日期:2021-06-08
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