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Emotional Intelligence and Attention-deficit/hyperactivity disorder (ADHD)
- I. Ben Turkia, T. Brahim, L. Sahli
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- Journal:
- European Psychiatry / Volume 66 / Issue S1 / March 2023
- Published online by Cambridge University Press:
- 19 July 2023, p. S512
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Introduction
Attention-deficit/hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in children and adolescents. It is characterized by age-inappropriate inattention/impulsiveness and/or hyperactivity symptoms.
However, emotional symptoms are frequent in patients with ADHD and may, in some cases, be responsible for a major part of the negative impact on functioning and outcome.
It is now well established that a large number of children with ADHD and without any comorbid disorder exhibit symptoms of emotional lability.
Recently , given the importance of the impact of emotional symtoms , several authors have argued that emotional intelligence affects health and is essential for success in academics as well as life in general and it is defined as the ability to perceive, appraise, and express emotions; the ability to access and/or generate feelings when they facilitate thought; and the ability to regulate emotions to promote emotional and intellectual growth.
Objectives•Our research aimed to evaluate and compare the emotional and social functioning of two groups of children, with and without ADHD , aged 6 to 19 .
Methods•One hundred twenty child (N=60 ADHD, N = 60 Control cases) were assessed with the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ-i:YV™), providing an estimate of their underlying emotional and social intelligence.
•The BarOn EQ-i:YV is specifically designed to assess the coping skills, adaptability, and well-being of children and teenagers.
•Children with ADHD and control cases were compared with each other.
Results•The results showed that the Emotional Quotient (EQ) was significantly lower in the group of children with ADHD (p=0.01).
•Also, our results showed that there are statistically significant differences in intrapersonal skills (p˂0.0010) Adaptability Scale(p=0.005) ; General Mood Scale (p=0.004) and positive impression (p = 0.001) of emotional intelligence between children with ADHD and control cases. Thus, the first group got lower scores than the second one in all aspects.
Conclusions•ADHD is a disorder that affects the life quality of the person who suffers from it in the personal and social areas. Therefore, the emotional intelligence study in individuals with this diagnosis is important.
•And considering the fact that abilities associated with emotional intelligence can be learned and improved, emotional intelligence can be thought as a target for therapy by individualized education for patients with ADHD who have inadequate abilities compared to the healthy population .
Disclosure of InterestNone Declared
School bullying int Tunisia: Psychological profile of harassers
- Z. Azouz, T. Brahim, N. Ben Salem, R. Ayoub, N. Brigui, I. Ben Turkia, A. Guedria
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- Journal:
- European Psychiatry / Volume 64 / Issue S1 / April 2021
- Published online by Cambridge University Press:
- 13 August 2021, p. S210
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Introduction
School Bullying is an educational and a health care issue that was kept hided for a long time. Despite, growing interest about this issue, it’s still a topic that is not well known and well analysed in Tunisia.
Objectives- Evaluate the prevalence of school bullying among Middle school students - Establish the psychological profile of harassers
MethodsIt’s a cross sectional study including 600 students of 2 middle schools of the region of Sousse -Tunisia during the month of March 2020. “The adolescent peer relations instrument” was used to identify school bullying and its type. The “Child Behaviour Checklist” questionnaire was used to identify emotional and behavioural problems among children. Self esteem levels were evaluated by the “Rosenberg Self Esteem Scale”.
ResultsThe mean age of participants was 13 years and 9 months ±1 year and 4 months. 95.1 % of the participants have experienced school harassment, but also 92% of them harassed their peers. Boys were more frequently bullies than girls (p<0.01). There was no significant difference in self esteem levels between bullies and non-bullies adolescents. Among the 8 syndroms explored by the Child behaviour checklist, adolescents experiencing one of the 7 folllowing items (Anxious syndrome, Depressive syndrome, Aggressive behaviour, Attention problems, Social problem, Thoughts problems and Withdrawal problems) had significantly higher risk of being a bully (p values between 0.001 and 0.02).
ConclusionsThis study emphasizes the high prevalence of school bullying among adolescents in Tunisia. Most of the psychological problems explored in this study seem to be higher among bullies.
Emotional dysregulation and attention deficit hyperactivity disorder (ADHD)
- I. Ben Turkia, T. Brahim, A. Guedria, S. Bousleh, N. Gaddour
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- Journal:
- European Psychiatry / Volume 64 / Issue S1 / April 2021
- Published online by Cambridge University Press:
- 13 August 2021, p. S217
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Introduction
Because emotional symptoms are common in attention-deficit/hyperactivity disorder (ADHD) patients and associate with much morbidity, some consider it to be a core feature rather than an associated trait.
ObjectivesAssess the possibility that symptoms of emotional dysregulation should be considered as core diagnostic feature of ADHD.
MethodsIt’s a cross sectional study, including 60 children with ADHD and 60 children without ADHD ranging from 6 to 19 years of age (mean age 10.43 years). We defined moderate emotional dysregulation if a child had an aggregate cut-off score of ˃180 on the Anxiety/Depression, Aggression, and Attention scales of the CBCL and severe emotionaldysregulation if a child had an aggregate cut-off score of ˃ 210. This profile was selected because of its conceptual congruence with the clinical concept of emotionaldysregulation.
ResultsSixty-three percent of children with ADHD had a severe emotional dysregulation versus 12% of controls (P˂0.001). Emotional dysregulation was associated with elevated rates of hyperactivity and impulsivity : Ninety-six percent of the children with hyperactivity-impulsivity, according to the Conners scale, had emotional dysregulation. With a significant correlation between emotional dysregulation and hyperactivity-impulsivity (p = 0.001). Also all children with attentional disorders exhibited emotional dysregulation and a significant correlation between emotional dysregulation and inattention has been found in both groups (p=0.000).
ConclusionsEmotional dysregulation is now known to play a causal role regarding ADHD symptomatology. It should therefore be included in future theoretical models of ADHD, as well as in clinical practice when identifying the major impairments in this diagnostic group and when deciding therapeutic strategies.