Comparative effects of emotion management training and social skills training in Korean children with ADHD

Abstract

Objective: ADHD is associated with social and emotional impairment that goes beyond the core symptoms of hyperactivity, impulsivity, and attention deficits. This study evaluates the comparative efficacy of emotional management training (EMT) with social skills training (SST) and no treatment in children with ADHD.

Method: A randomized, controlled treatment outcome study was conducted with 32 boys and 40 girls (aged 10-12 years). The Child Behavior Checklist, Emotion Expression Scale for Children, Child Depression Inventory, and State-Trait Anxiety Inventory for children were completed before and after the intervention.

Results: The EMT group exhibited a significant improvement in emotion recognition and expressive reluctance. Therefore, focusing on emotion identification and expression in social cognitive processes (i.e., EMT), instead of merely focusing on social skills (SST), enhances treatment efficacy.

Conclusion: These results support the hypothesis that focusing on the identification and expression of emotional information processes, instead of merely focusing on social skills (SST) enhances treatment efficacy.

Keywords: ADHD; emotional impairment; emotional management training; social skills training.