Comparison of the effectiveness of Gross Model emotion regulation with cognitive rehabilitation on reducing unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder

Introduction: Since individuals with  hyperactivity disorder and hyperactivity are more likely to perform some unhealthy behaviors than normal people, this study Done aimed to Comparison of the effectiveness of Gross Model emotion regulation with cognitive rehabilitation on reducing unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder. Methods: The research design was semi-experimental with pre-test and post-test. The study population consisted of adolescents students 14 to 18 years old diagnosed with attention deficit hyperactivity disorder by Kermanshah education counseling experts. That 36 people were selected by avablity sampling method and were randomly divided into three groups: Gross emotion regulation therapy, cognitive rehabilitation therapy and control group. One experimental group received emotion regulation therapy for 8 sessions (90 minute session a week) and the other node received 12 sessions of cognitive rehabilitation therapy (60 minute two sessions a week) and the control group not received treatment. Williamson Eating Scale was used to measure the level of unhealthy eating behaviors and attitudes in two pre-test and post-test stages. Finally, the data were analyzed by SPSS-23 using one way ANOVA and LSD test. Results: The results showed that both posttest treatments Compared to the control group had a significant effect on decreasing unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder (P <0.001). Interestingly, there was no significant difference between the efficacy of the two treatments. Conclusion: These findings indicate the effectiveness of Gross Emotion Regulation Therapy and Cognitive Rehabilitation on the reduction of unhealthy eating behaviors and attitudes in adolescents students with attention deficit / hyperactivity disorder. These findings, while