تدوین بسته آموزشی تربیت اجتماعی ویژه والدین برای کودکان بیش‌فعال

آرام  غریبی اصل; زهرا  یوسفی; فلور خیاطان

Authors

Aram Gharibi Asl PhD Student in Educational Psychology, Department of Psychology, Isf.C., Isalmic Azad University, Isfahan, Iran Author https://orcid.org/0000-0002-4926-5531
Zahra Yousefi Assistant Professor, Department of Cilinical Psychology, Isf.C., Isalmic Azad University, Isfahan, Iran https://orcid.org/0000-0001-5856-3605
Flor Khayatan Associate Professor, Department of cilinical Psychology, Isf. C., Islamic Azad University, Isfahan, Iran. Author https://orcid.org/0000-0002-4926-5531

Keywords:

Hyperactivity, Parents, Social Education, Educational Package

Abstract

Introduction and Aim: Children with Attention-Deficit/Hyperactivity Disorder (ADHD) frequently experience difficulties in socialization, peer relationships, rule compliance, and responsible behavior due to symptoms of hyperactivity, impulsivity, and inattention. The present study aimed to identify the social developmental needs of these children and develop a social education package specifically designed for their parents.

Methodology: This qualitative study was conducted in two phases. In the first phase, relevant literature on the social development and socialization of children with ADHD was analyzed using the conventional content analysis approach proposed by Hsieh and Shannon (2005). Thirteen eligible scientific sources were selected according to predefined inclusion and exclusion criteria and analyzed through line-by-line coding. In the second phase, an educational package was developed based on the extracted concepts using the six-step model of Yousefi and Golparvar. Finally, the content validity of the package was evaluated by seven experts in psychology and parenting interventions.

Findings: Content analysis yielded four major themes: causes of social difficulties (hyperactivity, inattention, and impulsivity), social consequences of ADHD symptoms, socialization status of children with ADHD, and social education strategies. Based on these findings, an eight-session educational package was designed with the primary goals of improving rule-following behavior, friendship skills, and responsibility. Expert evaluation demonstrated excellent content validity, with an inter-rater agreement coefficient ranging from 0.98 to 0.99, confirming the appropriateness of the package objectives, structure, and educational content.

Conclusion: The findings indicate that effective social education for children with ADHD requires targeted parent-focused interventions that address the unique developmental and social challenges associated with the disorder. The developed package demonstrated strong content validity and may serve as a practical and evidence-informed tool for enhancing social competence, responsibility, rule adherence, and interpersonal functioning among children with ADHD.

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