Showing 18 results for Parent-Child
Mohsen Shokoohi-Yekta, Saeed Akbari Zardkhaneh, Maryam Mahmoodi, Mohsen Mahdavi,
Volume 17, Issue 65 (3-2018)
Abstract
Family environment and parenting style has a great effect on personality development. Lack of information about adolescents’ development and parenting styles are challenges that parents encounter in their life, so a program including these two components is necessary. This study aims to examine the effect of an intervention program for improving the parent-adolescent relationship in improving the parent-youth relationship and parenting styles. The present study is a quasi-experimental design with the pre-post design. The sample includes 65 parents of preschool and primary school students in Tehran. The effectiveness of these workshops was evaluated by using Baumrind’s Parenting Style Scale and the Parent-Child Relationship Inventory. Results showed that in general intervention program for improving parent-adolescent relationship had a significant effect on parenting satisfaction, but not on other subscales (p<0.05). Child rearing satisfaction is a dynamic construct which relates to here and now, but five other subscales evaluate deeper and more static beliefs which have developed during the time and needs time to change.
Anahita Nematzad, Fariborz Bagheri, Khadijeh Abolmaali,
Volume 17, Issue 68 (11-2018)
Abstract
Background: Several studies have pointed to cognitive emotion regulation on anger management, but the research question is whether the parent-child relationship has effect on inhibiting anger with mediating role of cognitive-emotional regulation? Aims: One of the factors that reduces adolescent aggression is creating a warm and intimate family and a loving relationship between parents. Method: The purpose of this study was to mediate the cognitive-emotional regulation in the relationship between parent-child relationship and aggression in adolescent girls. The method of this research is a descriptive model of structural equation. The population of this study was the female students of the 8th grade of the first high school in Tehran during the academic year of 2017-18. A multistage cluster sampling method was used to select the sample. A total of 320 students were selected as sample groups. The research questionnaires included Abol-Majali's aggression(2011), parent-child relationship correlation scale(2012), and Gharnovsky's cognitive-emotional ordering questionnaire(2001). Data were analyzed using structural equation modeling method. Results: The results of the analysis of the hypotheses of the research showed that the fitting indices of the research model are in a favorable situation (GFI>0.9). Conclusions: Also, the parent / child relationship variables have an indirect effect on adolescent aggression (indirectly due to cognitive emotion regulation). This means that solving family problems and creating a suitable home environment can improve cognitive emotion regulation and, as a result, reduce adolescent aggression.
Sara Saleki, Biuok Tajeri, Hasan Ahadi,
Volume 18, Issue 81 (12-2019)
Abstract
Background: Research has shown the effectiveness of games on various variables such as social abilities, communication, and reducing isolation in children with learning disabilities. But the effectiveness of Lego's skill-thinking game on parent-child interaction tension remains neglected. Aims: Therefore, the present study aimed to investigate the effect of Hand-Thinking Playing LEGO on stress parent-child interaction in children with learning disabilities. Method: The research method was quasi-experimental with pretest-posttest design with control group. the statistical society included all 3rd grade elementary school children with a learning disorder in reading and writing in Tehran. 50 children were selected through available sampling. then, 30 children with high levels of stress parent-child interaction were selected randomly and replaced in two groups of 15 people (one experimental group and one control group). each of the children in the experimental group received 12 sessions of Hand-Thinking Playing LEGO (Story Starter) by Lego Educational Group (2014) with a phonological awareness, once a week for 60 minutes. The research instrument consisted of, Parental Stress Index (PSI) by Abidin (1990). Results: Data were analyzed by ANCOVA analysis. Findings showed that lego skill-intellectual play had a significant effect with 95% confidence Interval on the level of stress parent-child interaction in terms of parents (P<0/05, F= 39/65). Conclusions: The results of this study showed that using Lego game can improving the problem solving and social relationships lead to Reduce child problems and increased sense of parental competence. Therefore Hand-Thinking Playing Lego as a new learning system, improved the parental stress of children with learning disabilities.
Nadereh Saasati, Zahra Youefi, Mohsen Gholparvar,
Volume 19, Issue 94 (12-2020)
Abstract
Background: Research shows that using a step-by-step parenting program affects parenting styles, psychological flexibility, and mothers' stress, but the problem is that determining the effectiveness of a step-by-step parenting education program affects the quality of parent-child relationships and neglected parental self-efficacy. remained.
Aims: To evaluate the effectiveness of step-by-step parent education program on the quality of parent-child relationships, parental self-efficacy and cognitive flexibility of mothers in Isfahan. Method: The research was quasi-experimental with pre-test-post-test design and two-month follow-up with the control group. The Maternal Research Society of 12- to 18-year-old boys referred to the Yarestan Counseling Center in Isfahan in 2019. 40 mothers were randomly selected as a sample and randomly assigned to two experimental and control groups (20 mothers in each group). Research tools include the Pianta Parent-Child Relationship Questionnaire (1994), Dumka Parenting Self-Efficacy, Stringinger, Jackson, and Rosa (1996), Dennis and Vanderwal Cognitive Flexibility (2010), and 8 90-minute step-by-step training sessions with Step Drikers and Solts. (1991). Data were analyzed using mixed variance analysis with repeated measurements. Results: Step-by-step parenting training program improved the quality of parent-child relationships and increased parenting self-efficacy and mothers' cognitive flexibility (p< 0/001). The step-by-step parenting training program was also significant in the follow-up phase (p< 0/001). Conclusions: Parents who participated in 8 parent training sessions in the step-by-step program gained more quality parent-child relationships, better parenting self-efficacy, and more cognitive flexibility
Masoomeh Takhti, Abdolallah Shafi' Abadi, Atousa Kalantar Hormozi, Noor Ali Farrokhi,
Volume 19, Issue 95 (10-2020)
Abstract
Background: Numerous studies have been conducted on the effectiveness of the parent-child interaction intervention program and the symptoms of separation anxiety disorder in children. However, research that has addressed the effectiveness of the parent-child interaction intervention program based on emotion coaching on symptoms of separation anxiety disorder has been overlooked. Aims: The aim of this study was to evaluate the effectiveness of the parent-child interaction intervention program based on emotion coaching on the symptoms of separation anxiety disorder in children. Method: Experimental research with pre-test-post-test design with Yood control group. The statistical population of the study included all female primary school girls in District 10(1282 person) in the academic year of 2019-2020. Thirty students were randomly selected for cluster sampling and randomly assigned to two experimental and control groups (15 subjects). The research tools are: Measurement of Separation Anxiety Scale (Parent-Child Version, Han, Hajinlian, Essen, Wender and Pinkas, 2003) and Parent-Child Interactive Intervention Program Based on Emotional Coaching (Researcher Made, 2019). Data analysis was performed using multivariate and single variable covariance analysis (MANCOVA). Results: The parent-child interaction intervention program based on emotion coaching was significantly effective in reducing the fear of liberation, fear of loneliness, fear of disease and worry about the occurrence of dangerous events (P< 0/01). Conclusions: Students who participated in the parent-child interaction intervention program based on emotion coaching had fewer symptoms of separation anxiety disorder.
Davoud Hajkhodadadi, Ozra Etemadi, Mohammad Reza Abedi, Rezvan Sadat Jazayeri,
Volume 20, Issue 98 (4-2021)
Abstract
Background: umerous studies have been conducted on parenting and the quality of parent-child relationships, but research that neglects the effectiveness of a positive parenting program on effective parenting and the quality of parent-child relationships in mothers with adolescent has been neglected.Aims: The purpose of the present study was to investigate the effectiveness of the positive parenting program (Triple-P) on the effective parenting and quality of -parent-adolescent relationship in mothers with adolescents. Method: The research was semi-experimental with pre-test, post-test and follow-up with the control group. The population consisted of mothers with 13-15 aged adolescents in the years 2018 in Isfahan city. 16 subjects were randomly selected as a sample and randomly divided into experimental and control groups (8 subjects). The present research instruments are Alabama's effective parenting questionnaire (1991), the parent-child relationship quality questionnaire (1983). And a positive parenting program (Larzer et al., 2016). Data analysis was performed by repeated analysis of variance. Results: Positive parenting program had a significant effect on effective parenting and the quality of parent-child relationship (P< 0/001). Conclusions: Mothers who participated in the positive parenting program had an effective rate of parenting and the quality of the parent-child relationship increased.
Atefeh Bahrami, Maryam Fatehizade, Ahmad Abedi, Mohammadmasood Dayarian,
Volume 20, Issue 103 (10-2021)
Abstract
Background: The parent-child interaction is one of the determining factor in the cognitive, social, emotional and behavioral child's development in the early years of life. However, what are the components of effective parent-child interactions model of preschool's age?
Aims: The purpose of this study is to developing a model of effective parent-child interaction for preschool children.
Methods: The present study was under qualitative research strategy based on thematic analysis method. The study's population included all resources related to parent-child interactions that was selected by purposive sampling method that after removing the inessential items, 115 sources were examined Initial data were extracted from them. Initial data were extracted from them. Data were analyzed based on Braun & Clarke (2006) thematic analysis method and they were coded in term of parent-child interaction components.
Results: Since the primary data were rewrited and 89 basic themes were located in the first stage of coding. In the second stage 21 themes were identified. In the third stage, 8 global themes were abstracted, and thematic network was formed. Finally, the validity and reliability of model was performed using the interpretive credibility method. Therefore, the results were confirmed by expert's feedback.
Conclusion: The model of effective parent-child interaction of preschool children, has sufficient credibility. Thus, more researchers' attention to the issue of preschools' parent-child interaction, will help to develop new educational programs. It can also be a index for professionals to make parents aware the importance of parent-child interactions. Therefore, it is suggested that this model be used in the development of educational protocols based on parent-child relationships.
Hassan Jafarpour, Bahman Akbari, Iraj Shakerinia, Samereh Asadimajreh,
Volume 20, Issue 107 (11-2021)
Abstract
Background: Background studies show that emotional regulation and mindfulness training have each led to improved cognitive flexibility and parent-child interaction; But it is not yet clear which of these interventions can be most effective over time.
Aims: The aim of this study was to compare the effectiveness of emotional regulation and mindfulness training on cognitive flexibility and parent-child interaction of mothers with children with mild mental retardation.
Methods: The research was quasi-experimental with pre-test, post-test design and follow-up with a control group. The statistical population of the study included all mothers with children with mild mental disabilities who referred to exceptional schools in Rasht in the academic year of 2019-2020. 36 people were selected by convenience sampling method and randomly divided into three groups of 12 people. The experimental groups were trained in emotional regulation (8 sessions of 90 minutes) and mindfulness (8 sessions of 90 minutes). Research instruments included the Cognitive Flexibility Questionnaire (Dennis and Vanderwall, 2010) and the Parent-Child Relationship Scale (Pianta, 1994). Data analysis was performed using repeated measures ANOVA.
Results: Emotional regulation and mindfulness training were effective in improving cognitive flexibility and parent-child interaction and their components in the post-test and follow-up stages; Also, in the follow-up stage, no significant difference was observed between the two interventions in these variables (P< 0.01).
Conclusion: According to the results, it can be said that training in emotional regulation and mindfulness by promoting emotional reconstruction, reducing negative self-referential processing and increasing the ability to perform purposeful behaviors, awareness of current experiences and returning attention to cognitive system and more efficient information processing, finally, improved cognitive flexibility and parent-child interaction of mothers with children with mild mental retardation.
Azimeh Alsadat Fatemi, Mosaieb Yarmohamadi, Hossain Mohagheghi, Mohammadreza Zoghipaidar,
Volume 21, Issue 114 (9-2022)
Abstract
Background: Several studies have been conducted on the effectiveness of parent-child interaction therapy on internalized disorders in children. However, no study has been conducted on the effectiveness of emotion-based parent-child interaction therapy on the symptoms of depression disorder in children.
Aims: The present study was conducted to evaluate the effect of emotion-based parent-child interaction therapy on parents’ reaction to negative emotions in children with depression.
Methods: The present study was quasi-experimental research with pre-test and post-test design with control group. The statistical population of the study included all boys with depression disorder at the age range of 4 to 5.5 years in Isfahan. Thirty children and parents were selected by purposeful sampling method and were randomly assigned to two equal groups. Preschool Children Emotion Checklist (Lobby et al., 2004) and the Parents' Reaction to Child's Negative Emotions Scale (Mirabel, 2015) were used to collect data. The mentioned therapy was implemented in 14 sessions of 1 hour per week for the subjects in the experimental group, but the control group did not receive any treatment. Data were analyzed by descriptive statistics and analysis of covariance.
Results: The results revealed that there was a statistically significant difference between the children of experimental and control groups in terms of mean scores of depression symptoms in the post-test phase (F = 24.63, P = 0.000 and Eta = 0.607). Analysis of covariance showed that this therapy in the subjects of the experimental group in the post-test phase improved the score of parents’ reaction to children's negative emotions (F = 14.46, P = 0.001 and Eta = 0.637). (P<0.05).
Conclusion: Children and parents participating in this therapeutic program showed improvement in depression symptoms and parents participating in this therapeutic program showed improvement in parents’ reaction to the negative emotions of children with depression.
Tahereh Hosseini Ghomi, Parviz Sharifi Daramadi, Saeed Rezayi, Mehdi Dastjerdi Kazemi,
Volume 22, Issue 124 (7-2023)
Abstract
Background: Research shows that mothers with children of intellectual disabilities use ineffective coping strategies that have negative effects on the quality of their interactions. Interventions are needed to equip mothers in this field. There is a research gap regarding the effectiveness of teaching psychological capital components on coping strategies and parent-child interaction in this category of mothers.
Aims: The present study was conducted with the aim of investigating the efficacy of teaching psychological capital components on coping strategies and parent-child interaction in mothers with children with intellectual disabilities.
Methods: The method of the current research was semi-experimental, with a pre-test and post-test with a control group with a one-month follow-up. The statistical population of the research is made up of mothers with daughters with intellectual disabilities whose children were studying in exceptional primary girls' schools in Tehran in the academic year 1401-1400. 40 mothers were selected by purposeful sampling and randomly assigned to two experimental and control groups (20 experimental and 20 control). The tools used in this research were coping strategies questionnaires (Lazarus and Folkman, 1984) and parent-child interaction (Pianta, 1994). The experimental group was exposed to 16 training sessions. Data were analyzed using the multivariate and univariate analysis of covariance.
Results: The results of the research showed that the post-test scores of the experimental group were significantly higher than the control group in the variables of problem-oriented coping strategies and parent-child interaction also there has been a decrease in emotion-oriented coping strategy (p<0.01). The effects of the program in the follow-up phase were stable on problem-oriented coping strategies and parent-child interaction and there has been a significant decrease in the emotion-oriented coping strategy.
Conclusion: Considering the effectiveness of the psychological capital component training program on coping strategies and improving parent-child interaction in mothers of children with intellectual disabilities, it is necessary to pay attention to the individual empowerment of mothers and strengthen their psychological resources.
Gholamreza Homaee Latif, Houshang Jadidi, Iraj Safaee Rad, Farzad Zandi,
Volume 22, Issue 127 (10-2023)
Abstract
Background: One of the topics that has attracted the attention of many researchers in recent years is special learning disabilities in students. The present study intends to compile this program, the contents of which are taken from the document of fundamental change, to examine the effectiveness of this program on the level of self-regulation, self-efficacy and self-esteem of students with learning disabilities who are always weak in these factors.
Aims: The aim of this study was to develop a parent-child educational program based on all-round education of the document of fundamental change and its effectiveness on self-esteem, self-efficacy and self-regulation of students with special learning disabilities.
Methods: This research based on data search had a hybrid nature so that both qualitative and quantitativeresearch approaches were used simultaneously.The statistical population in the qualitative part of the document of fundamental change in education of the Islamic Republic of Iran and in the quantitative part were parents of all students and children with learning disabilities in Asadabad, Hamadan province, who in the academic year (2020-2021) Those who referred to learning disability centers were selected by available sampling method and descriptiveand inferential statistics were used to analyze the data. These analyzes were performed at an error level of 0.05 with the help of SPSS software version 24.
Results: The results showed that the education of the developed parent-child program based on all-field training of the document of fundamental change on improving the self-efficacy of students with effect size (0.827); On improving students' self-regulation with effect size (0.771); It is effective in improving students' self-esteem with effect size (0.702)
Conclusion: The results of the present study showed that teaching a parent-child educational program based on a comprehensive educational system of the document of fundamental change to parents of children with learning disabilities increases awareness and ability of people to deal appropriately with children with disabilities and thus promotes self-esteem and self-efficacy. And students' self-regulation will suffer from special learning disabilities.
Sara Yousefi, Mehrangiz Shoaa Kazemi, Solmaz Dabiri,
Volume 23, Issue 137 (7-2024)
Abstract
Background: One of the family factors that psychologists attach importance to in the formation of adolescent behavioral problems is the conflict between parents and adolescents, which can provide a platform for adolescents' social anxiety. On the other hand, studies have shown that people with social anxiety have problems in regulating their emotions. Therefore, considering the importance of adolescence and the destructive role of social anxiety, it seems necessary to investigate the relationship between these two variables with the mediation of emotional regulation.
Aims: The present study was conducted with the aim of modeling the structural equations of the relationship between parent/child conflict and social anxiety in adolescents with the mediation of emotional regulation.
Methods: The correlational descriptive research was of the structural equation modeling type. The statistical population included all teenagers, boys and girls, in the age range of 14 to 17 years living in Tehran. Sampling was done by random cluster method. Among each of the North, South, Center, West and East regions of Tehran, education and training areas 1, 19, 13, 5, 8 were randomly selected. One high school from each region and 3 classes from each high school were randomly selected. The statistical sample was 449 people. To collect data, adolescent social anxiety scales (Paklek, 2004), parent-child conflict (Mark et al., 1983) and emotion regulation questionnaire (Gross and John, 2003) were used. Data analysis was done using structural equation test and were analyzed using AMOS 26.0 software.
Results: The findings showed that the structural model of the relationship between parent/child conflict and social anxiety in adolescents with the mediation of emotional regulation fits the data. Also, the path coefficient between the emotion regulation suppression strategy (β= 0.441, P= 0.001) with positive social anxiety and the path coefficient between the emotion regulation reappraisal strategy (β= 0.395, P= 0.001) with anxiety It was socially negative and significant. The total path coefficient between parent/child conflict and social anxiety (p= 0.001, β= 0.449) was also positive and significant. Based on the obtained results, reducing the parent/child conflict both directly and indirectly with the effect of emotion regulation have an effective role in reducing the social anxiety of adolescents.
Conclusion: The results showed that the child's conflict with the parents, with its negative emotional effects, is able to provide the basis for anxiety and mental disturbances. Therefore, in order to reduce the social anxiety of teenagers, it is suggested that schools take steps to improve their communication skills by holding training courses for parents and students.
Nooshin Torabi Goodarzi, Afsaneh Nazeri, Amir Ghamarani,
Volume 23, Issue 139 (9-2024)
Abstract
Background: Separation anxiety disorder is one of the most common psychological disorders in childhood. Parenting styles and parental anxiety are among the important risk factors that have been identified for the occurrence of separation anxiety disorder. A review of the research background shows that despite conducting various studies in Iran on the effectiveness of art therapy, especially painting, on reducing children's separation anxiety, There is a research gap regarding the effect of the combination of painting and parent-child interaction on children's separation anxiety.
Aims: The present study was conducted with the aim of investigating the efficacy of interactive painting methods based on parent-child relationship on the symptoms of separation anxiety disorder in 6-8 year old children.
Methods: The current research design was a semi-experimental pre-test-post-test type with a control group and a three-month follow-up. The statistical population of this research included all 6-8 year old children with separation anxiety disorder in Isfahan city in the academic year of 2021-2022, who were enrolled in pre-primary centers and elementary School in Isfahan city. In order to select a statistical sample, in the first step, the Separation Anxiety Assessment Scale (Parent Version) was administered on 100 parents of children aged 6 to 8 years, and children with separation anxiety disorder were identified, And then 16 parents of children with separation anxiety disorder and their children were identified and randomly assigned to two experimental (8 people) and control (8 people) groups, the educational-therapeutic protocol was held in 13 sessions of 45 minutes (one session each week) for the members of the experimental group. The data collection tool in this study was the parents' version of Separation Anxiety Assessment Scale (Hahn et al., 2003). Also, to analyze the data in the present study, the method of analysis of variance with repeated measurements and SPSS-23 software was used.
Results: The findings of the present study showed that interactive painting methods based on parent-child relationship reduce the symptoms of separation anxiety disorder and its components (fear of being alone, fear of abandonment, fear of physical illness and worry about calamitous events) It has an effective and significant effect on children aged 6-8 years (P<0.05) and the effect of this training has continued in the follow-up phase.
Conclusion: Considering the confirmation of the efficacy of interactive drawing methods based on parent-child relationship on reducing separation anxiety disorder in 6-8 year old children in the present study, it is suggested, School counselors and specialized child counseling centers should use this educational-therapeutic method to reduce the symptoms of separation anxiety disorder in children. Also, in terms of the importance of parent-child interaction, the aforementioned educational-therapeutic program can be used to strengthen the parent-child relationship in the family.
Mahsa Najmi, Reza Ghorban Jahromi, Esmail Sadipour, Mansoureh Karimzadeh,
Volume 23, Issue 140 (10-2024)
Abstract
Background: According to the World Health Organization, 20% of children and adolescents worldwide currently have mental health problems, but effective treatment coverage in this area is very low. Therefore, the application of evidence-based interventions for children with separation anxiety disorder is a fundamental necessity.
Aims: This study aimed to compare the effectiveness of play attachment therapy and play therapy based on the parent-child relationship on the psychological well-being of children with separation anxiety disorder.
Methods: The method of the present study is quasi-experimental and a pre-test, post-test-follow-up design of 2 months was used to collect data. The statistical population of this study included all mothers and children aged five to six years old with separation anxiety who were enrolled in preschool centers or kindergartens in District 4 of Tehran in the academic year 2022-2023. An experimental group and a control group were assigned. The experimental groups received attachment-focused play therapy for 8 sessions of 90 minutes and play therapy based on parent-child relationships for 10 sessions of 120 minutes. To collect data, a psychological well-being questionnaire (Abed et al., 2016) was used. Data were analyzed using SPSS.24 software using repeated measure analysis of variance.
Results: The results of repeated measure analysis of variance showed that each Attachment-based play therapy and parent-child relationship play therapy significantly improved the psychological well-being of children with separation anxiety disorder (P< 0.05). The results of Bonferroni's post hoc tests showed that there was no difference between Attachment-based play therapy and parent-child relationship play therapy in the post-test and follow-up stages.
Conclusion: According to the above, and the relatively high prevalence of this disorder and its comorbidity with other disorders among children and adolescents, the use of evidence-based interventions such as Attachment-based play therapy and parent-child relationship play therapy can significantly reduce their psychological distress.
Fateme Bavar, Ali Mohammadzadeh Ebrahimi, Abdollah Mafakheri,
Volume 23, Issue 141 (11-2024)
Abstract
Background: A review of research history shows that there is a relationship between emotional intelligence and social skills. But few studies have investigated the relationship between parents' emotional intelligence and children's social skills in childhood. Also, there is a research gap in the field of examining the mediation role of parent-child relationship in this relationship.
Aims: The present study was conducted with the aim of investigating the mediator role of parent-child relationship in the relationship between parent's emotional intelligence and child's social skills.
Methods: The present study was descriptive and of correlation and structural equations. The statistical population was all preschool children of Bojnord city in 2022; 210, children with cluster sampling method were selected as statistical sample.The data were collected using Children's Social Skills Questionnaire (Matson,1983), Emotional Intelligence (Schering, 1996) and Parent-Child Relationship (Pianta, 1994). The suitability of the proposed model was done using structural equation modeling and AMOS software.
Results: The results showed that the fit indices of the proposed model are acceptable. The assessment of mediating relationships using the bootstrap method showed that parent's emotional intelligence through the parent-child relationship has an indirect and significant positive effect on the child's social skills (p= 0.000, β= 0.43). However, the direct effect of parents' emotional intelligence on children's social skills was insignificant in the presence of the mediator variable (p= 0.532, β= 0.07). Therefore, the mediating relationship resulting from the current study model was full mediating or purely indirect mediating.
Conclusion: According to these results, the parent's emotional intelligence can lead to the increase of children's social skills through improving the child's parent relationship. Also, improving the communication style of parents with children and reducing conflicts in the relationship can contribute to improving children's social skills.
Parastoo Sheikh Esmali, Hamzeh Ahmadian, Maryam Akbari,
Volume 24, Issue 148 (6-2025)
Abstract
Background: Adolescence is one of the most sensitive periods of human development. Mistreated adolescents are deprived of psychological and emotional support from their parents. Lack of emotional regulation and inability to empathize is one of the most important psychological problems and challenges faced by mistreated adolescents. So far, no research has investigated the effectiveness of a treatment program based on lived experience in parent-child relationships on the level of empathy and emotional regulation of mistreated adolescent girls.
Aims: The present study was conducted to investigate the efficacy of the training program based on lived experience in parent-child relationships on empathy and emotional regulation of mistreated adolescent girls.
Methods: The present research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all mistreated adolescent girls in the girls' support centers affiliated with the welfare department of Sanandaj City between March 2023 and January 2024. The statistical sample of the research included 30 mistreated adolescent girls who were selected by purposive sampling and randomly assigned to two experimental (15 people) and control (15 people) groups. The data collection tools in this research included the Emotion Regulation Questionnaire for Children and Adolescents (Gross & John, 2003) and the Empathy Questionnaire (Davis, 1983). The educational program based on the lived experience of parent-child relationships was also held in the form of 8 sessions of 60 minutes and one session per week for the experimental group. Also, to analyze the data in this research, analysis of covariance test and SPSS version 23 software were used.
Results: The results of this research showed that the training program based on lived experience in the experimental group had a significant effect on the total score of empathy and its components (Empathic concern, Perspectiv-taking, and Personal Distress) compared to the control group (P< 0.05). Also, this training program was effective on the cognitive reappraisal strategy (P< 0.05), but the effectiveness of this training package on the emotional suppression strategy was not confirmed (P< 0.05).
Conclusion: According to the findings, it is suggested that care centers for mistreated adolescents use an educational program based on the lived experience of mistreated adolescent girls in parent-child relationships to improve empathy and emotional regulation in these adolescents.
Ms Mahtab Shahhosseini, Dr Siavash Talepasand, Dr Atefeh Shakibarad,
Volume 24, Issue 154 (12-2025)
Abstract
Background: Children with mild intellectual disability (MID) face a diverse range of developmental and behavioral challenges. Given the educational and emotional difficulties experienced by their families, it is essential to explore effective strategies that enhance cognitive adaptability and emotional relationships, thereby improving family quality of life and reducing stress.
Aims: The present study aimed to compare the effectiveness of emotion regulation training and mindfulness on cognitive flexibility and parent-child interaction among mothers of children with mild intellectual disability.
Methods: This research employed a quasi-experimental design with pre-test, post-test, a control group, and a five-month follow-up. The statistical population included all mothers of children with MID attending special education schools in Semnan during the academic year 1403 (2024–2025).
Results: Results showed that both emotion regulation and mindfulness training significantly improved cognitive flexibility and parent-child interaction, including their components, in both the post-test and follow-up phases. The interaction effect between time and group was statistically significant for cognitive flexibility, closeness, dependency, conflict , and the overall positive parent-child relationship. There were no significant differences between the two interventions in terms of overall cognitive flexibility or its subcomponents (perceived alternatives, controllability, justification), as well as dependency, conflict, and overall parent-child relationship. However, emotion regulation training demonstrated significantly greater effectiveness than mindfulness in enhancing closeness in parent-child interaction at the follow-up stage.
Conclusion: The results suggest that both emotion regulation and mindfulness interventions are effective in improving overall cognitive flexibility and parent-child interaction among mothers of children with MID. However, this effectiveness appears to be limited to specific dimensions. The significant improvement in closeness during follow-up may be due to the sustained emotional impact of emotion regulation strategies over time. The lack of significant effects on more complex components such as controllability or conflict may indicate the need for more targeted or specialized interventions.
Maedeh Nojavan, Hassan Bafandeh Qaramaleki, Farzin Ebrahimi,
Volume 25, Issue 168 (2-2027)
Abstract
Background: Children's sexual education is one of the fundamental components of healthy development, significantly influencing parents'—especially mothers'—sexual awareness, attitudes, and the quality of the parent-child relationship. However, many studies have focused on the individual aspects of this education, with less attention given to its impact on parent-child interactions. This research examines the necessity of assessing these effects and addressing existing gaps in the literature, analyzing the role of sexual education in changing parental attitudes and improving family interactions. Aim: The present study aimed to evaluate the effectiveness of children's sexual education training on mothers' sexual awareness, attitudes, and the parent-child relationship. Methods: This study was a quasi-experimental design with a pretest-posttest format and a control group. The statistical population consisted of mothers of children aged 7 to 11 in Tabriz during the 1403–1402 academic year. A total of 30 participants were purposefully selected and randomly assigned to experimental (15 participants) and control (15 participants) groups. Data collection tools included the Sexual Knowledge and Attitude Questionnaire (Besharat & Ranjbar, 2013) and the Parent-Child Relationship Questionnaire (Pianta, 1992). The intervention program was based on an educational package designed by Mostofi et al. (2016) and was implemented in five group sessions. Data analysis was conducted using SPSS version 26, employing multivariate and univariate covariance analysis. Results: The results indicated that sexual education training significantly increased mothers' sexual awareness and attitudes, as well as improved the quality of the parent-child relationship in the experimental group compared to the control group (P < 0.05). Conclusion: Sexual education training for mothers of elementary school children can enhance their sexual knowledge and attitudes, leading to improved parent-child relationships. These findings emphasize the necessity of integrating specialized parental education programs into schools and mental health centers, potentially contributing to the prevention of behavioral and sexual issues during childhood.
