جستجوی مقالات مرتبط با کلیدواژه "درمان تعامل والد -کودک" در نشریات گروه "روانشناسی"

The purpose of this study was to compare the effectiveness of cognitive-behavioral therapy and parent-child interaction therapy on the anxiety and loneliness of children with separation anxiety disorder.

The current research was of the type of practical and quasi-experimental designs of pre-test-post-test and follow-up with a control group. The statistical population of this research included all children (girls and boys) suffering from separation anxiety disorder in Sari city in the first six months of 2021. The sample of this research includes 30 people who referred to Bammad Counseling Center and Bawar Counseling Center who were selected using available sampling method and randomly divided into two experimental groups of cognitive-behavioral therapy and parent-child interaction therapy and the control group in the list. They waited. The data were obtained using the Spence Children's Anxiety Scale (1997) and Asher et al.'s (1984) Loneliness Questionnaire. The data was analyzed using the method of analysis of variance with repeated measurements and SPSS-26 software.

The results showed that there is a significant difference between the two groups of cognitive-behavioral therapy and parent-child interaction therapy on anxiety and loneliness in children with separation anxiety disorder, and cognitive-behavioral therapy causes more changes in anxiety in children. He was diagnosed with separation anxiety disorder and this treatment is stronger than parent-child interaction therapy in this group of patients. However, according to the average indices and the effect size obtained in the treatment of parent-child interaction, it caused more changes in loneliness in children with separation anxiety disorder, and this treatment is stronger than cognitive-behavioral therapy in this group of children with separation anxiety disorder. It was separation anxiety disorder (P<0.001).

Therefore, it can be concluded that cognitive-behavioral treatment of anxiety in children with separation anxiety disorder and parent-child interaction therapy can be an effective intervention method to improve the loneliness of children with separation anxiety disorder.

Anxiety disorders have significant negative effects on academic performance, relationships with peers and family functioning of children. The aim of this study was to compare the effectiveness of cognitive-behavioral therapy and parent-child interaction therapy on parent-child conflict in children with separation anxiety disorder.

The present study was an applied and quasi-experimental design of pre-test-post-test and follow-up with control group. The statistical population of this study included all children (girls and boys) with separation anxiety disorder in Sari during the first six months of 2021. The sample consisted of 30 patients referred to Bamdad Counseling Center and Bauer Counseling Center who were selected by available sampling method and randomly assigned to two experimental groups of cognitive-behavioral therapy and parent-child interaction therapy and control group were placed on the waiting list. Data were obtained using strauss parent-child conflict questionnaire (1990), Spence Children's Anxiety Scale (1997). Data were analyzed using repeated variance analysis and SPSS-26 software.

The results showed that there was a significant difference between the two groups of cognitive-behavioral therapy and parent-child interaction therapy on parent-child conflict in children with separation anxiety disorder (F= 14.09, P>0.001) and parent-child interaction therapy had a greater impact on parent-child conflict in children with separation anxiety disorder (P<0.001).

Therefore, it can be concluded that parent-child interaction therapy can be an effective intervention method for improving parent-child conflict in children with separation anxiety disorder.

AbstractWeak communication skills and social adjustment are secondary problems of children with ADHD, and paying attention to these problems is important for improving the social life of these children. The aim of this study was to compared the effectiveness of parent-child communication package and parent-child interaction therapy on communication and social adjustment skills of children with ADHD in a quasi-experimental design with a single-subject design. In this study, 12 measurements (4 times as baseline, 4 times during treatment and 4 times as follow-up) were performed. Of the mothers of 6 to 12 years old children with ADHD in Isfahan along with their children, 6 mothers (n=12) were selected by purposive sampling and were randomly assigned into two groups of parent-child communication and parent-child interactive therapy. Then, 11 sessions of parent-child communication package for the first group and 12 sessions of parent-child interaction therapy for the second group were administered. The research tools were the Jerabec (2004) communication skills questionnaire and the Vineland Social Adaptation Scale (1935). The results showed that parent-child communication package and parent-child interaction therapy affected the communication skills of children with ADHD, but the effects of these treatments were reduced in the follow-up period. Also, only the parent-child communication package had a lasting effect on the social adjustment of children with ADHD. Therefore, the parent-child communication package plays a more effective role in improving the communication and social adjustment skills of children with ADHD than the parent-child interaction therapy.

The aim of the present study was to investigate the effects of Parent-Child Interaction Therapy on the relationship between children with Autism Spectrum Disorder (ASD) and their families. The research design was quasi-experimental using a pre-test, post-test method. Twenty-seven 3 to 7-year-old participants (5 females and 22 males) with Autism Spectrum Disorder were selected. The participants were selected through the convenience sampling method, and randomly divided into two groups experimental (n=15) and control (n=12). The experimental group received thirteen 60-minute sessions of Parent-Child Interaction Therapy as a group, twice a week. To assess the effectiveness of the training, the participants completed Pianta Scale (Pianta, 1994) in pre-test and post-test. The data were analyzed using multivariate repeated measures. The results showed that Parent-Child Interaction Therapy decreased the conflict and dependency between children and their mothers. The intervention also increased the closeness in family relationships. Therefore, Parent-Child Interaction Therapy (PCIT) seemed to be effective on the relationship between children with Autism Spectrum Disorder (ASD) and their families.

The purpose of this study was to investigate the effects of treatment program based on Parent-Child Interaction Therapy (PCIT) on behavioral problems of children with autism spectrum disorder. The research design was quasi experimental conducted with a control group of 27 children with Autism Spectrum Disorder (3 to 7 years) at the rehabilitation centers in Tehran. The participants were selected through convenience sampling and randomly divided into two groups of 15 and 12 people experimental or control group. The experimental group received 13 sessions of 60 minutes of Parent-Child Interaction Therapy as a group, twice a week. To collect data from questionnaire, Behavioral Problems as pre-test and post-test Child Symptom Inventory-4 (CSI-4) were used in two groups. For statistical analysis, repeated measurement was used to comply with the assumptions. The results showed that Parent-Child Interaction Therapy (PCIT) decreases the attention deficit hyperactivity disorder, Oppositional defiant disorder, conduct and separation anxiety and in reducing general anxiety, social anxiety, major depression, and continuous depression was not effective. Therefore, Parent-Child Interaction Therapy (PCIT) reduces the behavioral problems of children with autism spectrum disorder and can be used to reduce the adverse behaviors of children with autism spectrum disorders.

The purpose of this study was to examine the effectiveness ofmodified parent-child interaction therapy, called CALM Program (Coaching Approach Behavior and Leading by Modeling), in the symptoms of separation anxiety among 4 to 6 years old children. The present research was a single subjcet study and the A-B-A design was used among participants. In this study, 5 preschool children with separation anxiety symptoms and their mothers participated. The treatment plan was a 12-session intervention that was administered for each participant individually, and multiple measures including pre-test, during treatment, posttest and 3 month follow-up were conducted. Spence Children's Anxiety Scale (parent form) was used to measure symptoms of separation anxiety disorder. Data were analyzed by diagram analysis and improvement percentage. Results showed that the CALM-based intervention was effective in reducing the symptoms of separation anxiety disorderin preschool children. Based on the results, the effectiveness of CALM Program in the treatment of separation anxiety was confirmed.