جستجوی مقالات مرتبط با کلیدواژه "رابطه مادر- کودک" در نشریات گروه "روانشناسی"

Oppositional defiant disorder appears in childhood and affects the mental health and relationships of parents, especially mother and child. The aim of this research was to determine the effect of emotion regulation training on mental health, and parent-child relationship of mothers whose children suffer from oppositional defiant disorder.

Semi-experimental research design was a pre-test, post-test type with a control group. Statistical society included all of the mothers, whose primary school children suffer from oppositional defiant disorder, they referred to the ministry of education clinics located in district 4 and 6, Mashhad in 2022. 40 people were chosen due to the fact that they met the criteria to enter the training, as statistical samples. They were randomly divided into examination and control groups. To collect data, the scale of oppositional defiant disorder children, mental health scale, and mother-child relationship assessment scale. Data analysis was done using spss21 software with the help of covariance analysis.

The results showed that emotion regulation training is effective on the mental health in the mothers of children with oppositional defiant disorder (P<0.001). Also, the emotion regulation training was effective in improving the mother-child relationship in the mothers of children with defiant disorder (P<0.001).

According to the results, the emotion regulation training can improve mental health and improve the mother-child relationship of mothers of children with oppositional defiant disorder.

The engagement of children in daily tasks and activities can play a major role in their cognitive development. Mothers can guide children in this process through parental scaffolding. Cognitive parental scaffolding has a cultural nature and may lead to different outcomes in children from different cultures. Nevertheless, we haven’t an exact understanding of this concept among Iranian mothers; something which was addressed in this study.

Method :

The research was conducted with a qualitative approach and ethnography method. A sample of 23 mothers with children aged 3-4 years was selected based on purposive snowball sampling. The required data were collected through non-participant observation. For this purpose, the mothers were asked to help their children solve a puzzle according to the pattern, and the mother-child interaction was video recorded without the observer’s intervention. The study setting was the home of the parents. To access the dominant maternal scaffolding pattern, the task was performed only once, with the mother being unaware of the task’s context before this single performance. The video files were transcribed and the content was analyzed in MAXQDA.

Careful observations of 23 videos of mother-child interactions while completing a puzzle led to the identification of 3,517 scaffolding-related behaviors. After duplicates were removed, there remained 1,462 instances of which 90 primary codes, 14 level-2 sub-themes, six level-1 sub-themes, and three main themes were extracted. The results showed that dimensions of cognitive scaffolding in Iranian mothers included direct support (verbal and physical), expanded support (question and instructional), and emotional support (encouragement and approval). Based on the results, direct verbal and physical assistance (direct support), non-instructional questions (expended support), and repeated verbal praise (emotional support) during the tasks are the main styles of cognitive scaffolding in Iranian mothers.

The general pattern of the parent-child relationship in Iranian families, the emphasis of Iranian parents on excessive responsibility towards their children, their expectation of children to obey them, and excessive control over the learning processing of children can well explain the findings of this study. Also, the use of direct support as a dominant pattern of scaffolding in Iranian mothers can be attributed to historical events and what has happened to Iranian society. Iran has experienced much political and economic instability in its historical life and Iranian parents always have been concerned about their children in these historical instabilities. Therefore, in such a context, the direct support of the mother is justified. The use of direct support by Iranian mothers can also be attributed to structural changes in the Iranian postmodern family. Now the average family size in Iran is three, including a father, a mother, and one child. It seems that living in single-child families, can affect parental support and facilitate direct cognitive scaffolding. The results of this study can be used in cognitive development programs for Iranian children. The task dependence of parental cognitive scaffolding is a consideration that must be taken into account when interpreting the results of this study. What was described and interpreted in this study was the maternal scaffolding during the completion of an intellectual puzzle. Future research should investigate whether or not comparable results can be obtained when performing a task other than a jigsaw puzzle.

 The aim of this study was to determine The effectiveness of stress-emotion management skills training on quality of the mother-child relationship of mothers’ children with autism spectrum disorder. This study was an experimental study with a pretest-posttest-follow-up plan with a control group. The statistical Society was all mothers of children with autism spectrum disorder in Iran Autism Association in Tehran, from which 30 people were selected by purposive sampling and randomly divided into experimental and control groups. Mother-Child Relationship Evaluation (MCRE) Questionnaire (Robert Ross, 1961) were used to collect data. Mixed multivariate analysis of variance was used to analyze the data with respect to defaults. The mothers' promotion program was implemented in 7 two-hour sessions for the experimental group. The results showed that the scores of components of rejection and overprotection decreased in the experimental group compared to the control group, but in acceptance increased significantly (P <0.01).,in the follow up step lasting effect was seen. Due to the effectiveness of mothers' promotion program (stress-emotion management), improving the mother-child relationship of mothers’ children with autism spectrum disorder, this package can be used as a psychological intervention.

The purpose of this research was to compare the effectiveness of parenting education based on acceptance and commitment and parenting based on positive psychology on the mother-child relationship. The research design was semi-experimental with a pre-test-post-test design with two experimental groups and one control group. The statistical population was the mothers of children with attention deficit/hyperactivity disorder aged 8 to 12 years old in the 6th, 5th, and 2nd districts of Tehran city, in 2014-2016, and their number was 300. Using the available and targeted sampling method, 45 volunteer mothers were included in the study as the final sample size and were completely randomly divided into two experimental groups and a control group The tools of the current research are the mother-child relationship scale of Pianta (2011), the educational content of parenting based on acceptance and commitment by Kevin and Morrell (2009), the content of Seligman's positive psychology educational course. (2005). In order to analyze the data, descriptive indices (mean and standard deviation) and inferential statistics (univariate analysis of covariance) were used in SPSS software version 22. The findings indicated that, between the educational group of parenting based on On acceptance and commitment, there was a significant difference in the mean score of the mother-child relationship between the parenting training group based on positive psychology and the control group .parenting education based on positive psychology had a greater effect on mother-child relationship in mothers of children with attention deficit/hyperactivity disorder than parenting education based on paternalism and commitment

The present research sought to determine the impact of mentalization-based therapy on improving the mother-child relationship and secure attachment in children. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study consisted of all mothers of children aged 3-6 in Parand in 2020. Convenience sampling method was utilized and 30 mothers who had obtained lower than average scores on mother-child relationship and attachment scales were randomly selected and assigned to experimental (N=15) and control groups (N=15). The research instruments comprised Mother-Child Relationship Evaluation Scale (Roth, 1980) and Kinship Center Attachment Questionnaire (Kappenberg & Halpern, 2006). The experimental group received training in mentalization-based therapy in 8 two-hour sessions. The collected data were analyzed via MANCOVA. The results showed that mentalization-based therapy was effective in improving total mother-child relationship score as well as those of acceptance, overprotection, overindulgence, and rejection subscales. The results also indicated that mentalization-based therapy was effective in improving the total attachment score and those of positive adjustment/development, negative behavior, negative reactivity, and distancing from caregiver support subscales. Accordingly, it can be concluded that mentalization-based therapy is a practical way to boost the mother-child relationship and secure attachment in children.

The mother-child relationship is one of the affecting factors in the psychological development of children. Many human abilities such as thinking, language, self-awareness, etc. come from the first human relationship in which the child is involved. This study aimed to design a conceptual model of the mother-child relationship based on the mothers' direct experiences in the form of a deep approach. The present study was qualitative and grounded theory type. The statistical population of this study consisted of all mothers with daughters aged 10 to 11 years old in the Tebadkan district of Mashhad in the 2021-2022  academic year. Participants in the study were 30 mothers who were selected by theoretical sampling. Semi-structured interview tool was used to collect information. Data analysis was performed based on the model of Strauss-Corbin and a total of 112 concepts were identified which were arranged into 14 sub-themes and 5 main themes. The results were placed according to the paradigm model in the contextual, environmental,  mediational, strategy, and outcome fields. Findings showed that factors such as a mother's self-awareness, mindful parenting, and emotional regulation ability can be used as practical strategies to empower mothers to improve relationships with their children. Effective contextual and environmental factors on the quality of communication such as having a suitable pattern and socio-economic status are also among the prerequisites that can affect the quality of the relationship. The proposed strategies in this study lead to a good relationship that provides the basis for the child's next relationship in the community, which is itself a long-term investment. Planning and diligence in order to empower parents, especially mothers, to improve this basic relationship can be considered by those involved in education.

This study was carried out to examine the effectiveness of a parent training program based on cognitive-emotional mediation in improving mother-child interactions and maternal self-efficacy in mothers of children aged 3-6 in Yazd. Pretest, posttest, control group design was utilized in this quasi-experimental study.  The statistical population of the study was comprised of all mothers of children aged 3-6 who were not diagnosed with any mental condition and attended kindergarten in Yazd in 2018. The research sample consisted of 23 mothers who voluntarily participated in the study and were randomly assigned to the experimental (N= 10) and control groups (N= 13).The experimental group received cognitive-emotional mediation parent training program in 6 weekly sessions; however, the control group was not exposed to any intervention.  Before and after the training program both groups were pre- and post-tested via Pianta Child-Parent Relationship Scale (1992) and Dumka Parenting Self-Agency Measure (1996). Data were analyzed using ANCOVA and MANCOVA. Results indicated that parent training based on cognitive-emotional mediation enhanced the quality of mother-child interactions and maternal self-efficacy and decreased the conflicts between mothers and children. The findings revealed the significance of cognitive-emotional mediation in promoting daily mother and child interactions.

The aim of this study was to determine the effect of emotion regulation training on negative emotion and improve the parent-child relationship in mothers of children with confrontational disobedience disorder.

The research design was quasi-experimental. The statistical population included mothers of primary school children with confrontational disobedience disorder who referred to education clinics in districts 4 and 6 of Mashhad. A total of 40 people were selected as a statistical sample and randomly divided into two experimental and control groups. Were. To collect data, the Child Coping Disorder Disorder Scale, the Negative Emotion Scale, and the Mother-Child Relationship Scale were used. For the experimental group, emotion regulation training was held in 8 sessions of 90 minutes.

The results of univariate and multivariate analysis of covariance showed that emotion regulation training can improve the mother-child relationship and its components in mothers with children with confrontational disobedience disorder (0.001). 0> p). Also, the difference between the experimental and control groups in the negative emotion component is significant (p <0.001).

Emotion regulation training increased knowledge and increased understanding and flexibility of mothers of children with confrontational disobedience disorder to strengthen the mother-child relationship and mental health and reduce negative emotion.