جستجوی مقالات مرتبط با کلیدواژه « mindful parenting » در نشریات گروه « روانشناسی »

This research was conducted with the aim of determining the effectiveness of the combined program of parent management training and mindful parenting training on parental stress, parent-child relationship, and child's externalizing problems.

The research was semi-experimental with pre-test, post-test and three-month follow-up with a control group. The population of the current study was made up of all mothers with children aged 4 to 9 years in Semnan city in 1400, from among whom 24 mothers were selected by available sampling method and randomly divided into two experimental and control groups. The experimental group received 16 hours combined program in two hours per week, while the control group was placed on the waiting list. The research tools included Abidin's parenting stress index (1995), Pianta's parent-child relationship scale (1992), and Eyberg's Child Behavior Inventory (1978). Data analysis was done through multivariate covariance analysis with SPSS-23 software.

The mentioned program can be effective in reducing parenting stress (p<0/05) and the child's externalized problems (p<0/05), it is also effective in reducing conflicts between parents and children and bringing their relationship closer (p<0/05) but it does not change the degree of dependence between parent and child (p = 0.213), all results were stable in the follow-up phase except the child's externalizing problems (p = 0.573).

This combined program can be an effective intervention to reduce parenting stress and improve parent-child relationship.

The present study was conducted with the aim of investigating the relationship between mindful parenting and academic buoyancy in adolescents with the mediating role of cognitive emotion regulation strategies.

The participants of the research included 323 students of Shiraz city middle schools (174 girls and 149 boys) who were selected by multi-stage cluster random sampling. To examine the research variables the following questionnaires were used : The Academic Buoyancy Questionnaire (ABQ), Mindfulness in Parenting Questionnaire (MIPQ), and The Cognitive Emotion Regulation Questionnaire (CERQ). Confirmatory factor analysis method was used to check the validity of the questionnaires and Cronbach's alpha coefficient was used to measure the reliability.

The findings showed that mindful parenting has a direct effect on cognitive emotion regulation strategies (adaptive and maladaptive strategies) and academic buoyancy. adaptive and maladaptive strategies of cognitive emotion regulation also have a direct effect on academic buoyancy. Also, both adaptive and maladaptive dimensions of emotion regulation cognitive strategies had a mediating role between mindful parenting and academic buoyancy.

Based on the findings of this research, it can be concluded that in order to increase the academic buoyancy of students, attention should be paid to mindful parenting and cognitive strategies to regulate their emotions.

The aim of this study was to determine the effectiveness of mindful parenting on cognitive emotion regulation of mothers and Internalized and externalized problems of preschool children with anxiety symptoms in Tehran. The research method was quasi-experimental with a pretest-posttest design and a one-month follow-up period with the control group. The statistical population included all mothers of children aged 5 to 6 years with anxiety symptoms in kindergartens in Tehran, in the academic year 1397-98, 40 people were selected using the purposive sampling method and randomly placed in two groups of 20 people. In this study, the experimental group received a mindfulness parenting education program once a week in 8 sessions of 90 minutes. Participants also completed the cognitive emotion regulation Questionnaires  (CERQ, Garnefski et al., 2002) and the Children's Behavioral Problems List (CBCL, Achenbach et al., 1991) in three stages pre-test, post-test and follow-up. The results of mixed analysis of variance with repeated measures showed that mindfulness parenting education reduces cognitive emotion regulation strategies of maladaptive emotion (p <0.05, F = 10.906), and externalized problems (p <0.05, F =  0.002). and Internalized problems of children (p <0.05, F =0. 342)  had an effect and this effect remained stable during the follow-up period. According to the findings of the present study, it seems that the role of mindful parenting courses in preventing and reducing psychological problems in preschool children should be considered.

The aim of this study was to determine the psychometric properties of McCaffrey et al.'s (2017) mindfulness parenting scale.  The participants of the study were 323 mothers of high school students (tenth to twelfth) of the four schools of Shiraz in the academic year 1399-1399 who were selected based on cluster random sampling and mindful parenting questionnaire (MIPQ), McCaffrey et al.,  2017), Academic Vitality (AB), Dehghani Zadeh and Hossein Chari (2012) and Adolescent and Adult Mindfulness (AAMS) (Drutman et al., 2018).  Exploratory and confirmatory factor analysis methods and reliability methods were used to evaluate the validity.  The results of exploratory and confirmatory factor analysis confirmed the two factors of presence with the child (minimum factor load 0.40 and maximum 0.60) and mindfulness training (minimum factor load 0.36 and maximum factor load 0.66).  The results of internal correlation were convergent validity (a relatively high correlation of 0.72 between the dimensions of presence with the child and mindful education and a high correlation of 0.86 and 0.89 between each dimension and the total score of the scale, P <0.01) and divergent scale (no  Confirms the significant relationship between academic vitality and mindful parenting).  To determine the reliability of the scale, Cronbach's alpha method was used. All coefficients (presence next to the child 0.82, mindfulness training 0.85, and total reliability coefficient 0.90) indicated acceptable internal consistency of the subscales and the total score of the scale.  The results show that the mindful parenting scale has very good validity and reliability in Iranian mothers.

The aim of this study was to evaluate the effectiveness of mindful parenting training on anxiety in children aged 7 to 12 years with attention deficit hyperactivity disorder. The research method was experimental with a pretest-posttest design with a control group. The sample consisted of 30 mothers of children aged 7 to 12 years with attention deficit hyperactivity disorder (based on clinical interview and completion of the Connors Parent Scale) who were selected by convenience sampling and randomly assigned to experimental and control groups. Pre-test and post-test stages completed the Spence Anxiety Scale. The therapeutic intervention was a mindfulness parenting training package for mothers that was conducted in eight two-hour sessions. Data were analyzed using SPSS software and analysis of covariance. The results showed that mindful parenting reduces the anxiety of children with attention deficit hyperactivity disorder (P <0.01). Due to the effectiveness of this program in reducing anxiety in children with attention-deficit / hyperactivity disorder, the design and intervention of this program are recommended for parents of children with this disorder and other groups of developmental disabilities.

Previous studies have shown that family risk factors such as poor parenting, unstable, strict, inflexible and harsh discipline, and parental stress increase the risk of developing any of behavioral and emotional problems in children. Mindful parenting is based on the principles of mindfulness that have been developed in response to the shortcomings and criticism of behavioral parenting programs. Mindful parenting allows parents to understand their children without prejudice and to help parents be more responsive and less reactive in parenting. Therefore, the present research aimed to determine the effectiveness of mindful parenting on reducing the externalizing problems of male primary school students and their mothers' parenting behaviors in Iranian society.

This was quasi-experimental research with a pretest-posttest, follow-up and a control group design. The mindful parenting education program is considered as an independent variable and the externalizing problems of children and their mothers' parenting behaviors are considered as dependent variables. The research population included all mothers of male primary school students with externalizing problems in Karaj. The research sample consisted of 18 mothers of children with externalizing problems who met the inclusion criteria in research. Sampling was performed in two stages of available and purpose-based methods. The data were analyzed using repeated measures (mixed design) in SPSS software Version 20.

Data analysis showed that there was a significant decrease in the overall score of externalizing symptoms in the experimental group compared with the control group after the end of mindful parenting education sessions. The effect of the intervention was significantly kept after 2 months. Another finding of the research showed that there was a significant improvement in parenting behaviors and a reduction in negative behaviors in interaction with their children in the experimental group compared with the control group after the end of mindful parenting education sessions. The effect of the intervention was significantly kept after 2 months.

The results of the research support the effectiveness of mindful parenting education in reducing externalizing problems and improving parenting behaviors of mothers of male children with externalizing problems. Therefore, it is possible to use this method in Iranian samples

The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The study population consisted of all children aged 8-10 years with attention deficit hyperactivity disorder in Isfahan who were educated in Isfahan public schools in 2019-2020. In this study participated 45 male children with attention deficit hyperactivity disorder that diagnosed on the basis of the Child Psychiatry and Fourth edition of Swanson-Nolan and Pelham Scale. In an experimental group, 11 sessions of parenting based on organizational skills and another experimental group 8 sessions of mindful parenting were conducted. The participants answered to Fourth edition of Swanson-Nolan and Pelham Scale(SNAP-IV) and parent-child relationships scale(CPRS) in three stages. Data were analyzed using repeated measures. Mindful parenting compared parenting based on organizational skills significant effect on parent-child relationships in the post-test and in the follow-up stage also remains(p≤05). Parenting based on organizational skills improved attention deficit and total attention deficit/ hyperactivity disorder in the post-test and the effects have been significant and the effect on follow-up stage also remains(p≤05). But parenting based on organizational skills did not have a significant effect on symptoms of hyperactivity/ impulsivity(P≥0.05). This study provides promising results in improving parent-child relationships and reducing the symptoms of children with attention deficit/ hyperactivity disorder by educating mindful parenting and parenting based on organizational skills as an intervention.

This research investigates the effectiveness of mindful parenting training on mental health and parenting competence for mothers of children with special needs.

This quasi-experimental research was performed using pretest/post-test and control group and statistical population included all of the mothers of children with special needs in Dezful who were studying at exceptional schools during the years 2016-2017. A total of 49 mothers were selected through convenience sampling method and  put into two experimental (25) and control (24) groups. control group. The pretest was implemented for both groups. The experimental group had nine 90-minute educational classes about mindful parenting. Following the educational classes,  the post-test was implemented. The surveys used in this research included Symptoms Checklist 90-Revised (SCL-90-R) and Parenting Sense of Competence (PSOC). Data were analyzed using analysis of covariance.

The results indicated the effectiveness of mindful parenting training on mental health and parenting competence on mothers of children with special needs (p < 0.05).

This method is effective and useful to improve the mental health of families with children with special needs.