جستجوی مقالات مرتبط با کلیدواژه « آموزش مدیریت والدین » در نشریات گروه « روانشناسی »

The present study was conducted with the aim of determining the effectiveness of parent management training (PMT) in reducing child anxiety and domestic violence against children of divorce in Darab City in 2022. The research method was a semi-experimental with pre-test-post-test design and a control group. The statistical population included all divorced mothers with 5 to 10-year-old children in 2022 who had been referred to the Mehr Family Court Center in Darab City, and 25 of these mothers were placed in the experimental group and 25 in the control group. The tools used in this research were the scale of domestic violence against children by Adelson et al. (2008) (CEDV( and the child anxiety scale of Spence (1999) for parents (SCAS). The research results showed that by controlling the effect of the pre-test, there is a significant difference in the level (P≥0.001) between the average scores of child anxiety and domestic violence and in the post-test of the experimental group and the control group. In other words, it can be said that parent management training is effective in reducing anxiety and domestic violence against children.

This research aimed to compare the effectiveness of Kendall's coping cat group therapy program and parent management training on the level of social anxiety, physical aggression, and resilience of students with anxiety disorders. The research method was semi-experimental with a pre-test-post-test design, and a 45-day follow-up period with two experimental groups and a control, group. The statistical population included primary school students with anxiety disorders in Mobarakeh city in the academic year  2021-2022. In this research, 45 primary school students with anxiety disorder were selected by purposeful sampling method and randomly placed in experimental and control groups of 15 people. Students of the first experimental group participated in ten 60-minute sessions of the Coping Cat Program (CCP) and mothers of the second experimental group participated in ten 75-minute sessions of Parental Management Training (PMT). To collect information, Spence's (1997) Anxiety Scale (SCAS), Merrell's (2011) (SEARS), and Nelson's (2000) Aggression (ChIA) questionnaires were used. Mixed variance analysis with repeated measurement and the Bonferroni test was used to analyze the data. The results showed that both the adaptive cat program and parental management training significantly reduced social anxiety and physical aggression and increased resilience compared to the control group (P<0.01). The effect of both interventions has a lasting effect up to the 45-day follow-up stage. Also, according to the difference in averages, there is no significant difference between the effectiveness of the two programs on social anxiety and resilience (p>0.05), but the effectiveness of the Adaptable Cat program on physical aggression is greater than that of the parent management training program.

This research was conducted to determine the effectiveness of the combined program of parent management training and parenting based acceptance and commitment therapy on parental stress, parent-child relationship, and child's externalizing problems.The research was semi-experimental in the form of a pre-test, and post-test design with a control group and a three-month follow-up. The research community was the mothers of children aged 4 to 9 years in Semnan city in 1400. 24 mothers were selected by the available sampling method and randomly divided into two experimental and control groups. The experimental group received 8 two-hour intervention sessions while the control group was on the waiting list. The research tools were Abidin's parenting stress index, Pianta's parent-child relationship scale, and Eyberg's child behavior questionnaire. The data were analyzed by multivariate covariance analysis. The results showed that there is a significant difference between the experimental and control groups in the parental stress, parent-child relationship, and the child's externalized problems. Only in the dependence subscale, it can be seen that this difference is not significant. This combined program can be effective in reducing parenting stress and externalizing problems of the child and reduce conflicts between parents and children and bring closer their relationship, but it is not effective in the degree of parent-child dependence.

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.

Nowadays, combined parenting programs that teach behavioral parenting skills and regulate parents' emotions by valuing parents' thoughts and feelings have proven more effective than non-combined programs; however, there is no evidence comparing the effectiveness of these combined programs. Thus, the current study compared the effects of a combined program of Parent Management Training (PMT) and mindful parenting with a combined program of PMT and parenting based on Acceptance and Commitment Therapy (ACT) on parenting stress and a child's externalizing problems. The study employed a semi-experimental design with a pre-test, post-test, and three-month follow-up, as well as a control group. The current research population consisted of mothers of preschool-aged children in the city of Semnan in 2022; more specifically, 36 mothers with high parenting stress levels (as measured by Abidin's Parenting Stress Index – Short Form [PSI-SF]) and children with externalizing problems (as measured by the Eyberg Child Behavior Inventory [ECBI]) were randomly assigned to one of three groups (two experimental groups and one control group). Each experimental group received eight two-hour sessions, once per week, of separate combination programs, while the control group was placed on a waiting list. Multivariate covariance analysis revealed that both combined programs significantly reduced parental stress and children's externalizing problems between the post-test and the three-month follow-up. However, no significant difference was observed between the effectiveness of the two programs in reducing parenting stress and child problems. Therefore, the combined program of parenting based on ACT and PMT with the combined program of mindful parenting training and PMT can be utilized to reduce parenting stress and child behavior problems.

The lack of a good relationship between parents and children can lead to a wide range of behavioral and emotional problems in children and adolescents. The purpose of this study was to examine the impact of schema-based Parent Management Training (PMT)on parent-child conflict and behavioral problems in adolescent. The research was semi-experimental and designed using the pre-test and post-test for both experimental and control groups with a two-month follow-up period. The statistical population consisted of all mothers of 12–16-year-old adolescent suffering from behavioral problems in Isfahan in 2021. For this purpose, a number of 64 mothers were selected by cluster sampling and randomly assigned to either the experimental or the control group (n= 32 per group). The experimental group received training for 10 sessions of 60 minutes. The measuring tools of the research include the Child Behavior Checklist (CBCL) and the Murray A. Straus Conflict-Tactics-Scales. Data were analyzed using analysis of variance with repeated measures. The results showed that after the training, the total score of parent conflict, the total score of child conflict, and the total score of behavioral problems and its subscales including internalizing and externalizing behavioral problems in the experimental group significantly decreased compared to the control group. In general, it can be concluded that schema-based Parent Management Training (PMT) can be considered as an effective treatment to improve parent-child relationships and reduce emotional behavioral problems in children and adolescents

This study was carried out to compare the effects of self-determination skills training and parent management training on the externalizing behavior problems of students. This quasi-experimental research had a pretest-posttest, control group design. To achieve research goals, 45 students with externalizing behavior problems who were identified through Child Behavior Checklist (CBCL) and via random multi-stage cluster sampling method were selected and randomly assigned to two experimental and one control group. The self-determination skills and parent management training programs were administered to both experimental groups (one group of students and another group of mothers) in 10 sessions. Child Behavior Checklist (CBCL) was completed by participant parents before and after the intervention. Results of multivariate covariance analysis showed that both self-determination training and parent management training had positive effects on reducing externalizing behavior problems, aggressive and rule-breaking behaviors. Comparing the effect of self-determination skills and parent management training, the results showed that self-determination training was more effective in reducing externalizing behavioral problems and rule-breaking behaviors. The results demonstrated that there was no difference between the effectiveness of the two interventions regarding aggressive behavior. The studychr('39')s findings can be fruitful for therapists and counselors concerning the selection of the appropriate type of interventions.

The present study was aimed to determine the effectiveness of Parent Management Training (PMT) on frustration tolerance and adjustment of adolescent girls in Kerman. The research method was semi-experimental with a pretest-posttest and control group. A sample of 32 First year high school girls in Kerman was chosen by a multistage cluster random sampling method in the 2018_2019 academic year and randomly assigned to the experimental and control group. The parents of the experimental group were included in Parent Management Training (PMT) program for 9 sessions but parents of the control group did not receive any training. The research tools were Harringtonchr('39')s frustration Tolerance questionnaire (2005) and Sinha and Singchr('39')s Adjustment students questionnaire (1993). The data were analyzed by descriptive indicators and multivariate analysis of covariance using SPSS software version 24. The results showed in the experimental group compared to the control group, the mean scores of frustration intolerance significantly reduced and  the mean scores of adjustment significantly increased in the posttest. Therefore, the results showed that Parental Management Training can be a useful intervention for reducing frustration intolerance and increasing adjustment of adolescent girls.

The present study aimed to determine the effectiveness of parent management training in behavioral problems of children with Attention-Deficit / Hyperactivity Disorder (ADHD). This study was semi-experimental design with pretest-posttest and control group. Therefore, using multi-stage random cluster method, 833 students in grade five in elementary level were selected from Districts 1, 3, and 4 in Tabriz. They were assessed by Conner 5 test (teacher-from) and clinical interview. Therefore, 40 children with ADHD were diagnosed based on Conners test. For data collection, Conners test (parent from) and children anger, scale were used, which were completed by the students and their parents (study sample) both before and after the treatment. The subjects were randomly assigned in parent training and control groups (20 subjects in each group). The experimental group received the instruction in 8 sessions. Data were analyzed by multivariate analysis of variance. Results showed that parent management training had a significant effect on the improvement of behavioral problems of children with ADHD (P<.05). Hence, parent management training is one of the most efficient therapeutic methods and it is effective in the reduction of impulsivity, inattention, anxiety, physical aggression in children with attention- deficit / hyperactivity disorder.

The aim of this study was to evaluate the effectiveness of parents management training on educational motivation in students with attention deficit / hyperactivity disorder. The study was experimental with pretestposttest control group design. For this purpose, 833 students of fifth grade (314 girls and 499 boys) in the 1, 3 and 4 educational areas of Tabriz were chosen by multi-stage random cluster sampling method and Conner’s test (teacher form) with clinical interview was performed to diagnose children with Attention Deficit Hyperactivity. The subjects of this studywere 40 children with ADHD that identifiedon the basis of Conner’s scale. In order to collect data, Harter’s educational motivation questionnaire was used that students (the selected samples) completed them before and after therapy phases. The Subjects were randomly replacedin two groups of parents training and control group (each group 20 people). Parent’s management training method was taught to experimental groupin 8 sessions. Obtained data were analyzed by MANOVA multivariate analysis. The results indicated that parents, management training has a considerable effect on educational motivation of students with ADHD. According to the results of this study on educational motivation and behavioral problems of children with ADHD, using parents, management training is one of the most effective therapy methods and leads to increase ofeducational motivation of these students.