جستجوی مقالات مرتبط با کلیدواژه « تعامل والد -کودک » در نشریات گروه « روانشناسی »

The present study aimed to compare the effectiveness of filial therapy and package of parent-child interaction consultations on psychological well-being of preschool children. 

The research design was a quasi-experimental pre-test and post-test-follow-up with the control group. The statistical population of the study included all mothers with preschool children in Isfahan in 2019. 45 mothers were selected by convenience sampling method and randomly and equally assigned to two experimental groups and one control group. The research tool included psychological well-being questionnaire for preschool children (Dehghani, 2013). The first experimental group received 8 90-minute sessions of effective parent-child interaction intervention (Bahrami et al., 2021) and the second experimental group received 8 90-minute sessions of filial therapy intervention (Bratton et al., 2006). Analysis of variance with repeated measures was used to analyze the data.

The results showed that the effect of the filial therapy intervention and parent-child interaction counseling package on the psychological well-being of preschool children (F=10.203) was significant (P<0.05). Also, a comparative comparison between the two interventions showed that in the cognitive and educational aspects of psychological well-being, a significant difference was observed in favor of the effective parent-child interaction intervention. Also, the effect of filial therapy and effective parent-child interaction on the dependent variable continued in the 60-day follow-up phase.

According to the findings of this study, it can be stated filial therapy and effective parent-child interaction can play an important role in increasing the psychological well-being of preschool children.

The aim of this study was to investigate the effectiveness of parent-child interaction through play therapy (CPRT) on executive function and social adjustment of children with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental study with pre-test and post-test with a control group. The statistical population included children aged 8 to 10 years with ADHD who referred to medical centers in Tehran in 1398. The sample consisted of 30 people (two groups of 15 people) who were selected using purposive sampling. Data collection tools were BRIEF (Parent Form) Behavior Rating Function Questionnaire (Guy,2000) and Dokhanchi Children's Social Adjustment Questionnaire (1998). After randomly selecting and determining the experimental and control groups and before conducting play therapy sessions for the participants in the study, a separate introductory session with the aim of initial acquaintance with the children and establishing a therapeutic relationship, as well as creating confidence in the subjects and collecting data. Pre-test was held. During the same introductory session to collect pre-test data, Connors parent questionnaires, BRIEF executive behavioral grading questionnaire and children's social adjustment questionnaire were given to children's parents in groups, and finally the experimental group played 10 sessions of 120 minutes once a week. Were treated. The results showed that play therapy training based on parent-child interaction on the executive functions of children with attention deficit hyperactivity disorder was effective and according to ETA squared the effectiveness of play therapy training based on parent-child interaction on executive functions. In the studied children 75.1% Also, play therapy training based on parent-child interaction is effective in improving the social adjustment of children with attention deficit hyperactivity disorder. The studied children are 74.9%.

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.

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.

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.

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.

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.

People with attention deficit hyperactivity disorder are characterized by hyperactivity, impulsivity and inattention. The present study was conducted with the aim of the effectiveness of parent-child interaction therapy with virtual education method on the executive functions of students with hyperactivity and attention deficit disorder.

The research method was quasi-experimental, with a pre-test and post-test design with a control group. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 2021 who were suffering from hyperactivity and attention deficit. The sample size of 30 people was determined by the purposeful sampling method, this number of people was divided into two groups by the matching method, the number of each group was 15 people, and an experimental group received treatment based on parent-child interaction through virtual training. And the control group did not receive any treatment program. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis and Spss.22 software.

The findings of the research showed that the treatment based on parent-child interaction with the virtual education method is effective on the executive functions of students with hyperactivity and attention deficit (p<0.05).

It can be concluded that the treatment based on parent-child interaction with the virtual education method can be effective in improving the executive functions of students with hyperactivity and attention deficit disorder.

The aim of this study was to determine the effect of music therapy on coronavirus anxiety and parent-child interaction in mothers. The research design was semi-experimental as a pretest-posttest with a control group. Sampling method was purposive. For this purpose, among the statistical population of the study, including all mothers with children aged 6 to 12 years in Tehran who had symptoms of coronary anxiety and obtained a score higher than the average from the Coronavirus Anxiety Inventory (CDAS), 30 people who met the inclusion criteria were selected and randomly assigned to the experimental and control groups. The questionnaires were the Corona Disease Anxiety Scale (Alipour et al., 1398) and the Child-Parent Relationship Scale (CPRS) (Pianta, 1994). After that, the experimental group received active music therapy with a Brain Dance approach for 21 sessions of 25 minutes (every day for 3weeks), while the controls did not receive any intervention. Finally, the data were analyzed by SPSS-24 and multivariate analysis of covariance. The results of data analysis showed that music-therapy is effective on reduction of the physical and mental dimensions as well as the overall score of coronary anxiety; and also, the improvement of parent-child interaction in the dimensions of closeness, conflict, dependence and also the overall score of parent-child interaction and this effect is statistically significant (P <0.05). Therefore, music therapy can be used to reduce corona anxiety and improve parent-child interaction.

The attempt to reduce clinical problems in children with autism through parenting has been taken up by researchers in recent years. The purpose of this study is to evaluate the effectiveness of a positive parenting program on the relationship between mothers and children with autism spectrum disorder. The present study is a quasi-experimental study with a pretest-posttest design and a control group. The statistical population includes all mothers of children aged 7 to 12 years with autism spectrum disorder in Isfahan, from which 30 individuals were randomly selected and divided into two groups of experimental and control groups each with 15 individuals. The experimental group attended 8 sessions of the positive education program (one session per week and 90 minutes per session), while no training was provided for the control group. The instrument used in this study was the Pianta Parent-Child Relationship Scale (CPRS). Data were analyzed using multivariate analysis of covariance with SPSS software (version 26). The results showed a significant difference between pre-test and post-test scores (p <0.05). It can be concluded that positive parenting program improves the relationship between mother and child with autism spectrum disorder, and can be used to reduce the negative behaviors of children with autism spectrum disorders.

Behavioral problems such as low self-control cause communicational and psychological damages in the children. Therefore, the present study was conducted to investigate the effectiveness of executive functions training on the parent-child interaction and the children’s social behaviors with low self-control. The present study was experimental with pretest, posttest and control group design. The statistical population of the present study included the children with low self-control in the city of Isfahan in academic year 2020-21. 40 children were selected through multi-stage clustered random sampling method and they were randomly accommodated into experimental and control groups (each group of 20 children). The experimental group received ten seventy-five-minute sessions of intervention regarding executive functions training (Fischer et al, 2005) during two months. Three children from the experimental group and two from the control group were omitted from the study. The applied questionnaires in this study included Children's Self-control Questionnaire (Kendal & Wilcox, 1979), Parent child relationship scale or (Piyanta, 1994) and social skills questionnaire. The data from the study were analyzed through ANCOVA method . The results showed that executive functions training have significant effect on the parent-child interaction and social behaviors of the children with low self-control. According to the findings of the present study it can be concluded that executive functions training can be employed as an efficient method to improve parent-child interaction and social behaviors of the children with low self-control through employing techniques such as Increase focus and accuracy, organize activities, respond to deterrence, control impulsivity, and plan training.

The aim of this study is to determine the relationship between corona anxiety in mothers and parentchildinteraction and children's aggression during the quaran-tine days. The research design was descry-ptive and correlational.he statistical population of the study included mothers with children aged 6 to 12 in Tehran in May 2020.To conduct this research, the online sampling method and online implementation were used. The questionnaires used in the present study were Corona Disease Anxiety Scale (CDAS), ChildParent Relationship Scale (CPRS), and Primary Children's Aggr-ession Questionnaire. Finally, the data were analyzed using SPSS24 software. The results showed that corona anxiety in mothers had a significant negative relati-onship (r=01.51) with a positive overall relationship in parent-child interaction, and a significant positive relationship with aggression (r=0.601) in children. In add-ition, corona anxiety in mothers with beta coefficients of 0.324 and 0.428, respecti-vely, predicted a significant positive ove-rall relationship between mothers and children and children's aggression (p<0.01). Therefore, by providing timely and appropriate interventions and training to reduce anxiety caused by corona vir-uses' disease in mothers, it is possible to improve parent-child interactions and reduce children's behavioral and emotio-nal problems.

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.

Therefore, the present study aimed to investigate the effect of Hand-Thinking Playing LEGO on stress parent-child interaction in children with learning disabilities.

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).

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).

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.