جستجوی مقالات مرتبط با کلیدواژه « Parenting-Stress » در نشریات گروه « علوم تربیتی »

The aim of the present study was to the effectiveness of dual music therapy on parenting stress, anxiety and attachment style of anxious children. The research method was a semi-experimental type of pre-test-post-test and a two-month follow-up period with a control group.

The statistical population included all children with anxiety aged 5 to 9 years in Isfahan City in 2023. For this aim, 30 people were selected and randomly assigned to two experimental and control groups by placing call-in counseling centers and inviting them to participate in the research, in a purposeful sampling method and taking into account the exit and entry criteria. People in the experimental group participated in the therapy course for 12 sessions; But for the control group, there was no intervention. The measurement tools included parenting stress questionnaires by Abidin (1991), children's anxiety form by Spence (2001) and Fanzi-Dutton (1996) attachment style. To analyze the data, the statistical method of analysis of variance of repeated measurements was used in SPSS-24 software.

The results showed that dual music therapy has a significant effect on parents' parenting stress, anxiety and attachment style of anxious children, and the effects of education have remained stable over time.

Considering the effectiveness of dual music therapy in reducing parenting stress, and anxiety and improving the secure attachment style of anxious children, it is suggested that children should take effective measures and children's music experts to develop educational and health programs for anxious children.

The objective of the present study was to determine the effectiveness of resilience-based training for mothers on reducing parenting stress and promoting resilience of 4-6 year-old children. This study was a quasi-experimental study with a pretest-posttest design. In this study, using convenience sampling method, 24 mothers with 4-6 year-old children in Meybod, who were studying at Nobahar Preschool Center during 2019-2020 were selected and randomly divided into experimental and control groups. The experimental group underwent children resilience training program for nine sessions of 90 minutes and the control group received no intervention. The participants in both groups completed Parenting Stress Index and Child and Adolescent Resilience Scale before and one week after the intervention. The results showed that resilience training for parents significantly reduced parenting stress and increased children's resilience.

Children comprise a major portion of the world's population. According to the latest report of the United Nations International Children's Emergency Fund (UNICEF) in 2020, there are about 1.9 billion children in the world, making 27% of the world's population. Hence, addressing their mental health helps them be mentally and physically healthy, and play their social role better (Hayden and Mash, 2014). Among the factors affecting child development, family is the first and most enduring element, which in almost all societies is considered a constructive factor and the cornerstone for development of the child's personality and future behaviors (Amiri and Kalkian, 2012). Among family members, mothers are the first person to build a close relationship with children, not only during the fetal period, but also after that. Due to the central role of mothers in the psychological and emotional development of children, mother’s mental health is one of the most fundamental factors that shape child's personality (Diaz, 2005). Parenting stress which most mothers experience in several areas of life related to parenting is the result of a perceived mismatch between parental demand and individual resources (Rabiee-Kenari et al., 2014). Such stress has not only negative impacts on maternal health, but also destructive effects on the child (Hughes et al., 2015). Resilience-based training is one of the important interventions to improve mothers’ mental health and reduce their stress (Shahriarimanesh et al., 2020). Studies have shown the effectiveness of resilience training for mothers on increasing psychological well-being and reducing maternal parenting stress (Halstead et al., 2018; Kaboudi et al., 2018; Ambrosio et al., 2021; Chitra et al., 2018; Tabatabaei et al., 2020). In addition, different theoretical models support resilience training for parents, especially mothers (McCobin, 1996; quoted by Sixbey, 2005; Tommy et al., 2012; Henry et al., 2015). However, in today's stressful life, no child is safe from stress and even children who are not exposed to stress experience pressures and expectations (Arianfar et al., 2016). Therefore, the importance of raising resilient children becomes clearer than ever. Hence, the objective of the present study was to investigate the effectiveness of resilience training for mothers with 4-6 year-old children on promoting and nurturing children's resilience and reducing parenting stress.

This study used a quasi-experimental design with pretest-posttest and a control group. The statistical population included all mothers with 4-6 year-old children in Meybod during 2019-2020. The sample consisted of 24 mothers whose children were studying at Nobahar Preschool Center. These mothers were selected by convenience sampling method and randomly divided into experimental and control groups. The participants first completed the Parenting Stress Index (PSI) (Abidin, 1983) and the Child and Adolescent Resilience Scale (Angar and Liebenberg, 2011). Then, the experimental group received a training program for promoting and developing children's resilience in nine sessions of 90 minutes, but the control group did not. One week after the last session, the same scales were given to the participants of both groups again. Data were analyzed with descriptive (frequency, mean and standard deviation) and inferential (multivariate analysis of covariance) statistical methods.

Table 1 shows a significant difference between the experimental and control groups in terms of the variables of parenting stress (F = 27.25, P<0.01) and children’s resilience (F = 37.21, P<0.01) in the post-test. In other words, resilience-based training reduced parenting stress and increased children's resilience, and the effect of the intervention on parenting stress and children's resilience was 0.44 and 0.69, respectively. This finding means that 44% and 69% of the changes in the variables of parenting stress and children's resilience were explained by group membership (resilience-based training), respectively.

The study results showed that resilience training for mothers was effective on reducing parenting stress. In other words, resilience-based training approach helps mothers become aware of their individual characteristics and abilities, use resilience as an internal resilient factor, and increase their power by learning problem-solving, and help their child act more effectively in the face of adverse conditions (Hosseini Ghomi and Jahanbakhshi, 2021). Also, the study results showed that resilience training for mothers was effective on increasing children's resilience. Resilience training can lead to the strengthening of abilities such as managing negative emotions, problem solving, and constructive thinking in mothers, which improves the parent-child relationship, and mothers encourage their children to do their favorite hobbies and activities, help improve self-efficacy and self-confidence, and finally promote and nurture their children's resilience (Fogarty et al., 2019). The limitations of the present study included recruiting only mothers and its cross-sectional nature. Therefore, it is suggested to conduct longitudinal studies to investigate if the effectiveness of this program sustains. It is also suggested to conduct studies on fathers and compare the results with the present study results. In addition, it is suggested that relevant counselors and specialists use intervention programs to increase parental resilience at schools, especially in regions that lack professional facilities and counselors.

The purpose of this study was to investigate the effect of education based on acceptance and commitment on parenting stress and cognitive flexibility of parents with preschool children. The design of the current research was quasi-experimental with pre-test, post-test and control group. The statistical method used to analyze the data was repeated measurement variance analysis (mixed design). 120 mothers who referred to the continuity center of Sari Municipality in 2018 were the research population. Two questionnaires of cognitive flexibility (Dennis and Vander Wall, 2010), parental stress questionnaire (Abidin, 1995) were the tools used in this research. In the first stage, among 60 mothers who received scores of 25-50% low in the questionnaires, 30 people were selected and were completely randomly assigned to two experimental and control groups. Educational classes based on acceptance and commitment were held in 8 sessions and the control group participated in classes with different content in 8 sessions. The time and place of the classes were on Mondays and Wednesdays in the Sari Municipality Continuity Hall. The results showed that education based on acceptance and commitment increases cognitive flexibility (effect size in time, 0.653) and (effect size in group, 0.331) and reduces parenting stress (effect size in time, 0.803) and (the effect size in the group is 0.416). It is concluded that education based on acceptance and commitment increases cognitive flexibility and reduces parenting stress of parents with preschool children. It is suggested to use the teaching protocol based on acceptance and commitment in schools, clinics related to education in the form of educational workshops with the aim of improving parenting styles and increasing children's adaptation.

Cerebral palsy is one of the most common movement disorders that make family functioning difficult. One of the most common problems that parents of these children face is parenting stress. These parents, especially mothers, need psychological and social support to cope with their children's disability and reduce their stress. Therefore, the present study was conducted with the aim of teaching resilience program on parenting stress for mothers of female students with cerebral palsy. The aim of this study was to teach resilience program of the mothers of the children with cerebral palsy on their parenting stress. Statistical data of the present study are all mothers with daughters with cerebral palsy studying in the first to sixth grades formed. From this statistical population, using - elementary) 7 to 12 years (Pooyesh Exceptional School in the academic year 2020-2021. From this statistical population, 30 people were selected using the purposeful sampling method after meeting the criteria for entering the research and were randomly assigned to the experimental (15 people) and control (15 people) groups. In this research, a quasi-experimental method was used with a pre-test, post-test and follow-up test with a control group. from both groups; A pre-test was conducted to determine their resilience and parenting stress. Then the experimental group received the resilience training program during 12 sessions. After two months, the follow-up test was performed in both groups. The research tools were the parenting stress scale of Barry and Jones (1995) and the resilience scale of Connor and Davidson (2003). Analysis of the data obtained from the research was done using mixed variance analysis. The results showed that there was a significant decrease in the parenting stress variable in the post-test and follow-up of the experimental group, this difference considering the 0 level.P≤01 (significance level corrected in Benferroni test for significance level 0.05) is significant; Therefore, the effect of resilience training on reducing parenting stress was significant and its effect was still stable after two months.

Considering the importance of parenting stress of mothers with mentally retarded children in their other roles, the aim of this study was determine the effect of family life education on parenting stress components of mothers with mentally retarded children in the parent domain.

This research was semi-experimental with pre-test and post-test design with a control group. The study population was mothers with mentally retarded children of Rasht city in the academic years 2017-2018. The research sample was 60 people who according to the inclusion criteria were selected by available sampling method and randomly replaced in two equal groups. The experimental group underwent of family life education for 12 sessions of 90 minutes and during this period the control group did not receive any education. To collect data were used from the researcher-made demographic information form and stresses of parenting index (Abidin, 1990) and analyzed by multivariate analysis of covariance method in SPSS-20.

The results showed that family life education led to reduce the components of parenting stress including feelings of competence, attachment, role restriction, and depression, relationships with spouse, health and social isolation in mothers with mentally retarded children in the parent domain (P˂0.05).

The results showed the effect of family life education on reducing parenting stress components. Therefore, therapists and health professionals can use family life education method along with other educational methods to improve family characteristics.

The present study examined and compared parenting stress and coping strategies of mothers of children with autism spectrum disorder and mothers of healthy children.

The statistical population of this study included all mothers of healthy children and mothers of children with autism spectrum disorder who referred to the centers for organizing, treating and rehabilitating autistic disorders in districts 5 and 6 of Tehran. Sample size was calculated by research background. The sample size included 50 mothers of healthy children and 50 mothers of children with autism spectrum disorder who referred to selected centers in districts 5 and 6 of Tehran Province who were participated in the study. Research instruments included the Gary Barry Jones (1995) Parental Stress Questionnaire and the Lazarus-Folkman (1985) Stress Coping Strategies Questionnaire. After the data had been collected, the data were analyzed by Multivariate Analysis of Variance and comparing the independent means of T between two independent groups.

According to the obtained means, the problem-oriented coping strategy of mothers of healthy children was significantly more than the problem-oriented coping strategy of mothers of children with autism spectrum disorders. Also, the emotion-coping strategy of mothers of healthy children was significantly less than the emotion-coping strategy of mothers of children with autism spectrum disorders.

The results showed that there was a significant difference between mothers of children with autism spectrum disorder and mothers of healthy children in terms of parenting stress and coping strategies usage. Therefore, both hypotheses of the present study were confirmed.

The aim of this study was to compare the parenting stress, negative emotions and cognitive emotion regulation strategies among mothers of children with and without learning disability. The study method was casual-comparative. The study population consisted of all mothers of children with and without learning disability (Each group of 90 mothers). The sample of study was chosen using the convenient sampling method. The measuring instruments were Questionnaires of learning disabilities (CLDQ), parenting stress (PSI), negative emotions (DASS) and cognitive emotion regulation (ERQ). The data was analyzed using multivariate analysis of variance. The results showed that the levels of parenting stress, negative emotions and maladaptive cognitive emotion regulation strategies mothers of children with learning disability were higher than m mothers of children without learning disability. Also adaptive cognitive emotion regulation strategies mothers of children without learning disability were higher than mothers of children with learning disability. Therefore, stress, negative emotions and maladaptive strategies of cognitive emotion regulation of these mothers can be predicted and prevented with the necessary training.

The purpose of this study was to investigate the effectiveness of parent-child interactive therapy on parenting stress and parenting self-efficacy in mothers of children with learning disabilities. Interactive Parent-Child Therapy A new approach to reducing child behavioral problems that relies on improving parent-child relationships. In this quasi-experimental study, 5 mothers of malestudents with learning disabilities at Maragheh Learning Disabilities Center in the academic year of 2019 were selected by convenience sampling and randomly assigned to experimental and control groups. The experimental group received two parent-child interactive treatments during two two-hour sessions. Data collection tools included parenting stress questionnaire and parenting self-efficacy questionnaire. Data were analyzed using multiple analysis of covariance in SPSS 23 software. After controlling for pre-test effects, there was a significant difference between the mean of post-test scores in each of the parenting stress and parenting self-efficacy variables (P <0.05). The results showed an increase in self-efficacy and a decrease in parenting stress in the experimental group (p <0.01). Parent-child interaction training is effective on mothers' self-efficacy and parenting stress in students with learning disabilities, and it is recommended that parents design educational sessions.

The present study aimed to compare parenting stress, externalizing and internalizing problems of preschool children in working and non-working Mothers. This descriptive study is causal-comparative. In this study, all mothers of preschool children aged 4 to 6 years old in nurseries of Tehran City were considered as the statistical population. The sample size consisted of 230 subjects (115 working and 115 non-working), who were selected via multistage cluster sampling method. In order to collect the data, all participants were asked to complete Abidin's Parenting Stress Index (PSI, 1990) and Achenbach Child Behavior Checklist (CBCL, 1991). Iindependent t-test, multivariate analysis of variance and SPSS22 software were used to analyze the data. The results showed that both groups of working and non-working mothers showed a high level of parenting stress; however, there was no significant difference between parenting stress in the two groups (P <0.05). Regarding the externalizing problems, there was a significant difference between the two groups. In terms of internalizing problems, although there was no significant difference between the total scores of two groups, the scores of two components i.e. emotional reactivity and sleep problems were significantly different (P <0.05).Based on the results, both working and non-working mothers face parenting stress and children's problems. Accordingly, it is recommended to design and provide therapeutic and preventive interventions to improve maternal stress and children's problems.

Mothers of children with Down syndrome face challenges which lead to increased parenting stress among these mothers. The present research was conducted by the aim of investigating the effectiveness of group positive psychotherapy on parenting stress among mothers of children with Down syndrome. in the frame of a semi-experimental study with pretest-posttest-follow up with control group design. Among mothers of children with down syndrome referring to Navide Asr extensive rehabilitation center in Tehran in 2018, a sample of 40 subjects were selected by purposeful sampling method and were assigned into experiment and control groups through random assignment method. In pretest, posttest and follow up stages, the participants of both groups completed Abidin’s Parenting Stress Index- Short Form(PSI-SF). Sessions of group weekly positive psychotherapy were held in eight 90-minute sessions for the participants of the experiment group, but the control group participants received no intervention until the end of the follow up stage. Variance analysis test with repeated measures in SPSSv20 was used for analyzing the data. results suggested that positive psychotherapy significantly decreased parenting stress among mothers of the intervention group and the results were sufficiently persistent in the one-month follow up stage (p < 0.01). results of the present research confirmed the effectiveness of positive psychotherapy in improving parenting stress among mothers of children with Down syndrome. The results affirm the importance of applying this intervention on psychological symptoms of mothers with Down syndrome and offering new perspectives in clinical interventions.

Patience has been strongly recommended in religious texts as a moral virtue and as a coping strategy. Patience, of course, has been psychologically described as a completely natural tendency to help one stay calm in the face of suffering and thus can be one of the most powerful personal resources (Schnitker, 2012). Past research has correlated patience with a wide range of positive psychological outcomes in different groups and has even reported a correlation between mothers' patience and their children’s positive psychological outcomes (e.g., Zare & Farmani, 2017; Khormaee et al, 2016; Khormaee et al, 2014). However, it remains unclear how psychological mechanisms or mediators can link patience to different psychological outcomes. In particular, the mediating variables in the relationship between parental patience - especially mother’s - and the different psychological consequences of children have not been studied yet. Of course, parenting stress, which refers to some kind of discrepancy between parenting needs and individual parenting resources (Essex et al, 2002), has always been introduced as a significant mediator between the parents’ mental statuses and the developmental consequences or behavioral problems of their child (Fredrikson et al, 2019). In fact, the amount of parenting stress demonstrates the extent to which the parent has tolerated or managed the parenting experience based on his or her own resources (Deater-Deckard, Li & Bell, 2016). However, despite repeated research showing the impact of parenting stress on children's behavioral problems, as well as studies showing the correlation between patience and various psychological outcomes, there has been no research to investigate the relationship between maternal patience and child behavioral problems, most specifically, through an examination of the mediating role of parenting stress. Therefore, the purpose of the present study was to investigate a model in which maternal parenting stress is introduced as a mediating variable in the structural relationship between maternal patience and child aggression.

The patience of the mother through parenting stress can predict the child's aggression.

The present research is descriptive (non-experimental) and the research design is a correlation model. The statistical population consisted of all the mothers of preschool children in the city of Kazerun. A sample of 200 mothers was selected from the cluster sampling method. To this end, five preschools were randomly selected and then from each center, two classes were randomly selected and all the mothers of the children in those classes were evaluated. However, after deleting questionnaires that were flawed, a final sample of 193 mothers was formed. The software used in this study was SPSS 22 Extended Abstracts of the Persian Articles in English and AMOS 22. The research tools consisted of Adult Patience Scale (APS), a short form of Parenting Stress Index (PSI) and Child Adaptive Behavior Inventory (CABI).

To determine the share of components of patience in predicting the child's aggression score and the mediating role of parenting stress, the statistical method of path analysis with structural equation modeling was used. The result showed that mother’s reflection is the only variable that directly leads to a negative and significant prediction of the child's aggression. However, maternal perseverance appeared as the only component to significantly predict maternal stress, and its impact was found to be negative. Parenting stress, in turn, positively and significantly impacted the prediction of child aggression.

Research findings showed that of the various components related to maternal patience, the mother’s delayed gratification and perseverance were the only predictors of the child's aggression score; while both variables had a negative impact on the dependent variable, the effect of the former was direct but the latter indirectly affected child aggression score through the mediation of parental stress. This finding is consistent with those of other studies, including Izadi Taame et al. (2009) and Khormaee et al. (2014). In order to justify this, one may consider the component of perseverance. Perseverance is a part of patience that returns to the person standing over time and not leaving the subject or position behind him. With Khormaee et al. (2014) showing a strong correlation between perseverance and hope for the future, it can be argued that the mother's perseverance made her hopeful to continue upbringing her child in spite of all parental problems and the child’s improper behavior. The study findings further indicated that the component delayed gratification directly predicts the child's aggression, negatively and significantly. In explaining this finding, one can also refer to the definition of the variable, which, refers to a kind of ability to delay the response. People with the ability to delay gratification, by recognizing their immediate and harmful emotions, endure the failures or discomforts arising from interpersonal relationships; In other words, such people by delaying their immediate responses at the time of aggression, try to find a more constructive solution to the problem. Accordingly, the direct impact of this feature of mothers on their children’s aggression can be justified in terms of the children modeling this behavior of their mothers in delaying their immediate responses to challenging situations.

Aim. The aim of this study was to investigate parent bbehavioral training on the parent-child interaction and parenting stress in mothers of children with attention deficit/hyperactivity disorder. Methods. The present research was a semi-experimental study with pre-test, post-test design and control group. The research population included all mothers of children with attention deficit/hyperactivity disorder referring to Atiyeh Psychology Clinic in 2018 academic year. The sample included 30 mothers who were selected using convenient sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 15 mothers. The experiment group participated in 10 sessions of parent management training (twice a week; each session lasted 90 minutes), while the control group did not. The used in this research were Piyanta’s Child-Parent Relationship Scale (1992) and Berry and Jones’ Parental Stress Scale (1995). Multivariate analysis of covariance was used by SPSS23 for analyzing the data. Results. The results showed that parent management training had a significant effect on the parent-child interaction and parenting stress in mothers of children with attention deficit/hyperactivity disorder. Conclusion. The parent management training can increase parent-child interaction and decrease behavioral problems of children with attention deficit/hyperactivity disorder; therefore, planning for make use of this program is of particular importance.

The present research was conducted to examine resilience fostering program impact on parenting stress, marital satisfaction and resiliency in parents of children with learning disability. The study was a quasi-experimental design with pretest-post-test and one control group. Thirty four parents were selected using random sampling and assigned to two experimental and one control groups. Abidin (1983), Houdson (1992) and Conner- Davidson (2003) Questionnaires were used to evaluate parenting stress, marital satisfaction, and resiliency respectively. Covariance analysis revealed that training resilience program could decline parenting stress and one of its subscales, i.e., parenting distress (P≤0.01). On the other hand, significant difference was observed between the two groups about parenting stress. Marital Satisfaction was not enhanced in the posttest and the follow up stage. But training could enhance resilience of experimental group. Accordingly, this study concluded that the resilience program could promote resilience and the quality of life in parents of children with learning disability.

The purpose of this study is to compare the parenting stress, happiness and cognitive flexibility mothers of children with intellectual and learning disabilities. The method of this study is causal-comparative. The population of this study included all mothers with intellectually disable children and learning disabilities in Rasht city in the year 2014. From this population, 100 mothers (50 mothers with intellectually disable child and 50 mothers with learning disabilities child) were selected as sample by using available sampling method. The tools used were Abidin parenting stress questionnaire, Oxsford Happiness and Denis and Vanderval cognitive flexibility questionnaire. Data analyzed using multivariate analysis of variance. The findings proved that there are significant differences between the two groups with positive correlation between parental stress, happiness and cognitive flexibility (p

The present study was to investigate the effectiveness of Parents Training Program on social skills of Children with Learning Disability and Parental Stress of their Mothers. 34 mothers of children with learning disability of Mashhad were selected by accessible sampling and divided into two groups. Abidin's parenting Stress index and Matson's social skills questionnaire were conduct as pre-test. The mothers of experimental group were attending in Parents Training Program for 12 sessions. Both inventories after training period conducted as post-test. These value was compared through covariance analysis. The results showed a significant difference between two groups as reduction of parental stress in mothers and increasing social skills in children with learning disability of experimental group compared with control groups. Thus, the effectiveness of Parents Training Program on decreasing the level of parental stress of mothers and increasing the social skills of children with learning disability was confirmed.

This study investigated the training effectiveness of positive parenting program on mothers’ stress with Attention Deficit Hyperactivity Disorder.

In this study 24 mothers with ADHD children were chosen and were equally assigned to two control and experimental groups. In addition to common medical treatments for both groups, experiment group was presented with positive parenting training for 8 sessions of 2 hours per week. Instrument was parenting stress questionnaire with 101 questions in 3 stages. Data were analyzed using analysis of variance with repeated measure.

The results show that the positive parenting program reduced stress of children’s mothers with ADHD.

It is suggested that this method could improve the parent’s mental health, be taught to mothers inconjunction with conventional methods.

This ex post facto research was set to study the association of stress, religious attitude, and knowledge with maternal acceptance for sons with mental retardation (MR). 107 mothers were selected using a multistage cluster method (stage: exceptional schools of boys; and stage 2: class). Parenting stress index, religious attitude scale, and inventory of MR knowledge was administrated. ANOVA and multiple regression analysis displayed that mothers with higher parenting stress were less acceptant. Also, acceptance was significantly different among three SES levels. More religious mothers were highly acceptant, and mothers with more knowledge about MR were also more acceptant. The findings showed that more religious mothers experienced less parenting stress. On the other hand, mothers with more knowledge about MR experienced less parenting stress. This study revealed that a significant relationship exists between parenting stress, religious attitude, knowledge about mental retardation and acceptance by mothers.