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

This study aimed to explain the effectiveness of treatment based on a modified pattern of parent-child interaction, sleep quality, and communication with parents and peers in children aged 9-12 years with Internet addiction. This was a quasi-experimental study using pretest/posttest with a control group. The statistical population of this study consisted of all 3617 students aged 9-12 years studying in selected schools in Kerman in the academic year 2000-2001. Of these, 99 students obtained Internet addiction scores, and 72 students were randomly selected and divided into case and control groups. Data were collected using the Pittsburgh Sleep Quality Index (PSQI) and the Attachment Questionnaire. The researcher then performed the research intervention for the experimental group. Data analysis was performed using SPSS software, descriptive and inferential statistical methods, and a parametric bread test. The results showed a decreased Internet addiction (before and after intervention as 88.14±4.04 and 75.14±5.44, respectively), improved sleep quality (before and after intervention as 1.75±2.62 and 0.5±0.77 0.0, respectively) promoted parent-child relationship (before and after intervention as 30.56±4.05 and 49.58±4.18, respectively), and promoted child-peer relationship (before and after intervention as 31.83±4.78 and 6.19 ±37.5, respectively) in the intervention group (p<0.05). The current treatment improved parent-child and peer-child relationships, reduced Internet addiction, and improved sleep quality. Therefore, it can be used to create a safe attachment for the child and reduce the dependence on the Internet and its consequences.

Externalizing disorders are common in children and appear in preschool and school ages. The disorders include Attention Deficit Hyperactivity Disorder (ADHD), Conduct Disorder (CD), and Oppositional Defiant Disorder (ODD), whose symptoms have a negative impact on the interaction between children and parents. One of the effective and well–known treatments to reduce children's behavioral problems is cognitive–behavioral therapy (CBT). This therapy is one of the extensive non–medicinal approaches. It is essential to intervene with children with externalizing disorders as early as possible before their maladaptive behaviors become increasingly stable and destructive. Education should start with mothers because of the parent's role, especially mothers, who interact and communicate most with children. The present study investigated the effectiveness of a package of cognitive–behavioral interventions centered on mothers with children with externalizing problems in improving child–parent interaction.

This quasi–experimental study employed a pretest–posttest and a two–month follow–up design with a control group. The study subjects were 30 mothers with children with externalizing problems who were chosen by convenience sampling. Then, they were randomly assigned to the experimental and control groups. The research tools were the Parent–Child Relationship Scale (PCRS) (Pianta et al., 1997) and mother–centered cognitive–behavioral intervention (CBT). The program was implemented in two main stages, including the main framework of cognitive behavioral therapy and the combination of this framework with the behavioral characteristics of children and the problems of mothers with children with externalizing behavioral disorders. The experimental group received CBT intervention for twelve 120–minute sessions, but the control group did not receive any intervention. Descriptive statistics (mean, standard deviation, frequency, and percentage) were used to describe the obtained data. For data analysis, analysis of variance with repeated measurements and post hoc Bonferroni test were used. All analyses were done using SPSS version 24 software. The significance level of statistical tests was considered 0.050.

The results showed that the group effect, the time effect, and the interaction effect of time and group on the variables of conflict and dependence and positive relationship were significant (p<0.05). In the experimental group, in the variables of conflict and dependence, the average scores of the posttest and follow–up stages were significantly reduced compared to the average scores of the pretest stage (p<0.001). Also, in the variables of conflict (p=1.000) and dependence (p=0.323), the difference between the scores of the posttest and follow–up in the intervention group was not significantly different, indicating the stability of the treatment effects over time. In the experimental group, in the positive relationship variable, the average scores of the posttest and follow–up stages increased significantly compared to the average scores of the pretest stage (p<0.001). Also, the difference between the scores of the posttest and the scores of the follow–up in the intervention group was not significant, indicating the stability of the treatment effects over time (p=0.319). However, in the control group, in the mentioned variables, the difference between the scores of the pretest stage and the scores of the posttest and follow–up stages was not significant (p>0.05)

According to the research findings, the mother–based cognitive behavior intervention (CBT) effectively improves the parent–child relationship. This therapy, as an effective and beneficial intervention, is suggested for families with children with externalizing disorders. 

The purpose of this research was to investigate theeffectiveness of drama therapy with finger puppets on the parentchild relationship and empathy of children (4-6 years old) in Isfahan.

The present research method was basedon semi-experimental research with pre-test, post-test, and followup with a control group. The participants included all the childrenaged 4-6 in Isfahan. With regard to the Covid-19 situation, datacollection was done with the availability method and onlinequestionnaire. Finally, 30 children were selected randomlyaccording to inclusion and exclusion criteria and divided into twosimilar groups (the experimental group and the control group). Datacollection instruments were the Parent-Child Relationship Survey(PCRS) of Fine & et.al and the Child Empathy Question (EQ)Systemizing Quotient (SQ) of Auyeung & et.al Questionnaire.SPSS-23 software was used for analyzing the data. Descriptivestatistical methods such as mean, standard deviation, and indexes ofthe inferential statistic of variance analysis have been used withrepetitive measures.

It was demonstrated that the mean of the experimentalgroup has increased in the parent-childr elationship in comparisonwith the control group. Therefore, it should be mentioned that dramatherapy was effective in the parent-child relationship and empathyof children (aged 4-6) in Isfahan (p≤0.05).

It is concluded that with drama therapy, empathy canbe achieved besides the creation of an efficient and positiverelationship between the child and his/her parent. Besides that,educational centers, and psychological clinics can apply dramatherapy as a practical method to treat behavioral problems aongchildren.

It seems necessary to identify the components affecting the treatment and to develop a comprehensive, flexible, family-oriented eclectic model that is compatible with each family. Therefore, the aim of this study was to develop an eclectic family-centered model and compare its effectiveness with the treatment of parent-child interaction in improving the parent-child relationship of children with autism.

The present study was an experimental one; a pre-test-post-test design was run in this study. The participants of this study included all mothers of children with autism spectrum disorders in Tehran Autism Medical Center in Tehran City, Iran. Thirty-six people with targeted sampling were selected and randomly replaced in three groups: the parent-child interaction program (PCIT), eclectic family-centered model, and control groups. In this study, Pianta child parent relationship scale (CPRS) was used and statistical analysis of covariance with SPSS-16 software was used to analyze the data.

The results of this study showed that there was a significant difference between the mean of the parent-child relationship variable in the family-centered eclectic model group compared to the parent-child interaction therapy (PCIT) and the control group. Family- centered eclectic model in comparison to the parent-child interaction therapy (PCIT) was more effective in improving parent-child relationships in terms of intimacy and dependence.

As a result, the eclectic family-centered model can be considered as a more appropriate alternative for psychological interventions to improve the parent-child relationship in mothers of children with autism.

Visual impairment is accompanied by side effects and problems that can affect the person’s mental and physical health. The purpose of this study was to scan the studies on the effects of sensory-motor rehabilitation and space-perception with a focus on parent-child interaction and fear of movement in children with visual impairment.

The analysis of data in this project was done by the synthetic scan. The methodology was based on gathering, classifying, and summarizing data in studies on sensory-motor rehabilitation and space-perception with a focus on mother-child interaction and fear of motion in children with a visual impairment from 2007 to 2021 in articles found on databases, such as Eric, Ebsco, Google Scholar, Scopus, ScienceDirect, PubMed, Magiran, SID, Ensani, IranDoc, and Noormags with searching keywords, such as sensory-motor rehabilitation, space-perception, fear of movement, and children with visual impairment. In the primary search, 72 articles were chosen and then, 15 articles were chosen from them based on their title being sensory-motor rehabilitation and space- perception in children with visual impairment. 

The results showed that this treatment is suitable for decreasing motion fear in children with visual impairment. Also, sensory-motor rehabilitation and space-perception can improve motion fear factors, such as motivation, parent-child relationship, physical awareness, imitating others’ behavior, and orientation and mobility skills..

By evaluating studies, it is figured that sensory-motor rehabilitation and space-perception with a focus on mother-child interaction is one of the supplementary treatments for children with visual impairment and will eventually decrease motion fear in children so that they can commute independently.

Hearing loss is one of the most common childhood disorders, which greatly impacts communication and the development of speech and language skills. In recent years, researchers have emphasized the importance of timely intervention in the treatment and rehabilitation of hearing loss from the beginning of infancy. Cochlear implantation is one of the promising therapies recently developed for deaf children. The age of diagnosis and intervention has also received much attention recently, and the reduction in the age of diagnosis to the first week after birth, as well as the decrease in cochlear implantation age to ten months, is a testament to this development. The effect of music therapy in the field of complementary therapies has also been expanded. Therefore, the present study aims to develop an educational program based on music therapy and the content of lullabies and motion and rhythmic songs. Then, we examine the effectiveness of this program on communication skills and parent–child interaction for deaf cochlear implantation children under the age of three years.

This research method was quasi–experimental with a pretest–posttest design with a control group. The present study population comprised all pairs of Iranian hearing mothers and their deaf children with cochlear implants (less than three years old, prelingual stage). A total of 22 couples were selected by a purposive convenience sampling method from those referring to Rasul–e Akram Implantation Center (ten couples in the experimental group and twelve couples in the control group). The study data in the pretest and posttest were gathered via Category of Auditory Performance (CAP–II) (Archbold et al., 1995), Speech Intelligibility Rating (SIR) Scale (Allen et al., 1998), and Parent–Child Interaction Scale (Pianta, 1994). The experimental group participated in sessions performed with lullaby content and rhythmic and movement songs in the sensory integration room of the Cochlear Implant Center of Rasoul–e–Akram Hospital. The control group only received the usual rehabilitation program in the center and the cities where they lived. To analyze the obtained data, descriptive statistics (mean and standard deviation) and inferential statistics (univariate covariance analysis) were used to investigate the difference between pretest and posttest scores and the difference between groups. Data analysis was done in SPSS software version 23 at a significance level of 0.05.

By removing the effect of the pretest, the communication skills of the experimental group compared with the control group showed a significant difference in the variables of listening comprehension (p<0.001) and speech intelligibility (p<0.001). Parent–child interaction was not significant in the subscales of closeness, dependence, and conflict reduction. Only in the proximity subscale the effect size was between low and medium with a value of 0.11, and it was also improved in the qualitative assessment of parents.

The research findings showed the effectiveness of the educational program of lullabies and movement and rhythmic songs in increasing listening comprehension and speech intelligibility and at least on one of the components of the parent–child interaction scale, i.e., closeness. Therefore, it can be a valuable educational program to increase the learning of other exceptional group disorders.

Attention deficit / hyperactivity disorder has negative effects on children's behavior. The aim of the present study is to compare the effectiveness of field information model and child-parent relationship therapy on reducing ADHD symptoms in children in Isfahan.

The present study was a randomized controlled clinical trial. The statistical population of this study was children aged 5 to 6 and their mothers living in Isfahan in 2018-2019. Thirty patients were selected as a sample by available sampling and then randomly assigned in two experimental groups and a control group were placed. The Pediatric Symptoms Questionnaire (Gadow and Sprafkin, 1984) was used to screen children. Data analysis was performed by univariate analysis of covariance and LSD test with SPSS 22 software.

The results showed that there was a significant difference between the experimental and control groups (F=103.100, p≤0.05). In other words, this program are effective in reducing the symptoms of attention deficit in the post-test stage.

The present study concludes that these program can be used as an effective intervention.

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 child-oriented mindfulness skills 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 child-oriented mindfulness skills (Burdic, 2017) during two-and-a-half 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, Parent child relationship scale or PCRS by and social skills questionnaire. The data from the study were analyzed through ANCOVA method via SPSS23 software.

The results showed that training child-oriented mindfulness skills have significant effect on the parent-child interaction (0.57) and social behaviors (0.50) of the children with low self-control (p<0.001).

According to the findings of the present study it can be concluded that training child-oriented mindfulness skills 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 mindful emotions and thoughts and being in the present time.

Social problems are one of the most prominent features of children with attention deficit/hyperactivity disorder (ADHD). The present study aims to compare the effectiveness of parental education based on Field’s Verbal Information Model and play therapy based on parent-child interaction on increasing social skills of children with AHDH in Isfahan, Iran.

This was a randomized controlled trial in which the statistical population consisted of 5 to 6-year old children with ADHD and their mothers in 2018-2019 who were selected via the purposive and convenience sampling method from counseling and psychological services centers. The subjects were randomly divided into two experimental groups and one control group. The Child Symptom Inventory-4 (CSI-4) was employed for screening children and Social Skills Rating System (SSRS; Gresham & Elliott, 1990) for data collection. Data were analyzed using the analysis ofcovariance (ANCOVA) test.

The results showed that there was a significant difference in social skills of children with ADHD, between the group of intervention based on verbal information and parent-child interactive play and control group (P = 0.0001). In addition, there was a significant difference between the group of intervention based on field verbal information and interactive play (P = 0.0001). Given the mean scores of social skills, the effect of interactive play was higher than (M = 60.23) interventions based on the Field’s verbal information.

The results indicated that both interventions were effective on increasing social skills of children with ADHD. Therefore, the abovementioned methods can be used in counseling and psychological services and parent-child training workshops to enhance the social skills of children with attention ADHD.

Externalizing problems are associated with numerous unpleasant consequences, i.e., among the most frequent reasons for children’s referral to mental healthcare centers. Various factors were proposed respecting this issue’s etiology, ranging from genetic to environmental and familial features. However, mother-child interactions, and especially the mother-child discourse during preschool can impact the formation or reduction of numerous problems in such children. As per different theories, the components of the mother-child discourse are related to the child’s mental representations of attachment as well as the child’s narrative coherence ability. However, few interventions focusing on children’s behavioral problems have particularly addressed the significance of mother-child discourse. Therefore, the present study aimed to investigate the effects of a formulated intervention based on the mother-child discourse model on reducing externalizing problems by reducing negative mental representations and increasing the narrative coherence of children with externalizing problems.

This was a quasi-experimental study with a pretest-posttest-follow-up and a control group design. The statistical population of the study consisted of 4- to 6-year-old children with externalizing problems in the kindergartens of the Welfare Organization of Tehran City, Iran, and their mothers in 2018. Twenty-six mother-child couples whose children had externalizing problems were selected using the convenience sampling method. After homogenization based on demographic variables (children’s age & gender, and the educational level & occupation of the mothers), they were randomly divided into two groups; 15 couples were assigned per group. At the end of the study, 3 couples in the experimental group (n=12 couples( and 4 couples in the control group )n=11 couples( were excluded. The inclusion criteria of the research for the mothers included having a diploma and the lack of anxiety disorders and depression based on the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5); for children, the same was an age range of 4 to 6 years, receiving a score within the range of externalizing problems (65-69) according to the Child Behavior Checklist (CBC; Achenbach & Rescorla, 2001), and not taking psychiatric drugs. Then, the children were assessed by the CBC concerning externalizing problems. Moreover, the MacArthur Story Stem Battery (Emde et al., 2003) was applied to examine the negative mental representations of attachment and narrative coherence in them. Furthermore, the intervention sessions were entitled "intervention based on mother-child discourse", i.e., a short-term approach to reduce externalizing problems in children. This package was prepared under the supervision of child psychologists; the content validity method was used to validate the package. The study was conducted in seven 2-hour weekly sessions with 4 sessions for mothers and 3 sessions for the mothers and children. Repeated-measures Analysis of Variance (ANOVA) and Bonferroni posthoc test were used for data analysis in SPSS at the significance level of 0.05.

The repeated-measures ANOVA data revealed that the main effect of time was significant on externalizing problems (p<0.001), the negative mental representation of attachment to the mother (p<0.001), and the child’s narrative coherence (p=0.020). Moreover, the main effect of intergroup was significant on externalizing problems (p=0.040) and the negative mental representation of attachment to the mother (p<0.001). Accordingly, the mean scores of the experimental and control groups were significantly different; however, children's narrative coherence was not significantly different between the two groups, suggesting that the change over time was the same for both study groups. Besides, the intervention for externalizing problems (F1.22=116.89, p<0.001, Ƞ=0.84), the negative mental representation of attachment to the mother (F1.22=165.00, p<0.001, Ƞ=0.82), and the child’s narrative coherence (F1.22=5.90, p<0.020, Ƞ=0.21) were significant. In terms of externalizing problems, the difference between pretest and posttest stages (p<0.001), and pretest and follow-up steps (p<0.001) was significant; however, there was no significant difference between the posttest and follow-up stages, indicating the persistence of the intervention (p=0.460). Respecting negative mental representation, the difference between pretest and posttest stages (p<0.001) and pretest and follow-up steps (p<0.001) was significant; however, there was no significant difference between the posttest and follow-up stages, reflecting the persistence of the intervention effects (p=0.170). There was a significant difference between pretest and posttest (p=0.010) and pretest and follow-up stages (p=0.040) in narrative coherence; however, there was no significant difference between the posttest and follow-up stages, demonstrating the persistence of the intervention effects (p=0.560).

According to the present research results, the intervention based on the mother-child discourse model was useful for reducing externalizing problems, reducing negative mental representations, and increasing the narrative coherence of children with externalizing problems.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder. Its treatment specifically needs parental training. Most parents of children with ADHD show revengeful and confrontational behavior towards them and use ineffective parenting strategies that may increase the symptoms of this disorder and influence the parent-child interaction.

Regarding the subject of this research, the exploratory mixed methods design was used. First, at the qualitative stage, problems of children with ADHD and problems of their parents were identified and encoded through content analysis and review of articles and books. Then, educational and therapeutic models and programs related to these problems were investigated. Next, the qualitative findings were used to create a parenting model. At the quantitative stage, this model was taught to 10 mothers of children with ADHD over 16 two-hour sessions for two months. Then their parent-child interaction was compared with the control group. Purposive sampling was used at the qualitative stage. The sample was selected by purposive sampling at the quantitative stage and then randomly assigned to either the experimental or control group (10 per group). Child-Parent Relationship Scale (CPRC) (Pianta, 1992) was used as the study tool. Data were analyzed by repeated-measures ANOVA at 95% confidence level with SPSS20.

In content analysis, 10 themes and 50 sub-themes in the area of problems of children with ADHD were identified and then the sessions were organized based on them. Results of quantitative stage showed that the mean difference of the total score and all the sub-scales (conflict, positive relationship, and dependency) was significant at pretest, posttest and follow-up stages (P<0.05), indicating that multidimensional parenting model training can enhance parent-child interaction.

Results showed that multidimensional parenting model training (based on the problems of children with ADHD) is more suitable for the etiology and symptoms of this disorder and it is a mixture of different methods that have been shown to be effective based on different studies, so it can be effective on the enhancement of parent-child relationship.

Oppositional Defiant Disorder (ODD) is one of the most common behavioral disorders in children and adolescents. Genetic and environmental factors play equal roles in clinical manifestations of ODD. This disorder is very common in the pre-school and primary school children and significantly affects their academic performance and adaptation. This research aims to compare the effectiveness of cognitive-behavioral play therapy and parent-child interaction therapy on the executive functions and parent-child interaction of children with ODD.   

This study was a quasi-experimental research with pretest-posttest control group design. The study population included all the 7 to 9-year old girls with ODD who were studying at grades one to three of the primary school in Tonekabon city during the academic year 2019-2020. Through random two-stage sampling, 39 students were selected as the study sample and then randomly assigned to two experimental groups and one control group (13 students per group). The first experimental group received eight 90-min sessions of play therapy and the second experimental group underwent twelve 90-min sessions of parent-child interaction training; while, the control group received no intervention. Child Symptom Inventory (Gadow & Sprafkin, 1994), Behavior Rating Inventory of Executive Function (Gioia et al., 2000), and Parent-Child Relationship Survey (Fine et al., 1983) were used for data collection. Data were analyzed by Analysis of Covariance.    

The results of the present study showed that there is a difference between the effectiveness of cognitive-behavioral play therapy and parent-child interaction therapy on behavior regulation skills (F=52.23, P=0.001) of children with ODD; But between the effectiveness of cognitive-behavioral play therapy and parent-child interaction therapy on metacognitive skills (F=11.71, P=0.001), positive emotions (F=6.77, P=0.005), identification (F=11.06, P=0.018), no disorientation in relation to the role (F=4.86, P=0.001), and communication (F=6.49, P=0.005), there is no difference.

It seems that by improving social cognition and facilitating self-regulation and behavioral inhibition in children, both therapies are effective on the executive functions and parent-child interaction in children with ODD.

Children of divorce experience many psychological and social problems during their future lives and they need to be trained and supported. Therefore, this study aimed to investigate and compare the effectiveness of Parent –Child Interaction and Adler-Dreikurs method on the quality of Parent-Child Relationship in divorced mother’s children.

The present study was a semi-experimental, pre-test, post-test, and control group. The statistical society included divorced mothers referred to psychology and counseling organization centers of Mashhad city during 2017. Among them, 60 parents with their children selected and randomly assigned into two experimental and control groups. The Parent-Child Interaction group received 15 sessions, Adler-Dreikurs approach trained for 10 sessions, and the control group did not receive any intervention. Data were collected using a Parent-Child Relationship Scale (PCRS) in three stages of pre-test, post-test and follow-up. For analyzing the data, analysis of variance with repeated measurement was performed using SPSS-21 software.

Multi factor analysis of variance with repeated measurements indicated that training the mothers in two Parent-Child Interaction and Adler- Dreikurs approaches improves the quality of parent-child relationship. The Adler-Dreikurs approach training was more effective than control and parent-child interaction groups.

The results indicated that using parent-child interaction and Adler-Dreikurs can improve the parent-child relationship, and the Adler-Dreikurs method is more effective.

Mentally retarded is accompanied with many problems including relationship difficulty with parents and behavioral problems, and one of the training methods for reducing behavioral and communication problems is parent-child interaction training. As a result, the aim of this study was determine the effectiveness of parent-child interaction group training on behavioral problems and mother-child relationship in mentally retarded children.

Present study was a semi-experimental with a pre-test and post-test design with control group. The research population was mentally retarded female students who referred to counseling and psychological services centers in Ahvaz city in the academic years of 2018-19. From them 24 people were selected by available sampling method and randomly assigned into two equal groups (each group 12 people). The experimental group trained 10 sessions of 60-minute with the method of parent-child interaction group training and the control group was placed on the waiting list for training. The research instruments were the questionnaires of Rutter’s behavioral problems (1967) and Pianta’s mother-child relationship (1994). Data were analyzed by SPSS-21 software and with univariate analysis of covariance method.

The findings showed that there was a significant difference between the experimental and control groups in terms of behavioral problems and mother-child relationship. In the other words, parent-child interaction group training led to reduced behavioral problems (F=61/794, P<0/001) and improved mother-child relationship (F=58/337, P<0/001) in mentally retarded children.

Based on the results, it is recommended that to use parent-child interaction group training along with other training methods for reduce behavioral problems and improve mother-child relationship in mentally retarded children.

Extensive efforts have been made in the field of child psychotherapy to involve parents in the treatment of children with psychiatric pathology syndrome. The present study was conducted to investigate and compare the effectiveness of Parent-Child Interaction Training and Adler-Dreikur Parenting Training on children’s clinical syndrome.

The present study was of semi-experimental design with pre-test, post-test, and control group. The statistical population included divorced mothers who were referred to counseling centers of 11th District in Mashhad city in 2017, among whom 60 mothers with their children were selected through purposeful sampling method and randomly divided into three groups of experimental and control groups. The Parent-Child Interaction group (N=20) received 15 sessions and Adler-Dreikurs group participants underwent 10 training session, the control group did not receive any intervention. For assessing of clinical syndrome, Child Behavior Checklist (CBCL) was used in pre, post, and follow-up stages. Data analyzed using repeated measure variances via SPSS software version 21.

The mean (SD) age of mothers and children in three groups were 32.2(4.5) and 9.0(1.5) in Parent-Child Interaction group, 33.9(3.7) and 9.6(1.5) in Adler-Dreikurs group, and 32.7(4.2) and 9.0(1.4) in the control group. The mean (SD) score of clinical syndrome in the Parent-Child Interaction group was 170.5 (9.6) in the pre-test, which varied to 153.4 (13.0) in the post-test, and 155/9(9/0) in the follow-up (P<0.05). In addition, the mean (SD) score of clinical syndrome in the Adler-Dracis group, was 173.1 (19.1) in the pre-test, 134.9(8.1) in the post-test, and 136.6(11.0) in the follow-up (P<0.05). However, the clinical syndrome scores in the control group showed no significant differences in three stages of pre-test 169.1(14.4), post-test 163.5(9.5) and follow-up 165.9 (11.7). The mean (SD) scores of Adler-Dreikurs intervention decreased significantly more compared with the parent-child method.

The study showed that it is important to educate mothers based on two Parent-Child and Adler-Dreikurs approaches to reduce the clinical symptoms of children, and that the education of mothers based on Adler-Dreikurs approach was more effective.

Parents of children with autism usually experience high levels of anxiety and depression, and the parent-child interaction is worsening. The purpose of this study was to design and construct a social animation program for children with autism disorder and to investigate its effect on promoting parents' interaction with these children. The research method was quasi-experimental and in the framework of pre-test-post-test design. The sample consisted of 16 boys of children with autism spectrum disorder in the age range of 5-10 years old in Tehran in 2017 who were selected by convenient sampling method and then randomly assigned into two experimental and control groups. Then the children of the experimental group received a social animation program in 30 sessions per 1 hour. Parents responded in both groups before and after intervention to the parent child relationship scale (1994). To analyze the data at inferential level, multivariate covariance analysis was used. The results showed that there was a significant difference between the two groups in all the subscales of the test (conflict, closeness, dependency) (p <0.001). These findings indicate an increase in the parent-child interaction in the experimental group after intervention. Overall, the results show that the social animation program can improve and enhance the parent-child interaction, and can provide the opportunity to use the learned skills in real life by enjoying the learning and learning process.

The objective of this study was to design and examine the effectiveness of a parent-child relationship improvement program in reducing the externalized problems in children with Down's syndrome. A parent-child relationship improvement program was designed, followed by assessing its effectiveness in a random sample of pupils using a quasi-experimental research design with a pre-test, post-test and follow-up. The study population was all the pupils with Down’s syndrome in the schools for exceptional student in Tehran and their parents in the academic year 2016-2017. The parents and their children were divided into two experimental and control groups.
Thirty-six out of 56 mothers were screened based on a diagnostic interview and inclusion and exclusion criteria and completed the CBCL and parent-child relationship questionnaires in the pre-test, post-test, and follow-up stages. Data analysis was performed using the multivariate covariance analysis with repeated measurements. The results showed that the mean post-test scores were statistically significantly different between the control and experimental groups, the mean scores of the experimental group being lower than those of the control group, which indicates a positive effect of the family-centered intervention. Based on the findings, it is concluded that the parent-child relationship improvement program can reduce the subscales of conflict and dependence and increase the subscale of intimacy in the parent-child relationships. Moreover, it can also reduce behavioral problems in children with Down’s syndrome.