جستجوی مقالات مرتبط با کلیدواژه "restraint" در نشریات گروه "پزشکی"

Parenting is a major factor in the development of children, which is inappropriate alongside family conflicts and lacks of warm and positive relationship with parents a strong prediction to create and stay. Behavioral problems are in children. On the other hand, the issue of self-restraint in childbearing and raising it at an early age is very important that mothers should receive the necessary training and raise their children. In this research, self-efficacy of the mother refers to the beliefs and differences of a mother from her abilities to regulate and execute a series of child-rearing tasks. The purpose of this study was to determine the effectiveness of positive parenting education in the development of self-restraint in children and its effect on the effectiveness of mothers of primary school children.

The quasi-experimental research is a pretest-posttest with control group The sample of the study consisted of 30 mothers of elementary school children (second grade elementary schools) in Yazd province in the academic year of 2017-2018, which were matched based on age and gender characteristics and were randomly assigned to experimental and control groups Both groups completed the parental self-efficacy and perceived self-control questionnaire in the pre-test. The members of the experimental group received a positive psychological approach for 3 weeks, 2 weeks each week and each session for 2 hours in the childchr('39')s educational program, and finally, after the intervention, both questionnaires were divided into two experimental and control groups Post-test was carried out.

The results of single-variable covariance analysis showed that the F (F1, 27=2.44, P=0.16) for independent variable (group) effect on self-restraint score was not statistically significant. As a result, this research hypothesis is rejected. That is, teaching the principles of parenting with the positive psychological approach does not improve the restraint of the children, but the results of the single-variable covariance analysis show that the F (F1,27=35.31, P=0.000002) for the independent variable (group) effect on the score Self-efficacy of parental parenting has been statistically significant.

That is, the teaching of parenting principles with positive psychological approach improves the parenting self-efficacy of primary school children, therefore, positive psychology is a more effective method for increasing parent self-efficacy and can be used.

The deficiencies in social adequacy and self–esteem skills in Down's syndrome children have prevented them from having adequate behaviors in social situations and lacking interpersonal interactions. The purpose of this study was to investigate the effectiveness of teaching the theory of mind on the social adequacy and self–sufficiency of Down syndrome in the first and second elementary schools of Yazd in the academic year 2017–2018.

This is a semi–experimental design with pretest–posttest design with control group. The statistical population of all children was Down syndrome in Yazd city, in which 24 children with Down syndrome were selected by available sampling method and randomly divided into two experimental and control groups (each group was 12). The social skills questionnaire (Gersham and Elliott, 1990), using social competency tests (Prandin, 2006) and the subscale of self–restraint of social skills questionnaire (Gersham and Elliott, 1990), were assessed in both pretest and posttest. Twelve sessions of mind theory training were conducted for the experimental group. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential (covariance analysis) by SPSS21 software.

The results showed that training of mind theory had a significant effect on social adequacy (p<0.001) and restraint (p<0.001) in children of experimental group.

According to the results, teaching the theory of mind improves the social adequacy and self–control of children with Down syndrome.