The Effectiveness of Parent-Child Interactive Therapy on Parenting Stress and Parenting Self-efficacy of Mothers of Children With Learning Disabilities

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Humanities Sciences, Maragheh University, East Azerbaijan, Iran

2 Assistant professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran

10.32598/JLD.10.3.7

Abstract

Objective: This study aimed to investigate the effectiveness of parent-child interactive therapy on parenting stress and parenting self-efficacy in mothers of children with learning disabilities.  
Methods: In this quasi-experimental study, 5 mothers of male students with learning disabilities in Maragheh city Learning Disabilities Center in the academic year of 2018-2019 were selected by convenience sampling and randomly assigned to experimental and control groups. The experimental group received two parent-child interactive treatments during 2 two-hour sessions. Data collection tools included a parenting stress questionnaire and a parenting self-efficacy questionnaire. Data were analyzed using multiple analyses of covariance in SPSS software v. 23. After controlling for pre-test effects, there was a significant difference between the mean post-test scores in parenting stress and parenting self-efficacy variables (P<0.01).
Results: The results showed increased self-efficacy and decreased parenting stress in the experimental group (P<0.01).
Conclusion:  Parent-child interaction training affects mothers’ self-efficacy and parenting stress in students with learning disabilities, and it is recommended that parents design educational sessions.

Keywords

References

خرمایی، فرهاد؛ عباسی، مسلم و رجبی، سعید. (1390). مقایسه کمالگرایی و تعلل ورزی در مادران  دانش آموزان با و بدون ناتوانی یادگیری. مجله­ی ناتوانی های یادگیری، 1(1)، 60-77.
رضایی، فاطمه؛ غضنفری، فیروزه و رضاییان، مهدی. (1396). اثربخشی آموزش گروهی والدگری مثبت بر استرس و خودکارآمدی والدگری مادران و مشکلات رفتاری دانش آموزان کم توان ذهنی. مجله دانشگاه علوم پزشکی تربت حیدریه، 5(1): 7-16.
رهبر کرباسدهی، ابراهیم؛ حسین خانزاده، عباسعلی و رهبر کرباسدهی، فاطمه. (1396). تأثیر آموزش شناختی- رفتاری مدیریت خشم بر بازداری پاسخ دانش‌آموزان با اختلال سلوک. تعلیم و تربیت استثنایی، 3(146)، 9-14.
سیدنوری، سیده زهرا؛ کافی، سید موسی؛ حسین خانزاده، عباسعلی و کریمی لیچاهی، رقیه. (1393). مقایسۀ سلامت عمومی و رضایت زناشویی در مادران کودکان با ناتوانی های یادگیری و عادی، مجله مطالعات ناتوانی، 11(1) ، 119-127.
سیف­نراقی، مریم و نادری، عزت­اله. (1395). نارسایی­های ویژه یادگیری. تهران: نشر ارسباران.
معین­الغربائی، فاطمه؛ اسلامی، معصومه و فدائی، مهدی. (1394). شیوع ناتوانی‌های خاص یادگیری در دانش‌آموزان دوره ابتدائی استان خراسان شمالی. مجله ناتوانی­های یادگیری، 5(1)، 101-124.
Abidin, R. R. (1992). The determinants of parenting behavior. Journal of Clinical Child Psychology, 21(4), 407-412.
Akguun, E., & Yeşilyaprak, B. (2010).  Effectiveness of the training program in improving mother child relationship through play, Public Health Nursing, 43(2), 123-147.
Badihi, M. (2010).  The effectiveness of child parent relationship therapy on stress, parental acceptance and attention deficit/ hyperactivity disorder, Semnan Uni.
Barlow, J., Bergman, H., Kornor, H., Wei, Y., & Bennett, C. (2016). Group-based parent training programmes for improving emotional and behavioural adjustment in young children. The Cochrane Database of Systematic Reviews, 17(3), 36-80.
Bjorseth, A., & Wichstrom, L. (2016). Effectiveness of parent-child interaction Therapy (PCIT) in the teatment of Yggng children Behavior problems. A randomized controlled study. Plos One, 11(9), 59-45.
Bradley, R.H., Corwyn, R.F., Burchinal, M., McAdoo, H.P., & Garcia Coll, C. (2001). The home environments of children in the united states Part II: Relations with behavioral development through age thirteen. Children Development, 72(6), 1868-1886.
Deater-Deckard, K. (2004). Parenting stress. Yale University Press.
Edwards, N.A., Sullivan, J.M., Meany-Walen, K., & Kantor, K.R. (2010). Child parent relationship training: Parents' perceptions of process and outcome. International Journal of Psychology Treatment, 19(3), 159-173.
Foley, Y. C., Higdon, L., & White, J. F. (2006). A qualitative study of final therapy: parents voices. International Journal of Play Therapy, 15(1), 37- 40.
Heiman, T., & Berger, O. (2008). Parents of children with Asperger syndrome or with learning disabilities: Family environment and social support. Research in Developmental Disabilities, 29(4), 289–300.
Hogan, D.P., Shandra, C.L., & Msall, M.E. (2007). Family developmental risk factors among adolescents with disabilities and children of parents with disabilities. Journal of Adolescence, 30(6), 1001–1009.
Kamaruddinm K., Abdullah, C. A. & Idris, M. N. (2017). Integrating ICT in teaching and learning: A preliminary study on Malaysian Private Preschool. International Journal of Academic Research in Business and Social Sciences, 7(11), 1236-1248.
Karande, S., & Kulkarni, S. (2009). Quality of life of parents of children with newly diagnosed specific learning disability. Journal of Postgraduate Medicine, 55(2), 97-103.
Khorrami, F., Abbasi, M., & Rajabi, S. (2011). Comparison of perfectionism and procrastination in mothers of students with and without learning disabilities. Journal of Learning Disabilities, 1(1), 60-77. (Persian)
Kidron, M., & Landreth, G.(2010).  Intensive child parent relationship therapy with Israeli parents in Israel. IJPT,19(2),  64-78.
Landreth, G.L., Ray, D.C., & Bratton, S.C.(2009). Play therapy in elementary schools. Psychology in the Schools, 46(3), 281-289.
Lardieri, L.A., Blacher, J., Swanson, H.L. (2000). Sibling relationships and parent stress in families of children with and without learning disabilities. Learning Disabilty, 23(2), 105–116.
Lee, M-K., & Landreth, G.L.(2003).  Filial therapy with Immigrant Korean parents in the United States. International Journal Psychology Treatment, 12(2), 67-85.
Moinalghorabaie, F., Islami, M., Fadaee, M. (2015). Prevalence of learning disabilities among primary school students in north khorasan province. Journal of Learning Disabilities, 5(1), 101-124. (Persian)
Moideen, N. & Mathai, S. M. (2018). Parental stress of mothers of children with learning disabilities. Journal of Arts, Science & Commerce, 2(4), 1-4.
Pearson, V., & Chan, T.W. (1993). The relationship between parenting stress and social support in mothers of children with learning disabilities: A Chinese experience. Social Science Medicine. 37(2), 267–274.
Pirnia, B., Rasoulzadeh Tabatabaei, S.K., Pirkhaefi, A., & Soleimani, A. (2017). Comparison of the effectiveness of two cognitive-behavioral and mother-child interactive therapies on anxiety of children with under-methadone treatment mother. International Journal Psychology, 23(2), 136-147.
Pirnia, B., Soleimani, A., Teimouri, M., Najafi, E. (2017). Psychotherapy in children, examining the effectiveness of parent-child interaction therapy on depression, anxiety and stress symptoms in children, a randomized clinical trial. International Journal of Psychology, 11(2), 5-25.
Rahbar Karbasdehi, E., Hossein Khanzadeh, A., Rahbar Karbasdehi, F. (2017). The effect of cognitive-behavior anger management training on response inhibition in students with conduct disorder. Exceptional Education, 3 (146), 9-14. (Persian)
Rezaei, F., GHazanfari, F., & Rezaeean, M. (2017).  The effectiveness of positive parenting program in parental stress and self efficacy of mothers and behavioral problems of students with educable mental retardation. University of Torbat Heidarieh, 5(1): 7-16.   (Persian)
Seif Naraghi, M., & Naderi, E. (2016). Special learning disabilities. Tehran: Arasbaran Publishing. (Persian)
Seydnouri, Seyyed Zahra-Kafi, Seyyed Mousa; Hossein Khanzadeh, A. A., Karimi Lichahi, R. (2014). Comparison of general health and marital satisfaction in mothers of children with learning disabilities and normal disabilities studies, Journal of Disability Studies, 5(11), 119-127. (Persian)
Talee, A., Tahmasian, K., & Vafaee, N. (2012). Effectiveness of positive parenting programs on maternal self-efficacy. Journal of Family Research, 27(1), 311-323.
Topham, G.L., Wampler, K.S., Titus, G., & Rolling, E. (2011). Predicting parent and child outcomes of a filial therapy program. IJP, 20(2), 79-93.
Webb, H.J., Thomas, R., McGregor, L., Avdagic, E., Zimmer-Gembeck, M.J. (2016). An evaluation of parent-child interaction therapy with and without motivational enhancement to reduce attrition, 46(4), 537-555.
Wethington, H.R., Hahn, R.A., Fuqua-Whitley, D.S., Sipe, T.A., Crosby, A.E., Johnson, R.L, et al. (2008). The effectiveness of interventions to reduce psychological harm from traumatic events among children and adolescents. American Journal of Prevalence Medica, 35(3), 287-313.
Wichstrom, L., Penelo, E., Rensvik Viddal, K., de la Osa, N., & Ezpeleta, L. (2018). Explaining therelationship between temperament and symptoms of psychiatric disorders from preschool to middle childhood: hybrid fixed and random effects models of Norwegian and Spanish children. Journal of Child Psychology and Psychiatry, 59(3), 285-295.

Files

Share

How to cite

Statistics