Effectiveness of Teaching Concepts of Reality Therapy on Parent-Child Conflicts and Self-Efficacy in Male Adolescents (original) (raw)
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2023
Aim: 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. Methods: 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. Results: 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. Conclusion: 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.
Journal of Pediatric Nursing, 2019
1 MA in Clinical Psychology, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 2 Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 3 Assistant Professor, Department of Psychology and Education for Children with Special Needs, University of Isfahan, Isfahan, Iran * Corresponding author: Ilnaz Sajjadian, Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. E-mail: i.sajjadian@khuisf.ac.ir
Ravānshināsī-i Afrād-i Istis̠nāyī, 2019
Intellectual and Developmental Disability is a disorder that affects individuals' adaptive and intelligent performance in practical, social, and conceptual areas. The present study aimed to compare the effectiveness of parenting education based on the Double ABCX model and compassion-based parenting on the mother-child relationship and behavioral problems in children was an intelligence disabilities. The present research employed an experimental research with pretest-posttest, and follow-up design. The subjects were screened based on inclusion criteria, then 45 mothers of children with intellectual disabilities were selected and randomly assigned to experimental and control groups (each group contained15 subjects). Mothers participated in 10 sessions of the Double ABCX program intervention, and in 8 sessions of compassion-based parenting, while the control group did not receive any intervention. The research instruments included The Strengths and Difficulties Questionnaire (SDQ)...
The Effect of Volleyball Skills Training and Problem Solving on Self-efficacy of Adolescent Girls
2013
The purpose of this research was to determine the effect of volleyball skills training and problem solving on adolescent girls self-efficacy. The research method was semi-experimental and conducted in as pre-test and post-test with four experimental groups. The research statistical population consisted of all first grade students of Broujen high schools in the academic year of 2009-2010 (1388-89s.c.). The research sample included 60 junior high school students who were chosen by two-stage random sampling and were assigned to four groups (n=15) of teaching volleyball based on problem solving approach, teaching volleyball, teaching problem solving, and control. After taking self- efficacy pre-test, the students of interventional groups took part in 90-minutes training program for 10 sessions. Data were gathered by Self- efficacy Scale (Sherer, 1982). Analysis of covariance (ANCOVA), analysis of variance (ANOVA) and Tukey post hoc tests were used to analyze the data. Results indicated ...
Quarterly Journal of Child Mental Health, 2020
Background and Purpose: Aggression is one of the most common behavioral problems in children, which is mostly the result of troubled and unhealthy structure of the family and poor parent-child relationship. Thus, this study was done to determine the effectiveness of mother-child rhythmic movement games training on reducing verbal and nonverbal aggression in 3 to 5 year-old children. Method: The present study was a quasi-experimental study with a control group pretest-posttest design and a two-month follow-up period. The population included 3 to 5 year-old girls and boys attending the kindergarten of Shahid Beheshti University in 2017. After screening with Aggression Scale (Vahedi et al., 2008), 18 girls and boys together with their mothers were selected by convenience sampling and then assigned to either the experimental or control group. Mothers and children of the experimental group received 10 sessions of rhythmic movement games training, while the control group received no intervention. Data were analyzed by repeated measures analysis of variance. Results: Findings showed a significant difference between the experimental and control group in terms of general aggression (F = 6.68, P = 0.02), verbal-invasive aggression (F = 16.59, P = 0.001), physical-invasive aggression (F = 14.16, P = 0.002) and relational aggression (F = 22.36, P=0.000) in the post-test and follow-up phases. Conclusion: According to the results of this study, it can be said that using rhythmic movement games, children learned to deal with stimuli and extended it to their surroundings, especially in relation to peers, which reduced g verbal and non-verbal aggression in them. As a result, this method can be used as a supplementary method along with other therapies for this disorder.
Journal of Pediatric Nursing
Introduction: Anxiety disorders are usually chronic and the lack of treatment has negative effects on children growth and performance, thus, this research aimed at studying the efficacy of parent management training on reducing anxiety in preschool children. Methods: This experimental study with a control group was conducted on mothers of 4-to 6-yearold children from preschools of Urmia city during years 2015 to 2016. Using multistage random sampling, 4 regions of Urmia were selected. Then, 4 preschools were randomly selected and finally the mothers of students of 3 classes of each preschool were selected. The participants completed the children anxiety scale of Spence (parent form) and structured interview based on DSM-V. Among 130 mothers, whose children's anxiety were high, 45 parents were randomly selected and allocated to an experimental (PMT, 15 persons and drug therapy, 15 persons) and a control (15 person) group. Results: The data were analyzed using the covariance method and results showed that the PMT group had highest effectiveness among the 3 groups (p< 0.0001). The drug therapy group was also higher than control. The results of multivariate co-variance showed that the PMT was effective in all subscales of anxiety and the highest score belonged to separation anxiety and the lowest score was for OCD (P < 0.0001). The results showed that the mean anxiety was reduced among children of the experimental group after the intervention. After one month of follow-up, mean anxiety among children was low. MANCOVA showed a significant difference between the 2 groups (P < 0/05). Conclusions: Using methods, such as PMT rather than drug, could reduce anxiety consequences in both children and their families.
2020
Bullying phenomenon is one of the most common problems of students which may have undesirable and destructive effects on their psychosocial well-being. Alongside, the training system used by the parents may play significant role in preventing the children from learning bullying or engaging in it. Accordingly, the current research was conducted to investigate the effectiveness of parent management training (PMT) on reducing bullying and improving cognitive emotion regulation in students. Method: This study was a quasi-experimental research with pretest-posttest control group design. The sample included thirty six 10 to 12-year-old students studying at grades four and five of primary school in Karaj in the academic year 2017-2018, who were selected by cluster sampling and then randomly assigned to either the experimental or the control group (n= 18 per group). Research tools included the children forms of Olweus Bully/Victim Questionnaire (Olweus, 1996) and Cognitive Emotion Regulation Questionnaire (Granefski et al., 2001). Parents of the experimental group received nine 90-min weekly sessions of PMT successively (i.e. one per week), whereas the control group underwent no intervention. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) through using SPSS Version 20 Software. Results: Results of data analysis showed that PMT significantly reduced the symptoms of bullying (F=120.61, p<0.001) and maladaptive strategies in emotion regulation (F=17.98, p<0.001) and improved adaptive strategies (F=83.15, p<0.001) in students. Conclusion: Based on the results of this study, it can be concluded that PMT and change in parenting style and parental behavior patterns play significant roles in preventing the children from learning bullying or engaging in it and can lead to the decrease of bullying behaviors in them.
Journal of Research in Behavioural Sciences, 2020
Aim and Background: Parenting stress is one of the various effects that specific learning disorder has on parents. The present study aimed to compare the effectiveness of parenting program based on the lived experiences of mothers of children with specific learning disorder and positive parenting program on mothers' parenting stress. Methods and Materials: The research employed a pretest-posttest quasi-experimental design with the control group. The sample consisted of 45 mothers of children with specific learning disorder who were selected via the convenience sampling method and randomly divided into two experimental groups and one control group. The research instrument was the Parenting Stress Index (PSI). Data were analyzed by MANCOVA and using SPSS version 23 software Findings: The research findings showed that both interventions had a significant effect on parenting stress. The results of the posttest showed that there was a significant difference between the two interventions of lived experiences parenting and positive parenting in the parenting stress variable in the children's realm, but there was no significant difference in the parenting stress variable in the parents' domain. Conclusions: Parenting program based on lived experiences can be used as an effective program to reduce mothers' parenting stress.