اثربخشی آموزش فرزندپروری مثبت به مادران بر مشکلات درونی و بیرونی کودکان دچار مشکلات رفتاری
محورهای موضوعی : مطالعات اسلامی ایرانی خانواده
ندا ملکپور
1
(دانشجوی دکتری مشاوره، واحد خمینی شهر، دانشگاه آزاد اسلامی، اصفهان، ایران)
محمدرضا عابدی
2
(استاد مدعو، گروه مشاوره، دانشکده علوم انسانی، واحد خمینی شهر، دانشگاه آزاد اسلامی، اصفهان، ایران)
سیامک سامانی
3
(دانشیار، گروه مشاوره، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
کلید واژه: کودکان, کلید واژه‌ها: فرزندپروری مثبت, مشکلات درونی, مشکلات بیرونی, مشکلات رفتاری,
چکیده مقاله :
هدف: هدف این پژوهش بررسی اثربخشی آموزش فرزندپروری مثبت مادران بر مشکلات درونی و بیرونی کودکان دچار مشکلات رفتاری بود. روش: روش پژوهش نیمه آزمایشی با گروه آزمایش و کنترل بود. جامعه آماری این تحقیق شامل کلیه کودکان دبستانی شهر شیراز به همراه والدین آن ها بود که برای مشکلات روانشناختی به کلنیک های مشاوره شهر شیراز در سه ماه پاییز 1399 مراجعه کرده بودند. 30 نفر از مادران به همراه فرزندانشان به صورت در دسترس انتخاب و در دو گروه آزمایش و کنترل به طور تصادفی جایگزین شدند. مداخله آموزش فرزندپروری مثبت در 8 جلسه به صورت هفتگی و به مدت 90 دقیقه انجام شد. جهت جمع آوری داده ها از فهرست نشانه مرضی کودک اسپرلفکین و گادو و پرسشنامه مشکلات رفتاری کانرز فرم کوتاه ویژه والدین کیت کانرز استفاده شد. به منظور تجزیه و تحلیل داده ها از آزمون های آمار توصیفی (میانگین و انحراف معیار) و تحلیل کوواریانس تک متغیره با نرم افزار SPSS نسخه 24 استفاده شد. یافته ها: نتایج نشان داد که آموزش فرزندپروری مثبت بر مشکلات درونی و بیرونی کودکان دارای مشکلات رفتاری تاثیر معناداری داشت. میانگین نمرات پس آزمون گروه آزمایش در متغیر مشکلات درونی (001/0P< 92/31F= ) و در متغیر مشکلات بیرونی (001/0P< 3/381F= ) کاهش معنی داری پیدا کرده است. مجذور اتا نشان داد آموزش فرزندپروری مثبت 41 درصد از تغییرات مشکلات درونی و 36 درصد تغییرات مشکلات بیرونی کودکان دارای مشکلات رفتاری را تبیین می کند. نتیجه گیری: با توجه به نتایج حاصل از این پژوهش، استفاده از آموزش فرزندپروری مثبت در کاهش مشکلات درونی و بیرونی کودکان دارای مشکلات رفتاری، پیشنهاد
Introduction: The purpose of this study was to investigate the effectiveness of positive parenting therapy on the internal and external problems of children with behavioral problems. method: The research method was semi-experimental with experimental and control groups. The statistical population of this research included all primary school children of Shiraz city along with their parents who had referred to the counseling clinics of Shiraz city in the fall of 2019 for psychological problems. 30 mothers along with their children were selected as available and randomly replaced in two experimental and control groups. Positive parenting training intervention was conducted in 8 weekly sessions for 90 minutes. In order to collect data, Sperelfkin and Gado child symptom list and Connors short form behavior problems questionnaire for parents of Keith Connors were used. In order to analyze the data, descriptive statistics tests (mean and standard deviation) and univariate covariance analysis were used with SPSS version 24 software. Results: The results showed that positive parenting treatment had a significant effect on the internal and external problems of children with behavioral problems (P<0.001). The mean post-test scores of the experimental group in the internal problems variable (F=31.92 P<0.001) and in the external problems variable (F=381.3 P<0.001) have decreased significantly. Eta square showed that positive parenting treatment explains 41% of changes in internal problems and 36% of external problems of children with behavioral problems. Conclusion: According to the results of this research, the use of positive parenting therapy in reducing the internal and external problems of children with behavioral problems is suggested.Extended Abstract Introduction: Internal and external problems of children greatly affect the social and academic status of children, to the extent that these children cannot properly follow the natural path of growth, for this reason, this issue in the field of education It has attracted the opinions of teachers and experts. Parenting activities of parents, especially mothers, have an effect on children or parents' reactions in children's incompatibility. One of the types of parent training programs is the "Positive Parenting Program" which was created by Saunders and colleagues based on the behavior of family educators based on the principles of social learning. One of the necessities of this research is that parenting educational interventions for parents have been published very little, and this increases the importance of research in this field. On the other hand, considering the factors affecting the internal and external problems of children in Iran, studies related to positive parenting have mainly dealt with children's problems in a partial way, and less studies have examined children's internal and external problems at the same time. has studied. Therefore, paying attention to the ever-increasing problems of children and the necessity of revising the parenting patterns based on the needs of the times and basically changing the types of problems that parents face every day. Based on the mentioned materials, the purpose of this research was to investigate the effect of positive parenting education on children's internal and external problems.Method: The research method was semi-experimental with experimental and control groups. The statistical population of this research included all primary school children of Shiraz city along with their parents who had referred to the counseling clinics of Shiraz city in the fall of 2019 for psychological problems. 30 mothers along with their children were selected as available and randomly replaced in two experimental and control groups. Positive parenting training intervention was conducted in 8 weekly sessions for 90 minutes. In order to collect data, Sperelfkin and Gado child symptom list and Connors short form behavior problems questionnaire for parents of Keith Connors were used. In order to analyze the data, descriptive statistics tests (mean and standard deviation) and univariate covariance analysis were used with SPSS version 24 software.Results: The results showed that the average scores of internal and external problems of children decreased in the post-test in the experimental group compared to the control group. The results of covariance analysis also showed that positive parenting training had a significant effect on the internal and external problems of children with behavioral problems (P<0.001). Eta square showed that positive parenting education explains 41% of changes in internal problems and 36% of external problems of children with behavioral problems (table 1).Table (1): Results of covariance analysis to investigate the effect of positive parenting training on internal and external problemsConclusion: In explaining these findings, it can be said that each parenting approach can have a different effect on children's internal problems. This means that parenting approaches ultimately provide children with a different style of feedback that may reduce or increase some problems. Positive parenting can help to reduce children's internal problems by relying on strengthening positive aspects of parenting. The positive parenting program gives great importance to the family and parent-child relationships in creating and reducing children's problems. The goals of all educational levels of this method are based on increasing the self-sufficiency and self-efficacy of parents in controlling children's behavior, which is possible through parent training in order to promote the child's development, a sense of social competence and self-control. According to the results of this research, the use of positive parenting training in reducing the internal and external problems of children with behavioral problems is suggested. FundingPositive parenting training had a significant effect on the internal and external problems of children with behavioral problems.Ethics approval and consent to participateThis article is taken from the doctoral dissertation of the first author with the cooperation of respected professors, advisors and advisors, and has been approved by the ethics committee of the Islamic Azad University, Khomeini Shahr branch with the number 457812602585.Conflict interestsAccording to the authors, this article has no financial sponsor or conflict of interest.AcknowledgementsWe hereby thank and appreciate all the participants in this research. References Arjmandnia, A. A., Ashoori, M., & Jalil Abkenar, S. (2017). Comprehensive view to positive parenting program: Principle, goals, levels and content. Rooyesh-e-Ravanshenasi Journal (RRJ), 6(2), 35-52.Burrell, T. L., Scahill, L., Nuhu, N., Gillespie, S., & Sharp, W. (2023). Exploration of treatment response in parent training for children with autism spectrum disorder and moderate food selectivity. Journal of Autism and Developmental Disorders, 53(1), 229-235.Callejas, E., Byrne, S., & Rodrigo, M. J. (2022). Introducing Parenting Support in Primary Care: Professionals’ Perspectives on the Implementation of a Positive Parenting Program. Journal of Prevention, 43(2), 241-255.Clark, H. M., Galano, M. M., Grogan-Kaylor, A. C., Stein, S. F., & Graham-Bermann, S. A. (2021). Treating attention problems in children exposed to intimate partner violence: Evaluating the Preschool Kids’ Club. Children and Youth Services Review, 128, 106138.Kabiri, A., & Kalantari, M. (2018). The effectiveness of group positive parenting program on parental stress and mother-child interaction of mother of children with nocturnal enuresis. Knowledge & Research in Applied Psychology, 19(2), 115-124.Karjalainen, P., Kiviruusu, O., Aronen, E. T., & Santalahti, P. (2019). Group-based parenting program to improve parenting and children's behavioral problems in families using special services: A randomized controlled trial in a real-life setting. Children and Youth Services Review, 96, 420-429.Lakind, D., & Atkins, M. S. (2018). Promoting positive parenting for families in poverty: New directions for improved reach and engagement. Children and Youth Services Review, 89, 34-42.Mohamadesmaiel, E., & Alipour, A. (2002). A preliminary study on the reliability, validity and cut off points of the disorders of Children Symptom Inventory-4 (CSI-4). Journal of Exceptional Children, 2(3), 239-254.Peng, Y., & Wang, Z. (2020). Marital quality and children’s prospective internalizing problems: A moderated mediation model. Children and Youth Services Review, 119, 105656.Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the Triple P-Positive Parenting Program. Annual review of clinical psychology, 8, 345-379.Shahaiean, A., Shahim, S., Bashash, L., & Yousefi, F. (2007). Normization, factor analysis and reliability of short form for parents of Connors rating scale for children 6 to 11 aged in Shiraz city. Journal of Psychological Studies, 3(3), 97-120.Shahim, S., Yousefi, F., & Ghanbari, M. (2008). Psychometric characteristics of Quay-Peterson revised behavior problem checklist. Iranian Journal of psychiatry and clinical psychology, 13(4), 350-358.Taherdoost, H. (2016). Sampling methods in research methodology; how to choose a sampling technique for research. How to choose a sampling technique for research (April 10, 2016).Tehrani-Doost, M., Shahrivar, Z., Mahmoudi Gharaie, J., & Alaghband-Rad, J. (2009). Efficacy of positive parenting on improving children’s behavior problems and parenting styles. Iranian Journal of psychiatry and clinical psychology, 14(4), 371-379.Tuntipuchitanon, S., Kangwanthiti, I.-o., Jirakran, K., Trairatvorakul, P., & Chonchaiya, W. (2022). Online positive parenting programme for promoting parenting competencies and skills: randomised controlled trial. Scientific reports, 12(1), 6420.Widyawati, Y., Scholte, R., Kleemans, T., & Otten, R. (2021). Positive parenting and its mediating role in the relationship between parental resilience and quality of life in children with developmental disabilities in Java Island, Indonesia. Research in Developmental Disabilities, 112, 103911.Yang, B., Xiong, C., & Huang, J. (2021). Parental emotional neglect and left-behind children’s externalizing problem behaviors: The mediating role of deviant peer affiliation and the moderating role of beliefs about adversity. Children and Youth Services Review, 120, 105710.Zhang, R., Yang, X., Liu, D., Lü, W., & Wang, Z. (2020). Intraindividual reaction time variability, respiratory sinus arrhythmia, and children's externalizing problems. International Journal of Psychophysiology, 157, 1-10.
_||_