The Effect of Family Life Education on Parenting Stress Components of Mothers with Mentally Retarded Children in the Parent Domain

Subject Areas : Journal of Excellence in counseling and psychotherapy

Sofia Heidari Kamroudi ¹ , Mohsen Moshkabid Haghighi ² , Ali Asghar Shojaei ³

1 - PhD student, Faculty of Humanities, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran.
2 - Assistant Professor, Faculty of Humanities, Department of Psychology and Counseling, Rasht Branch, Islamic Azad University, Rasht, Iran.
3 - Assistant Professor, Faculty of Humanities, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran

Received: 2021-10-14 Accepted : 2021-11-21 Published : 2021-11-22

Keywords: parenting stress, mothers, Family Life Education, Mentally Retarded Children,

Abstract :

Purpose: Considering the importance of parenting stress of mothers with mentally retarded children in their other roles, the aim of this study was determine the effect of family life education on parenting stress components of mothers with mentally retarded children in the parent domain.Methodology: This research was semi-experimental with pre-test and post-test design with a control group. The study population was mothers with mentally retarded children of Rasht city in the academic years 2017-2018. The research sample was 60 people who according to the inclusion criteria were selected by available sampling method and randomly replaced in two equal groups. The experimental group underwent of family life education for 12 sessions of 90 minutes and during this period the control group did not receive any education. To collect data were used from the researcher-made demographic information form and stresses of parenting index (Abidin, 1990) and analyzed by multivariate analysis of covariance method in SPSS-20.Findings: The results showed that family life education led to reduce the components of parenting stress including feelings of competence, attachment, role restriction, and depression, relationships with spouse, health and social isolation in mothers with mentally retarded children in the parent domain (P˂0.05).Conclusion: The results showed the effect of family life education on reducing parenting stress components. Therefore, therapists and health professionals can use family life education method along with other educational methods to improve family characteristics.

References:

Abidin RR. (1990). Introduction to the special issue: The stresses of parenting. Journal of Clinical Child Psychology; 19(4): 298-301.

Aye EN, Akaneme IN, Mohammed DA, Ado NI, Okolo AN. (2016). Effect of family life education on adolescent academic achievement in reproductive health issues in Niger State. Research Journal of Medical Sciences; 10(6): 618-629.

Babakri H, Tahmasebi S, Amani Sh. (2018). Validation of the parenting stress index (PSI) among mothers of preschool children in Tehran. Shenakht Journal of Psychology and Psychiatry; 5(4): 29-39.

Darling CA, Cassidy D, Rehm M. (2020). The foundations of family life education model: Understanding the field. Family Relations; 69(3): 427-441.

Dau ALB, Callinan LS, Smith MV. (2019). An examination of the impact of maternal fetal attachment, postpartum depressive symptoms and parenting stress on maternal sensitivity. Infant Behavior and Development; 54: 99-107.

Daulay N, Ramdhani N, Hadjam NR. (2018). Sense of competence as mediator on parenting stress. The Open Psychology Journal; 11: 198-209.

Daundasekara SS, Schuler BR, Beauchamp JES, Hernandez DC. (2021). The mediating effect of parenting stress and couple relationship quality on the association between material hardship trajectories and maternal mental health status. Journal of Affective Disorders; 290: 31-39.

Drummet AR, Coleman M, Cable S. (2004). Military families under stress: Implications for family life education. Family Relations; 52(3): 279-287.

Fonseca A, Moreira H, Canavarro MC. (2020). Uncovering the links between parenting stress and parenting styles: The role of psychological flexibility within parenting and global psychological flexibility. Journal of Contextual Behavioral Science; 18: 59-67.

Galmarini-Kabala MC. (2019). Between defectological narratives and institutional realities: The mentally retarded child in the Soviet Union of the 1930s. Bulletin of the History of Medicine; 93(2): 180-206.  

Hattangadi N, Cost KT, Birken CS, Borkhoff CM, Maguire JL, Szatmari P, Charach A. (2020). Parenting stress during infancy is a risk factor for mental health problems in 3- year-old children. BMC Public Health; 20(1726): 1-7.

John OE, Ehigie JO. (2015). Family life education: A vital tool for reducing marital instability (divorce) among youths in Nigeria. International Journal of Humanities and Social Science; 5(2): 222-226.

Kaya M, Yildiz K. (2019). The effect of Montessori programme on the motion and visual perception skills of trainable mentally retarded individuals. Journal of Education and Training Studies; 7(2): 120-128.

Langlais MR. (2018). Experiential learning in family life education methodology: Low, medium, and high dosage projects. Journal of Experiential Education; 41(4): 382-396.

Mahatme NS, Kakunje A, Karkal R. (2020). Comparison of maternal stress and psychiatric morbidity among mothers of children having psychiatric disorders and those of typically developing children. Brief Research Communication; 62(6): 707-712.

Moshkbed Haghighi M, Delavar A, Shafieabadi A, Tabrizi M. (2008). The impact of family life education on parenting stress amelioration in mother of children with ADHD. Scientific Journal of Education Research; 4(16): 1-20.

Myers-Walls JA. (2020). Family life education for families facing acute stress: best practices and recommendations. Family Relations; 69(3): 662-676.

Omidi A, Mohammadi N, Nazari S Z, Tapak L. (2019). Investigating correlation between spiritual health and public health among mothers of mentally disabled children. Avicenna Journal of Nursing and Midwifery Care; 27(4): 242-249.

Rajgariah R, Chandrashekarappa SM, Babu KV, Gopi A, Ramaiha NMM, Kumar J. (2021). Parenting stress and coping strategies adopted among working and non-working mothers and its association with socio-demographic variables: A cross-sectional study. Clinical Epidemiology and Global Health; 9: 191-195.

Saadat L, Zeinali A. (2016). The effect of family life education on marital satisfaction among Behzisti employees. The Journal of Urmia University of Medical Sciences; 27(9): 744- 752.

Shahrakipour H, Karimzadeh S, Keramati M. (2009). The impact of family life education on reducing tension among mothers with learning disorder children in reading and writing. Journal of Modern Thoughts in Education; 4(3): 47-62.

Taghipour B, Barzegaran R. (2019). The effectiveness of group existence therapy on self-compassion and resilience of mothers with children with intellectual disability. Knowledge & Research in Applied Psychology; 20(2): 100-109.

Uddin J, Alharbi N, Uddin H, Hossain MB, Hatipoglu SS, Long L, Carson AP. (2020). Parenting stress and family resilience affect the association of adverse childhood experiences with children's mental health and attention-deficit/hyperactivity disorder. Journal of Affective Disorders; 272: 104-109.

Ushie DE, Edinyang SD, Igwe AR, Ukam JA, Ejoh AO. (2020). Population control and family life education in South-South, Nigeria. Mediterranean Journal of Social Sciences; 11(4): 87-94.

Widodo SA, Prihatiningsih A, Taufiq I. (2021). The effect of Montessori programme on the motion and visual perception skills of trainable mentally retarded individuals. Participatory Educational Research; 8(2): 94-108.

Yuri C, Sunhee L. (2021). Coping self-efficacy and parenting stress in mothers of children with congenital heart disease. Heart & Lung; 50(2): 352-356.