The Effectiveness of Parent-Child Relationship Education on Perceived Stress and Psychological Well-Being in Mothers with Mentally Retarded Children

Subject Areas : Journal of Excellence in counseling and psychotherapy

Mehri  Rostamnezhad ¹ (PhD in Health Psychology, Department of Health Psychology, Tonkabon Branch, Islamic Azad University, Tonkabon, Iran.)
Shabnam  Hajizadeh koli ² (Master's degree, Department of General Psychology, Faculty of Humanities, Farvardin Institute of Higher Education, Qaimshahr, Iran.)
Roghayeh  Eslamnia ³ (PhD in Health Psychology, Department of Health Psychology, Tonkabon Branch, Islamic Azad University, Tonkabon, Iran.)
Leila  Mohammadhoseini ⁴ (Master's degree, Department of General Psychology, Astara Branch, Payam Noor University, Astara, Iran.)
Sorosh  Alimardani ⁵ (Master's degree, Department of Psychology, Neka Branch, Islamic Azad University, Neka, Iran.)

Received: 2022-05-07 Accepted : 2022-06-07 Published : 2022-08-23

Keywords: parent-child relationship, perceived stress, psychological well-being, Mentally Retarded Children,

Abstract :

Purpose: The aim of this study was to investigate the effectiveness of parent-child relationship education on perceived stress and psychological well-being in mothers with mentally retarded children. Methodology: The statistical population of the study included all mothers who were active members in supporting Tehran's disabled and mentally retarded children. Of these, 30 mothers with mentally retarded children who met the inclusion criteria were selected by available sampling method. They were randomly assigned to experimental groups (n = 15) and control group (n = 15). Then, the experimental group received 10 sessions of parent-child relationship training and the control group did not receive any intervention. Participants were assessed using the Cohen`s Perceived Stress Scale (PSS-14), Ryff`s Being- Well Psychological of Scales. Data were analyzed by SPSS23 software. Findings: The results of the study using repeated measures analysis of variance showed that the experimental and control groups in the post-test and follow-up stages were significantly different in terms of both variables (P <0.05) and based on the results of Table 3, 35.0%. Perceived stress changes and 14.4% of psychological well-being changes are due to the intervention method, ie teaching the parent-child relationship. Conclusion: Therefore, it can be said that parent-child relationship education has been effective in reducing perceived stress and increasing psychological well-being in mothers with mentally retarded children.

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