Comparing the Effectiveness of Parent-Child Interaction Therapy (Pcit), Child-Centered Mindfulness Instruction (Burdick) and Incredible Years Parents Program Instruction (Iy) on Decreased Externalizing Symptoms of First Period Elementary Students in Tabriz

Subject Areas : Learning

anahita obalasi ¹ , ali khademi ² , majid mahmood alilou ³ , mahin etemadi nia ⁴

1 - 2. Ph.D. student in psychology, Urmia Branch, Islamic Azad University, Urmia, iran
2 - Associate professor, Department of Psychology, Urmia Branch, Islamic Azad University, Urmia, iran
3 - Professor, Department of Psychology, University of Tabriz, Tabriz, Iran
4 - Assistant professor, Department of Psychology, Urmia Branch, Islamic Azad University, Urmia, iran

Received: 2022-02-16 Accepted : 2022-07-06 Published : 2022-06-22

Keywords: externalizing symptoms, parent-child interaction therapy, child-centered mindfulness instruction (Burdick) and incredible years' parents program instruction (IY),

Abstract :

The purpose of this research was to determine the difference among effectiveness of parent-child interaction therapy (PCIT), child-centered mindfulness instruction (Burdick) and incredible years' program (IY) on decreased externalizing symptoms of first period elementary students in Tabriz. Necessary data was collected in the framework of semi-experimental design of pre-test, post-test kind and follow-up with three experimental groups and one control and administration of Achenbach' child behavior questionnaire (CBCL) – parents' version. The statistical population was all the first period elementary students of Tabriz and their mothers during 2020-2021. The sample included 40 students with their mothers that 30 people were selected as experimental groups and 10 people as control group through volunteer method and based on inclusion criteria. After holding treatment periods (parent-child interaction therapy, child-centered mindfulness and incredible years (IY) during three months and data analysis by mixed variance analysis, the results showed that treatment methods of parent-child interaction, child-centered mindfulness and incredible years' program (IY) were effective on decreased scores of externalizing behaviors of the students since pre-test session till follow-up session. the results of Bonferoni's test showed that the method parent-child interaction is more effective than the treatment method of child-centered mindfulness on decreased externalizing symptoms of the students. Also, the program of incredible years was more effective than child-centered mindfulness treatment on decreased externalizing symptoms of the students.

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Hemphill, Sh. A., Heerde, J. A., Herrenkohl, T. I., Patton, G. C., Toumbourou, J. W., Catalano, R. F. (2013). Risk and protective factors for adolescent substance use in Washington State, United States and Victoria, Australia: A longitudinal study. J Adolesc Health. 49(3): 312–320.

Homem, T. C., Gaspar, M. F., Seabra-Santos, M. J., Canavarro, M. C., & Azevedo, A. (2014). A Pilot Study with the Incredible Years Parenting Training: Does it Work for Fathers of Preschoolers with Oppositional Behavior Symptoms? Journal of Theory, Research, and Practice about Men as Fathers website. 12(3): 262-282.

hoseini, L., Manshaee, g. r. (2018). The Effectiveness of Child-Centered Mindfulness Training on Social Adjustment and Depression Symptoms in Depressed Children. Quarterly of Psychology of Exceptional Individuals Allameh Tabataba’i University. 8 (29): 179-200. (In Persian)

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Leijten, P., Raaijmarkers, MAJ., Orobio de castro, B., van den Ban, E., Matthys, W. (2017). Effectiveness of the Incredible Years Parenting Program for Families with Socioeconomically Disadvantaged and Ethnic Minority Backgrounds. Journal of Clinical Child and Adolescent Psychology.1(46): 73-59.

Lessard, J., Normandeau, S., Robaey, P. (2016). Effects of the Incredible Years Program in Families of Children with ADHD. Journal of Child and Family Studies.25(12):3716-3727.

Maughan, D. R., Christiansen, E., Jenson, W. R., Olympia, D., & Clark, E. (2005). Behavioral parent training as a treatment for externalizing behaviors and disruptive behavior disorders: A meta-analysis. School Psychological Review. 34:67-86.

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Mersky, J. P., Topitzes, J., Grant-Savela, S. D., Brondino, M. J.; McNeil, C. B. (2016). Adapting Parent-Child Interaction Therapy to Foster Care. Research on Social Work Practice.26(2):157-167.

Minaee, A. (2005). Handbook of School Forms Based on the Achenbach-Based Assessment System (ASEBA) Tehran: Exceptional Children Research Institute. (In Persian)

Minaee, A. (2006). Adaptation and standardization of Child Behavior Checklist, Youth Self-report, and Teacher’s Report Forms. JOEC. 6 (1) :529-558. (In Persian)

Mohamadzade, A., Ghamarani, A. (2017). Effectiveness of Incredible Years program training on Social skills in Students with Intellectual Disability. Quarterly of Psychology of Exceptional Individuals Allameh Tabataba’i University. 7 (25): 97-119. (In Persian)

Murray, D. W., Lawrence, J. R., LaForett, D. R. (2018). The Incredible Years® Programs for ADHD in Young Children: A Critical Review of the Evidence. Journal of Emotional and Behavioral Disorders. 26(4): 195–208.

Murry, D. W., Rabiner, D. L., Kuhn, L., Pan, Y., Sabet, R. F. (2018). Investigating teacher and student effects of the incredible in early elementary school. Journal of School Psychology. 67:11-133.

Parent, J., McKee, L. G., Rough, J. N., Forehand, R. (2015). The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of Abnormal Child Psychology. 44 (1):191-202.

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