چکیده:
مادران کودکان مبتلا به نارسایی توجه/ بیشفعالی با چالشهای مهمی مواجهاند، هدف این پژوهش مقایسه اثربخشی آموزش فرزندپروری مبتنی بر پذیرش و تعهد و فرزندپروری مبتنی بر روانشناسی مثبتگرا بر تنظیم هیجان، تاب آوری و رابطه مادر-کودک در جامعه اماری مادران کودکان دارای اختلال نارسایی توجه/ بیشفعالی 8 تا 12 ساله پسر شهر تهران در سال 1399-1400 با روش پژوهش نیمه آزمایشی با طرح پیش آزمون-پس آزمون با دو گروه آزمایش و یک گروه گواه بود. بوسیله نمونهگیری در دسترس، 45 مادر داوطلب وارد مطالعه شدند و به شکل تصادفی در دو گروه آزمایشی و یک گروه گواه جایگزین شدند. ابزار پژوهش، مقیاس دشواری در تنظیم هیجان گراتز و رومر، مقیاس تاب آوری کانرو دیویدسون و مقیاس رابطه مادر-کودک پیانتا و محتوی دوره آموزشی فرزندپروری مبتنی بر پذیرش و تعهد کوین و مورل و آموزش مبتنی بر روانشناسی مثبتگرا سلیگمن بودند. برای تحلیل دادهها، از شاخصهای توصیفی (میانگین وانحراف معیار )و آمار استنباطی (تحلیل کوواریانس چند متغیری) در نرم افزار SPSS نسخه 22 استفاده گردید. نتایج نشان داد، بین گروه آموزشی فرزندپروری مبتنی بر پذیرش و تعهد ، گروه آموزشی فرزندپروری مبتنی بر روان شناسی مثبت گرا و گروه گواه ، در میانگین نمره ی تنظیم هیجان و رابطه مادر-کودک تفاوت معناداری وجود داشت.اما در میانگین نمره تاب آوری تفاوت معناداری وجود نداشت. همچنین آموزش فرزندپروری مبتنی بر روان شناسی مثبت گرا اثربخشی بیشتری بر تنظیم هیجان و رابطه مادر-کودک در مادران کودکان دارای اختلال نارسایی توحه/ بیش فعالی داشت بنابراین به مشاوران توصیه میشود از یافتههای مطالعه حاضر در راستای مداخلات بالینی جهت کمک به بهبود تنظیم هیجان و افزایش تاب آوری و ارتقإ کیفیت رابطه مادر-کودک در مادران کودکان دارای نارسایی توجه/ بیشفعالی استفاده نمایند.
Mothers of children with Attention Deficit / Hyperactivity Disorder face significant challenges. The aim of this study was to compare the effectiveness of acceptance and commitment-based parenting education and parenting based on positive psychology on emotion regulation, resilience and mother-child relationship in the statistical population of mothers with children with disabilities. Attention / hyperactivity 8 to 12 years old boy in Tehran in 1399-1400 was a quasi-experimental research method with a pre-test-post-test design with 2 expriences group and one control group. By available sampling, 45 volunteer mothers were included in the study and randomly assigned to two experimental groups and one control group. The research instruments were the Graz and Roemer Emotion Difficulty Scale, the Conroy-Davidson Resilience Scale, and the Pianta Mother-Child Relationship Scale, which included parenting and commitment training based on Kevin and Morrell and Seligman's Positive Psychology training. To analyze the data, descriptive indices (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were used in SPSS software version 22. The results showed that there was a significant difference between the parenting group based on acceptance and commitment, the parenting group based on positive psychology and the control group in the mean score of emotion regulation and mother-child relationship. But there was no significant difference in the mean resilience score, so counselors are advised to use the findings of the present study in line with clinical interventions to help better emotion regulation increase resilience and improve the quality of mother-child relationship in mothers of children with attention deficit / hyperactivity disorder.
خلاصه ماشینی:
Comparison of the effectiveness of positive parenting education with parenting based on acceptance and commitment on mothers' aggression and symptoms of confrontational disobedience disorder in children.
The Effectiveness of Parenting Education based on Acceptance and Commitment on Anger and Emotional Self - Regulation of Mothers of Children with ADHD.
The effectiveness of acceptance and commitment based therapy on improving the parent-child relationship in mothers with mentally retarded children.
Salimi M, Mahdavi A, Yeghaneh SS, Abedin M, Hajhosseini M.
Comparison of the effectiveness of positive parenting education and parenting education based on acceptance and commitment on emotional cognitive regulation and self-efficacy of mothers with confrontational disobedient child and confrontational disobedience disorder syndrome.
The Comparison of the effect of parenting education based on acceptance and commitment and parenting based on positive psychology on emotion regulation, resilience and mother-child relationship in mothers of children with attention deficit / hyperactivity disorder Banani M1 *Amini N2 Borjali M3 Keykhosravani M4 Abstract Mothers of children with Attention Deficit / Hyperactivity Disorder face significant challenges.
The aim of this study was to compare the effectiveness of acceptance and commitment-based parenting education and parenting based on positive psychology on emotion regulation, resilience and mother-child relationship in the statistical population of mothers with children having disabilities.
The research instruments were the Graz and Roemer Emotion Difficulty Scale, the Conroy-Davidson Resilience Scale, and the Pianta Mother-Child Relationship Scale, which included parenting and commitment training based on Kevin and Morrell and Seligman's Positive Psychology training.
Keywords: Emotion regulation, resilience, mother-child relationship, acceptance and commitment based parenting, Positive psychology based parenting, Mothers, Attention Deficit / Hyperactivity Disorder