چکیده:
The present research was conducted with the aim of determining the effectiveness of Child-Parent Relationship Therapy (CPRT) on increasing parental acceptance in mothers and reducing disruptive behaviors of elementary school students in the city of Ahvaz. The research design was experimental with a pre-test and post-test design along with a control group. The statistical population included mothers of female students aged 8 to 12 years. The sample consisted of 30 individuals who were randomly selected and assigned to two groups: experimental and control. Mothers participated in 10 sessions of Child-Parent Relationship Therapy based on the Linderth and Bratton model. To collect information, the Parental Acceptability Questionnaire (PPAS) and the Eyberg Child Behavior Inventory (ECBI) were used. Data were analyzed using covariance analysis. The findings showed that Child-Parent Relationship Therapy led to an increase in maternal parental acceptance and a decrease in disruptive behaviors of children in the experimental group compared to the control group. Follow-up results showed that these effects continued up to one month after the completion of the Child-Parent Relationship Therapy sessions. The significance level was (P<0.05). Therefore, attention to the Child-Parent Relationship Therapy educational program is of special importance in increasing parental acceptance and reducing disruptive behaviors in elementary school children.
خلاصه ماشینی:
The findings showed that Child-Parent Relationship Therapy led to an increase in maternal parental acceptance and a decrease in disruptive behaviors of children in the experimental group compared to the control group.
05); therefore, attention to the Child-Parent Relationship Therapy educational program in increasing parental acceptance and reducing disruptive behaviors of elementary school children is of special importance.
In this program, emphasis is placed on parental acceptance of the child and increasing parental acceptance as an influential factor in shaping high levels of self-esteem 4 in children (Landreth, 2012, translated by Davarpana, 1390) and changing the quality of the parent-child relationship can be considered an effective factor in reducing children's disruptive behaviors (Landreth & Bratton, 2006).
Among the goals of the parent-child therapeutic relationship are increasing the quality of the parent-child relationship, parental cooperation with each other, achieving play therapy skills by parents, reducing the child's behavioral problems and emotional distress, and increasing the children's acceptance of parents (Guerney, 1964; as cited in Moses, .
Discussion and Conclusion The results showed that there was a significant difference between the subjects of the experimental and control groups in terms of the variables of parental acceptance and disruptive child behavior at the post-test stage.
Consequently, the continuity of the effect of the parent-child therapeutic relationship on reducing disruptive behaviors in children can be explained.
Child parent relationship therapy for parent of children with disruptive behavior.
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