Document Type : Original Article
Authors
1 M.A in Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
2 Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
3 Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
Abstract
Children with learning disabilities often have difficulty emotional expressing, and affecting the family system and causing significant changes in parental performance. Therefore, the purpose of this study was to the effect of positive parenting on the emotional expression of children. The present study was a quasi-experimental with pretest-posttest design and control group. The statistical population consisted of all students with learning disabilities in Rasht city in the academic year 2020-2021, among them 30 students were selected by convenient sampling method and randomly divided into the experimental N=14) and control(N=15) groups. Data were collected using the Colorado Learning Disabilities Questionnaire (2011), General Self-Efficacy Questionnaire (Scherer,1972), Emotional Regulation Questionnaire (Gross and John, 2003) and the fourth version of the Wechsler Children's IQ Scale (2003). The positive parenting program was administered to the experimental group during 8 sessions for 1 month. Statistical analysis of covariance was used for data analysis. The results of covariance analysis showed that positive parenting program improved the self-efficacy of mothers having a child with learning disabilities and emotional expressing of their children in the experimental group (P <0.01). Based on the results of the present study, it can be concluded that positive parenting program improves the performance of mothers and children with learning disabilities by establishing effective communication between parents and children.
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