Document Type : Original Article
Authors
1 MA Student of Psychology and education of exceptional children, Faculty of Literature and Humanities, University of Guilan, Rasht, Iran
2 Associate Professor, Department of Psychology, Faculty of Literature and Humanity, University of Guilan, Rasht, Iran.
Abstract
Mothers of children with specific learning disabilities, due to greater involvement with their children, suffer more psychological stress than fathers and face numerous emotional problems that affect their parenting style and require appropriate interventions. The present study was conducted to determine the effect of rational positive parenting programs on the parent-child relationship of mothers with children with specific learning disabilities. This is a semi-experimental pre-test/post-test control group design. The study population includes all mothers of third to sixth-grade students who were referred to educational and rehabilitation centers for special learning disabilities in Rasht city from 1400 to 1401. A total of 30 subjects were selected through purposeful sampling and randomly divided into the control group (n=15) and the experimental group (n=15). Ten 90-minute sessions of intervention were conducted with the experimental group. The control group received no intervention. The data were collected using Pianta's Child- Parent Relationship Scale (CPRS, 2011) and analyzed by single-variable covariance analysis in SPSS-26. The analysis results showed that the logical positive parenting program had a significant effect on the parent-child relationship of the mothers under the intervention (P<0.001). Therefore, a logical positive parenting program can improve effective communication between parents and children by reducing conflicts and increasing intimacy.
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