تاثیر برنامه فرزندپروری مثبت بر کارکرد خانواده دارای فرزند کم توان ذهنی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشیار، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

3 دانشجوی دکتری، گروه علوم اجتماعی، دانشکده علوم انسانی و تربیتی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران

چکیده

مقدمه و اهداف
نحوه ارتباط والدین با کودکان قوی­ترین عامل موثر بر الگوهای تعاملی خانواده محسوب می‌شود. هدف از انجام پژوهش حاضر بررسی تاثیر برنامه فرزندپروری مثبت بر کارکرد خانواده والدین دارای کودکان کم­توان ذهنی بود.
مواد و روش ­ها
در مطالعه شبه‌تجربی حاضر، تعداد 30 زوج از والدین دانش­آموزان کم­توان ذهنی از مدارس استثنایی (پسرانه امید نجات، مختلط بشارت و دخترانه مهرورزان) شهر سمنان با بهره‌گیری از روش نمونه‌گیری در دسترس انتخاب و به صورت تصادفی در دو گروه 15 نفری کنترل و آموزش برنامه فرزندپروری مثبت قرار گرفتند. گروه آزمایشی در 8 جلسه آموزشی برنامه فرزندپروری مثبت (هر هفته یک جلسه و هر جلسه یک ساعت و نیم) شرکت کردند، در حالی که به گروه کنترل هیچ آموزشی ارائه نشد. همه آزمودنی­ها قبل از آغاز آموزش و پس از آن، پرسش­نامه سنجش کارکرد خانواده (FAD) را پر کردند. برای تجزیه و تحلیل داده­ها از تحلیل کواریانس تک­متغیره و چندمتغیره استفاده شد.
یافته­ ها
یافته­ ها نشان داد که آموزش فرزند پروری مثبت  بر کارکرد خانواده و مولفه­ های آن (حل مسئله، ارتباطات، نقش­ها، پاسخ­گویی عاطفی، دلبستگی عاطفی و کارکرد عمومی خانواده) موثر بود، اما در شاخص کنترل رفتار اثربخشی مداخله آموزشی وجود نداشت (P>0/05).
نتیجه­ گیری
نتایج نشان داد که آموزش برنامه فرزند پروری مثبت بر کارکرد خانواده دارای فرزند کم­ توان ذهنی موثر است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of Positive Parenting Program on Family Function in Parents Having Children with Intellectual Disability

نویسندگان [English]

  • Fatemeh Taheri 1
  • Ali Akbar Arjmandnia 2
  • Yavar Jamali Gharakhanlou 3
1 Dept. of Psychology and Education of Exceptional Children, Faculty of Education and Psychology, University of Tehran, Tehran, Iran
2 Dept. of Psychology and Education of Exceptional Children, Faculty of Education and Psychology, University of Tehran, Tehran, Iran
3 Dept. of Social Sciences, School of Human and Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Aims: The way parents communicate with children is the strongest factor affecting family interactive patterns. The purpose of the present study was to investigate the effect of positive parenting program on family function in parents having children with intellectual disability.
Materials and Methods: In the present quasi-experimental study, 30 parents having children with intellectual disability from Exceptional School (Omid-e Nejat boys school, Besharat mixd school, and Mehvarzan girls school) in Semnan city, Iran, were selected through convenience sampling method. They were randomly assigned to two group of experimental and control group (15 each). The experimental group participated in an eight-session positive parenting program (one meeting per week and each session for one and a half hours). The control group recieved no training. The participants completed Measure of Family functioning (FAD) prior and after the training. Univariate and multivariate analysis of covariance (ANCOVA & MANCOVA) were used to analyze the data.
Results: The results showed that positive parenting education was effective on family function and its components (problem solving, communication, roles, emotional responsiveness, emotional attachment, and general family function). However, in the control behavior control index, the effectiveness of educational intervention was not significant (p>0.05).
Conclusion: The results showed that positive parenting methods training is effective on family function in parents having children with intellectual disability.

کلیدواژه‌ها [English]

  • Positive Parenting Program
  • Family functioning
  • Parents
  • children
  • Intellectual disability
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