Volume 10 -
MEJDS (2020) 10: 90 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mirzaei-Tabar F, Arjmandnia A A, Afrooz G A. The Attitude of Mothers of Children with Intellectual Disability. MEJDS 2020; 10 :90-90
URL: http://jdisabilstud.org/article-1-1429-en.html
URL: http://jdisabilstud.org/article-1-1429-en.html
1- Department of Psychology and Education for Exceptional Children, Science and Research Branch, Islamic Azad University
2- Department of Psychology and Education for Exceptional Children, Faculty of Education and Psychology, University of Tehran
2- Department of Psychology and Education for Exceptional Children, Faculty of Education and Psychology, University of Tehran
Abstract: (2132 Views)
Background and Objectives: Decreased rates of emotion regulation might be observed in children and adolescents with intellectual disability (ID) and their mothers. It is important to plan appropriate training programs for improving mothers’ attitudes toward children and adolescents with ID. Parenting training programs could improve the mothers’ attitudes toward children and adolescents with ID. This is because children and adolescents with ID encounter numerous challenges in emotional reactions. Therefore, the present study aimed to investigate the effects of the parenting training program on the attitude of the mothers of children with ID.
Methods: This was a quasi–experimental study with a pretest–posttest, and, a control group design. The study samples were 34 mothers of children with ID who aged 6–8 years. The sampling was conducted in the 2018–2019 academic year, in Tehran City, Iran. The study subjects were selected by random sampling method and were randomly assigned to the experimental and control groups. Each group consisted of 17 individuals. The study participants were from the middle socioeconomic class. The experimental group participated in a 12–session parenting training program (two 60–min weekly sessions). However, the control group received no intervention and remained on the waiting list. The applied instrument in this research was the Parenting Attitudes Questionnaire (PAQ) (Shoben, 1949). The PAQ was completed by the mothers of children with ID in pretest and posttest phases. Therefore, the required data were collected through the questionnaire before and after providing the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used in SPSS to analyze the obtained data (p<0.05).
Results: Initially, the normality of the study variables and the contingency of variance and covariance assumptions were tested. The Kolmogorov Smirnov test data suggested that all variables were normally distributed. Moreover, Box test results confirmed the contingency of variance–covariance assumption. Accordingly, the MANCOVA assumptions were established, and MANCOVA could be used for data analysis. The MANCOVA results revealed a significant difference in the posttest scores of the experimental and control groups concerning the mothers’ attitudes toward their children with ID (p<0.001). The MANCOVA results also indicated that the parenting training program had a significant and positive effect on the investigated mothers’ attitudes toward their children with ID. The Parenting training program improved the studied mothers’ attitudes toward their children with ID. Furthermore, the obtained data revealed that the parenting training program significantly impacted all subscales of mothers’ attitudes (domineer, sever dependency, & indifference) toward their children with ID (p<0.001). According to Eta squared, 59%, 61%, and 65% of variations in components, such as domineer, sever dependency, and indifference, respectively, could be explained by the participation of the mothers of children with ID in the parenting training program.
Conclusion: The parenting training program improved the attitude and its subscales (domineer, sever dependency, & indifference) in the mothers of children with ID. This could be because the parenting program is related to subjective well–being and an individual’s affective experiences, which influences individuals’ attitudes. As a result, training this program could crucially affect the attitude of the mothers of children with ID.
Methods: This was a quasi–experimental study with a pretest–posttest, and, a control group design. The study samples were 34 mothers of children with ID who aged 6–8 years. The sampling was conducted in the 2018–2019 academic year, in Tehran City, Iran. The study subjects were selected by random sampling method and were randomly assigned to the experimental and control groups. Each group consisted of 17 individuals. The study participants were from the middle socioeconomic class. The experimental group participated in a 12–session parenting training program (two 60–min weekly sessions). However, the control group received no intervention and remained on the waiting list. The applied instrument in this research was the Parenting Attitudes Questionnaire (PAQ) (Shoben, 1949). The PAQ was completed by the mothers of children with ID in pretest and posttest phases. Therefore, the required data were collected through the questionnaire before and after providing the training sessions. Multivariate Analysis of Covariance (MANCOVA) was used in SPSS to analyze the obtained data (p<0.05).
Results: Initially, the normality of the study variables and the contingency of variance and covariance assumptions were tested. The Kolmogorov Smirnov test data suggested that all variables were normally distributed. Moreover, Box test results confirmed the contingency of variance–covariance assumption. Accordingly, the MANCOVA assumptions were established, and MANCOVA could be used for data analysis. The MANCOVA results revealed a significant difference in the posttest scores of the experimental and control groups concerning the mothers’ attitudes toward their children with ID (p<0.001). The MANCOVA results also indicated that the parenting training program had a significant and positive effect on the investigated mothers’ attitudes toward their children with ID. The Parenting training program improved the studied mothers’ attitudes toward their children with ID. Furthermore, the obtained data revealed that the parenting training program significantly impacted all subscales of mothers’ attitudes (domineer, sever dependency, & indifference) toward their children with ID (p<0.001). According to Eta squared, 59%, 61%, and 65% of variations in components, such as domineer, sever dependency, and indifference, respectively, could be explained by the participation of the mothers of children with ID in the parenting training program.
Conclusion: The parenting training program improved the attitude and its subscales (domineer, sever dependency, & indifference) in the mothers of children with ID. This could be because the parenting program is related to subjective well–being and an individual’s affective experiences, which influences individuals’ attitudes. As a result, training this program could crucially affect the attitude of the mothers of children with ID.
Type of Study: Original Research Article |
Subject:
Psychology
References
1. Hallahan DP, Kauffman JM, Pullen PC. Exceptional Learners: An Introduction to Special Education. 12th ed. Boston: Pearson Education; 2018.
2. Ruane Ai, Carr A. Systematic Review and Meta-analysis of Stepping Stones Triple P for Parents of Children with Disabilities. Fam Process. 2019;58(1):232–46. [DOI]
3. Behrooz Sarcheshme S, Ashori M, Ansari Shahidi M. The effect of cognitive training on the attention rate and working memory in children with attention deficit / hyperactivity disorder. Empowering Exceptional Children. 2017;8(1):6–15. [Persian] [Article]
4. Bulgan G, Çiftçi A. psychological adaptation, marital satisfaction, and academic self-efficacy of international students. Journal of International Students. 2017;7(3):687–702.
5. Webester–Stratton C, Reid J. The Incredible Years Parents, Teachers and Children Training Series: A Multifaceted Treatment Appreoach for Young Children with Conduct Problems. In: Weisz JR, Kazdin AE, editors. Evidence-based psychotherapies for children and adolescents. Third edition. New York: The Guilford Press; 2017, p:129.
6. Esbjørn BH, Normann N, Christiansen BM, Reinholdt-Dunne ML. The efficacy of group metacognitive therapy for children (MCT-c) with generalized anxiety disorder: An open trial. J Anxiety Disord. 2018;53:16–21. [DOI]
7. Taheri F, Arjmandnia AA, Afrooz GA. Effectiveness of positive parenting program training on relationship between parents and their slow-paced child. Empowering Exceptional Children. 2018;9(3):111–21. [Persian] [DOI]
8. Palusci VJ, Crum P, Bliss R, Bavolek SJ. Changes in parenting attitudes and knowledge among inmates and other at-risk populations after a family nurturing program. Children and Youth Services Review. 2008;30(1):79–89. [DOI]
9. Bigby C, Craig D. A case study of an intentional friendship between a volunteer and adult with severe intellectual disability: “My life is a lot richer!” Journal of Intellectual & Developmental Disability. 2017;42(2):180–9. [DOI]
10. Spijkers W, Jansen DE, Reijneveld SA. Effectiveness of Primary Care Triple P on child psychosocial problems in preventive child healthcare: a randomized controlled trial. BMC Med. 2013;11:240. [DOI]
11. Mahmoudi N, Mosavi R, Ghobari Bonab B. Effectiveness of parent-child relationship-oriented group interventions on symptoms reduction among 6-11 years old children with attention-deficit/hyperactivity disorder. Empowering Exceptional Children. 2018;9(2):65–74. [Persian] [DOI]
12. Ashori M, Afrooz GHA, Arjmandnia AA, Pormohammadreza-Tajrishi M, Ghobari-Bonab B. The Effectiveness of Positive Parenting Program (Triple-P) on parental self-efficacy and mother-child interaction in childeren suffering from intellectual disability. SSU_Journals. 2015;23(5):489–500. [Persian] [Article]
13. Sotoudeh Navroodi SO, Nicknam M, Ahmadi A, Roodbarde FP, Azami S. Examining the Effectiveness of Group Positive Parenting Training on Increasing Hope and Life Satisfaction in Mothers of Children with Autism. Iran J Psychiatry. 2018;13(2):128–34.
14. Cheraghi F, Rostaie Z, Asgari M, Shamsaei F, Tapak L. The effect of training of parental role on mothers’ attitude with children aged 1-5 years with respect to children’ abuse. Iranian Journal of Health Education and Health Promotion. 2017;5(3):182–90. [Persian] [DOI]
15. Tellegen CL, Sanders MR. A randomized controlled trial evaluating a brief parenting program with children with autism spectrum disorders. J Consult Clin Psychol. 2014;82(6):1193–200. [DOI]
16. Arjmandnia AA, Ashoori M, Jalil Abkenar S. Comprehensive view to positive parenting program: principle, goals, levels and content. Rooyesh-e- Ravanshenasi Journal(RRJ). 2017;6(2):35–52. [Persian] [Article]
17. Barzajhe Atri S, Abdollahi H, Arshadi Bostanabad M, Asghari Jafarabadi M. The effect of educational intervention on the attitudes and behaviors of family caregivers caring for children with intellectual disability. Journal of Nursing Education. 2015;3(4):1–10. [Persian] [Article]
18. Hashemi Malekshah S. The Effectiveness of Adlerian Parent Training on Change of parenting styles of parents with Children Suffering from Attention- Deficit/ Hyperactivity Disorder. Psychology of Exceptional Individuals. 2017;7(27):135–59. [Persian] [DOI]
19. Yusuf Ö, Gonka Ö, Pekcanlar Aynur A. The effects of the triple P-positive parenting programme on parenting, family functioning and symptoms of attention-deficit/hyperactivity disorder. A randomized controlled trial. Psychiatry and Clinical Psychopharmacology. 2019;29(4):665–73. [DOI]
20. Ashori M, Norouzi G, Jalil-Abkenar SS. The effect of positive parenting program on mental health in mothers of children with intellectual disability. J Intellect Disabil. 2019;23(3):385–96. [DOI]
21. Shoben Jr. EJ. The assessment of parental attitudes in relation to child adjustment. Genetic Psychology Monographs. 1949;39:101–48.
22. Ahmadi A, Motlagh M, Abdi HM, Shokri E, Hosseinzadeh A, Amini A. Investigating the relationship between the parents’ child rearing attitudes and the students’ creativity at female and male exceptional talents secondary schools in Lorestan province during the school year 2010–11. Australian Journal of Basic and Applied Sciences. 2012;6:27–30.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
