Middle Eastern Journal of Disability Studies

Background and Objective: Based on previous researches, several psychological interventions are effective in improving negative emotions and destructive behaviors of students. In this regard, the aim of this study was to determine the effectiveness of parent management training on improving negative emotions and destructive behaviors of students. The review of the literature shows that it is important and necessary to investigate the effectiveness of this training on other components that have received less attention, because the emotion regulation component is one of the important but neglected psychological behaviors in this field. Therefore, by carrying out this research, in addition to helping to develop the theoretical foundations of this component and determining the effectiveness of parenting management training on it, we will try to emphasize the need to expand this type of training among schools and culture for its implementation.

Method: The research method was a semi-experimental pre-test-post-test type with an experimental group and a control group. After completing the questionnaires, the mothers were randomly assigned to experimental and control groups, and the experimental group participated in the parenting management training program in 9 one-and-a-half-hour sessions (one session per week) for 2 months. The control group did not receive any training in this field. At the end of the sessions, the research questionnaires were completed again by all the mothers of the experimental and control groups, and in order to comply with ethical considerations, four briefing sessions were held for the parents of the control group. The statistical population included all mothers and female children studying in the third grade of elementary school and having behavioral problems in the academic year of 2019-2019 in Tabriz city, where 40 students (2 groups of 20) were available as a research sample using sampling method. were selected and divided by simple random method into an experimental group of parental management training and a control group. To collect data, the academic emotions questionnaire (Pekran et al., 2001) and the teacher observation scale of adaptive behavior in the classroom (Kristin et al., 2009) were used. The data were analyzed using covariance analysis and SPSS version 22 statistical software. A significance level of 0.05 was considered for all tests.