zahra mohamadi; amir ghamarani
Abstract
The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with ...
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The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with a control group. The statistical population was the mothers of children with emotional and behavioral disorders in the city of Isfahan in 1401, 30 people from this population were selected as a sample and 15 people were randomly assigned to the experimental group, and 15 people were randomly assigned to the control group. The mothers of the experimental group participated in 6 sessions of 60-minute mother-child interaction training based on the Precede model, and the control group did not receive any intervention. Both groups completed the research tools including: Evelyne kehe’s (2006) meta-emotional Philosophy Questionnaire and Achenbach’s (1992) Child Behavior Checklist-Parent Form before and after the intervention. The data were analyzed by univariate and multivariate ANCOVA tests run in the SPSS software (26.00). The findings showed that the values of both variables in control and experimental groups had a significant difference in the post-test stage (significance level less than 0.05). Therefore, this intervention positively and significantly impacted (transemotional philosophy) (F = 201.568 and P = 0.0001) 0) and emotional and behavioral problems (F=36.588 and P=0.0001)), at α=0.05 significant level. Therefore, mother-child interaction training based on Precede model had significantly effect on the meta-emotional philosophy of mothers and emotional-behavioral problems in adolescents aged 11-14 years.
Ali Torkashvand; Amir Ghamarani
Abstract
Abstract
Children’s behavioral problems influence their families considerably. Thus, the present study evaluates the effectiveness of the spillover intervention on the emotional processing and self-concealment of the mothers of children with externalized behavioral problems in Isfahan. The study ...
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Abstract
Children’s behavioral problems influence their families considerably. Thus, the present study evaluates the effectiveness of the spillover intervention on the emotional processing and self-concealment of the mothers of children with externalized behavioral problems in Isfahan. The study is quasi-experimental with pretest, posttest, and follow-up phases. Thirty mothers of children with externalized behavioral problems were selected by purposeful and convenience sampling and assigned into two experimental and control groups. The experimental group underwent the spillover intervention in 8 90-minute sessions, and the control group received no treatment. The research instruments included Achenbach’s (2001) Child Behavior Checklist-Parent Form (for screening the sample group), Larsen and Chastain’s (1990) Self-Concealment Scale (SCS), and Baker’s (2010) Emotional Information Processing Questionnaire. The data were analyzed by univariate and multivariate ANCOVA tests run in the SPSS 26 software. The results revealed that spillover training positively and significantly impacted self-concealment (F = 12/902; P = 0/001) and emotional processing (F = 33/017; P = 0/001) at the significance level of 0/05 (α = 0/05). Besides, the results were constant in the follow-up phase (α = 0/05). According to the findings, spillover training has a significant effect on the self-concealment and emotional processing of mothers of children with externalized behavioral problems. Considering mothers are the main pillars in training their children, this outcome has some educational and psychological implications for the mothers of children with externalized behavioral problems.
Keywords: Spillover, Self-Concealment, Emotional Processing, Externalized Behavioral Problems.
Extended Abstract
Introduction
Behavioral problems arise in situations where emotional and behavioral responses differ from cultural, age, and ethnic norms in school, negatively impacting academic performance, self-care, social relationships, personal adaptation, and adaptation in the workplace (Ghamarani and Lotfi, 2018). One type of behavioral problem is externalizing problems, which include behaviors that are externally observable and directed outside the child's existence, and are somewhat referred to as disruptive behavior (defiance, hyperactivity, inattention, and aggression) (Achenbach and Rescorla, 2001). The spillover theory, based on the family systems perspective, assumes that all family members are interdependent, and as a result, their experiences, emotions, values, and behaviors influence the interactions of other family members in a domain (Jensen et al., 2021). One of the influential factors in the type of response of parents with problematic children is emotions, which their involvement is evident in a wide range of psychological disorders such as anxiety disorders and depression (Altiere & von Kluge, 2009). Emotional processing using emotional processing strategies can be effective in increasing emotional skills to reduce emotional and psychological disturbances (Mohammadi Siyah Kamari et al., 2017). It seems that mothers with children with behavioral problems are weak in emotional processing and achieve lower grades. Anger, aggression, bullying, violence, and illegal and rule-breaking behaviors are manifestations of externalizing behavioral problems and are considered unacceptable by society, so mothers of this group of children are forced to use self-concealment mechanisms. According to the studies conducted, the family spillover approach has the potential to be taught to mothers with children with behavioral problems. Therefore, the issue of the present research was to evaluate the effectiveness of the spillover intervention on emotional processing and self-concealment of mothers with children with externalizing behavioral problems.
Research Questions
Is the spillover intervention effective in the emotional processing of mothers with children with externalizing behavioral problems?
Is the spillover intervention effective in the self-concealment of mothers with children with externalizing behavioral problems?
Literature Review
Based on previous studies, the negative spillover of marital conflicts is associated with strictness, incompatibility, relationship tension, and unhealthy parenting (Wormuth, Cummings, & Davies, 2020). Therefore, in studies related to family spillover, mothers have been the focus of researchers; self-efficacy and parenting style (Rahimi, Akrami, & Ghamarani, 2021), self-determination and parental management (Mansournia, Malekpour, & Ghamarani, 2021) are examples of these studies.
Methodology
This research was conducted as a semi-experimental study, including pre-test, post-test, and follow-up. The statistical population in this study included all mothers with children with external behavioral problems studying in regular schools in Isfahan during the academic year 2021-2020. The diagnostic criterion for children's behavioral problems was the Achenbach Behavior Problems Questionnaire. Convenience and purposive sampling methods were used to select the sample from schools in District 3 of Isfahan. After identifying students with external behavioral problems, their mothers were invited to participate in the research, and 30 of them who met the inclusion criteria were selected as the sample. In the pre-test phase, dependent variables were evaluated. Then, the spillover intervention was implemented in the experimental group in 8 sessions of 90 minutes (two sessions per week) (Torkashvand & Ghamarani, in press). Then, in the post-test and follow-up phase, one month after the end of the intervention, both the experimental and control groups were evaluated in terms of dependent variables. In the next phase, the difference between the pre-test, post-test, and follow-up scores of the experimental and control groups was statistically tested to determine the effect of the independent variable.
Results
Table 1. Descriptive statistics of self-concealment and emotional processing in two groups
Variables
Experimental
Control
Test
N
M ± SD
M ± SD
self-concealment
Pre‑test
15
30.33±9.48
31.86±7.60
Post‑test
15
19.66±5.12
31.06±6.69
Follow-up
15
19.06±3.39
32.86±5.30
emotional suppression
Pre‑test
15
15.86±3.20
15.73±3.23
Post‑test
15
13.40±2.66
16.80±2.88
Follow-up
15
13.77±2.44
14.40±2.44
emotional processing signs
Pre‑test
15
13±3.20
11±1.64
Post‑test
15
18.20±2.54
12.66±2.28
Follow-up
15
15.40±3.26
12.93±1.62
emotional avoidance
Pre‑test
15
13.26±2.60
11.86±2.32
Post‑test
15
8.73±1.22
11.33±1.83
Follow-up
15
8.93±1.38
12.06±2.01
emotional control
Pre‑test
15
12.26±2.96
11.46±2.13
Post‑test
15
17.86±3.13
12.27±1.75
Follow-up
15
17.66±2.22
12.60±1.76
Unpleasant emotional experiences
Pre‑test
15
13.33±2.16
12.60±2.22
Post‑test
15
7.26±2.88
12.66±2.58
Follow-up
15
30.06±4.87
7.93±2.05
emotional processing
Pre‑test
15
64.93±11.42
58.40±6.85
Post‑test
15
91.40±11.06
61.40±4.54
Follow-up
15
85.06±10.27
62.53±5.34
Table 2.Results of one-way analysis of variance on the mean scores of post-test and follow-up on maternal self-concealment with pre-test control
stage
Sum of square
df
Mean square
F
Sig.
Effect Size
Test power
Post‑test
Pre‑test
17569.729
1
17569.729
371.888
0.001
0.810
1.00
Group
3546.944
1
3546.944
75.076
0.001
0.463
1.00
error
4110/289
57
47.245
Total
85803.000
60
Follow- up
Pre‑test
210.062
1
210.062
100.900
0.001
0.639
1.00
Group
881.771
1
881.771
70.173
0.001
0.722
1.00
error
331.279
57
12.566
Total
22140.000
60
Table 3. Covariance analysis of post-test and follow-up mean scores of self-concealment and emotional processing
Stage
Variables
Sum of square
df
Mean square
F
Sig.
Effect Size
Test power
Post‑test
emotional suppression
240.000
1
240.000
31.863
0.001
0.397
1.00
emotional processing signs
212.817
1
212.817
35.004
0.001
0.277
1.00
emotional avoidance
46.944
1
46.944
8.881
0.004
0.093
0.838
emotional control
328.711
1
328.711
45.166
0.001
0.342
1.00
Unpleasant emotional experiences
81.667
1
81.667
12.214
0.001
0.264
1.00
emotional processing
4507.331
1
4507.331
33.017
0.001
0.550
1.00
Follow- up
emotional suppression
81.667
1
81.667
13.083
0.001
0.187
0.945
emotional processing signs
70.417
1
70.417
10.867
0.002
0.160
0.900
emotional avoidance
64.067
1
64.067
11.013
0.002
0.162
0.904
emotional control
160.067
1
160.067
24.802
0.001
0.303
0.998
Unpleasant emotional experiences
106.667
1
70.417
15.228
0.001
0.211
0.970
emotional processing
2593.338
1
2593.338
48.967
0.001
0.645
1.00
Discussion and Conclusion (Times New Roman 12 bold)
The first finding of the research showed a significant difference in emotional processing between the experimental and control groups. In the intervention sessions, mothers were asked to describe their interactions with their children. Most mothers had difficulty in processing emotions in their interactions with their children, especially in dealing with negative emotions caused by their children's inappropriate behavior. Enrichment of family communication (spousal and parent-child relationships) and positive spillover caused mothers to process emotions more positively. Another finding of the research showed a significant decrease in self-concealment scores in the experimental group. In the intervention sessions, mothers were reminded of the role of empathy in family spillover to promote empathic spillover in the family. Since spouses spend a lot of time together, using empathic spillover techniques helps them become more aware of each other's emotional states, leading to more discussion about their problems and encouraging emotional expression, which ultimately reduces self-concealment. One of the research suggestions is to compare the effectiveness of other psychological interventions such as cognitive-behavioral interventions, mindfulness-based interventions, and compassion-based interventions with family spillover intervention to more accurately evaluate the direct effects of this new intervention.
fatemeh kargar; Amir Ghamarani; Ghasem Norouzi
Abstract
The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary ...
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The purpose of this research was to investigate the antecedents and consequences of executive functions in adolescents with conduct Disorder in the form of a causal model. The research method was descriptive research and correlation design. The statistical population of the research included first secondary school boys studying in Qom city in 2021. From this community, 451 people who were diagnosed with conduct disorder using the Children Symptom inventory (SCI-4) and were willing to cooperate were selected using Convenience Sampling. To collect data, the questionnaire of parenting style, executive functions and Callous–unemotional traits was used. Pearson's correlation coefficient and path analysis tests were used to analyze the data. The results of the correlation matrix showed that there was a significant correlation between the research variables at the level of P>0.01 and P>0.05. Further, the results of the path analysis indicated the significance of the mediating role of executive functions in the relationship between parenting methods and Callous–unemotional traits. In general, the executive functions and parenting methods are two of the main factors for investigating Callous–unemotional traits.
Abdolhossein Shamsi; Amir Ghamarani
Abstract
The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The ...
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The aim of this study was to compare the effectiveness of parenting based on organizational skills and mindful parenting on parent-child relationships and symptoms of children with attention deficit hyperactivity disorder. This was a quasi-experimental research with pretest, posttest and follow up. The study population consisted of all children aged 8-10 years with attention deficit hyperactivity disorder in Isfahan who were educated in Isfahan public schools in 2019-2020. In this study participated 45 male children with attention deficit hyperactivity disorder that diagnosed on the basis of the Child Psychiatry and Fourth edition of Swanson-Nolan and Pelham Scale. In an experimental group, 11 sessions of parenting based on organizational skills and another experimental group 8 sessions of mindful parenting were conducted. The participants answered to Fourth edition of Swanson-Nolan and Pelham Scale(SNAP-IV) and parent-child relationships scale(CPRS) in three stages. Data were analyzed using repeated measures. Mindful parenting compared parenting based on organizational skills significant effect on parent-child relationships in the post-test and in the follow-up stage also remains(p≤05). Parenting based on organizational skills improved attention deficit and total attention deficit/ hyperactivity disorder in the post-test and the effects have been significant and the effect on follow-up stage also remains(p≤05). But parenting based on organizational skills did not have a significant effect on symptoms of hyperactivity/ impulsivity(P≥0.05). This study provides promising results in improving parent-child relationships and reducing the symptoms of children with attention deficit/ hyperactivity disorder by educating mindful parenting and parenting based on organizational skills as an intervention.
Mansoureh Moghtadaie; Salar Faramarzi; Amir Ghamarani; Ahmad Abedi
Abstract
The aim of this study is to develop a parenting program based on the experiences of mothers of children with specific learning disorder (SLD) and assess its effect on parenting stress and children's academic emotions. In the first phase, the "parenting program based on the experiences of mothers with ...
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The aim of this study is to develop a parenting program based on the experiences of mothers of children with specific learning disorder (SLD) and assess its effect on parenting stress and children's academic emotions. In the first phase, the "parenting program based on the experiences of mothers with children with specific learning disorder (SLD)" was developed. The second part of the study was semi-experimental pre-test, post-test, follow-up with a control group. Thirty mothers of children with specific learning disorder (SLD) were selected through convenience sampling and divided randomly into the experimental (15 subjects) and control (n = 15) groups. The research instruments were the Parenting Stress Index (PSI) and the Academic Emotions Questionnaire. The parenting program was presented during eight sessions (once a week), and each session lasted for 60 minutes. Data were analyzed by the repeated measure ANOVA and analyzed by the SPSS-23 software. The results showed that there was a significant difference between the experimental and control groups in terms of parenting stress and children's academic emotions in post-test and follow up (P <0.05) scores. According to the results of this study, it can be concluded that the parenting program based on the experiences of mothers of children with specific learning disorder (SLD) has an effect on parenting stress and children's academic emotions of children.
moslem asli azad; gholam reza manshaee; Amir Ghamarani
Abstract
The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population ...
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The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included the students with OCD in the city of Isfahan in 2017-18. 30 first high school students with OCD were selected through non-random purposive sampling and replaced into experimental and control groups (15 students with OCD in the experimental group and 15 students with OCD in the control group). The experimental group received ten seventy-five-minute ACT sessions during three months. The applied questionnaires in the study included Maudsley’s obsessiion inventory (Hajson and Rachman, 1980) and Cognitive Emotion Regulation questionnaire(Gross, John) and Intolerance of uncertainty questionnaire (Mcline, 1993). The data from the study were analyzed through repeated measurement ANOVA by SPSS23 statistical software. the results showed that ACT has significantly influenced the Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD (p<0.001) in a way that this therapy was able to lead to the increase of Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD. according to the findings of the present study it can be concluded that ACT employing cases such as mental techniques, observing the self as the background, cognitive defusion techniques, stipulating values, and committed action can be used as an efficient therapy to increase the Cognitive Emotion Regulation and Intolerance of uncertainty in the students
mohamad madhi; Amir Ghamarani; Ahmad Yarmohamadian
Abstract
Intellectual and Developmental Disability is a disorder that affects individuals’ adaptive and intelligent performance in practical, social, and conceptual areas. The present study aimed to compare the effectiveness of parenting education based on the Double ABCX model and compassion-based parenting ...
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Intellectual and Developmental Disability is a disorder that affects individuals’ adaptive and intelligent performance in practical, social, and conceptual areas. The present study aimed to compare the effectiveness of parenting education based on the Double ABCX model and compassion-based parenting on the mother-child relationship and behavioral problems in children was an intelligence disabilities. The present research employed an experimental research with pretest-posttest, and follow-up design. The subjects were screened based on inclusion criteria, then 45 mothers of children with intellectual disabilities were selected and randomly assigned to experimental and control groups (each group contained15 subjects). Mothers participated in 10 sessions of the Double ABCX program intervention, and in 8 sessions of compassion-based parenting, while the control group did not receive any intervention. The research instruments included The Strengths and Difficulties Questionnaire (SDQ) and Mother-Child Relationship Questionnaire, performed for all subjects in each of the three stages. Data analysis was conducted using repeated measures. Follow-up tests showed that parenting education based on Double ABCX model has a significant effect on mother-child relationship and behavioral problems in children with intellectual disabilities. As the findings depicted, parenting education based on the Double ABCX model is an effective program for the parenting of mothers of children with intellectual disabilities
Ahmad Yarmohamadian; majid akbari; amir university; sanayat moradi
Abstract
Abstract Introduction: Physical and motor disabilities have been defined as a trauma that limits one or more of individual’s main life activities which these disabilities prevent effective demonstration of individual’s physical or mental abilities. Thus the goal of the current research is ...
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Abstract Introduction: Physical and motor disabilities have been defined as a trauma that limits one or more of individual’s main life activities which these disabilities prevent effective demonstration of individual’s physical or mental abilities. Thus the goal of the current research is investigating the role of identity, basic psychological needs and demographic variables in predicting psychological well-being of students with physical and motor disabilities. This means that a sample statistical methods, including 200 students with physical and motor disabilities that were chosen using available sample method. The Aspects of Identity Questionnaire IV (Cheek, J. M. Smith, S.M. & Tropp, L. R. 2003), Psychological Well-being (Carol Ryff, 1980), and Basic Psychological Needs Scale (La Guardia, Ryan, Couchman, & Deci, 2000) were used for collecting the data. The data was analyzed by Pearson correlation and Regression multicollinearity tests. Data analysis showed that identity elements, basic psychological needs and demographic variables could predict psychological well-being of students with physical and motor disabilities. (p<0/0001،p<0/0005). Discussion: Finally, we can conclude that the identity elements, basic psychological needs and demographic variables are elements that affect psychological well-being of students with physical and motor disabilities.
Adel Mohamadzade; Amir Ghamarani
Abstract
The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) ...
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The purpose of this study was to evaluate the efficiency of incredible years program on social skills in children with mild intellectual disability. This study was pre-test/post-test control group design. The Statistical Society of this study included all children with intellectual disability (ages 6-11) that studied at exceptional schools of Khomeynishahr city in 2016. The sample included 30 children with their parents that were selected by Simple Random Sampling from this society and then assigned in two groups of 15 people (experimental group and control group). The experimental group parents received the incredible years program (Webster-Stratton, 2011) in 12 sessions and one session in per week. The study data collected by Social skills rating system-SSRS (Gresham and Elliott, 1994). MANCOVA analysis was used to analysis of data. The results showed efficiency of incredible years program on social skills and Subscales (self-Control, Assertion and cooperation) is significant in α=0.05 level. Therefore incredible year’s program can be used to increase social skills in children with intellectual disability.
mozhgan shoushtari; mokhtar malekpour
Abstract
Abstract The current research aimed to investigate the effectiveness of Renzulli’s Enrichment Triad Program on Creativity of sharp-witted primary school level students. . research method was Experimental with pretest - posttest and control group. The statistical universe of the current research ...
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Abstract The current research aimed to investigate the effectiveness of Renzulli’s Enrichment Triad Program on Creativity of sharp-witted primary school level students. . research method was Experimental with pretest - posttest and control group. The statistical universe of the current research consisted of all sharp-witted students of the city of Karaj in the educational year of 2015-2016. For this purpose, the number of 76 sharp-witted students was selected through multi stage cluster random sampling method and was randomly placed in two experimental and control groups (38 people in the experimental group and another 38 in the control group) and their mothers, too responded to the questions of Abedi’s Creativity. The experimental group , During the twelve two-hour sessions The Renzulli’s Enrichment Triad Program was administered on the experimental group but The control group not received training in this issue . The research Data were collected by Abedi’s Creativity Test and with analysis of covariance (MANCOVA) were analyzed .The findings showed that Renzulli’s Enrichment Triad Program has been effective in increasing female creativity. In general it can be concluded that Renzulli’s Enrichment Triad Program Can affect on children's creativity.
arghavan shariat; mokhtar malekpour; amir ghamarani
Abstract
The purpose of thisstudy was to determine the effectiveness of couple communication patternstraining on the performance of families with ADHD children.60 parents whosechildren were suffering from attention deficit hyperactivity disorder werechosen randomly. Then, the samples wererandomly divided into ...
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The purpose of thisstudy was to determine the effectiveness of couple communication patternstraining on the performance of families with ADHD children.60 parents whosechildren were suffering from attention deficit hyperactivity disorder werechosen randomly. Then, the samples wererandomly divided into two groups:control group (30 participants) and experimental group (30 participants). Theexperimental group received 7 treatment sessions. Both groups filled out theFamily Performance Questionnaire in thepretest and the posttest. The data wereanalyzed by statistical methods (covariance analysis).The results showed thatthe couple communication patterns training leaded to enhancement of familyperformance and its subtitles such as, emotional involvement, role playing,problem solving, emotional support, behavioral control, and the overallperformance (P<0.05). The present study showed that the couple communicationpatterns training to parents could significantly enhance the performance offamilies such as emotional involvement, role playing, problem solving,emotional support, behavioral control, and the overall performance.
Mokhtar malekpour; aliasghar dadmehr; amir ghomrani
Volume 4, Issue 14 , January 2014, , Pages 63-82
Azam Moradi; Qorban HemmatiAlamdarlou,; Amir Qamarani
Volume 3, Issue 11 , March 2013, , Pages 107-126
Abstract
The present research aims to study the effect ofemployment status, marital status, education level, intensity of disability andgender on the total rate of mental health as well as physical symptoms,anxiety, social maladjustment, and depression in physically disabled persons inIsfahan city. The research ...
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The present research aims to study the effect ofemployment status, marital status, education level, intensity of disability andgender on the total rate of mental health as well as physical symptoms,anxiety, social maladjustment, and depression in physically disabled persons inIsfahan city. The research method was that of causal-comparative. Thestatistical population included all disabled people in Isfahan, from amongwhich 100 subjects were randomly selected. The 28-item General HealthQuestionnaire (GHQ-28) was used to assess the psychological status of theparticipants. The results of MANOVA showed that employment status significantlyaffected the total score of GHQ (P<0.01), physical symptoms (P<0.05), andanxiety (P<0.05). Also, marital status significantly affected the totalscore of GHQ (P<0.05) and depression (P.0.01). However, the education level,intensity of disability, and gender had no significant effect on total score ofGHQ, physical symptoms, anxiety, social maladjustment, and depression variables.The research findings suggest that physically disabled peopleshould be provided with the appropriate opportunities for marriage andemployment, so that their psychological status can be improved