Zohre Valiei; Ahmad Amani
Abstract
The Acceptance and Commitment Therapy (ACT) is one of the third-generation behavioral therapies that tries to increase psychological flexibility instead of changing cognitions. The purpose of this study was to examine the effectiveness of the group ACT on parenting stress, hardiness, and parent-child ...
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The Acceptance and Commitment Therapy (ACT) is one of the third-generation behavioral therapies that tries to increase psychological flexibility instead of changing cognitions. The purpose of this study was to examine the effectiveness of the group ACT on parenting stress, hardiness, and parent-child relationship in mothers of children with ADHD. The research method was semi-experimental, with a pre-test, post-test, 2-month follow-up, and control group. The statistical population of the study included all mothers with ADHD children who were studying in Sanandj city. Among them, through the convenience sampling method, 30 subjects who met the criteria for entering the research were first listed and then randomly assigned to two groups of experimental (i.e., ACT) or control. The research tools were the parent-child relationship scale (Pianta, 1992), parenting stress index (Abidin, 1995), and hardiness questionnaire (Cobasa, 1979). The experimental group received eight sessions of ACT training (each session lasting for two hours), while the control group did not receive any intervention. Then, the post-test and, after two-months, the follow-up test were conducted. The obtained data were analyzed using the repeated measures analysis of variance. The findings showed that ACT led to reduced parenting stress, and increased parent-child relationship and hardiness, and the treatment gains were maintained at the follow-up stage. Hence, ACT was effective for parenting stress, hardiness, and parent-child relationship in mothers of ADHD children. The findings emphasized the importance of applying these interventions for the relationship between parent and child, and parenting stress and hardiness in mothers with ADHD child, and the provision pf new horizons for clinical interventions of these mothers and their offspring(s).
nourali farokhi; mansour herfedoost; esmaeel kheirjo; mojtaba salmabadi; zahra fezolahi
Abstract
The aim of this study was to investigate the mediating role of environmental variables (parent-child relationship), locus of control, and academic performance to explain the depression of the children with ADHD. After screening the fifth grade elementary school students by Conner's teacher rating scale, ...
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The aim of this study was to investigate the mediating role of environmental variables (parent-child relationship), locus of control, and academic performance to explain the depression of the children with ADHD. After screening the fifth grade elementary school students by Conner's teacher rating scale, throughDiagnostic Interview Schedule for Children (according to DSM-IV), 113 children were selected as the clinical group. Behavioral management and parenting stress scales as ADHD symptoms indicators were given to mothers, and academic performance test, parent-child relationship questionnaire,locus of control and depression scale were administrated on the children. Pearson correlation coefficientsindicated positive relationships between depression with inattention dimension.There was also a significant relationship between the three mediating variables with depression and inattention dimension of ADHD. Structural equation modeling indicated the importance of parent-child relationship as a mediator variable for inattention-depression relationship. Academic achievement and locus of control couldn’t beeffective mediators in this model. Results of the current study implied the importance of parent-child relationship in ADHD children's depression. This result should be more considered in counselingwith these children.