Document Type : Research Paper

Authors

1 Department of Clinical Psychology Faculty of Education and Psychology Ferdowsi University Of Mashhad (FUM) ,Mashhad,Iran

2 shahrbanoo aali Assistant Professor Department of Clinical Psychology Faculty of Education and Psychology Ferdowsi University Of Mashhad (FUM), Mashhad,Iran

3 Department of Clinical Psychology Faculty of Education and Psychology Ferdowsi University Of Mashhad (FUM),Mashhad,Iran.

Abstract

Abstract

Mothers of children with Down syndrome have difficult parenting experiences and are exposed to high levels of stress and psychological and physical consequences. These mothers' special education programs can help them to cope better with difficulties. Therefore, the present study was conducted to investigate the effectiveness of mindfulness-based stress reduction program on the psychological and physical well-being of mothers of children with Down syndrome. This study was conducted with a quantitative approach and a pretest-posttest design with a control group. The statistical population consisted of all mothers of students with Down Syndrome in Mashhad exceptional schools in the academic year of 2018-2019 who were selected by single stage cluster sampling. Thirty mothers of these children who scored higher than 22 on the General Health Questionnaire were selected and randomly assigned into two groups of mindfulness training and control group. Mothers in the experimental group received 8 two-hour sessions of mindfulness training program and the control group did not receive any training. The research instruments were life satisfaction scales, positive and negative affect, depression-happiness and physical symptoms. The results of covariance analysis showed that mindfulness-based stress reduction therapy significantly increased physical and psychological well-being of mothers of children with Down syndrome (p < 0/05). Therefore, this program is a good intervention program for mothers of Down syndrome children and can be used in medical centers and special schools for these children

Keywords

آریاپوران، س. (۱۳۹۰). اثربخشی آموزش‌های ذهن‌آگاهی و تنظیم هیجان بر بهزیستی روان‌شناختی و تاب‌آوری جانبازان شیمیایی. رساله‌ی دکتری رشته روان‌شناسی عمومی. دانشگاه محقق اردبیلی.
بخشی‌پور، ع؛ دژکام، م. (۱۳۸۴). تحلیل عاملی تأییدی مقیاس عاطفه‌ی مثبت و منفی. مجله روان‌شناسی، 4، 351-365.
بیانی، ع؛ محمدکوچکی، ع؛ گودرزی، ح. (1386). اعتبار و روایی مقیاس رضایت از زندگی(SWLS). روان‌شناسی تحولی، 11، 259- 265.

تیزپرنیری، پ. (1394). تأثیر روش آموزشی کاهش استرس مبتنی بر ذهن‌آگاهی بر شادکامی و باورهای ‌‌خودکارآمدی مادران دارای کودک کم‌توان‌ذهنی. پایان نامه کارشناسی ارشد. دانشگاه محقق اردبیلی.

رشیدی، ع؛ کاظمی، م؛ کیخاونی، س. (1397). بررسی وضعیت سلامت عمومی با استفاده از پرسشنامه سلامت عمومی (G.H.Q-28) گلدبرگ در میان کارکنان دانشگاه علوم پزشکی ایلام در سال 1394. مجله علمی دانشگاه علوم پزشکی ایلام، 26 (3)،26-16.
سید اسماعیلی قمی، ن؛ کاظمی، ف؛  پزشک، ش. (1394). تأثیر آموزش برنامه کاهش استرس مبتنی بر ذهن­آگاهی برمیزان فشار روانی مادران کودکان کم‌توان ذهنی. فصلنامه روان‌شناسی افراد استثنائی، 5 (17)،131-148.
شیخ­الاسلامی، ع؛ سید اسماعیلی قمی، ن. (1398). اثربخشی آموزش فنون مبتنی بر ذهن­آگاهی بر پریشانی روان‌شناختی مادران دارای فرزند با ناتوانی یادگیری خاص. فصلنامه روان‌شناسی افراد استثنائی،9 (34)،183-196.
عزیزی، ر؛ یوسفی افراشته، م؛ مروتی، ذ؛ الهی، ط. ( 1397). اثر آموزش ذهن‌آگاهی بر عواطف مثبت و منفی و پیچیدگی عاطفی بررسی تغییرات در طول زمان. فصلنامه پژوهش‌های کاربردی روان‌شناختی، 9 (1)، 58-39.
نریمانی، م؛ آریاپوران، س؛ ابولقاسمی، ع؛ احدی، ب. (1391). اثربخشی آموزش­های ذهن‌آگاهی و تنظیم هیجان بر عاطفه و خلق جانبازان شیمیایی. دوماهنامه علمی پژوهشی دانشگاه علوم پزشکی اراک، 2 (61)،106-118.
Benn, R., Akiva, T., Arel, S., & Roeser, R. (2012). Mindfulness Training Effects for Parents and Educators of Children with Special Needs. Developmental Psychology, 48(5), 1476-1487.
Blackledge, J. T., & Hayes, S. C. (2006). Using acceptance and commitment training in the support of parents of children diagnosed with autism. Child & Family Behavior Therapy28(1), 1-18.
Canbulat, N., Demirgoz Bal, M., & coplu, M. (2014). Emotional reactions of mothers who have babies who are diagnosed with Down syndrome. International Journal of Nursing Knowledge, 25(3), 147-153. 
Chadwick, O., Momcilovic, N., Rossiter, R., Stumbles, E., &Taylor, E. (2001). A Randomized Trial of Brief Individual versus Group Parent Training for Behaviour Problems in Children with Severe Learning Disabilities.Behavioural and Cognitive Psychotherapy, 29, 151–167.
Crane, R. (2009). Mindfulness-based Cognitive Therapy: Distinctive Features. London: Routledge.
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment49(1), 71-75.
Du, J., An, Y., Ding, X., Zhang, Q., &Xu, W. (2019). State mindfulness and positive emotions in daily life: An upward spiral process. Personality and Individual Differences, 141, 57-61.
Dykens, E. M., Fisher, M. H., Taylor, J. L., Lambert, W., & Miodrag, N. (2014). Reducing Distress in Mothers of Children with Autism and Other Disabilities: A Randomized Trial. Pediatrics, 134, 454–463.
Ferraioli, S. J., & Harris, S. L. (2013). Comparative Effects of Mindfulness and Skills-based Parent Training Programs for Parents of Children with Autism: Feasibility and Preliminary Outcome Data. Mindfulness, 4 (2), 89–101.
Goldberg, D. P., & Hillier, V. F. (1979). A scaled version of the General Health Questionnaire. Psychological medicine, 9 (1), 139-145.
Greeson, J. M., & Chin, G. R. (2019). Mindfulness and physical disease: a concise review. Current Opinion in Psychology, 28, 204-210.
Hagiwara, A. F. (1992). Identifying and comparing daily stress experiences, physical and psychological health, and coping strategies among Asian and American graduate students (Doctoral dissertation, The Ohio State University).
Hedov, G., Anneren, G., & Wikblad, K. (2000). Self-perceived health in Swedish parents of children with Down’s syndrome. Quality of Life Research, 9, 415-22.
Jones, L., Hastings, R. P., Totsika, V., Keane, L., & Rhule, N. (2014). Child behavior problems and parental well-being in families of children with autism: The mediating role of mindfulness and acceptance. American journal on intellectual and developmental disabilities, 119(2), 171-185.
Jonesa, L., Goldb, E., Totsika, V., Hastingsc, R. P., Jonesb, M., Griffithsb, A., Silvertonb, S. (2017). A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools. European Journal of Special needS Education.
Kabat- Zinn, J. (2004). Full catastrophe living: The program of the Stress Reduction clinic at the university of Massachuset medical center. Newy York: Dell publishing.
Lin Pan, W., LingGau, M., Ying Lee, T., JenJou, H., Yu Liu, C., &Kuen Wen, T., (2018). Mindfulness-based programme on the psychological health of pregnant women. Women and Birth, In press.
N. N., Lancioni, G. E., Winton, A. S., Singh, J., Curtis, W. J., Wahler, R. G., & McAleavey, K. M. (2007). Mindful parenting decreases aggression and increases social behavior in children with developmental disabilities. Behavior Modification, 31(6), 749-771.
Nilsen, P. (2015). Making sense of implementation theories, models and frameworks. Implementation science, 10 (1), 53-66.
Pourmohamadreza-Tajrishi, M., Azadfallah, P., Garakani, S. H., & Bakhshi, E. (2015). The effect of problem-focused coping strategy training on psychological symptoms of mothers of children with down syndrome. Iranian journal of public health, 44(2), 254.
Raj, A., & Kumar, P. (2019). Efficacy of Mindfulness Based Stress Reduction (MBSR): A Brief Overview. Journal of Disability Management and Rehabilitation, 4(1), 73-81.
Senses Dinc, G., Cop, E., Tos, T., Sari, E., & Senel, S. (2019). Mothers of 0–3‐year‐old children with Down syndrome: Effects on quality of life. Pediatrics International, 61(9), 865-871.
Van Gameren-Oosterom, H. B., Fekkes, M., Buitendijk, S. E., Mohangoo, A. D., Bruil, J., & Van Wouwe, J. P. (2011). Development, Problem Behavior, and Quality of Life in a Population Based Sample of Eight-Year-Old Children with Down Syndrome. PLoS ONE, 6(7), 21879-21879.
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, 54(6), 1063-1070.