"The different perception of blind adolescents about their surrounding world and their relationships with parents leads to emotional and social problems in them, requiring parents' awareness of how to interact with a visually impaired child to demand more special attention. This research was conducted with the aim of examining the effectiveness of schema-based parenting on emotional self-regulation and parental rejection perception in blind adolescents. The research method was a quasi-experimental design with pre-test, post-test, and follow-up stages with a control group. Among blind adolescents aged 12 to 16 who were studying in special schools for the blind in Isfahan, 30 visually impaired adolescents along with their parents who met the research criteria were purposefully selected through targeted sampling and randomly assigned to two groups: experimental (15 participants) and control (15 participants). The assessment tools used were the Hofmann and Kashdan Cognitive Emotion Regulation Scale and a questionnaire on parental rejection and acceptance for children. the experimental group, parents of blind adolescents received schema-based parenting intervention, while the control group did not receive any educational intervention. Emotional self-regulation and perceived parental rejection of blind adolescents in both groups were assessed in three stages: pre-test, post-test, and two months later. Data analysis using repeated measures ANOVA showed that in the post-test stage compared to the pre-test, there was an increasing trend in emotional self-regulation variables and a decreasing trend in perceived parental rejection among blind adolescents in the experimental group. This effectiveness was maintained during the follow-up stage. Therefore, schema-based parenting programs can be used to enhance emotional self-regulation and improve the perception of parental rejection in blind adolescents.
Keywords: Schema-Based Parenting, Emotional Self-Regulation, Parental Rejection Perception, Visually Impaired.
 
 
 
Extended Abstract

Introduction

When parents become cognizant of their child's visual impairment, their responses often bifurcate into two primary pathways. One trajectory entails acceptance of the child, while another leads to parental rejection. Children worldwide require a distinctive type of attention, positive reactions, and acceptance from their parents or caregivers (Rohner & etal., 2020). The perception of parental rejection can have profound consequences for an individual's emotional responsiveness. Research also highlights the challenges associated with emotions and their regulation in individuals with disabilities, particularly the blind. Studies have shown that blind and partially sighted individuals exhibit lower scores compared to their sighted counterparts in areas such as emotional self-awareness, self-expression, independence, interpersonal relationships, adaptability, and stress tolerance (Chennaz et al., 2022).
It is essential to highlight the importance of implementing interventions focused on enhancing emotional self-regulation among visually impaired adolescents. A particularly appropriate intervention is schema-based parenting which employs two key constructs known as early maladaptive schemas and early adaptive schemas. The primary objective of schema-based parenting is to prevent the formation of early maladaptive schemas in children, while simultaneously reinforcing early adaptive schemas through educational interventions targeting parents (Louis and Louis, 2017). The importance of schema-based parenting in addressing fundamental emotional needs, shaping children's personalities, and preventing the emergence of maladaptive schemas cannot be overstated. It is crucial that this approach receives a higher priority in research considering other parenting methods that often neglect emotional needs, not only for the child but also the parent, while the impact of maladaptive schemas is frequently overlooked in the parenting process for blind adolescents.
Research Question
The central research question guiding this study inquires whether schema-based parenting demonstrates effectiveness in enhancing emotional self-regulation and minimizing perceptions of parental rejection among blind adolescents.

Literature Review

Emotions hold immense significance in various aspects of life, impacting the capacity to adapt and navigate challenging situations (Garnefski, kraij, & Spinhoven). A pivotal element of emotions is emotional regulation, which encompasses mechanisms by which individuals can modulate the emotions they experience, as well as the timing and manner of their expression. Schema-based parenting strives to thwart the development of early maladaptive schemas in children, while simultaneously bolstering early adaptive schemas through parent education (Louis & Louis, 2017). Four categorical frameworks of early adaptive schemas unfold when primary emotional needs are met through positive parenting practices, encompassing connection and acceptance, autonomy and healthy functioning, reasonable limitations, and realistic and reciprocal standards (Louis, Davidson, Lockwood, & Wood, 2020). Studies exploring the efficacy of schema-based parenting have yielded promising results, affirming its advantages, as evidenced by research conducted by Bruysters & Pilkington (2023), as well as the study by Louis et al. (2021), which supports this approach.

Methodology

This study adopts a semi-experimental design with a pre-test, follow-up test, and control group. The statistical population encompassed blind adolescents aged 12 to 16, along with their corresponding parents, all of whom were either students or parents in specialized schools for the blind within Isfahan, Iran, in the year 2022. Thirty blind adolescents, together with their parents, who met the research criteria, were purposefully chosen via targeted sampling and randomly allocated to two groups: an experimental group and a control group. Parents within the experimental group underwent a schema-based parenting intervention, while those in the control group received the same training once the research was completed. The training program was led by a researcher with clinical expertise in parenting, and the data analysis was conducted utilizing ANOVA with repeated measures.
Tools:
Emotional-Cognitive Regulation Scale: The Emotional-Cognitive Regulation Scale utilized in this study was developed by Hoffman and Kashdan (2010). It consisted of 20 questions, evaluated on a 5-point Likert scale. The reliability coefficients for the subscales concealment, adaptability, and tolerance on this scale were reported to be 0.75, 0.70, and 0.50, respectively.
Parent Rejection-Acceptance Questionnaire for Children: The Parent Rejection-Acceptance Questionnaire for Children, devised by Rohner (2005) for individuals aged 8 to 18, consists of 24 items that evaluate four factors encompassing acceptance/love, hostility/aggression, indifference/neglect, and rejection. The overall score for parental rejection and acceptance is derived by summing the acceptance/love scores (in reverse) together with the scores for hostility, neglect, and rejection. According to Rohner's studies (2008), this questionnaire exhibits sound reliability and validity, with internal consistency reported at 0.76 for mothers and 0.74 for fathers.

Results

As displayed in Table 1, the F-value for the interaction effect of time on the scores of emotional self-regulation and the perception of parental rejection is statistically significant (p < 0.001), indicating substantial disparities between the experimental and control groups in respect to the variables studied at the three stages: pre-test, follow-up, and post-test. Furthermore, the group effect was statistically significant across all three variables. Specifically, the mean difference in emotional self-regulation was 38.8%, while the differences in the perception of rejection were 35% for mothers and 34.4% for fathers.
Table 1. Results of variance analysis with repeated measurement




Variable


Sources of Variation


SS


DF


MS


F


Sig


Eta


power






 
Emotional Self-Regulation


Time


417.156


1.610


259.43


32.644


0.001


0.924


1.000




Time *Group


490.756


1.610


304.747


43.098


0.001


0.735


1.000




Group


745.344


1


745.344


17.740


0.001


0.388


0.982




Perception of Mother's Rejection


Time


280.022


1.667


167.961


26.486


0.001


0.905


1.000




Time *Group


233.889


1.677


140.289


22.583


0.001


0.788


1.000




Group


567.511


1


567.511


15.100


0.001


0.350


0.963




Perception of Father's Rejection


Time


210.156


1.635


128.571


53.416


0.001


0.846


1.000




Time*Group


317.156


1.635


149.195


58.498


0.001


0.665


1.000




Group


368.44


1


368.44


9.031


0.006


0.344


0.827





Discussion

The findings indicate that schema-based parenting effectively enhances emotional self-regulation in adolescents. This approach addresses the core emotional needs of teenagers who possess deficiencies or early maladaptive schemas, such as feelings of shame or inadequacy. Through educational parenting techniques, this program instills parents with practical behavioral strategies, aiming to modify maladaptive schemas and replace them with adaptive ones. This, in turn, contributes to the enhancement of emotional self-regulation in visually impaired adolescents. Furthermore, by rethinking parental roles—a fundamental strategy in schema-based parenting—parents can experience some relief from ingrained non-aligned schemas. Through this process, a heightened sense of psychological stability emerges, which subsequently diminishes feelings of parental rejection. Prioritizing the emotional requirements of adolescents can play a pivotal role in thwarting the emergence of maladaptive schemas.

Conclusion

Given the efficacy and proven benefits of schema-based parenting in improving emotional self-regulation and diminishing the perception of parental rejection among blind adolescents, it can be regarded as a valuable adjunct approach alongside traditional therapeutic techniques. Integrating these two approaches could significantly enhance emotional self-regulation and perceived parental acceptance in this population.
Acknowledgments
The authors extend heartfelt thanks to the mothers and visually impaired adolescents who actively participated in this research, as well as the administrators of schools designated for the visually impaired in Isfahan for their generous support.