نوع مقاله : مقاله پژوهشی

نویسندگان

• زهره اقبال نیا ¹
• محمد عاشوری ²
• قاسم نوروزی ³

¹ گروه روان‌شناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران. رایانامه: zohre_eghbalniya@edu.ui.ac.ir

² نویسنده مسئول، گروه روان‌شناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران. رایانامه: m.ashori@edu.ui.ac.ir

³ گروه روان‌شناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران. رایانامه: g.norouzi@edu.ui.ac.ir

چکیده

پژوهش حاضر با هدف تدوین و اعتباریابی برنامه فرزندپروری توانمندمحور به‌منظور بهبود روابط مادران و نوجوانان کم‌شنوای آن‌ها انجام شد. این پژوهش کیفی با استفاده از روش تحلیل مضمون انجام شد. جامعه‌پژوهش شامل متخصصان، معلمان و مادران نوجوانان کم‌شنوای شهر مشهد در سال 1403 بودند. نمونه پژوهش برای تدوین برنامه به روش نمونه‌گیری هدفمند مشخص شد و بعد از 12 مصاحبه نیمه‌ساختاریافته عمیق به اشباع نظری رسید. نمونه پژوهش برای اعتباریابی برنامه شامل 10 نفر از متخصصان می‌شد که به روش نمونه‌گیری هدفمند انتخاب شدند. روند تدوین برنامه شامل بررسی منابع، مصاحبه با شرکت‌کنندگان، تدوین برنامه و اعتباریابی آن بود. برای تعیین روایی محتوایی از ضریب نسبی روایی محتوایی و شاخص روایی محتوایی و برای تعیین پایایی از روش درصد توافق استفاده شد. به‌این‌ترتیب، برنامه فرزندپروری توانمندمحور در ده جلسه تدوین شد و ضریب نسبی روایی محتوایی و شاخص روایی محتوایی آن به ترتیب برابر با 94/0 و 96/0 بود. پایایی برنامه نیز با روش درصد توافق متخصصان برابر با 95 درصد به دست آمد. بر اساس یافته‌ها، برنامه فرزندپروری توانمندمحور به‌منظور بهبود روابط مادران و نوجوانان کم‌شنوای آن‌ها از روایی و پایایی بالایی برخوردار است.

کلیدواژه‌ها

• اعتباریابی
• تدوین
• فرزندپروری
• نوجوانان کم‌شنوا

عنوان مقاله [English]

Developing and Validating an Empowerment-Based Parenting Program to Improve Relationships between Mothers and Their Hard-of-Hearing Adolescents

نویسندگان [English]

• Zohre Eghbalnia ¹
• Mohammad Ashori ²
• Ghasem Norouzi ³

¹ Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. E-mail: zohre_eghbalniya@edu.ui.ac.ir

² Corresponding Author, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. E-mail: m.ashori@edu.ui.ac.ir

³ Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. E-mail: g.norouzi@edu.ui.ac.ir

چکیده [English]

The present research aimed to develop and validate an empowerment-based parenting program to improve relationships between mothers and their hard-of-hearing adolescents. This qualitative study was conducted using the content analysis method. The research population included specialists, teachers, and mothers of hard-of-hearing adolescents in Mashhad in 2024. The research sample for developing the program was determined through purposive sampling and reached theoretical saturation after 12 in-depth semi-structured interviews. The research sample for validating the program included 10 experts who were selected through purposive sampling. The program development process included reviewing sources, interviewing participants, developing the program, and validating it. To determine content validity, the content validity ratio coefficient and the content validity index were used, and to determine reliability, the percentage agreement method was used. Thus, the empowerment-based parenting program was developed in ten sessions, and its content validity ratio coefficient and content validity index were 0.94 and 0.96, respectively. The reliability of the program was also obtained by the percentage agreement method of experts, equal to 95 percent. Based on the findings, the empowerment-based parenting program has high validity and reliability in improving the relationships between mothers and their hard-of-hearing adolescents.
Keywords: Development, hard-of-hearing adolescents, parenting, validation
Cite this Article: Eghbalnia, Z., Ashori, M., & Norouzi, G. (2025). Developing and Validating an Empowerment-Based Parenting Program to Improve Relationships between Mothers and Their Hard-of-Hearing Adolescents. Psychology of Exceptional Individuals, 15(60), 117-142. https://doi.org/10.22054/JPE.2026.86537.2827
© 2025 by Allameh Tabataba'i University Press
Publisher: Allameh Tabataba'i University Press
 
 
Extended Abstract
Introduction
The birth and presence of a hard-of-hearing child and concerns about his or her future may weaken the family’s integrity and foundation (Hallahan et al., 2023). Hard-of-hearing may be an obstacle to the normal development of emotions (Danadel & Ashori, 2025). Hard-of-hearing children and adolescents may have a profound adverse impact on the family, social, and psychological dimensions of family members (Asta et al., 2024; Eghbalnia & Ashori, 2024). Mothers of hard-of-hearing children are often under excessive stress (Continisio et al., 2023; Shastri et al., 2025). They have a great need for information about their child's hearing impairment, parenting strategies, and connections to support groups (Altuntas & Karataş, 2024). On the other hand, the foundation of developing relationships is based on strengths, and attention should be paid to each person’s unique talents (Clifton & Anderson, 2016).
Empowerment-based parenting is a positive parenting style that is characterized by promoting knowledge and focusing on the child’s capacities, talents, individual skills, and personality, or emphasizing his or her abilities and strengths (Waters, 2017). However, the quality of parent-child relationships affects the growth and development of a hearing-impaired child (Ashori, 2022). Given the dynamic and two-way relationship between parenting and adolescent behavior, it is necessary to use a program based on the capabilities of individuals that leads to the improvement of these relationships and improves the ability of parents to face the challenges of raising a hard-of-hearing adolescent.
Research Question
The question of this research is related to the development and validation of an empowerment-based parenting program to improve the relationships between mothers and their hard-of-hearing adolescents.
Literature Review
The results of Rosenzweig et al. (2024) showed that acceptance of hard-of-hearing adolescents by their mothers helps improve their psychological well-being and quality of life. The findings of Davids et al. (2021) indicated that parental education and awareness improve parent and hard-of-hearing child relationships. The findings of Aghaziarati et al. (2021) showed that discovering and analyzing the development of parent and hard-of-hearing child relationships and the way parents interact and raise these children have a significant positive impact on their life satisfaction and quality of life.
Methodology
This research was fundamental in terms of purpose and qualitative in terms of method. The research population included mothers of hard-of-hearing adolescents as well as teachers and specialists in the field of psychology and education of deaf and hard-of-hearing children in Mashhad in the academic year 2024-2025. The sample size was determined based on the theoretical saturation criterion. In total, the interviews conducted to discover the themes included interviews with 12 people who were selected through purposive sampling. Each interview lasted an average of 45 to 60 minutes. Inductive content analysis was used to analyze the interviews, and thus, an empowerment-based parenting program for mothers of hard-of-hearing adolescents was developed and then validated.
Results
The empowerment -based parenting program was developed based on thematic analysis. Thus, the organizing themes from the interviews are reported in the purpose column and the basic themes in the content column in Table 1.
Table 1. The purpose and content of the sessions of the empowerment-based parenting program




Sessions


Purpose


Content






1


Establishing effective communication and desirable interaction with the hard-of-hearing adolescent


Creating a hopeful connection with the parent and hard-of-hearing adolescent bond, identifying a map of capabilities and preparing for change




2


Creating a positive, supportive and loving and respectful environment without judging or criticizing the hard-of-hearing adolescent




3


Positive parenting with an emphasis on the talent, abilities, and strengths of the hard-of-hearing teenager


Assessing needs, paying attention to individual family differences with positive dialogue




4


Positive reinforcement with praise and compliments based on strengths and abilities




5


Positive personality and psychological characteristics of yourself and your hard-of-hearing child


Goal setting and well-being, self-confidence, resilience and flexibility




6


Encouragement of self-learning, self-regulation and facing special challenges




7


Positive emotional and behavioral characteristics of self and hard-of-hearing child


Identifying and managing emotions and behaviors with an emphasis on a sense of belonging and optimism




8


Improving individual performance with self-awareness, responsibility, hopefulness, and self-esteem




9


Skills and characteristics of the self and the hard-of-hearing child in society


Improving social functioning by increasing empathy and cooperation with a positive outlook




10


Environmental resources, social participation and special group and educational games




The empowerment-based parenting program was developed in ten sessions, and its content validity ratio coefficient and content validity index were 0.94 and 0.96, respectively. The reliability of the program was also obtained by the percentage agreement method of experts, equal to 95 percent.
Discussion
The present research aimed to develop and validate an empowerment-based parenting program to improve relationships between mothers and their hard-of-hearing adolescents. In fact, the content of the empowerment-based parenting program was determined using thematic analysis. Thus, from the analysis of interview data, five organizing themes were obtained: how to establish effective communication and desirable interaction with a hard-of-hearing adolescents, positive parenting with an emphasis on the talents and capabilities of the hard-of-hearing adolescents, positive personality and psychological characteristics of oneself and the hard-of-hearing child, positive emotional and behavioral characteristics of oneself and the hard-of-hearing child, and skills and characteristics of oneself and the hard-of-hearing child in society. In this way, the empowerment -based parenting program was developed and validated in ten sessions.
This program is consistent with the content of Sanders et al.’s (2014) Positive Parenting Intervention sessions in terms of identifying parent and child needs, parenting skills, family functioning, and the parent-child relationship. In addition, the empowerment-based parenting program was consistent with Markham’s (2015) relaxing parenting protocol in terms of coaching and educating rather than controlling, restraining, and directing oneself in the parenting role and improving the relationship with the child. In order to explain the use of scientific methods to develop an empowerment-focused parenting program, it can be stated that given that family members of a hard-of-hearing child or adolescent often have to make important decisions, face complex situations, and endure relatively high levels of stress (Dharanidharan & Kuruveettissery, 2025), on the other hand, sometimes parents have little information about their child's hearing loss and have difficulty communicating with them, and they face specific challenges in parenting (Davids et al., 2021). In this regard, the need for a program based on their own and their children’s capabilities and strengths is of particular importance.
Conclusion
In general, the empowerment-based parenting program places more importance on the interaction of different factors, including parental capabilities, self-confidence, parental acceptance, creating a safe environment, how to control and manage behavior, and improving parental relationships with hard-of-hearing adolescents. According to the results, this program has good validity and reliability. Accordingly, it seems to have a positive and significant effect. One of the limitations of the research was that it only examined the talents, strengths, and capabilities of hard-of-hearing adolescents and their mothers in Mashhad. It is suggested that future research should also pay attention to the challenges and problems of hard-of-hearing adolescents. In addition to mothers, the perspectives of fathers and other family members should also be examined.
 
 
 
Ethical Considerations
Adherence to Research Ethics Principles
This study is derived from a doctoral dissertation in the field of Psychology and Education of Exceptional Children at the University of Isfahan and has received the ethics code IR.UI.REC.1404.004 from the Ethics Committee of the University of Isfahan.
Author Contributions
First Author: Preparation of samples, conducting experiments and data collection, performing calculations, statistical analysis of data, analysis and interpretation of information and results, and drafting the original manuscript.
Second Author (Supervisor): Dissertation supervision, study design, supervision of the research process, verification and validation of results, revision, collaboration in drafting the original manuscript, and review and finalization of the manuscript.
Third Author (Advisor): Dissertation advisory, participation in study design, research supervision, and manuscript review and revision.
Conflict of Interest
“The authors declare no conflict of interest.”
Funding
This article was conducted independently by the authors without any financial support.
Acknowledgements
We would like to thank all mothers and specialists who participated in this research.
 

کلیدواژه‌ها [English]

• Development
• hard-of-hearing adolescents
• parenting
• validation