ARTICLE INFO

Article Type

Original Research

Authors

Ghazanfari   F. (1)
Hosseini Ramaghani   N. (* )
Moradiyani Gizeh Rod   S.Kh. (1)
Panahi   H. (1)






(* ) Psychology Department, Literature & Humanities Faculty, University of Lorestan, Khorramabad, Iran
(1) Psychology Department, Literature & Humanities Faculty, University of Lorestan, Khorramabad, Iran

Correspondence

Address: Literature & Humanities Faculty, Lorestan University, 5th Kilometer of Tehran Highway, Lorestan Province, Khorramabad, Iran. Postal Code: 68151-44316
Phone: +98 (66) 33120097
Fax: +98 (66) 33120106
nasrin.ramaghani@gmail.com

Article History

Received:  August  22, 2016
Accepted:  May 2, 2017
ePublished:  July 22, 2017

BRIEF TEXT


Disobedience is the stage of natural growth in children. The most visible coping behaviors is between the age of 12 and 20 months, and reaches its peak at age 3, then declines in preschool years [1]. … [2-23]. An effective approach to improve the psychological adjustment of parents and reducing behavioral problems in child and adolescents is mindfulness-based approaches [24, 25]. This approach promotes healthy parenting and physical health of mother and child as well as the child's emotional development [26]. … [27-34].



The purpose of the present study was to determine the effect of mindfulness-based parenting on reduction of anxiety and parent-child anxiety, as well as the increase of self-efficacy of parenting in mothers with oppositional and disobedient disorder.

The present study is a quasi-experimental study with pretest and posttest with control group.

This study was performed among all mothers of the first to sixth grade of primary school students (6-12 year old) in Noorabad City in the academic year 2015-2016.

Targeted cluster sampling was used and 34 mothers of children with oppositional-disobedience disorder were selected to participate in the study.

The following tools were used to perform the research: 1. Child Behavioral Checking List (CBCL) and Teacher Report Form (TRF): Child Behavioral Checklist and Teacher Report Form are two forms of the Astenbach Baseline Assessment System, which are completed by parent and teacher, according to the child's status in the last 6 months. In these questionnaires, DSM-IV-TR disorder scales have been set. The results have shown that the coefficients of coefficients of DSM-IV-TR syndrome scales were satisfactory and ranged from 0.64 to 0.81 for CBLC and 0.62 to 0.92 for TRF respectively [35]. 2. Beck Anxiety Questionnaire (BAI): This questionnaire contains 21 items that include common symptoms of anxiety (physical, emotional, and cognitive symptoms). The score of the person can range from zero to 63. According to Beck et al. [36], the score of 0 to 7, 8-15 and 16-25 indicate slight anxiety, moderate anxiety, and severe anxiety respectively. The internal consistency of this test in Iran has been reported 92% using Cronbach's alpha [37]. 3. Conflict Strategies Questionnaire (CT): This questionnaire contains 15 questions that measure three conflict resolution strategies including reasoning, verbal aggression and physical aggression and has been provided by Moori-E- Strauss. High scores on the whole indicate a higher conflict. The questionnaire questions are scored on a Likert scale of five degree (from very low to very high). Several researchers in Iran have confirmed the internal consistency of the subscales and the whole scale. The reliability of the questionnaire was 0.78 and 0.72 using Cronbach's alpha and test-retest method respectively [38]. 4. Parenting self-Agency Measure (PSAM): This was first used by Domek et al. to evaluate the parental self-agency. This scale measures the overall sense of parental confidence in parenthood. Talei, has reported the Cronbach's Alpha of the Persian version of this questionnaire 0.70 and its suitable face validity [39]. Then, mothers were randomly assigned into two experimental and control groups and a pretest was performed on them. In the next step, the mothers of the experimental group participated in a mindfulness-based parenting education that was conducted weekly and for two months in the two days on the basis of mindfulness, and then both groups took the posttest (Table 1). Statistical analysis: The collected data were analyzed by SPSS 23 software and analyzed by multivariate analysis of covariance. To use the covariance analysis test, first the assumption of the normal distribution of data was investigated using Kolmogorov-Smirnov test. Equivalence assumption for variance was investigated by Levene test, and homogeneity of variance/covariance matrices was studied using Mbox test; homogeneity of regression, also, was investigated.

The means of age of mothers in the experimental and control group were 29.45±1.06 and 28.98±1.15 years respectively. Also, in the experimental group, 11 and 6 participants had over diploma and diploma education respectively, and in the control group, 10 and 7 participants had over diploma and diploma education respectively. In the post-test, the experimental group improved in the mean total score of anxiety, parent-child conflict and parental self-agency. After controlling the effect of the pretest scores, there was a significant difference between the two groups in terms of the mean of the total scores of anxiety, parent-child conflict, and parenting self-agency (p<0.001). Therefore the effect sizes of mindfulness-based parenting educational training on the reduction of total anxiety score and parent-child conflict were 0.5 and 0.38 respectively, and the effect size of increasing parenting self-agency was 0.4 (Table 2).

According to the results of this study, a mindfulness-based parenting could reduce the symptoms of anxiety, reduction in parent-child conflict and increase the self-efficacy of parenting in mothers with children with oppositional—disobedience disorder. The results of this study is in line with the findings of previous studies [14, 24, 25, 28, and 32]. … [40-44].

It is suggested that in future studies, the effectiveness of mindfulness-based parenting education on problems of children with abnormalities such as stress and perceived child-rearing practices, and their aggressive and copying behaviors be considered.

Of the limitations of this study, limitation of the number of samples of mothers with daughters with oppositional-disobedience disorder and lack of follow-up stage can be mentioned.

Mindfulness-based parenting program can reduce anxiety, parent-child conflict and increase of self-efficacy in mothers with a child with obesity-disobedience disorder.

The authors of this study thank and appreciate the sincere cooperation of the honorable authorities of the education and schools of the city of Noorabad, as well as the mothers of the participants.

Non-declared

This research is ethically confirmed in the research council of the psychiatric department of Lorestan University.

The cost of this study has been provided by the authors.

TABLES and CHARTS

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