Parenting Stress and the Quality of Parent–Child Interactions among Parents of Elementary School Students.
Conditions
Interventions
Intervention 1: The group receiving the Self-Working Educational-Therapeutic Program. Intervention 2: Control group: The group not receiving the Self-Working Educational-Therapeutic Program.
Sponsors
Islamic Azad University
Eligibility
Sex/Gender
All
Age
20 Years to No maximum
Inclusion criteria
Inclusion criteria: Parents of elementary school students (child age 6–12 years). Reporting at least moderate levels of parenting stress (PSI score = 80) Having sufficient literacy (at least the ability to read and write in Persian to complete the questionnaires and participate in the training sessions) Willingness to participate in 14 weeks of sessions at the clinic No severe psychological disorders (based on the initial interview)
Exclusion criteria
Exclusion criteria: Parents of children older than 12 years Parents of children with excellent academic performance, as determined by the average of their school grades Parents of children identified based on the researcher’s initial interview and consultation, as well as the school principal’s assessment
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Parenting Stress. Timepoint: Assessment of Parenting Stress Before and After the Self-Working Educational-Therapeutic Intervention. Method of measurement: Parenting Stress Index (Abidin, 1995).;Quality of Parent–Child Interactions. Timepoint: Assessment of Quality of Parent–Child Interactions Before and After the Self-Working Educational-Therapeutic Intervention. Method of measurement: Parent–Child Relationship Scale (Pianta, 1994). | — |
Secondary
| Measure | Time frame |
|---|---|
| Comparison of the Effect of the Self-Working Educational-Therapeutic Program on Reducing Parenting Stress at the Pre-Intervention and Post-Intervention Stages. Timepoint: Comparison of Parenting Stress Reduction Before and After the Self-Working Educational-Therapeutic Program. This comparison may indicate the effectiveness of the educational intervention on the target variable and demonstrate its potential to reduce parenting stress. Method of measurement: Parenting Stress Index (Abidin, 1995).;Comparison of the Effect of the Self-Working Educational-Therapeutic Program on Improving the Quality of Parent–Child Interactions at the Pre-Intervention and Post-Intervention Stages. Timepoint: Comparison of the Improvement in Parent–Child Interaction Quality Before and After the Self-Working Educational-Therapeutic Program. This comparison may indicate the effectiveness of this educational program on the target variable and contribute to reducing parenting stress. Method of measurement: Parent–Child Relationship Scale (Pianta, 1994). | — |
Countries
Iran (Islamic Republic of)
Contacts
Public ContactShaghayegh Keyani
Islamic Azad University
Outcome results
None listed