درخت حوزه‌های تخصصی

Objective: This study aimed to investigate the psychometric properties of the Parenting Competence Scale. Methods: This research was a descriptive survey. The statistical population included all male and female students in the first grade of high school in District 11 of Tehran during the 2022-2023 academic year. Participants were selected using a convenience sampling method. In this study, to examine the psychometric properties of the Parenting Competence Scale, confirmatory factor analysis was used for construct validity, correlation coefficients for convergent validity, and internal consistency coefficients for reliability. For this purpose, 350 adolescents aged 13 to 15 responded to the Parenting Competence Scale, the Strength-based Parenting Scale (Jach et al., 2018), and the Engagement, Perseverance, Optimism, Connectedness, and Happiness Instrument for Adolescent Well-being (Kern et al., 2016). Findings: The results of confirmatory factor analysis indicated that the Parenting Competence Scale, with a structure comprising four factors—parental warmth, parental demand, social value of patience, and social value of respect for privacy—had good construct validity. Additionally, the results related to the correlation between the dimensions of parenting competence with strength-based parenting and adolescent well-being supported the convergent validity of the Persian version of the Parenting Competence Scale. Furthermore, the internal consistency coefficients of the subscales of privacy, patience, parental warmth, and parental demand were 0.86, 0.79, 0.80, and 0.78, respectively, defending the reliability of the Persian version of the aforementioned scale. Conclusion: Overall, the results of this study, while defending the conceptual positions derived from a positive and non-deficit approach to the field of parenting studies on which the conceptual foundation of the idea of parenting competence is based, also provided substantial evidence in support of the technical characteristics of the validity and reliability of the Persian version of the Parenting Competence Scale.

Objective: This study aims to compare the effectiveness of Mindfulness-Based Stress Reduction (MBSR) and Acceptance and Commitment Therapy (ACT) on affective control in pregnant women. Methods: A randomized controlled trial was conducted with 45 pregnant women from Ilam, Iran, who were randomly assigned to one of three groups: MBSR, ACT, or control. Participants in the experimental groups underwent 8 weekly group sessions of either MBSR or ACT, while the control group received no intervention. Affective control was measured using the Affective Control Scale, which includes subscales for anger, anxiety, depression, and positive affect. Pre-test and post-test assessments were administered to all groups, and data were analyzed using ANCOVA to compare the effects of the interventions across groups. Findings: The results indicated significant improvements in affective control for both MBSR and ACT groups compared to the control group. The ANCOVA showed significant effects for both MBSR and ACT in reducing anxiety, improving positive affect, and regulating anger, with no significant difference between the two experimental groups. The control group showed no significant changes in any of the emotional regulation variables. Both experimental groups demonstrated a large effect size for affective control (η² = 0.53), with smaller but significant effects on anxiety and positive affect (η² = 0.19 and η² = 0.17, respectively). Conclusion: Both MBSR and ACT were effective in improving affective control and emotional regulation in pregnant women, with similar outcomes for both interventions. These findings suggest that both therapies could be useful tools for managing stress and enhancing emotional well-being during pregnancy.

Objective: This study aimed to evaluate the effectiveness of attachment-based, brain-based, and mindful parenting training on reducing parental stress in mothers of children exhibiting symptoms of social anxiety. Methods: A quasi-experimental design with a pre-test, post-test, and follow-up stages was used, involving 60 mothers from three elementary schools in Felard city. Participants were divided into four groups: attachment-based parenting, brain-based parenting, mindful parenting, and a control group. Each experimental group received eight 90-minute training sessions. Parental stress was measured using the Parenting Stress Index before and after the intervention and during follow-up. Data were analysed using SPSS-26 and analysis of variance with repeated measurements method. Findings: The brain-based parenting training significantly reduced parental stress in the post-test and follow-up stages compared to the control group. The attachment-based and mindful parenting trainings did not show significant effects on parental stress. Repeated measures ANOVA indicated significant within-group effects over time and interactions between time and group. The brain-based training had a notable impact on the mothers' ability to manage parenting stress effectively. Conclusion: Brain-based parenting training is an effective intervention for reducing parental stress among mothers of children with social anxiety symptoms. The findings highlight the importance of understanding brain functions in parenting strategies. Further research is needed to explore the potential long-term benefits of attachment-based and mindful parenting methods on parental stress.

Objective: The present study aimed to examine the effectiveness of Choice Theory-based parenting education on distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children exhibiting oppositional defiant behaviors. Method: This quasi-experimental study employed a pre-test, post-test, follow-up, and control group design. The sample population included all mothers of children aged 7-12 years with oppositional defiant behaviors covered by the Imam Khomeini Relief Committee in Sari during the 2021-2022 academic year. Using purposive non-random sampling based on scores from the Distress Tolerance Scale (Simons & Gaher, 2005), the Family Cohesion Scale (Shakeri, 2003), and the Parenting Self-Efficacy Questionnaire (Dumka, 1996) at pre-test, 30 eligible mothers were selected. These mothers were then randomly assigned into two groups of 15 each (experimental and control groups). Data were analyzed using repeated measures ANOVA with the assistance of SPSS version 27 software. Findings: Results indicated that Choice Theory-based parenting education significantly improves distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children with oppositional defiant behaviors. Conclusions: Given these results, the use of this educational approach is recommended to enhance distress tolerance, family cohesion, and maternal parenting self-efficacy in mothers of children with oppositional defiant behaviors.

Objective: The study aimed to evaluate the impact of life skills training on distress tolerance, psychological adaptation, and high-risk behaviors among incarcerated women. Methods: This was an applied, experimental study. The study population consisted of incarcerated women in Kerman Central Prison in 2022. Sixty participants exhibiting high-risk behaviors were randomly assigned into an experimental group (30 women) and a control group (30 women). The experimental group received the World Health Organization's (WHO, 1998) ten-session life skills training program, each lasting 90 minutes, while the control group was placed on a waiting list. Both groups were assessed using the Simons and Gaher Distress Tolerance Scale (2005), the Derogatis Psychological Adaptation Scale (1986), and the Rajaee and Shafiei High-Risk Behavior Questionnaire (2011) before and after the intervention. Data were analyzed using multivariate analysis of covariance with SPSS software. Findings: Results indicated that life skills training significantly impacted distress tolerance, psychological adaptation, and high-risk behaviors in incarcerated women (p < .01). Conclusion: Life skills training can be effectively utilized to enhance distress tolerance and psychological adaptation, and to reduce high-risk behaviors.