Parental Stress

 Objective: Families frequently experience a variety of wonderful occurrences and, at times, face difficult circumstances, such as the birth of a child with special needs. These conditions can profoundly affect the dynamics of a family. This research aimed to examine parental stress and locus of control between parents of children with certain learning disorder and those without.Methods: This study utilized a descriptive-comparative methodology. The statistics population comprised all primary school students in the city of Talesh during March to June 2024. The research sample consisted of 116 people (56 parents of children with specific learning disorder and 60 parents with children without specific learning disorder) who were selected through purposive sampling. The data were analyzed using the Parenting Stress Index (PSI) and the Internal-External Locus of Control (IPC) scale. Multivariate analysis of variance and independent t-tests were employed to analyze the data.Results: The findings revealed a notable disparity in parental stress and locus of control between parents of children with specific learning disorder and those without (P<0.05).Conclusion: The findings indicate that parents of children with learning disorder endure elevated stress levels and a heightened perception of loss of control, hence increasing their risk.

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.