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Evaluating the effectiveness of acceptance and commitment-based intervention on parent-child conflict resolution strategies of mothers of students with learning disabilities

APA Citation

Mir Saleh, R. P. Yaser, I., Beigi, M., & Delavari, M. (2018). Evaluating the effectiveness of acceptance and commitment-based intervention on parent-child conflict resolution strategies of mothers of students with learning disabilities. Learning Disabilities, 7(3), 77-90. https://doi.org/10.22098/jld.2018.628

Publication Topic
ACT: Empirical
Publication Type
Article
RCT
Language
Persian
Keyword(s)
Acceptance and Commitment Therapy, Parent-child conflict resolution strategies, learning disability
Abstract

چكيده

هدف پژوهش حاضر بررسي اثر بخشي مداخله مبتني بر پذيرش و تعهد بر راهبردهاي حل تعارض

والد- فرزند مادران دانشآموزان مبتلا به ناتواني يادگيري بود. جامعه آماري شامل كليه دانشآموزان پسر

دبستاني مبتلا به اختلال يادگيري مراجعه كننده به مركز اختلالهاي يادگيري شهرستان ميبد بود. تعداد 22

نفر از مادران اين دانشآموزان با روش نمونهگيري دردسترس انتخاب و به صورت تصادفي در گروه

آزمايش و گواه جايگزين شدند. ابزار اندازهگيري پژوهش شامل پرسشنامه تعارض والد- فرزند موري اي

اشتراس بود. دادهها با استفاده از آزمون تحليل واريانس همراه با اندازهگيري مكرر مورد تجزيه و تحليل

گرفتند. يافتهها نشان داد كه بين ميانگين نمرات پسآزمون شركتكنندگان گروه آزمايش نسبت به گروه

گواه تفاوت معنيداري وجود دارد. با توجه به اين يافتهها ميتوان نتيجه گرفت مداخله مبتني بر پذيرش و

تعهد در بهبود راهبردها ي حل تعارض والد - فرزند مادران دانشآموزان مبتلا به اختلال يادگيري تاثير

مثبت و معنيداري دارد

The aim of the present study was to determine the effectiveness of intervention based on acceptance and commitment in parent-child conflict resolution strategies in mothers of students with learning disabilities. The population consisted of all pre-school students with learning disabilities referring to the learning disruption center of Meybod city. By available sampling method, 22 mothers of these students were selected and randomly assigned to the control and experimental groups. In the experimental group, participants received 8 two-hour admission and commitment training sessions and the control group received no intervention. Data collection was performed by the Parent-Child Conflict Questionnaire Murray A. Strauss (2002). Data were analyzed by the analysis of variance with repeated measurement. Based on the results, it can be said that eeffectiveness of intervention based on acceptance and commitment in decreasing the parentchild conflicts has a positive and meaningful effect on the mothers of students with learning disorder.