Document Type : Research Article
Authors
1 Master of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran
2 Associative professor, Department of psychology, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract
Introduction : Internalizing disorders are the most frequent among elementary school students and are often manifested due to irregularity in mood and emotions, and it affects children with weak self-expression more. Studies have shown that one of the most important causes of internalizing disorders in children is family factors, and in this way, it seems that mindful parenting education provides a framework for parents to correct ineffective parenting practices, provide appropriate feedback, and pay attention to parent-child relationships. to focus on the present time and with this method it improved the mood and positive self-expression in children. Therefore, the purpose of this study is to determine the effectiveness of mindful parenting training on the positive self-expression and mood of students with internalizing disorders.
Method: The research design was semi-experimental and pre-test and post-test with a control group and a one-month follow-up period. The statistical population consisted of all the female students of the second year of elementary school with internalizing disorders in Isfahan city in the academic year of 2018-2019 along with their mothers. From the mentioned society, 30 student-mothers were selected and randomly placed in two experimental and control groups. Mindful parenting training program was implemented for the experimental group during 8 sessions. The research tools were temperament scale (Malhotra, 1993), self-expression scale (Gambrill and Reggie, 1975) and child behavior checklist (Achenbach, 1991). For statistical analysis, SPSS software version 22 was used in this research to analyze the data, and the analysis of variance test with repeated measurements was used to test the hypotheses.
Results: In the variables of positive self-expression and mood, the difference between the two experimental and control groups in the pre-test is insignificant. However, in the post-test and follow-up stage, the difference between the control group and the group of mindful parenting education is significant in positive self-expression and mood (p<0.05). The effect of parenting training in improving positive self-expression in the post-test and follow-up phase is equal to 18.7 and 21 percent, respectively, and in improving mood in the post-test phase is equal to 27.6 percent and in the follow-up phase is equal to 36 percent. According to the results, it can be concluded that mindful parenting training is effective on positive self-expression and mood of students with internalizing disorder, and the effects of training remain in the follow-up phase.
Discussion: Therefore, in order to improve positive self-expression and mood of students with internalizing disorder, it is possible to benefit from mindful parenting training.
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