Document Type : Research Article

Authors

• Bamdad Shadi Zavareh ¹
• Masoumeh Azmoudeh ²
• Babak Kashefimehr ³
• Javad Mesrabadi ⁴

¹ Ph.D. student in Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran

² Department of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran

³ Department of Occupational Therapy, Rehabilitation Faculty, Tabriz University of Medical Sciences, Tabriz, Iran

⁴ Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

Abstract

Introduction
Parent-child interaction plays a crucial role in child development, particularly among children with intellectual disabilities. Effective interventions targeting parent-child interactions can have significant implications for the well-being and development of both parents and children in these families. This study aimed to compare the effectiveness of two distinct training approaches—positive resilience training and mentalization-based training—in enhancing parent-child interaction components among mothers of children with intellectual disabilities.

Method
This research employed a quasi-experimental design, incorporating pre-test and post-test assessments along with a control group. The study population consisted of mothers of children with intellectual disabilities in Tabriz, totaling 4,500 individuals. Initially, a cluster sampling method was used to select one of the five welfare centers in Tabriz. To improve data quality and select mothers whose children with intellectual disabilities aligned most closely with the research objectives, purposive sampling was employed. In this stage, 45 mothers were selected based on specific criteria (inclusion and exclusion criteria) and were randomly assigned to two experimental groups and one control group.
The data collection instrument utilized in this study was the Pianta Parent-Child Interaction Questionnaire (1994), a well-established tool for evaluating various dimensions of parent-child relationships, including closeness, dependence, and conflict. Statistical analyses, including multivariate covariance analysis (MANCOVA) and Bonferroni post-hoc tests, were conducted using SPSS software version 26 to assess the specific impact of the training interventions on parent-child interaction components.

Results
Both positive resilience training and mentalization-based training demonstrated significant effectiveness in improving parent-child interaction components, specifically in enhancing closeness, dependence, and reducing conflict within the parent-child relationship. The results indicated that both interventions significantly impacted these components (p < 0.01). However, notable differences were observed in the effectiveness of the two interventions, with mentalization-based training showing superior effectiveness in enhancing closeness and reducing conflict compared to positive resilience training (p < 0.001 vs. p < 0.01 in both comparisons).

Discussion
The findings highlight the importance of tailored interventions in supporting parent-child interactions among mothers of children with intellectual disabilities. Both positive resilience training and mentalization-based training offer valuable approaches for fostering positive parent-child dynamics, with mentalization-based training showing particular promise in enhancing closeness and reducing conflict within the relationship. These results underscore the potential of incorporating mentalization-based approaches into intervention programs aimed at improving parent-child interactions in challenging contexts, such as those involving children with intellectual disabilities.

Keywords

• Mothers of children with intellectual disabilities
• parent-child interaction
• positive resilience training
• mentalization-based training

Main Subjects

• Family Psychology