Volume 5, Issue 177 (1-2024)
J Except Educ 1402, __(177): 92-92 |
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Qorbanpoor Lafmejani A, jahanshahi Z, rezaei S. The Effectiveness of Emotion Regulation Training on
Parent-child Interaction and Rumination of Mothers with
Children with Intellectual Disabilities. J Except Educ 2024; 5 (177) : 5
URL: http://exceptionaleducation.ir/article-1-2374-en.html
URL: http://exceptionaleducation.ir/article-1-2374-en.html
1- University of Guilan , qorbanpoorlafmejani@guilan.ac.ir
2- Islamic Azad University, Rasht Branch,
3- University of Guilan
2- Islamic Azad University, Rasht Branch,
3- University of Guilan
Abstract: (429 Views)
Abstract
Background and purpose: Living with a child with intellectual disability is very challenging for parents,
especially mothers as the main caregivers. The purpose of the present study was to determine the
effectiveness of emotion regulation training on parent-child interaction and rumination of mothers with
children with intellectual disabilities.
Research Method: The current study was a quasi-experimental type with a pre-test and post-test design
with a control group. The statistical population included all mothers with children with intellectual disabilities
who referred to Exceptional schools in Rasht city in the academic year of 2018-2019. Among these, a
sample of 30 people was selected by the available method, taking into account the entry and exit criteria,
then they were randomly assigned to two experimental (n=15) and control (n=15) groups, and completed
the parent-child interaction questionnaires of Pianta (1994) and rumination questionnaires of Nolen-
Hoeksema (1991). The intervention program was based on 8 sessions of 90 minutes of emotion regulation
training based on Gross's (2002) emotion regulation model, which was implemented by the researcher for
mothers of children with intellectual disabilities. The obtained data were processed using Univariate and
Multivariate covariance analysis.
Findings: Emotion regulation training was significantly effective on increasing parent-child interaction
and closeness component and reducing conflict and dependence components of mothers with children with
intellectual disabilities (P<0.05). Also, this training was effective in reducing the rumination of the mothers
of these children (P<0.01).
Conclusion: These results have important direct and implicit clinical applications in the field of increasing
parent-child interaction and reducing rumination in mothers with intellectual disabilities children through
emotion regulation training.
Background and purpose: Living with a child with intellectual disability is very challenging for parents,
especially mothers as the main caregivers. The purpose of the present study was to determine the
effectiveness of emotion regulation training on parent-child interaction and rumination of mothers with
children with intellectual disabilities.
Research Method: The current study was a quasi-experimental type with a pre-test and post-test design
with a control group. The statistical population included all mothers with children with intellectual disabilities
who referred to Exceptional schools in Rasht city in the academic year of 2018-2019. Among these, a
sample of 30 people was selected by the available method, taking into account the entry and exit criteria,
then they were randomly assigned to two experimental (n=15) and control (n=15) groups, and completed
the parent-child interaction questionnaires of Pianta (1994) and rumination questionnaires of Nolen-
Hoeksema (1991). The intervention program was based on 8 sessions of 90 minutes of emotion regulation
training based on Gross's (2002) emotion regulation model, which was implemented by the researcher for
mothers of children with intellectual disabilities. The obtained data were processed using Univariate and
Multivariate covariance analysis.
Findings: Emotion regulation training was significantly effective on increasing parent-child interaction
and closeness component and reducing conflict and dependence components of mothers with children with
intellectual disabilities (P<0.05). Also, this training was effective in reducing the rumination of the mothers
of these children (P<0.01).
Conclusion: These results have important direct and implicit clinical applications in the field of increasing
parent-child interaction and reducing rumination in mothers with intellectual disabilities children through
emotion regulation training.
Article number: 5
Keywords: Emotion Regulation Training, Intellectual disabilities, Parent-child Interaction, Rumination
Type of Study: Original Article |
Subject:
Mental Retarded
Received: 2021/Sep/Wed | Revised: 2024/Jan/Mon | Accepted: 2023/Oct/Sat | Published: 2024/Jan/Mon | ePublished: 2024/Jan/Mon
Received: 2021/Sep/Wed | Revised: 2024/Jan/Mon | Accepted: 2023/Oct/Sat | Published: 2024/Jan/Mon | ePublished: 2024/Jan/Mon
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