Journal of

Separation anxiety is a kind of disorder that has a direct relationship with parenting style. Family based intervention and play therapy is a comprehensive program including training sessions for parents which focus on improving interpersonal relationships, establishing a healthy and positive interaction in the family, controlling family anger, investigating communication barriers in marital relationships, educating children and providing play therapy for children. Objective of the present study was to investigate the effectiveness of family based intervention and play therapy in parenting style and stress of mothers and clinical symptoms of children with separation anxiety disorder.   Present research is a semi-experimental study in which there were two groups of 14 subjects along with pre-test and post-test.   Statistical population of the present study included all clients of a counseling centers in Tehran city who has been diagnosed with separation anxiety disorder. Therefore, to select some samples, availability sampling method was used.  Analysis of the research data with multivariate covariance analysis method showed that there was a significant difference between the parenting style and stress of mothers and clinical symptoms of children with separation anxiety disorder in both experimental and control group. This intervention had a significant effect on the parenting style of mothers and the reduction of parenting stress and it also reduced clinical symptoms in children with separation anxiety disorder.

Hearing Impairment is one of the most complicated sensory impairments that has an effect on parenting stress and parent-child interaction. Parent-child interaction program taken from parent-child interaction therapy (PCIT) theory which was developed by Sheila Eyberg resulted from her wide background on actor theory, traditional child psychotherapy and the first child development. In fact this program has used both attachment theory and social learning theory to gain access to ways of powerful parenting. So parent-child interaction is effective for a correct performance with the child and reduction of parenting stress especially for those who are hearing-impair and have parents who are not. Parents who have a child who is hearing-impaired have a negative cognitive evaluation of their abilities as parents so causing a reduction in mental health and well-being of parents. The present study aimed to investigate the effectiveness of educational program of parent-child interaction for mothers who have a hearing-impaired child on reduction of parenting stress and relationship of parents with the child. The present study was of semi-experimental kind and used pre-test and post-test model and a follow-up step with control group. Sample included 30 preschool children with hearing impairment and their parents were purposefully selected and randomly put in two groups of experimental and control. Then before performing, parent-child interaction program was designed and edited by the researcher. This program included providing need assessment form and defining parent education parameters. In child directed interaction (CDI), reward, mimicry, reflection, description, enthusiasm, getting attention and in parent directed interaction (PDI) issuing good orders, encouraging discipline, punishing by standing on the chair because of disobedience and making authentic rules at home were considered. Subjects of experimental group received parent-child interaction program in 12 sessions during one month. To study parent-child interaction and parenting stress, parent-child relationship scale and parent stress scale were used. The findings showed mean of scores in parent-child interaction and parenting stress has been effective in father; but it increased more in control group in post-test in comparison with pre-test in mother. The results of the study showed the importance of parents' cooperation in parent-child interaction. It seems effectiveness of parent-child interaction program showed on improving the relationship of parents with child having a hearing impairment.
 

The purpose of this research was to determine the effectiveness of the mindful parenting training package on improving the parent-child relationship, parenting stress, and feelings of loneliness. The research method was practical in terms of purpose and quasi-experimental in terms of data collection method. The statistical population included all parents referring to psychology and counseling clinics in Shiraz, as well as psychologists and specialists in the field of working with children. Among them, 30 people who visited Aram counseling clinic were selected by available sampling method, then they were randomly replaced in two control and experimental groups (15 people each). The data collection tools were Gerard's Parent-Child Relationship Tension Questionnaire, the Abdin Parenting Stress Questionnaire, and Russell et al.'s Loneliness Scale. In order to analyze the data in the quantitative part of the descriptive statistical indicators such as frequency, mean and standard deviation and in order to generalize the findings from inferential statistics, the analysis of covariance test was used. Finally, the conclusion has been reached that the mindful parenting training package has an effect on improving the parent-child relationship, the mindful parenting training package has an effect on reducing parenting stress in mothers, and the mindful parenting training package has an effect on Reducing the feeling of loneliness in mothers has an effect.

The purpose of this study was to investigate the mediating role of using social networks in the relationship between authoritarian and permissive parenting styles and academic procrastination in first secondary school students. The research was of the correlation type, and the statistical population included all the students of the first secondary level of Ashnoye city in 1401. In this study, 339 people (170 girls and 169 boys) were selected as a statistical sample using the multi-stage cluster random sampling method. In order to collect information, Bamrind's 1967 parenting styles (PSI), Solomon and Rothblum's academic procrastination (PASS) 1984, and Jahan Bani's social networks (2017) were used. The data were analyzed by covariance analysis and structural equation modeling. The results of the current research regarding the mediation of the use of social networks in the relationship between authoritarian parenting style and academic procrastination showed that authoritarian parenting style not only directly but also indirectly and with the mediation of the use of social networks on students' academic procrastination. It has an effect.

Mindful parenting is a new application of mindfulness that aims to improve parenting by promoting parental attention, increasing awareness of parenting stress, and reducing parental reactivity. The purpose of this study was to identify the components of mindful parenting. The research method was qualitative and the strategy was thematic analysis. The research environment included all parents who referred to psychology and counseling clinics in Shiraz, as well as psychologists and specialists in the field of working with children. Using the available sampling method and semi-structured interviews, a total of 12 people were selected. After collecting the data, analysis and coding were performed. The results showed that the components of mindful parenting include: appropriate behavior towards the child, age and capacity of the child, problem-solving efforts, child-like role model, leveling with the child, deep attention to interaction with the child, self-regulation, preventing judgment of the child, promoting emotional intelligence, empathy with the child, and forgiveness.