Volume 23, Issue 2 (9-2025)
RBS 2025, 23(2): 233-245 |
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Kermani N, Farahbakhsh K, Zare Bahramabadi M, Kalantar Hormoz A, Zamanpour E. Designing a Parent Training Program for Enhancing Parent-Child Relationships Based on Mentalization Theory, and Examination of Its Effectiveness on Parental Reflective Functioning, Emotional Regulation, and Parenting Stress. RBS 2025; 23 (2) :233-245
URL: http://rbs.mui.ac.ir/article-1-1957-en.html
URL: http://rbs.mui.ac.ir/article-1-1957-en.html
Narges Kermani1 
, Kumars Farahbakhsh *2 
, Mahdi Zare Bahramabadi3 , Atusa Kalantar Hormoz3 , Enayat Zamanpour4
, Kumars Farahbakhsh *2 , Mahdi Zare Bahramabadi3 , Atusa Kalantar Hormoz3 , Enayat Zamanpour4
1- PhD student in counseling, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran.
2- Assistant professor, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran. ,farahbakhsh@atu.ac.ir
3- Assistant professor, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran.
4- Associate professor, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran.
2- Assistant professor, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran. ,
3- Assistant professor, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran.
4- Associate professor, Department of Psychology and counseling, Allameh Tabataba'i University, Tehran, Iran.
Abstract: (969 Views)
Aim and Background: Parenting education plays a vital role in enhancing parental awareness and skills, promoting child development, and fostering mental health in both current and future generations. This study aimed to design and evaluate the effectiveness of a reflective parenting training program based on mentalization theory and characteristics of effective mothers, with a focus on improving key aspects of the parent–child relationship. The eight-session online intervention was developed to enhance parental reflective functioning, improve emotion regulation, and reduce parenting-related stress.
Materials and Methods: A quasi-experimental design with a control group (waitlist) was employed. The experimental group consisted of 13 mothers who participated in weekly training sessions over eight weeks, while the control group included 14 mothers. Both groups were assessed at pre-test and post-test stages. Participants were mothers of children aged 5 to 12 who had visited the Mehrravan Counseling Center in Tehran, primarily due to emotional or behavioral difficulties in their children. Instruments used included the Parental Reflective Functioning Questionnaire, the Parental Emotion Regulation Checklist, and the short form of the Parenting Stress Index.
Findings: ANCOVA results indicated that the mentalization-based training program significantly enhanced mothers’ reflective functioning in the parent–child relationship and improved their emotion regulation skills. However, reductions in parenting stress appeared to require additional or complementary interventions.
Conclusions: The findings contribute to the theoretical and practical literature on reflective parenting and highlight the importance of culturally adapted interventions for parenting in Iran
Type of Study: Research |
Subject:
Special
Received: 2025/06/1 | Accepted: 2025/08/7 | Published: 2025/09/1
Received: 2025/06/1 | Accepted: 2025/08/7 | Published: 2025/09/1
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