Aim and Background: Interacting parents with their children can affect many psychological factors such as children's emotional regulation. The purpose of this study was to investigate the effect of parent-child interaction therapy on emotional regulation of fifth grade elementary girls with anxiety. Methods and Materials: The present study was a semi-experimental design with pre-test-post-test design and follow-up with the control group. The statistical population of this study was all girls studying in the fifth grade of elementary school in the year 2017-2018 in Sirjan city. Thirty subjects were selected as a sample and randomly assigned to two groups of intervention (n=15) and control (n=15). Birmaher anxiety disorder questionnaire (1999) Shields and Sichati Excitement Scale (1997) were used. The parent-child-based treatment scheme used in this research was a conception derived from various studies in this field in 14 sessions of 60 minutes. Data were analyzed by variance analysis with repeated measures and dependent t at significance level of .05. Findings: The results indicated a meaningful effect of a parent-child interaction-based treatment course on emotion regulation of female students (P<0.001). Conclusions: In this regard, it can be said that, the main benefits of this type of therapy to improve the emotion regulation of children were as follows: the approach of parents to children through the game, the process of group work governing this program, and the support of parents to educate each other, encouraging the therapist to establish a strong relationship between parents and the child, reflecting their emotions and their excitement as well as offering feedback by doing homework at home.
Mis Samaneh Mokhtari, Dr Zahra Yousefi, Dr Gholam Reza Manshaei, Volume 19, Issue 2 (8-2021)
Abstract
Aim and Background: Today, marriage is not simply as past, and young people on the verge of marriage suffer from a fear or concern about marriage and its issues that related to cognitive distortions, maladaptive schemas and coping styles that individuals use against schemas. The aim of this study was to investigate the effect of schema-based premarital education on fear of marriage and coping styles in single girls in Isfahan. Methods and Materials: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of this study included student and single girls in Esfahan; The study sample consisted of 30 people who were selected by available sampling method and were randomly divided into two experimental groups (15 people) and control (15 people). Subjects in two stages of pre-test and post-test were Samiei, Yousefi and Neshat Doost (2014) and Young's Schemas Minds (2008). The experimental group received schema-based premarital education as a group during 15 sessions of 90 minutes, while the control group did not receive any training. Data were analyzed using descriptive statistics and univariate and multivariate analysis of covariance and SPSS software version 23. Findings: The results of comparison of the experimental group with the control group showed that the function of fear of marriage and coping styles was significantly different from the control group. In other hand, Schematic-based premarital education had a significant effect on fear of marriage and coping styles of single girls (p <0.05). Conclusions: In general, the results showed the effect of schema-based premarital education on fear of marriage and coping styles of single girls; and it can be used as an important and key intervention in the field of premarital. Also, the results of this research can be used by family and marriage counselors.
