مرضيه جهان بخش, شعله اميري, محمدحسين بهادري, حسين مولوي, آذر جمشيدي, Volume 9, Issue 4 (12-2011)
Abstract
Aim and Background: Complex nature of children`s affectionate problems requires assessment and usage of modern treatments. The present study aimed to investigate the effects of attachment-based therapy on depression symptoms in girl students of primary school who had attachment problems. Methods and Materials: This study was an empirical plan with pretest-posttest, follow up and control group. The target samples were 34 individuals of 388 second and fourth grade students of Isfahan primary school that had highest scores on attachment problems and depression symptoms. Evaluation implemented using Randolph attachment disorder questionnaire (RADQ) and Ontario mental health test. Mothers were presented in 10 group sessions of attachment-based intervention and its effects investigated in posttest and 3 months follow up on their girl`s depression symptoms. The results have been analyzed by SPSS-16 software and through descriptive and inferential statistics. Findings: Since obtaining a higher score in depression disorder represents severity of the symptoms, it can be seen that the mean post-test and follow up scores of depression in the experimental group is significantly lower than that of the control group (P < 0/05). Reduction rate of reported depression symptoms was 0/38 in posttest and 0/50 in three months follow up. Conclusions: The attachment-based therapy was effective to reduction depression symptoms in their girls with attachment problems and the mother`s continues attention to interventional methods showed more improvement in follow up evaluation.
Aim and Background: The formation of insecure attachment and its governing conditions are the root of many health, emotional, behavioral, social, and etcetera issues. Therefore, training mothers on emotional skills is a suitable way of reducing maternal insecure attachment and behavioral issues. Methods and Materials: The study subjects were selected through cluster-random sampling and assigned to the experimental and control groups. The participants completed the questionnaires in the pretest and posttest periods. Mothers in the experimental group received emotional skills training in 8 group sessions and the control group did not receive any training during the study period. The data were analyzed using ANCOVA in SPSS software. Findings: As a consequence of emotional skills training, attachment quality in the experimental group significantly increased in comparison with the control group (P < 0.05). In addition, a significant decrease was observed in the rate of children's behavioral issues (P < 0.05). Conclusions: Causing changes in maternal sensitivity is a strong predictor of changes in children’s attachment. The issue most mothers face is that their method and time of interaction does not match their child’s needs. Reduction in maternal sensitivity can be achieved through skills training. Moreover, increased maternal sensitivity affects mothers’ attentional processes and helps the better understand their child’s behavior.
