Volume 19, Issue 1 (3-2021)
RBS 2021, 19(1): 161-171 |
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Mokhtari Mosayebi M, Dortaj F, Delavar A, HajiAlizadeh K. Effectiveness Parent-Child Interaction Therapy on the Emotional Regulation of Anxious Girls. RBS 2021; 19 (1) :161-171
URL: http://rbs.mui.ac.ir/article-1-770-en.html
URL: http://rbs.mui.ac.ir/article-1-770-en.html
1- PhD Candidate in general psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
2- Professor of Psychology, Allame Tabataba'i University, Tehran, Iran. , Dortajf@gmail.com
3- Professor of Psychology, Allame Tabataba'i University, Tehran, Iran.
4- Associate Professor of Psychology, Department of psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
2- Professor of Psychology, Allame Tabataba'i University, Tehran, Iran. , Dortajf@gmail.com
3- Professor of Psychology, Allame Tabataba'i University, Tehran, Iran.
4- Associate Professor of Psychology, Department of psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
Abstract: (1492 Views)
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.
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.
Type of Study: Research |
Subject:
Special
Received: 2020/07/11 | Accepted: 2021/07/10 | Published: 2021/07/27
Received: 2020/07/11 | Accepted: 2021/07/10 | Published: 2021/07/27
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