Effectiveness of Parent-Child Interaction Training on Emotion Regulation, Loneliness, and Social Isolation in Mothers of Children with Attention-Deficit/Hyperactivity Disorder
Keywords:
child-parent interaction, emotion regulation, loneliness, social isolationAbstract
Objective: The objective of the present study was to examine the effectiveness of parent-child interaction training on emotion regulation, loneliness, and social isolation in mothers of children diagnosed with attention-deficit/hyperactivity disorder (ADHD).
Methods and Materials: The statistical population of this study included all mothers of children diagnosed with ADHD who were referred to counseling centers in Sari, Iran. The diagnosis was confirmed by a team of psychologists, and a clinical file was established for each case. Based on the quasi-experimental research design, a sample of 30 mothers was selected from three designated counseling centers, drawn from an initial pool of 90 eligible participants. Data collection instruments included the Emotion Regulation Questionnaire by Garnefski et al. (2001), the UCLA Loneliness Scale (Russell, Peplau, & Cutrona, 1980), and a summary of the parent-child interaction training program. Data were analyzed using version 26 of the Statistical Package for the Social Sciences (SPSS). Multivariate analysis of covariance (MANCOVA) was also conducted.
Findings: The results indicated that parent-child interaction training was effective in enhancing emotion regulation and reducing feelings of loneliness and social isolation in mothers of children with ADHD.
Conclusion: Given the effect sizes, parent-child interaction training had a greater impact on reducing loneliness in mothers compared to its effects on emotion regulation and social isolation.
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References
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