نویسندگان:
آیناز شهریور1 ، محمد نریمانی2 ، سارا تقی زاده هیر3 .1دانشجوی دکترای روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران.
2دانشگاه محقق اردبیلی، اردبیل، ایران
3دکترای روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران.
چکیده فارسی: بیشفعالی فرزندان میتواند فشارهای روانی و رفتاری زیادی بر اعضای خانواده بهویژه مادران تحمیل کند و اثرات مخربی بر رشد شناختی، هیجانی و اجتماعی آنان به جا بگذارد. هدف پژوهش حاضر، بررسی اثربخشی آموزش مبتنی بر ذهنیسازی بر خودکارآمدی والدینی و تعامل والد - فرزند در مادران کودکان مبتلا به اختلال نقص توجه/ بیشفعالی بود. این پژوهش نیمهآزمایشی از نوع پیشآزمون، پسآزمون با گروه گواه بود. جامعه آماری شامل کلیه مادران دارای فرزند مبتلا به اختلال نقص توجه/ بیشفعالی که در سال تحصیلی 1404-1403 به مراکز روانشناسی شهر اردبیل مراجعه کرده بودند. از این جامعه 30 نفر به روش نمونهگیری هدفمند انتخاب و بهصورت تصادفی در دو گروه آزمایش (15 نفر) گواه (15 نفر) جایگزین شدند. گروه آزمایش در 10 جلسه 45 دقیقهای مبتنی بر ذهنیسازی شرکت کردند و گروه گواه مداخلهای دریافت نکرد. ابزار گردآوری دادهها پرسشنامه رابطه والد - فرزند Fine et al. (1983)، مقیاس خودکارآمدی والدگری Dumka et al. (1996) و مقیاس اختلال نقصتوجه/ بیشفعالی (Conners et al.(2008 بودند. دادهها با تحلیل واریانس چندمتغیره با استفاده از نرمافزار SPSS-25 تحلیل شد. نتایج تحلیل واریانس چندمتغیره نشان داد که آموزش مبتنی بر ذهنیسازی بر مادران کودکان دارای اختلال نقصتوجه/بیشفعالی موجب بهبود خودکارآمدی والدین و تعامل والد - فرزند در مقایسه با گروه کنترل شده است (05/0>P). باتوجهبه اثربخشی درمان ذهنیسازی بر بهبود حس خودکارآمدی و تعامل والد-فرزند در مادران کودکان مبتلا به اختلال نقص توجه/ بیشفعالی روانشناسان و متخصصان میتوانند از تکنیکهای ذهنیسازی جهت بهبود مشکلات این خانوادهها بهرهگیرند.
Effectiveness of Mentalization-Based Training on Parenting Self-Efficacy and Parent-Child Interaction in Mothers of Children with Attention Deficit/Hyperactivity Disorder
English Abstract: Introduction Attention-deficit/hyperactivity disorder (ADHD) is a common neurocognitive developmental disorder that affects approximately 5–7% of children and adolescents worldwide (Choi et al., 2023). Its key features are persistent patterns of inattention and hyperactivity/restlessness that are more severe than those of peers and can lead to academic, social, and sometimes occupational problems. These challenges increase parental stress and reduce their ability to provide effective support. As a result, negative emotional reactions (e.g., frustration, anxiety, worry, and decreased self-efficacy) are more prevalent in parents (Becker, 2021; Moutafi, 2023). Parental self-efficacy is a critical indicator of the quality of parenting and child well-being. According to Bandura, parenting self-efficacy is a part of personal self-efficacy and reflects a parents’ belief in their own adequacy in the parenting role (Zhang & Zhang., 2024). Increased self-efficacy leads to stronger emotional bonds and improved mother-child relationships, and is especially important when parents have caring roles (e.g., maternal or paternal care). Parents of these children usually report lower self-efficacy, which can lead to parenting difficulties (Ebrahimzadeh et al., 2023). In addition to self-efficacy, the quality of the parent-child relationship plays a critical role in children’s psychological development, resilience, and adjustment. In families with excitable children, relationship problems can add to environmental instability and parental stress burden. Therefore, improving these relationships is a critical objective (Lavenda & Hertz, 2024; Davies et al., 2022). Among intervention approaches, non-pharmacological interventions such as mindfulness-based therapy have received increasing attention. Mindfulness is a psychodynamic approach that helps individuals better understand their own and others’ mental experiences by improving the awareness of mental states (Sharp et al., 2020). Research has shown that mindfulness-based training can strengthen parent-child relationships, including in children with Tic disorders (Luedemann et al., 2021). Longitudinal studies also show that this approach is more effective in reducing behavioral and emotional problems than other interventions such as group parenting training and social skills training (Halfon et al., 2024). Given the limited spread of this educational approach in Iran, more research is needed in this field. This study aimed to investigate the effectiveness of mentalization-based training in parental self-efficacy and parent-child communication in mothers of children with ADHD disorder. Method The method of the present study was a quasi-experimental design with a pretest-posttest design with a control group. The statistical population of this study included all mothers of children with ADHD who referred to psychological centers in Ardabil in the academic year of 2024-2025. From among this group, using purposive sampling, 30 mothers were selected. They were randomly assigned to the experimental group (15 mothers) and control group (15 mothers). The experimental group participated in ten 45-minute sessions based on mentalization, and the control group did not receive any intervention. Data collection instruments Fine et al.’s Parent-Child Relationship Questionnaire (1983), Dumka et al.’s Parenting Self-Efficacy Scale. (1996) and Conners et al.’s Attention Deficit/Hyperactivity Disorder Scale (2008) were the instruments of the study. Data analysis Data were analyzed using multivariate analysis of variance (MANOVA) with SPSS (version 25). Findings Table 1 presents the results of univariate analysis of covariance for comparing the means of parenting self-efficacy and parent-child interaction. As the results of the table show, there is a significant difference between the posttest scores of parental self-efficacy (F= 19.981, P= 0.05), which indicates the significant effectiveness of mentalization training in increasing parental self-efficacy in the posttest of the intervention group. Therefore, the research hypothesis of the effectiveness of mentalization training in increasing parental self-efficacy is supported. Moreover, the table shows that there is a significant difference between the posttest scores of parent-child interaction (F= 11.045, P= 0.05), which indicates the significant effectiveness of mentalization training in increasing parent-child interaction in the posttest of the intervention group. Therefore, the research hypothesis of the effectiveness of mentalization training in increasing parent-child interaction is supported. Conclusion This study aimed to evaluate the effect of mentalization-based training on parental self-efficacy and parent-child interaction in mothers of children with ADHD. Findings indicated that mentalization-based training significantly improved parental self-efficacy and the quality of parent-child interaction. These results are consistent with theoretical models that state that awareness of mental states and emotional differences in the family environment can lead to more effective management of child behavior (Hagelquist & Rasmussen., 2020; Dollberg, 2022; Lavenda & Hertz, 2024). In fact, mentalization encourages parents to identify the emotional and psychological factors underlying the child’s behaviors and thereby provides more adaptive and targeted responses (Canário et al., 2024). This process helps parents improve the connection between themselves and their child; the focused presence of parents in interactions creates an opportunity for exchange and problem-solving, and increases their sense of competence and efficacy as parents (Del Bianco et al., 2018). In this regard, these changes in mothers lead to reduced stress, increased self-confidence, and improved parenting methods. With more positive interaction and successful feedback in the family, parental self-efficacy will increase (Canário et al., 2024). It is suggested that future research examine the long-term effects of mentalization training on parents and children, as well as the effect of this type of training on other behavioral and emotional disorders. Furthermore, paying attention to different cultural and social factors in the design of educational interventions can be effective in order to achieve more effective results. Acknowledgments This article is a part of a master’s thesis at the University of Mohaghegh Ardabili. We would like to express our gratitude and appreciation to all the professors and officials who helped in conducting this research study. Conflict of interest This study was conducted under the ethics code of IR.UMA.REC.1404.021 in the Ethics Committee of the University of Mohaghegh Ardabili. To maintain compliance with ethical principles, an effort was made to collect data after obtaining the consent of the participants. According to the authors of this article, there is no conflict of interest.