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Movallali G, amiri M, yousefi afrashteh M, morovati Z. Instructing Stress coping strategies to Mother with deaf children and its Impact on their depression and decline parenting stress. MEJDS. 2016; 6 :146-151
URL: http://jdisabilstud.ir/article-1-507-en.html

1- Assistant Professor Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences,Tehran.Iran
2- Assistant Professor Department of Psychology, University of Zanjan, Zanjan, Iran
Abstract:   (10498 Views)

Abstract
Objective: The focus of this study is on early psychological interventions for parents with children with developmental disorders to minimize adverse effects due to the special circumstances of the family. As such, it investigated effects of stress coping strategy instruction to mothers of deaf children on stress and depression reduction.
Methods: This study was a two-group pretest-posttest quasi-experimental one. The participants were 24 mothers with deaf children recruited through convenience sampling, who were divided into control and experimental groups. Both groups filled out Parenting Stress Index and Beck Depression Inventory. In the next step, the experimental group received stress coping strategy instruction in 10 ninety-minute sessions while the mothers in control group went on their normal procedures. At the end of the instructional sessions, both groups filled out the aforementioned questioners as the post-test. Covariance analysis was used for analyzing the data. 
Result: The results of the analysis of covariance showed that stress management methods reduced both parenting stress (p<0.05) depression scores (p<0.05) among mothers in the experimental group in comparison with the control group.
Conclusion: It is concluded that stress coping strategy instruction is an effective way to help reduce parents' psychological problems. The method is suggested because of its high efficiency specially when administered in groups as it is cheap and accepted by families.

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Type of Study: Original Research Article | Subject: Social Sciences
Received: 2015/03/14 | Accepted: 2015/04/25

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