The short-term impact of a problem-solving skills programme for Iranian parents

Journal article


Shokoohi-Yekta, Mohsen, Harnett, Paul, Parand, Akram and Shahaeian, Ameneh. (2011) The short-term impact of a problem-solving skills programme for Iranian parents. Clinical Psychologist. 15(2), pp. 85 - 89. https://doi.org/10.1111/j.1742-9552.2011.00027.x
AuthorsShokoohi-Yekta, Mohsen, Harnett, Paul, Parand, Akram and Shahaeian, Ameneh
Abstract

Background:  The ability of children to solve problems is an important influence on the social-cognitive development of children. Parents and children who use problem-solving strategies display more positive parent-child relationships. It follows that parents will be more effective in promoting the children's development and healthy parent-child relationships if they are skilled in problem-solving strategies and encourage their children to use these strategies. Aim:  The aim of the present study was to evaluate the short-term efficacy of a problem-solving skills program for Iranian parents (the ‘Raising a Thinking Child’ program) on the parent-child relationship. Materials and method:  Sixty-four mothers of 4–8 year-old children participated voluntarily in 12 2-hour weekly workshops over a three month period. Parents were taught a procedure for problem-solving and provided with the opportunity to consider how the procedure could be applied in response to challenging behaviors of their children. The problem-solving strategies were taught as an alternative to ineffective approaches such as punishing and reprimanding. Results:  Results indicated that teaching problem-solving skills to parents had a positive influence on a number of dimensions of parenting as measured by the Parent Child Relationship Inventory. Conclusion:  Parents who attended the program felt more supported, more involved with their children and better able to balance limit setting and child autonomy.

Year2011
JournalClinical Psychologist
Journal citation15 (2), pp. 85 - 89
PublisherWiley-Blackwell Publishing Ltd.
ISSN1742-9552
Digital Object Identifier (DOI)https://doi.org/10.1111/j.1742-9552.2011.00027.x
Scopus EID2-s2.0-79960111267
Page range85 - 89
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited Kingdom
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