اثربخشی برنامه والدگری مثبت بر خودکارآمدی والدینی و تعامل مادر-کودک دارای کم‌توانی هوشی

Introduction: Intellectual disability can affect all aspects of an individual's life. On the other hand, applying parenting educational programs has been associated with effective outcomes. Therefore, the present study aimed to assess the effectiveness of positive parenting program(Triple-P) on parental self-efficacy and mother-child interaction in children suffering from the intellectual disability. Methods: In the present study, pre-test, post-test design with a control group was used. Forty mothers of children suffering from intellectual disability were randomly selected from exceptional schools of Tehran province. They were randomly divided into experimental and control groups(20 per group). The former group participated in 10 training sessions of positive parenting program(twice a week each session lasted 60 minutes), whereas the latter group did not receive any specific training. The study data were gathered via parenting self-agency measure and parent-child relationship scale. Moreover, the data were analyzed using SPSS software(version 22) via multiple analysis of covariance. Results: The study results revealed a significant difference between experimental and control group at least in one of the scales of the parental self-adequacy or mother-child interaction. Furthermore, positive parental program training demonstrated a significant positive effect on parental self-efficacy and mother-child interaction. Conclusion: The findings of the present study proposed that as enhancing parenting skills leads to an increase in parental self-efficacy as well as mother-child interaction within children suffering from the intellectual disability, it seems essential to plan training the positive parenting program for mothers of such children.