بررسی آموزش شناختی- رفتاری بر حمایت اجتماعی ادراک شده و خودکارامدی مادران دارای کودک با مشکلات ویژه یادگیری

The purpose of this study investigate the  training impact  cognitive – behavioral on perceived social support and self-efficacy were mothers of children with specific learning difficulties. Statistical population in this research were all mothers of children with specific learning difficulties. Studied sample in this research consisted of 30 mothers of children with specific learning difficulties were. That self-efficacy and perceived social support questionnaire were received low grades. These people were divided randomly into two groups of 15 patients (experimental group and control group). Then for people experimental group, training sessions were held cognitive behavioral therapy. The control group members did not receive any intervention. Tools used in consisted of the following: self- efficacy  questionnaire  of  sherer  et  al.  (1982)and perceived social support scale multifaceted zymt et al. (1988). For analyzing data obtained from the analysis covariance was used. The results showed in scale of self-efficacy, self-efficacy mean scores, with significant difference between experimental and control groups. also in scale perceived social support, social support subscale mean scores in both experimental and control groups had significant difference. Conclusion: Based on these findings can be said in general, cognitive-behavioral therapy cause  improve self-efficacy and perceived social support in mothers of children with specific learning difficulties in the group have been tested.