Effectiveness of video-based attachment-based education on parental bonding of children with behavioral disorders

Introduction: Behavioral disorders in children cause helplessness in academic and behavioral performance and also reduce their efficiency. The aim of this study was to investigate the effectiveness of video-based attachment-based education on parental bonding of children with behavioral disorders. Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of this study includes children 10 to 12 years old with behavioral disorders (according to the diagnosis of child psychologists or child psychiatrists in Sari) and their parents (mother or father) who from July to December 1398 to counseling centers under the supervision of welfare They have been to Sari. A total of 20 samples (20 including children with one of their parents) in the form of 2 groups of 10 people were purposefully selected based on inclusion and exclusion criteria. Data collection tools included the parents' version of the Rutter Child Behavior Disorder Questionnaire (1994), the Goodenough Puppet Painting Test (1920), and the Pianta Child-Parent Relationship Scale (1994). Video feedback attachment training was provided to the experimental group in 10 sessions (three months, one week per week), while the control group received no training. data were analyzed using statistical methods including mean, standard deviation, and analysis of covariance and using SPSS software version 25. Results: The results of the analysis of covariance showed that attachment-based education through the video feedback method had a significant effect on parental bonding and its components in children with behavioral disorders (p <0.01). Conclusions: In general, the results indicate the effect of attachment-based education training on video feedback, which can be used as an effective way to improve parental bonding of children with behavioral disorders.