Volume 3, Issue 193 (9-2026)
J Except Educ 1405, __(193): 48-66 |
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Saeidi F, khaleghipour S, Tabatabaei F. The Effectiveness of Positive Parenting Training on Parent–Child Relationship and Social Competence in Blind Adolescents. J Except Educ 2026; 3 (193) :48-66
URL: http://exceptionaleducation.ir/article-1-2883-en.html
URL: http://exceptionaleducation.ir/article-1-2883-en.html
1- PhD Student in Psychology, Naein Branch, Islamic Azad University, Naein, Iran.
2- Associate Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran. ,sh.khaleghipour@iau.ac.ir
3- Assistant Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran.
2- Associate Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran. ,
3- Assistant Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran.
Abstract: (20 Views)
Background and Purpose: This study aimed to examine the effectiveness of positive parenting training on the parent–child relationship and social competence of blind adolescents.
Materials and Methods: This quasi-experimental study employed a pretest–posttest and follow-up design with a control group. The study population comprised mothers of blind adolescents aged 12–16 years who were enrolled in special schools for blind students in Isfahan, Iran, in 2024. The sample consisted of 30 mother–child dyads who were selected using convenience sampling based on the inclusion criteria and randomly assigned to an experimental group (n = 15) or a control group (n = 15). Mothers in the experimental group participated in ten weekly 90-minute sessions of positive parenting training based on the parenting protocol developed by David and DiGiuseppe (2016). The research instruments included the Parent–Child Relationship Questionnaire (Fine et al., 1983) and the Social Competence Questionnaire (Zhou & Ji, 2012). Data were analyzed using repeated-measures analysis of variance (ANOVA) in SPSS version 26.
Results: For both the parent–child relationship and social competence, the main effect of time and the time by group interaction were statistically significant (p < 0.01). The findings indicated significant differences in the pattern of changes between the experimental and control groups over time. The effects of positive parenting training in the experimental group were sustained during the follow-up period, with the improvements in the parent–child relationship and social competence maintained over time.
Conclusion: Positive parenting training for mothers resulted in sustained improvements in the parent–child relationship and social competence of blind adolescents. Therefore, this intervention may be useful in educational and therapeutic planning for families of blind adolescents.
Materials and Methods: This quasi-experimental study employed a pretest–posttest and follow-up design with a control group. The study population comprised mothers of blind adolescents aged 12–16 years who were enrolled in special schools for blind students in Isfahan, Iran, in 2024. The sample consisted of 30 mother–child dyads who were selected using convenience sampling based on the inclusion criteria and randomly assigned to an experimental group (n = 15) or a control group (n = 15). Mothers in the experimental group participated in ten weekly 90-minute sessions of positive parenting training based on the parenting protocol developed by David and DiGiuseppe (2016). The research instruments included the Parent–Child Relationship Questionnaire (Fine et al., 1983) and the Social Competence Questionnaire (Zhou & Ji, 2012). Data were analyzed using repeated-measures analysis of variance (ANOVA) in SPSS version 26.
Results: For both the parent–child relationship and social competence, the main effect of time and the time by group interaction were statistically significant (p < 0.01). The findings indicated significant differences in the pattern of changes between the experimental and control groups over time. The effects of positive parenting training in the experimental group were sustained during the follow-up period, with the improvements in the parent–child relationship and social competence maintained over time.
Conclusion: Positive parenting training for mothers resulted in sustained improvements in the parent–child relationship and social competence of blind adolescents. Therefore, this intervention may be useful in educational and therapeutic planning for families of blind adolescents.
Type of Study: Original Article |
Subject:
Visual Impaired
Received: 2025/May/Tue | Revised: 2026/Sep/Sun | Accepted: 2026/Feb/Tue | Published: 2026/Sep/Tue | ePublished: 2026/Sep/Tue
Received: 2025/May/Tue | Revised: 2026/Sep/Sun | Accepted: 2026/Feb/Tue | Published: 2026/Sep/Tue | ePublished: 2026/Sep/Tue
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