fa اثربخشی فرزندپروری مثبت‌نگر بر رابطۀ والد -فرزند و شایستگی اجتماعی در نوجوانان نابینا آسیب دیده بینایی Visual Impaired اصیل پژوهشی Original Article <div style="text-align: justify;"><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">زمینه و هدف</span></span></b><b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">: </span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">این</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> پژوهش با هدف بررسی اثربخشی فرزندپروری مثبت‌نگر بر رابطۀ والد</span></span><span lang="AR-SA" style="font-size:12.0pt"><span arial="" style="font-family:">&ndash;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">فرزندی و شایستگی اجتماعی فرزندان نابینا انجام شد. </span></span><span dir="LTR" style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">روش: </span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">پژو</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">هش</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> حاضر نیمه‌تجربی با طرح پیش‌آزمون</span></span><span lang="AR-SA" style="font-size:12.0pt"><span arial="" style="font-family:">&ndash;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">پس‌آزمون و پیگیری همراه با گروه گواه و جامع</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ۀ</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">آماری شامل مادران دارای فرزند نابینا </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۱۲</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> تا </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۱۶</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> ساله مشغول به تحصیل در مدارس ویژۀ نابینایان شهر اصفهان در سال </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۱۴۰۳</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> بود. نمونۀ پژوهش</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۳۰</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">زوج مادر</span></span><span lang="AR-SA" style="font-size:12.0pt"><span arial="" style="font-family:">-</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">فرزند بود که با توجه به ملاک</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">‌</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">های ورود با روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی در دو گروه آزمایش (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۱۵</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> زوج) و گواه (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۱۵</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> زوج) جای‌دهی شدند. مادران گروه آزمایش شیوه‌نامۀ فرزندپروری مثبت‌نگر دیوید و دی‌جوزپه (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۲۰۱۶) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">را طی </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">ده</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> جلسه </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۹۰</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> دقیقه‌ای هفتگی دریافت کردند. ابزارهای پژوهش شامل پرسش‌نامۀ رابطۀ والد</span></span><span lang="AR-SA" style="font-size:12.0pt"><span arial="" style="font-family:">&ndash;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">فرزندیی فاین و همکاران (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۱۹۸۳) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">و پرسش‌نامۀ شایستگی اجتماعی زو و جی (</span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۲۰۱۲) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">بودند. داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری مکرر در نرم‌افزار</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> SPSS </span></span>&nbsp;<span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">نسخۀ </span></span><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">۲۶</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar=""> تحلیل شدند</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">یافته‌ها</span></span></b><b><span lang="FA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">: </span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" lotus="" style="font-family:">نتایج نشان داد در متغیرهای رابطۀ والد</span></span><span lang="AR-SA" style="font-size:12.0pt"><span arial="" style="font-family:">&ndash;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" lotus="" style="font-family:">فرزندی و شایستگی اجتماعی، اثر زمان و اثر متقابل زمان و گروه معنادار است</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">(p<0.01) </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" lotus="" style="font-family:">. یافته‌ها تفاوت معنادارِ روند تغییرات بین دو گروه در طول زمان را نشان داد. اثرات آموزش فرزندپروری مثبت‌نگر در گروه آزمایش پایدار بود و تغییرات ایجادشده در رابطۀ والد</span></span><span lang="AR-SA" style="font-size:12.0pt"><span arial="" style="font-family:">&ndash;</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" lotus="" style="font-family:">فرزندی و شایستگی اجتماعی در طول زمان حفظ و تثبیت شد.</span></span> <span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Zar""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">نتیجه‌گیری:</span></span></b><b> </b><span lang="AR-SA" style="font-size:12.0pt"><span b="" style="font-family:" zar="">آموزش فرزندپروری مثبت‌نگر به مادران موجب بهبود پایدار رابطۀ والد-فرزند و شایستگی اجتماعی فرزندان نابینا شد. بنابراین، استفاده از این شیوه‌نامه می‌تواند در برنامه‌ریزی‌های آموزشی و درمانی برای خانواده‌های دارای فرزند نابینا مؤثر واقع شود</span></span><span dir="LTR" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></span></span></span></span></span></div> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times="">Background and Purpose:</span></b><span new="" roman="" style="font-family:" times=""> This study aimed to examine the effectiveness of positive parenting training on the parent&ndash;child relationship and social competence of blind adolescents.</span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times="">Materials and Methods:</span></b><span new="" roman="" style="font-family:" times=""> This quasi-experimental study employed a pretest&ndash;posttest and follow-up design with a control group. The study population comprised mothers of blind adolescents aged 12&ndash;16 years who were enrolled in special schools for blind students in Isfahan, Iran, in 2024. The sample consisted of 30 mother&ndash;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&ndash;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.</span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times="">Results:</span></b><span new="" roman="" style="font-family:" times=""> For both the parent&ndash;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&ndash;child relationship and social competence maintained over time.</span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:Calibri,sans-serif"><b><span new="" roman="" style="font-family:" times="">Conclusion:</span></b><span new="" roman="" style="font-family:" times=""> Positive parenting training for mothers resulted in sustained improvements in the parent&ndash;child relationship and social competence of blind adolescents. Therefore, this intervention may be useful in educational and therapeutic planning for families of blind adolescents.</span></span></span></span> رابطۀ والد-فرزند, شایستگی اجتماعی, فرزندپروری مثبت‌نگر, نوجوانان نابینا Blind Adolescents, Parent–child Relationship, Positive Parenting, Social Competence 48 66 http://exceptionaleducation.ir/browse.php?a_code=A-10-4473-1&slc_lang=fa&sid=1 fateme Saeidi فاطمه سعیدی Fatemsaeedi2023@gmail.com 1288018576 100319475328460018681 No PhD Student in Psychology, Naein Branch, Islamic Azad University, Naein, Iran. دانشجوی دکتری روانشناسی، واحد نایین، دانشگاه آزاد اسلامی، نایین، ایران shahnaz khaleghipour شهناز خالقی پور sh.khaleghipour@iau.ac.ir 1287040810 100319475328460018682 Yes Associate Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran. دانشیار گروه روانشناسی، واحد نایین، دانشگاه آزاد اسلامی، نایین، ایران Fateme Tabatabaei فاطمه طباطبایی نژاد FS.Tabatabaei1349@iau.ac.ir 100319475328460018683 100319475328460018683 No Assistant Professor, Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran. استادیار گروه روانشناسی، واحد نایین، دانشگاه آزاد اسلامی، نایین، ایران