تأثیر آموزش حل مسئله خانواده محور بر ارتباط والد- کودک دانش آموزان دوره ابتدایی

نوع مقاله: مقاله علمی - پژوهشی

نویسنده

عضو هیأت علمی دانشگاه آزاد اسلامی واحد کرمانشاه

چکیده

پژوهش حاضر با هدف آموزش حل مسئله خانواده محور به والدین و تعیین اثربخشی آن بر ارتباط والد- کودک دانش آموزان انجام شد. طرح پژوهش تجربی حقیقی از نوع پیش‌آزمون - پس‌آزمون - پیگیری با گروه گواه بود. تعداد 120 دانش-آموز با استفاده از روش نمونه‌گیری تصادفی انتخاب شدند و با انتساب تصادفی به دو گروه آزمایشی (60 نفر) و گواه (60 نفر) تقسیم شدند، ابتدا والدین گروه آزمایشی 10 جلسه در کارگاه تربیت کودک / نوجوان اندیشمند شرکت کردند سپس گروه آزمایشی به مدت سه ماه تحت برنامه حل مسئله خانواده محور مورد آموزش قرار گرفتند، برای جمع‌آوری اطلاعات از سیاهه رابطه والد - کودک جرارد (1994) فرم والدین استفاده شد. یافته ها طبق گزارش والدین در سه مرحله پیش‌آزمون- پس‌آزمون (فاصله سه‌ماهه) و پیگیری (فاصله یک‌ماهه) نشان داد، در گروه آزمایشی، بین نمرات پیش‌آزمون- پس‌آزمون در زیر مقیاس‌های ارتباط والد - کودک تفاوت معناداری وجود داشت اما بین نمرات پس‌آزمون - پیگیری در زیر مقیاس‌های ارتباط والد - کودک تفاوت معنادار نبود. بر این اساس می توان نتیجه گیری کرد که آموزش حل مسئله خانواده محور به والدین بر ارتباط والد - کودک دانش آموزان اثربخش بود و ارتباط والد - کودک را بهبود بخشیده است.

کلیدواژه‌ها


عنوان مقاله [English]

The effect of family oriented problem solving curriculum education on parent-child relationship elementary School Students

نویسنده [English]

  • kivan kakabaraee
چکیده [English]

The aim of present study was to determine of the effectiveness of family oriented problem solving education on parent-child relationship among students of elementary schools in Kermanshah city. Experimental research design was pre-test, post-test and follow-up with the control group. One hundred and twenty of elementary students were selected by using simple random sampling method and assigned into intervention (60 subjects) and control groups (60 subjects). parents and teachers of students in the intervention group, undergone 10 sessions Preparation of a family oriented problem solving, after than elementary students in intervention group received Preparation of a family oriented problem solving for 3 months, but control group did not. For collecting data use of inventory relationship between parent-child Gerrard (1994) parent form. Both groups were evaluated using scale inventory relationship between parent-child Gerrard (1994) in tree assessment times (pre-test, post-test and follow-up), and data analyzed by repeated measure. findings showed that there were significant differences between two groups in pretest and post-test among the Sub scales relationship parent-child, but there was no significant difference between post test and follow up. Accordingly, it can be concluded that effective family oriented problem solving training on relationship parent-child and communication parent-child has improved.

کلیدواژه‌ها [English]

  • Keywords: family oriented problem solving
  • Parent-child relationship
  • elementary students
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