Document Type : Research Paper
Author
Abstract
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.
Keywords
حاتمی فرد، سیروس؛ کافی، سید موسی؛ خوش‌روش، وحید. (1390). اثربخشی آموزش مهارت حل مسئله و مهارت ابراز وجود والدین بر میزان سازگاری اجتماعی و پیشرفت تحصیلی فرزندان آنان. فصلنامه فرهنگ مشاور و روان‌درمانی، دوره 2، شماره 7، 67- 82.
شکوهی یکتا، محسن؛ اکبری زرخانه، سعید؛ قهوه‌چی، فهیمه. (1390). اثربخشی آموزش حل مسئله، مدیریت خشم بر سبک‌های تربیتی، پرخاشگری و شادکامی مربیان پیش‌دبستانی. فصلنامه مطالعات روانشناسی بالینی. دوره اول، شماره 5، 1-21.
شکوهی یکتا، محسن؛ پرند، اکرم؛ شهابیان، آمنه؛ متولی پور، عباس. (1387). تأثیر آموزش مهارت‌های حل مسئله بر تعامل والد-کودک و بهبود رفتارهای چالش‌برانگیز کودکان.فصلنامه خانواده و پژوهش، شماره 3، 9-24.
شکوهی یکتا، محسن؛ دوایی، مهدی؛ زمانی، نیره؛ پورکریمی، جواد؛ شریفی، علی. (1392). تأثیر آموزش برنامه "من می‌توانم مشکل را حل کنم " بر بهبود توانشهای حل مسئله و توانشهای اجتماعی دانش آموزان پیش‌دبستانی و پایه اول. فصلنامه تازههای علوم روانشناختی. شماره 3، 73-82.
شکوهی یکتا، محسن؛ زمانی، نیره. (1391). کاربرد آموزش برنامه حل مسئله بین فردی در کاهش رفتارهای مشکل‌ساز دانش‌آموزان دیرآموز: مطالعه تک آزمودنی. مجله روش‌ها و مدلهای روانشناختی، 8، 55-71.
شکوهی یکتا، محسن؛ سالم، صدیقه؛ به پژوه، احمد؛ رستمی، رضا؛ پرند، اکرم. (1389). تأثیر آموزش مهارت حل مسئله بر میزان مهارت‌های اجتماعی کودکان با اختلال نارسایی توجه/ بیش فعالی. مجله روانشناسی و علوم تربیتی، 3، 37- 50.
شکوهی یکتا، محسن؛ شهابیان، آمنه؛ پرند، اکرم. (1391). روانشناسی خانواده. تهران: انتشارات تیمور زاده.
Agran, M; Blanchard, C; Wehmeyer, M. L; Hughes, C. (2002). Increasing the problem solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23, 279-285.
Bayazit, I. (2013). An Investigation of Problem Solving Approaches, Strategies, and Models Used by the 7th and 8th Grade Students when Solving Real-World Problems. educational sciences: theory & practice, 13(3).1920-1927.
Beck, S. R., Williams, C., Cutting, N., Apperly, I.A. & Chappell, J. (2016). Individual differences in children’sinnovative problem-solving are notpredicted by divergent thinking or executive functions, philosophical transactions. Phil. Trans. R. Soc. B 371: 20150190. pp 1-11.
Beelmann, A. (2004). Promoting social competence in preschool children: Evaluation of a social problem solving training program as a universalmeasure for preventing antisocial behavior. Kindheit und Entwicklung.13(2): 113-121.
Blanchard-Fields, F. (2007). Problem Solving and Emotion: An Adult Developmental. Perspective, Current Directions in Psychological Science, 16(1), 26-31.
Bonanno, G.A., Westphal, M., & Mancini, A.D. (2011). Resilience to loss and potential trauma. Annual
Brewer, J.D., & Sparkes, A.C. (2012). Young people living with parental bereavement: Insight from an ethnographic.
Cassidy, T. (2009). Bullying and victimization in school children: the role of social identity, problem-solving style, and family and school context. Soc Psychol Educ, 12, 63–76.
Cassidy, T., Taylor, L. (2005). Coping and psychological distress as a function of the bully victim dichotomy in older children. Social Psychology of Education, 8(3), 249–262.
Celest, M. (2007). Social skills intervention for a child who is blind. Journal of VisualImpairment & blindness, 100, 521 -532.
Colman, R. A. (2002). Attachment security and the problem solving behaviors of mothers and children. Merrill-Palmer Quarterly. 48(4): 337-359.
Corsano, P; Majorano, M; Champretavy, L. (2006). Psychological well-being in adolescence: the contribution of interpersonal relations and experience of being along. Adolescence, 41 (162), 341-353.
Cote, D. (2011). Implementing a Problem-Solving Intervention with Students With Mild to Moderate Disabilities. Intervention in School and Clinic, 5, 259–265.
D’Zurilla, T. J; Nezu, A. M. (2007). Problem-solving therapy: a positive approach to clinical intervention. (3rded.). New York: springer.
Dreer, L E; Elliot, T R; Fletcher, D C; Swanson, M. (2005). Social problem-solving abilities and psychological adjustment of persons in low vision rehabilitation. Rehabilitation Psychology, 50 (3), 232-238.
Erzkan, A. (2014). Analysis of social problem solving and social self-efficacy in prospective teachers, Educational Sciences: Theory & Practice . 14(2), 447-455.
Fiedler, C. R; Danneker, J.E. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20.
Fosco, G.M, Feinberg, M.E (2015). Cascading effects of interparental conflict in adolescence: Linking Threat Appraisals, Self-Efficacy and Adjustment, Development and Psychopathology 27: 239-252.
Friend, M. (2011). Special education contemporary perspectives for school professionals (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Glago, K.D; Mastropieri, M.A; Scruggs, T.E. (2009). Improving problem solving of elementary students with mild disabilities. Remedial and Special Education, 30, 372-380.
Glago, K.D; Mastropieri, M.A; Scruggs, T.E. (2009). Improving problem solving of elementary students with mild disabilities. Remedial and Special Education, 30, 372-380.
Greene, R. W., Ablon, J. S., Gorong, J. C., Raezer-Blakely, L., Markey, J., Monuteaux, M. C., Henin, A, Edwards, G. & Rabbitt, S. (2004). Effectiveness of collaborative problem solving in affectively dysregulated children with oppositional-defiant disorder: initial findings. Journal of Consult Cli Psychol. 72(6): 1157-1164.
Hendry, L.B; Reid, M. (2000). Social relationships and health: the meaning of social connectedness and how it relates to health concerns for rural Scottish adolescents. Journal of Adolescence, 23, 705-719.
Johnson, J., L. (2001). Preventing conduct problems and increasing social competence in high-risk preschoolers. Dissertation Abstracts International: Section B: The Science and Engineering. 62(2-B): pp.1085.Journal of Behavioral Development, 27, 153-164.
Kazdin, A. E., Siegel, T. C. & Bass, D. (1992). Cognitive problem solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Child Psychology. 60(5): 733-747.
Kirkley, J. (2003). Principles for Teaching Problem Solving. Indiana University. Web: http://www.plato.com/downloads/papers/paper_04.
Logsdon, C., D. (2004). Early intervention with aggressive boys: A cognitivebehavioral group intervention in a school setting. Dissertation Abstracts International Section A: Humanities and Social Sciences. 64(9-A): pp.38-82.
Maccoby, E. E. (1992). The role of parents in the socialization of children :An historical overview. American psychologist, 28, 1006-1017.
Mahoney, G., Boyce, G., Spiker, D. & Wheeden, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. TECSE. 18(1): 5-7.
Mccarrick-Dix, P., M. (2000). Violence in the schools. Dissertation Abstracts International Section A: Humanities and Social Sciences. 61(1-A): pp. 84.
McDowell, D. J. (2003). Differences between mother’s and father’s advicegiving styles content: relations with social competence and psychological behavior in middle childhood. Merrill- Palmer Quarterly. 49(1): 55-76.
McDowell, D. J. (2003). Differences between mother’s and father’s advicegiving styles content: relations with social competence and psychological behavior in middle childhood. Merrill- Palmer Quarterly. 49(1): 55-76.
McMurran, M. & McGuire, J. (2005). Social problem solving and offending: Evidence, evaluation and evolution. Xviii, New York, NY, US: John Wiley & Sons Ltd.
Miller, P.H. (2011). Theories of developmental psychology. United States of America- New York: Catherine Woods.
Morales López, Y. (2011). Inputs for the incorporation of the UNESCO guidelines on ICT competency standards for teachers: The training of teachers of mathematics in Central America. ICE. Universidad de Oviedo. 39(1), 3-12.
Morales López, Y. (2011). Inputs for the incorporation of the UNESCO guidelines on ICT competency standards for teachers: The training of teachers of mathematics in Central America. ICE. Universidad de Oviedo. 39(1), 3-12.
Noom, M. J; Dekovic, M; Meeus, H. J. (1999). Autonomy, attachment and psychosocial adjustment during adolescence: a double-edged sword. Journal of adolescence, 22, 771-783.
Reid, M. J. & Webster-Stratton, C. (2001). The incredible years parent, teacher, and child intervention: Targeting multiple areas of risk for a young child with pervasive conduct problem using a flexible, manualized treatment program. Cognitive and Behavioral Practice. 8(4): 377-386.
Riesch, S. K., Jackson, N. M. & Chanchong, W. (2003). Communication approaches to parent- child conflict: young adolescence to young adult. Journal of Pediatric Nursing. 18(4): 224-256.
Riley, p. (2011). Attachment theory and the teacher-student relationship. New York:Routledge publication.
Ruffolo, M. C., Kuhn, M. T. & Evans, M. E. (2005). Support, empowerment, and education: a study of multiple family group psychoeducation. Journal of Emotional and Behavtioral Disorders, 13(4), 200-208.
Scott, S. (2005). Parent training. Psychiatry, 4 (9), 126-128.
Shure, M. B; Healey, K. N. (1993). Interpersonal problem solving and prevention in urban fifth and sixth–grader. Paper presented at the American Psychological Association.
Siu, A. H; Shek, D. L. (2005). The Chinese version of the social problem-solving inventory: Some initial results on reliability and validity. Journal of Clinical Psychology, 61(3), 347-360.
Smetana, J. G., & Rote, W. M. (2015). What do mothers want to know about teens' activities? Levels, trajectories, and correlates. Journal of Adolescence, 38, 5-15.
Wehmeyer, M. L., Gragoudas, S., & Shogren, K. (2006). Self-determination, student involvement, and leadership development. In P. Wehman (Ed.), Life beyond the classroom transition strategies for young people with disabilities (pp. 41-69). Baltimore, MD: Paul H. Brookes Publishing Co.
Whitly, K. J. (2007). Social goals: relationship to adolescent adjustment and to social problem solving. Journal of Abnormal Child Psychology, 21(2),135-151.
Wiley, J; Jarosz, A. F. (2012). Working memory capacity, intentional focus, and problem solving. Current Directions in Psychological Science, 21(4), 258–262.
Wiley, J; Jarosz, A. F. (2012). Working memory capacity, intentional focus, and problem solving. Current Directions in Psychological Science, 21(4), 258–262.
Wymbs, BT., Pelham, WE. (2010). Child Effects on Communication between Parents of Youth with and without ADHD. J Abnorm Psychol, 119(2), 366–375.
Yeh, Y.C; Tsai, J.L; Hsu, W.C; Lin, C. F .(2014). A model of how working memory capacity influences insight problem solving in situations with multiple visual representations: An eye tracking analysis. Thinking Skills and Creativity, 13,153–167.
)