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

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.