The effect of life skills training on parental stress of Health liaisons women with children under 7 years

One of the most important events in life is accepting the role of parents who have a lot of stress in front of the responsibilities and expectations of this role. Parental stress is caused by a perceived mismatch between parental responsibilities and personal resources such as some child characteristics such as poor response, behavioral problems, child adjustment as well as specific parental characteristics such as flexibility, anxiety characteristics and life skills deficits. Child interaction. High levels of parental stress disrupt parent-child interactions and impair parental parenting skills, so that even low levels of parental stress and parental inefficiency are linearly related, making parents, especially mothers, more to blame and provoked. Accept. And leads to behavioral problems and emotional development disorders in their children. Because childhood is affected by the emotional state and stress of parents. Therefore, this stress must be overcome properly. Numerous studies have shown that teaching life skills to parents as one of the most effective and efficient methods among therapeutic approaches, has a positive and significant effect on reducing the stress dimensions of parents, parents and children and the most appropriate way to create skills and change skills workshop skills. itchr('39')s life. According to the above, the purpose of this study was to determining the effect of life skills training on parental stress in Health liaisons women with children under 7 years in Abhar city.

This is a quasi-experimental study with a control-experimental group that investigated the effect of life skills on the stress of parents of health liaisons (health volunteers) with children under 7 years in Abhar in 1398. For this purpose, 60 health liaisons with children under 7 years old were selected from health liaisons who collaborated with two health centers in Abhar city using available sampling method. While introducing research and objectives, liaisons who had inclusion criteria were selected. And completed the consent form. Then, the personal information form included the age of the liaison and their spouse and children, the number of children, the occupation and income of the fathers and the level of education of the parents (liaison and their spouse) and the duration of their cooperation with the relevant centers. The SF-PSI, which has 36 valid questions on a 5-point Likert scale with a score of 1-5, has three sets of 12 questions from three subscales of parental distress, dysfunctional parent-child interactions, and problematic child characteristics. If the total score is above 90, it indicates high parental stress, completed by both groups, and the experimental group in two groups of 15 for 5 sessions under the group life skills training program, including self-knowledge and self-esteem skills and confidence. Self, effective communication skills, emotion and anger control skills, stress management skills and problem solving skills, approved by university psychiatric professors, in the form of questions and answers, lectures, role-playing and practical exercises at home, For three weeks, two sessions of 105 minutes per week. Was presented and the control group did not receive a program and at the end, both groups completed the post-test five weeks after the start of the intervention and the training package was delivered to both groups. This study is extracted from a research project approved by Iran University of Medical Sciences and has been observed during the ethical policy stages of the university. The obtained data were first analyzed by descriptive and inferential analysis and then the hypotheses were analyzed using the statistical methods of independent t-test, analysis of covariance and Mann-Whitney test at a significant level (P≤0.01). Data were analyzed statistically using SPSS software version 21 and tests.

There was no significant difference between the two groups in terms of age, education, spouse, income, number of children, age and sex of children and duration of cooperation. The mean score of parental stress in the pre-test in the control group was 1/13±3/109 and in the experimental group was 39/16±3/114 and the mean score of parental stress in the post-test (five weeks after the intervention) in the control group was 52/14±6/97
and  in the experimental group was 17/8±83/89 in the experimental group was 17.89 after training. The group was different. It was statistically significant (P <0.001). The results showed that life skills training reduced parental stress in the experimental group in the pre-test and post-test stages. In the pre-test and post-test stages, the parent anxiety subscale in the experimental group increased from 36/1±7/40 to 24/8±3/28 and the parent interaction subscale and the child decreased from 09/5±7/33 to 88/93±3/27 and also in a difficult child 37/7±5/40 to 65/1±3/33. The mean score of parental stress and the dimension of parental distress after training in the experimental group was significantly lower than the control group, which indicates less stress in this group than the control group (P <0.001).

The results showed that the life skills training program in health caregivers reduced the mean of parental stress and stress subscales. Therefore, informing about the necessity of teaching life skills to parents in order to create a culture among the general public and especially officials for richer planning, teaching life skills to parents by holding workshops should be considered by managers and health officials.