The Effectiveness of Positive Parenting Training on Parent-Child Interaction and Children's Behavioral Problems with Externalized Problems

The aim of this study was to investigate the effectiveness of positive parenting training on parent-child interaction and children's behavioral problems with external problems.

The method of this research was semi-experimental and pre-test-post-test with control group. The statistical population of the study was all students with externalized problems in the third and fourth grades of elementary school in Isfahan in the academic year 1399-99. Thirty of these students were selected by available sampling method and randomly assigned to experimental and control groups (each group consisted of 15 students). The experimental group received positive parenting training and the control group did not receive any intervention. Research instruments included the Ross Mother-Child Relationship Questionnaire (1988) and the Achenbach Child List-Parents' Prescription (Achenbach and Rescular, 2007).

Multivariate analysis of covariance was used to analyze the research data. Data were analyzed using SPSS-22 software. The results showed that positive parenting training significantly increases parent-child interaction and reduces behavioral problems (social problems, ignoring rules and aggressive behaviors) of children with externalized problems (P = 0.0001).

As a result, it can be said that positive parenting training is a good approach to increase parent-child interaction and reduce children's behavioral problems with externalized problems