The Impact of Family Life Education on Reducing Tension among Mothers with Learning Disorder Children in Reading and Writing

The main purpose of this research is to investigate the impact of family life education (FLE) on tension reduction of mothers with learning disorder (LD) children in reading and writing. To obtain the necessary research data, the pre-test and post-test experimental design with control group was adopted. To this end, 60 out of 154 mothers with LD children in reading and writing, whose disorder was confirmed by LD centers in Rasht city, were randomly selected. All mothers answered 33 questions about parental tension under four subcomponents of depression, feeling of competence, social isolation and parental health, related to parental stress index (PSI), the dependent variable, before and after applying FLE. To analyze the data and compare the two groups, the t-student parametric test was used. The results show that mothers’ characteristics resulting from increasing parental tension can be changed through FLE model and programs. This means that increasing these mothers’ child rearing skills, on the one hand, and changing their perception toward LD children on the other hand can reduce their tension, depression, and social loneliness and enhance their sense of efficiency and health.