فصلنامه خانواده پژوهی
پیاپی 31 (پاییز 1391)

Parent of children with autism face challenges placing them at risk for high level of stress and other negative psychological outcomes. Involvement of parents in implementing interve-ntion strategies designed to help their children can reduce these negative outcomes.The purpose of the present study was to investigate the impact of Parent Education and Skill Training Program (PESTP)on reducing stress of mothers with preschool children with autism. 21 mothers of children aged 3-7 years participated in this study. They were randomly allocated to experimental and control group; participants in the latter group received eleven sessions of training with the PESTP.All participants completed Parenting Stress Index (PSI) at pre and post-training and after a70-day follow-up.Data obtained from this study analy-zed by repeated measures analysis of variance. The results showed that training with the PESTP reduced maternal stress (p<0/05). This finding confirms the effectiveness of parent training in reducing stress of mothers of children with autism.

The present study was designed to evaluate the impact of training of Pivotal Response Treatment (PRT) to the mothers of autistic children on family functioning. Statistical popula-tion included all mothers of autistic children in Tehran.Twenty mothers selected as study sample by means of non-convenience sampling and randomly assigned to two control and experimental groups. Research design was pretest- post-test design with control group and follow-up. The experimental group was trained PRT for three months. Parents’ self-efficacy questionnaire, parental stress scale, family functioning and family satisfaction scale in this study were used as instruments for mea-suring family functioning. Results showed that training of PRT was significant to reduce maternal stress, increase self-efficacy and family func-tioning (p<0.05) and of no significant effect was observed in family satis-faction scale. PRT training was proved as effective in reducing stress and increasing self-efficacy and family functioning. It is recommended that this training, along with conventional methods in the field of autism benefited mothers because it could improvement family functioning.

This study evaluates the effective-eness of Coping-Therapy in mothers of moderate to severe mentally retar-ded children' aggressive behaviors in Qom during 2009. Participants were mothers with moderate to severe mentally retarded children who have been registered in a daily care-training rehabilitation center under supervision of Qom's Welfare Organ-ization during 2009.Forty mothers and their children with moderate to severe mental retardation were selected consecutively and divided into two groups randomly. The design was semi experimental and aggressive behaviors were recorded based on a researcher-made check list. Coping-Therapy's protocol (Agha Yo-usefi, 1999) administered on mothers. Repeated measures of ANOVA was applied to analyze the data.. Results showed that Coping-Therapy of mothers reduces Aggressive Behav-iors of their moderate to severe men-tally retarded children.

Self-regulation is one of the most basic concepts in learning. The aim of present study was to exam the pre-diction of self-regulation (metacogne-tive strategy, cognitive strategy, mo-tivation) by family functions. The sample included 397 (207 girls and 190 boys) students selected stratify random from different high schools of Shiraz city. Self-regulation scale and Family Assessment Device were used in this study.Cornbach's alpha coefficient was cal-culated in order to determine the relia-bility of the measures. The results showed acceptable reliability and va-lidity of the instruments. The results of multiple regression revealed that affe-ctive responsiveness is a significant predictor for metacognetive strategies and family roles is significant pre-dictor for cognitive strategies. Also the results showed that emotional functioning is a significant predictor for motivation.

The aim of this article is to study the effect of family variables on information rate of students about maturity health. This research has been done in two quantity and quality method. First in phenomenological approach, 25 adolescent were inter-viewed about experiences of matu-rity career through purposeful sample with in-depth interview then study on 400 of guidance school female students by using of “descriptive- Survey” method and self-adminis-tered questionnaire in Eastern Azar-bayejan Province. Study units were selected using “gregarious Sampling” method. Measurement tools were reported using “Kronbach Alpha Test” with a coefficient of 0.95. According to the findings of this study, information rate of students about all aspect of maturity health is average. Also there is significant relationship between in-come, parents’ education level and information rate. A significant differe-nce between students information rate according to habitat, fathers occupa-tion and source of information found. Multivariate regression explained 62 percent of dependent variable’s vari-ance; also mothers’ education level was the strongest predictor.

It is obvious, most of population of our country consists of teenagers & youth and success of this large group in near future, strongly depends on their official & institutional education. Meanwhile all know that the issue of children’s success is the main and inseparable concern of families and education authorities of each country. Most experts in the area of education regard relation of family members as an important factor for student’ education achievements. Also many people and groups have taken the issue into consideration. However, this old ulcer has lead fa-milies to the edge of destruction and disappointed parent and teachers from continuing their valuable path.Objective of this study is achieving core variable drawn up from the data gathered in the area of “family relations which affect success and failure of the students’ education.” For this purpose 32 participants (16 mother & 16 stud-ents) were selected from firest grade students of Shahriar Town’s High Sch-ools, through directed & theoric samp-ling up to data saturation by means of semi-structured deep interviews, with the grounded theory method. Then the data were analyzed by the method suggested by Strauss & Corbin consisting of coding (open, pivotal & optional), and total 98 primary code and 56 final primary codes were achieved from the interviewed people. At the next stages of the analysis, a main variable named “communication” was achieved. The term “communication” was selected for naming this core variable because it could convey considerable diversities derived from the data. Findings show that “family relations affecting success & failure of the students’ education” are composed of multilayer & complicated factors. Fina-lly the results indicated that relations of family members, responsible behavior of the parents toward thire children, relations & interaction of the spouses with each other all & all affect students’ educational success & failure. The results are specific for this group and its generalization should be considered by caution.

In order to examin the relationship between personality dimensions of affective abuse in women students (single and married) of Imam Khom-eini International aniversity in Qazv-in, 400 students of this university selected by multistage-raceme rand-om method. In order to measure the personality dimensions and degree of affective abuse of women, scales of five big factor of personality and aff-ective abuse were used respectively. In analysis of data, after doing des-criptive steps, and for measuring the relationship of personality dimensions and affective abuse, multiple regre-ssion analysis test was used and in order to comparison of single and married students, we used independent t-test. The findings of this study indicated that personality dimensions has relationship with affective abuse. Married students more abused single students and in terms personality dimensions, they are different only in two dimensions of neuroticism and openness against experiences, with single students too, and in order 3 deimensions of personality, there is no difference between them.