Document Type : Original Article

Author

MS.C of Psychology, Ferdows Institute of Higher Education, Mashhad, Iran

Abstract

The present study investigated the effectiveness of emotional intelligence training on parenting stress of mothers of children with physical disabilities. Among the mothers who had high stress scores and minimum secondary education, they were selected by simple random assignment in experimental and control groups. The measuring instrument for measuring maternal parenting stress was the Parental Stress Index (PSI) with a reliability coefficient of 0. 81. After collecting data, independent t-test was used for statistical analysis. The results showed: After examining the pre-test scores of parenting stress, a significant difference was observed between the means of the post-parenting stress test of the two control and experimental groups of mothers of physically active children. After examining the pre-test scores of children, parenting and life stress, a significant difference was observed between the mean post-test of child, parenting and life of the two control and experimental groups of mothers of physical children. Therefore, considering the ability of emotional intelligence as a factor Effective in reducing parenting stress of mothers of physical children, this intervention should be considered and emphasized by counselors and therapists.

Graphical Abstract

The Effect of Emotional Intelligence Components on Maternal Parenting Stress

Keywords

Main Subjects

[1]  I. Fletcher, P. Leadbetter, A. Curran, H. O'Sullivan, Patient education and counseling, 2009, 76, 376-379.
[2] M. Gallucci, F. Ongaro, S. Meggiolaro, P. Antuono, D. Gustafson, G. Forloni, et al., Archives of gerontology and geriatrics, 2011, 52, 309-316.
[3] M. Goodarzi, H. Ahamadian, K. Pourmaveddat, M. Amani, International Letters of Social and Humanistic Sciences, 2014, 1, 7-13.
[4] A. Guyard, S.I. Michelsen, C. Arnaud, A. Lyons, C. Cans, J. Fauconnier, Research in developmental disabilities, 2012, 33, 1594-1604.
[5] M. Hamidi, S.M. Kalantarkousheh, A. Mohammadi, International Journal of Current life Sciences, 2013, 3, 126-131.
[6]  M. Ketelaar, M. Volman, J. Gorter, A. Vermeer, Child: care, health and development, 2008, 34, 825-829.
[7] R. Lucas-Carrasco, E. Eser, Y. Hao, K.M. McPherson, A. Green, L. Kullmann, Research in developmental disabilities, 2011, 32, 1212-1225.
[8]  J.D. Mayer, P. Salovey, D.R. Caruso, Psychological inquiry, 2004, 15,197-215.
[9] J. McKenna, International Journal of Therapy and Rehabilitation, 2007, 14,551-556.
[10]  A. Colver. Developmental Medicine & Child Neurology, 2011, 53, 815-821.
[11]  D. Ruiz-Aranda, R. Castillo, J. M. Salguero, R. Cabello, P. Fernández-Berrocal, N. Balluerka, Journal of Adolescent Health,2012, 51, 462-467.
[12] M. Slaski, S. Cartwright, Stress and health, 2003, 19, 233-239.
[13] I.C. Tekinarslan, B. Sucuoglu, International Journal of Special Education, 2007, 22, 7-18.
[14] R.K. Abadi, H. Pouretemad, et al., Journal of Adolescent Health, 2009, 5, 387-399.
[15] R.R. Abidin, Journal of clinical child psychology, 1992, 21, 407-412.
[16]  J.S. Ambikile, A. Outwater, Child and adolescent psychiatry and mental health, 2012, 6, 1-11.
[17] S.J. Bartlett, J.A. Krishnan, K.A. Riekert, A. M. Butz, F.J. Malveaux, C.S. Rand, Pediatrics, 2004, 113,229-237.
[18] K.D. Bendell, W. Stone, T. Field, S. Goldstein, Topics in Early Childhood Special Education, 1989, 8,58-71.
[19] R.L. Brown, R.J. Turner, Journal of aging and health, 2010, 22, 977-1000.