Anger management training for mothers of mildly mentally retarded and slow learner children: effects on mother-child relationship

Shokoohi–Yekta, Mohsen; Zamani, Nayereh; Ahmad, Ahmadi

doi:10.1016/j.sbspro.2011.03.172

Cited by 9 publications

(28 citation statements)

References 8 publications

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“…Four of the thirteen studies examined the effects of psychological interventions in improving parents’ psychological well‐being, with the expectation of bringing benefits for parenting skills. Two of these studies were conducted in Iran (Pourmohamadreza‐Tajrishi et al., 2015; Shokoohi‐Yekta et al., 2011) while the other two were conducted in Turkey (Bilgin & Gozum, 2009; Yildirim et al., 2012). The remaining nine studies examined the impact of parenting training aimed at improving parenting skills, to promote the development of their children with intellectual disabilities.…”

Section: Resultsmentioning

confidence: 99%

“…Three studies recruited participants from a service or an institute that provided education or therapy for children with intellectual disabilities (Bilgin & Gozum, 2009; Pourmohamadreza‐Tajrishi et al., 2015; Yildirim et al., 2012). The other study recruited participants from an anger management workshop (Shokoohi‐Yekta et al., 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Two studies stated that their interventions encompassed psychoeducation on topics concerning children with intellectual disabilities (e.g., specific care needs and available support; Bilgin & Gozum, 2009; Yildirim et al., 2012). Communication skills were addressed in three studies (Bilgin & Gozum, 2009; Pourmohamadreza‐Tajrishi et al., 2015; Yildirim et al., 2012), and relaxation methods were used in two studies (Pourmohamadreza‐Tajrishi et al., 2015; Shokoohi‐Yekta et al., 2011). Interventions facilitated by a nurse or teacher and took place in a rehabilitation centre or a private education facility.…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Susanty¹,

Noël

Sabeh³

et al. 2020

Research Intellect Disabil

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Background Evidence and awareness of the importance of culturally adapting psychosocial interventions is growing. The aim of this paper is to systematically review studies on cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities, in low‐ and middle‐income countries. Methods Studies were identified through electronic databases and searching bibliographies. The quality and cultural adaptations of thirteen studies focusing on parental trainings were analysed using standardised tools and frameworks. Results Findings suggest interventions reduce the risk of depression and stress and increase coping strategies and positive perceptions of family functioning. Parenting skills training may improve parent–child interactions and child development. However, these benefits should be interpreted cautiously due to methodological shortcomings. Most studies described efforts to make appropriate cultural adaptations to the interventions, but these adaptations were not comprehensive. Conclusion High‐quality cultural adaptations are crucial to providing meaningful interventions in different parts of the world.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Susanty¹,

Noël

Sabeh³

et al. 2020

Research Intellect Disabil

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“…Therefore, children who have severe emotional and social difficulties must be placed in a particular class because they require specialized therapy. [13] For those who show no real symptoms of social and emotional inability and are usually placed in regular classes. [5] Chauhan divides the handling of slow learner children into two, namely: a) Children who need separate handlers.…”

Section: Slow Learner Children and Islamic Religious Education Amentioning

confidence: 99%

Educating with Paying Attention to Individual Differences: Case Study of Slow Learner Students in Inclusion School

Ru'iya¹,

Kistoro²,

Sutarman³

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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Each student has a uniqueness that must be considered by the teacher in the learning process, unusually slow learner children with various peculiarities. This study aims to reveal the attention of Islamic Religious Education teachers to slow learner children. This study is qualitative research with a survey approach-data sources of Islamic religious education teachers in inclusive schools with their specificity of slow learner students. Through in-depth interviews, the data is extracted from the source. After the data is collected, then it is analyzed through a grounded theory strategy. The analysis uses several stages, namely arranging them into categories, then deciding in a theoretical model, and finally describing them in the relations between classifications. The result of this study is Islamic Religious Education teachers always pay more attention to slow learner children. It is done by simplifying the material and language according to their circumstances and also doing material repetition. Through various kinds of attention to individual differences as such, slow learner children can participate in learning and achieve competencies similar to healthy children.

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“…Primarily, the parent-child relationship is reliant on parental attitude. The positive attitude of parents will lead to a successful parent-child relationship (Shokoohi-Yekta et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Attitudes of Parents towards the Behavioural Management of their Children with Intellectual Disability

Mushtaq¹,

Inam²,

Abiodullah

2015

DCID

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Purpose: The study was designed to understand the attitudes of parents of children with intellectual disabilities, with regard to the management of problematic behaviour of their children, and to identify whether the mothers or the fathers had more positive attitudes.Method: A structured interview schedule was developed. Convenience sampling was used to select 74 parents (30 fathers and 44 mothers) of children with intellectual disability. The data was analysed using descriptive and inferential statistics. For descriptive statistics, the frequency, percentage, mean and standard deviations were calculated. Inferential statistics included t-test and ANOVA.Results: Indications were that parents of children with intellectual disability had positive attitudes towards their children. While mothers had more positive attitudes than fathers, there was no significant difference between the negative attitudes of fathers and mothers towards their children with intellectual disability.Conclusion: It is recommended that further research should be conducted to identify the elements that influence the attitudes of parents of children with intellectual disability.

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Anger management training for mothers of mildly mentally retarded and slow learner children: effects on mother-child relationship

Cited by 9 publications

References 8 publications

Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Educating with Paying Attention to Individual Differences: Case Study of Slow Learner Students in Inclusion School

Attitudes of Parents towards the Behavioural Management of their Children with Intellectual Disability

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