Razi Journal of Medical Sciences

fa تدوین برنامه آموزشی مبتنی بر نشاط معنوی و ارزیابی اثربخشی آن بر امید، درگیر سازی و کاهش استرس فرزند پروری والدین کودکان با اختلال خودماندگی Developming an educational program based on Spiritual vitality and Evaluating of Its Effectiveness on Hope, Engagement, and Parenting Stress Reduction in Parents of Children with Autism Spectrum Disorder روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: اتیسم اختلالی است که در تمام مرزهای نژادی، قومی، فرهنگی و اجتماعی بروز پیدا می‌کند و هر دو جنس را تحت تأثیر قرارمی‌دهد. هدف این پژوهش تدوین و بررسی اثر بخشی برنامه آموزشی مبتنی بر نشاط معنوی بر امید، درگیرسازی و کاهش استرس فرزند پروری والدین کودکان با اختلال خود ماندگی است. روش کار: این پژوهش در دو بخش کیفی وکمی انجام شد. بخش کیفی همان تدوین برنامه آموزشی مبتنی بر نشاط معنوی و بخش کیفی در نوع نیمه آزمایشی با طرح پیش آزمون - پس آزمون همراه با گروه کنترل بود. جامعه آماری شامل کلیه مادران دارای کودکان خود مانده مراجعه کننده به مرکز روزانه آموزش و توانبخشی به آرا بودند که با روش نمونه گیری هدفمند، ۳۰ نفر انتخاب و سپس به صورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. از پرسشنامه و نظرسنجی جهت گردآوری دادههای بخش کیفی استفاده شد، همچنین از پرسش‌نامه‌های امیدواری میلر، فرم کوتاه مقیاس استرس والدینی آبدین (1995) و مشارکت والدین آنه کارگان (2002) ، برای جمع آوری داده‌ها در بخش کمی استفاده شد. داده‌های پژوهش در بخش کیفی به وسیله روش لاوشه و دادهها در بخش کمی با استفاده از آزمون تحلیل کوواریانس یک راه در نرم افزار SPSS-24 تحلیل شد. یافتهها: نتایج بررسی روایی برنامه تدوین شده نشان داد، برنامه آموزشی از روایی بالایی برخوردار می‌باشد؛ دیگر نتایج نشان داد، که برنامه آموزشی مبتنی بر نشاط معنوی منجر به کاهش استرس فرزند پروری و افزایش مشارکت والدین افزایش امید داشته است. نتیجه‌گیری: با توجه به نتایج این پژوهش، برنامه آموزشی مبتنی بر نشاط معنوی تدوین شده روشی موثر در بهبود مشارکت والدین کودکان خود مانده و کاهش استرس فرزند پروری آنها است.</div> <div style="text-align: justify;">Background & Aims: Autism is one of the most common pervasive developmental disorders, characterized by three main characteristics: poor social interaction, communication deficits, and restricted behaviors and interests; these weaknesses can lead to problems in children's academic achievement and social bonding. Children with autism usually face motor problems, gross and fine motor deficiencies, and avoidance of eye contact. The exact cause of autism is unknown, but factors such as genetic disorders and abnormal connections between neural networks in the brain play a role in its occurrence. Also, exposure to environmental factors such as heavy metals and deprivation of social experiences can also be aggravating. According to statistics, the prevalence of autism has increased significantly in the past 50 years, and more than 1.3 million children have been identified with this disorder in Iran. Parents of autistic children face many psychological and economic challenges, including stress, depression, and low quality of life. Mothers of these children are particularly likely to have poorer general health, and reducing their anxiety can significantly improve their general health. These challenges indicate the need for psychological and educational support for parents of children with autism. Autism spectrum disorder (ASD) is a complex and multidimensional condition that, according to research, is observed across all racial, ethnic, cultural, and social boundaries, without any gender limitations. The primary aim of this study was to develop and evaluate the effectiveness of a spiritual well-being-based educational program on hope, engagement, and stress reduction in parenting among these parents. Given the crucial role of parents in the rehabilitation process and the enhancement of the quality of life for children with autism, this research seeks to improve the psychological status of parents through a spiritually oriented educational program, thereby enhancing the quality of life for families and children affected by this disorder. Methods: This study was designed and conducted in two phases: qualitative and quantitative. The qualitative phase involved the development of the spiritual well-being-based educational program, aimed at identifying the needs of parents and creating appropriate educational content. In this stage, content was developed through interviews and surveys with parents and specialists. The quantitative phase was executed as a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population included all mothers of children with autism who attended the Arā Educational and Rehabilitation Center. From this population, 30 participants were purposefully selected and randomly assigned to experimental and control groups. Data collection in the qualitative phase utilized questionnaires and surveys. In the quantitative phase, data were gathered using Miller's Hope Scale, the short form of Abidin's Parenting Stress Index (1995), and the Parent Participation Scale by Anne Cargan (2002). Data analyses in the qualitative phase employed the Lavash method, while the quantitative phase utilized one-way analysis of covariance (ANCOVA) in SPSS-24 software. Results: The results of the validity assessment of the developed educational program indicated a high level of credibility. However, the evaluation of the intervention's impact on hope revealed no statistically significant differences between the experimental and control groups, indicating a lack of meaningful influence of the educational program on hope. In terms of the quality of the parent-teacher relationship, significant statistical differences were found between the two groups, with the experimental group showing a meaningful effect size of 0.43. Additionally, there was a significant difference in parent participation in school activities, with an effect size of 0.14 in the experimental group. Conversely, no significant differences were observed between the groups regarding parental approval of the school and the frequency of parent contact, indicating that the intervention was not effective in these dimensions. Furthermore, analyses revealed significant differences in parental distress and reduced ineffective interactions between the two groups, with effect sizes of 0.46 for distress and 0.57 for ineffective interactions in the experimental group. Finally, a significant difference was found in the overall stress scores between the experimental and control groups, indicating a meaningful effect of the educational program in reducing parental stress in the experimental group, with an effect size of 0.28. These results clearly demonstrate the positive impact of the spiritual well-being-based educational program on various psychological aspects of parents of children with autism. Conclusion: The findings of this study highlight the positive and significant effects of the spiritual well-being-based educational program on certain psychological dimensions of parents of children with autism. While the program did not significantly increase parental hope, it did yield positive results in improving the quality of parent-teacher relationships and increasing parental participation in school activities. Additionally, the reduction of parental distress and ineffective interactions in the experimental group clearly indicates the program's capacity to alleviate stress and enhance the psychological status of parents. Notably, the significant differences in overall stress scores underscore the program's effectiveness in reducing the psychological burden on parents. These findings suggest that spiritually-based interventions can serve as effective tools in supporting parents of children with autism and improving their quality of life. Therefore, it is recommended that similar educational programs be designed and implemented in rehabilitation and educational centers for parents of this demographic, enabling them to benefit from the advantages and effectively engage in the parenting process.  </div> برنامه آموزشی, نشاط معنوی, امید, استرس فرزند پروری‌, مشارکت والدین Educational Program, Spiritual Vitality, Hope, Parenting Stress, Parental Involvement 1 14 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8514-1&slc_lang=fa&sid=1 Mehdi Balvayeh مهدی بلوایه balvayehmehdi@yahoo.com 3900319475328460089781 0009-0007-3020-4265 Yes PhD Candidate in Psychology, Kish International Campus, University of Tehran, Kish, Iran دانشجوی دکتری روانشناسی، پردیس بین الملل کیش، دانشگاه تهران، کیش، ایران Zahra Naghsh زهرا نقش 3900319475328460089782 3900319475328460089782 No Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. ، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. Saeed Rezaei سعید رضایی 3900319475328460089783 3900319475328460089783 No Associate Professor, Department of Psychology and Exceptional Child Education, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran دانشیار، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. Gholam Ali Afrooz غلامعلی افروز 3900319475328460089784 3900319475328460089784 No Distinguished Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology, University of Tehran, Tehran, Iran. استاد ممتاز، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.