Razi Journal of Medical Sciences

fa تدوین و اعتبارسنجی برنامه تلفیقی مبتنی بر برنامه فرزندپروری بالنده و الگوی رفتاری مشترک برای کودکان با اختلالات برون نمود Development and Validation of an Integrated Program Based on the Developmental Parenting Program and a Common Behavioral Model for Children with Externalizing Disorders روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: پژوهش حاضر با هدف تدوین و اعتبارسنجی یک برنامه تلفیقی مبتنی بر فرزندپروری بالنده و الگوی رفتاری مشترک برای کودکان دارای اختلالات برون‌نمود انجام شد. روش کار: این مطالعه با رویکرد کیفی و با مشارکت اساتید روانشناسی دانشگاه، متخصصان و درمانگران حوزه روانشناسی انجام گرفت. ابزار گردآوری داده‌ها، مصاحبه نیمه‌ساختاریافته بود که تا رسیدن به اشباع نظری ادامه یافت؛ این امر پس از انجام مصاحبه با 10 نفر حاصل شد. نمونه‌گیری به روش هدفمند انجام گرفت. داده‌های حاصل از مصاحبه‌ها با روش تحلیل مضمون و در سه مرحله کدگذاری مورد تجزیه‌وتحلیل قرار گرفت. یافته‌ها: تحلیل داده‌ها منجر به طراحی یک بسته آموزشی تلفیقی در قالب 9 جلسه شد که شامل محورهای زیر است: (1) آگاهی والدین از ویژگی‌های روانی و رفتاری کودکان دارای اختلالات برون‌نمود، (2) شناخت نیازهای اساسی کودکان، (3) حذف تنبیه‌های کلامی و غیرکلامی در فرآیند تربیت، (4) ایجاد محیطی گرم و صمیمی در خانواده، (5) آموزش برقراری ارتباط مؤثر با کودک، (6) تقویت عزت‌نفس کودک از طریق آموزش والدین، (7) بهبود مهارت‌های اجتماعی کودک، (8) آموزش حمایت عاطفی از کودک، و (9) ارتقای مهارت‌های مدیریت استرس در والدین. نتیجه‌گیری: یافته‌های این پژوهش نشان می‌دهد که برنامه پیشنهادی می‌تواند به‌عنوان یک رویکرد مؤثر در راستای مداخله و درمان اختلالات رفتاری کودکان مورد استفاده درمانگران قرار گیرد.</div> <div style="text-align: justify;">Background & Aims: Many children have emotional and behavioral problems in their early childhood years that persist over time, perhaps into adolescence and even adulthood. At least 7 to 12% of school-age children and adolescents have serious and persistent emotional or behavioral problems and a significant percentage of these problems may persist for years to come. Studies conducted in Iran have reported the prevalence of these problems to be between 13.2 and 20.4. The classification of childhood problems into internalizing and externalizing problems is one of the most extensive and widely used studies in the field of classifying childhood disorders, which follows a dimensional approach. Parents of children with externalizing disorders may face a lot of pressure and stress in interacting with their children. The need for more care and support, difficulties in communicating and understanding the child's needs can put pressure on parents and negatively affect parent-child interactions. On the other hand, some children with externalizing disorders may have difficulty expressing and understanding their emotions, which can cause parents to feel confused. This feeling of confusion may make parent-child interactions unpleasant and cause distance and discomfort in the relationship. It should be kept in mind that children with externalizing disorders have special and specific needs that may be challenging for parents. Therefore, considering the sensitivity of children's individual and interpersonal health, the importance of reducing behavioral problems, improving parent-child interactions, and the need for intervention in this field, and also considering the lack of coherent and applied research on the research topic, the researcher has set out to answer the following question: What integrated program based on a developmental parenting program and a shared behavioral model can be designed? How valid is this program? Methods: The research method was qualitative, and the statistical population included university psychology professors, specialists, and therapists in the field of psychology. To develop and validate an integrated program based on the developmental parenting program and the shared behavioral model, a semi-structured interview method was used. The interview continued until theoretical saturation of the data, which was reached with 10 interviews. Purposive sampling was used to select individuals for the interview. To analyze the information, the qualitative section used the content analysis method and three types of coding. Results: The results showed that the main goals of the integrated education package based on developmental parenting and a common behavioral model were developed in nine sessions, which included: awareness of the psychological and behavioral characteristics of children with externalizing disorders, recognition of the basic needs of children, elimination of verbal and non-verbal punishment in raising children, providing a warm and intimate environment in the family for children, training in establishing effective communication with children, training parents to strengthen the child's self-esteem, training parents to strengthen the child's social skills, training in emotional support for the child, and training in stress management skills. The results of this study showed that an integrated program based on developmental parenting and shared behavioral patterns can play an effective role in improving parent-child interaction and reducing behavioral problems in children with externalizing disorders. By focusing on increasing parents' awareness of their children's psychological and behavioral characteristics, strengthening communication and parenting skills, and reducing destructive parenting practices, this program led to improved parenting styles and increased feelings of self-efficacy in parents. The findings indicate that after participating in this program, parents gained a more positive attitude toward their children's behaviors and used more effective parenting strategies to manage conflicts. Conclusion: Therapists can use an integrated program based on the developmental parenting program and shared behavioral model to treat behavioral disorders in children. The validation of the program also showed favorable results, with content validity and reliability of the program being assessed at a high level. These findings indicate the high feasibility and effectiveness of the aforementioned program in educational and therapeutic settings. However, there are limitations, including the small sample size and implementation in a specific geographical area (Tehran), which could limit the generalizability of the results. Therefore, it is suggested that in future research, this program be evaluated in different communities and with more diverse groups of parents. Overall, the findings of this study emphasize the importance of educating parents to improve parenting styles and reduce children's behavioral problems. The widespread implementation of this program can be used as an effective strategy to improve the mental health of families and enhance the quality of life of children with externalizing disorders.</div> فرزندپروری بالنده, الگوی رفتاری مشترک, اختلالات برون نمود‌ Developmental Parenting, Shared Behavioral Pattern, Externalizing Disorder Developmental Parenting, Shared Behavioral Pattern, Externalizing Disorder 1 15 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8583-1&slc_lang=fa&sid=1 Elham Pourmolaei الهام پورمولائی 3900319475328460089070 0009-0003-4179-6260 No PhD. Student in Psychology and Education of Exceptional Children, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Maryam Asaseh مریم اساسه m.asaseh@iau.ac.ir 3900319475328460089071 3900319475328460089071 Yes Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran استادیار، گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Mohammad Parsa Azizi محمدپارسا عزیزی 3900319475328460089072 3900319475328460089072 No Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Leila Kashani Vahid لیلا کاشانی وحید 3900319475328460089073 3900319475328460089073 No Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran استادیار، گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران