The Effectiveness of Acceptance and Commitment-Based Parenting Training on Mother–Child Interaction and Parenting Stress among Mothers of Students with Learning Disabilities
Keywords:
Acceptance and Commitment Therapy, Parenting Training, Mother–Child Interaction, Parenting Stress, Learning Disabilities, MothersAbstract
Objective: The present study aimed to investigate the effectiveness of Acceptance and Commitment-based parenting training on mother–child interaction and parenting stress among mothers of students with learning disabilities.
Methods and Materials: This study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of mothers of elementary school students with learning disabilities in Sari, Iran, during the 2024–2025 academic year. Thirty eligible mothers were selected through purposive sampling and randomly assigned to an experimental group (n = 15) and a control group (n = 15). Data were collected using the Child–Parent Relationship Scale (CPRS) and the Parenting Stress Index–Short Form (PSI-SF). The experimental group participated in eight two-hour sessions of Acceptance and Commitment-based parenting training, whereas the control group received no intervention. Data were analyzed using univariate and multivariate analyses of covariance (ANCOVA/MANCOVA) in SPSS version 26.
Findings: The results indicated significant differences between the experimental and control groups in mother–child interaction after controlling for pretest scores (F = 14.235, p < .001, η² = .363). Significant effects were also found for closeness (F = 99.097, p < .001, η² = .799), conflict (F = 193.382, p < .001, η² = .886), and dependency (F = 227.133, p < .001, η² = .901). Furthermore, Acceptance and Commitment-based parenting training significantly reduced parenting stress (F = 404.077, p < .001, η² = .942), parental distress (F = 348.653, p < .001, η² = .933), dysfunctional parent–child interaction (F = 137.559, p < .001, η² = .849), and difficult child characteristics (F = 103.147, p < .001, η² = .805).
Conclusion: The findings suggest that Acceptance and Commitment-based parenting training is an effective intervention for improving mother–child interaction and reducing parenting stress among mothers of students with learning disabilities. By enhancing psychological flexibility, promoting acceptance of difficult emotional experiences, and encouraging value-based parenting behaviors, this approach can contribute to healthier family relationships and improved parental well-being.
Keywords: Acceptance and Commitment Therapy, Parenting Training, Mother–Child Interaction, Parenting Stress, Learning Disabilities, Mothers.
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Copyright (c) 2025 Marzieh Mehdinezhad Kiasari (Author); Shahrbanoo Dahrouieh; Kosar Akbari, Elahe Chorakchi (Author)
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