Effectiveness of Parent-Child Interaction Program on Parenting Stress and Parent-Hearing Impaired Child Relationship

Authors
Marzieh Paghandeh
Saeid Hassanzadeh
Sogand Ghasemzadeh
University of Tehran
10.52547/rph.13.1.99
Abstract
Hearing Impairment is one of the most complicated sensory impairments that has an effect on parenting stress and parent-child interaction. Parent-child interaction program taken from parent-child interaction therapy (PCIT) theory which was developed by Sheila Eyberg resulted from her wide background on actor theory, traditional child psychotherapy and the first child development. In fact this program has used both attachment theory and social learning theory to gain access to ways of powerful parenting. So parent-child interaction is effective for a correct performance with the child and reduction of parenting stress especially for those who are hearing-impair and have parents who are not. Parents who have a child who is hearing-impaired have a negative cognitive evaluation of their abilities as parents so causing a reduction in mental health and well-being of parents. The present study aimed to investigate the effectiveness of educational program of parent-child interaction for mothers who have a hearing-impaired child on reduction of parenting stress and relationship of parents with the child. The present study was of semi-experimental kind and used pre-test and post-test model and a follow-up step with control group. Sample included 30 preschool children with hearing impairment and their parents were purposefully selected and randomly put in two groups of experimental and control. Then before performing, parent-child interaction program was designed and edited by the researcher. This program included providing need assessment form and defining parent education parameters. In child directed interaction (CDI), reward, mimicry, reflection, description, enthusiasm, getting attention and in parent directed interaction (PDI) issuing good orders, encouraging discipline, punishing by standing on the chair because of disobedience and making authentic rules at home were considered. Subjects of experimental group received parent-child interaction program in 12 sessions during one month. To study parent-child interaction and parenting stress, parent-child relationship scale and parent stress scale were used. The findings showed mean of scores in parent-child interaction and parenting stress has been effective in father; but it increased more in control group in post-test in comparison with pre-test in mother. The results of the study showed the importance of parents' cooperation in parent-child interaction. It seems effectiveness of parent-child interaction program showed on improving the relationship of parents with child having a hearing impairment.
Keywords
mother-child interaction
Hearing impairment
Parenting stress
Parent-Child Relationship
1. Noorabadi Z, Hasanzadeh S, Gholamali Lavasani M, Farzadmehr M. The effectiveness of stress coping skills training on parental stress of mother of 1 to 3 years old deaf children in Gorgan. Journal of exceptional education. 2014; 14(6): 13-20. [Persian].
2. Movaleli G. Mental health in mothers of deaf children. Jounal of psychology and educational sciences. 2008; 28(2): 27-30. [Persian].
3.Walker A, Alfonso ML, Colquitt G, Weeks K, Telfair J. “When everything changes:” Parent perspectives on the challenges of accessing care for a child with a disability. Disability and health journal. 2016; 19(1):157-61.
4. Hassanzadeh S, Charmfroush Jalali L, Davaee M, Afrooz G. Development and Assessment of Effectiveness of Coping skills Training program on parenting stress and Marital Satisfaction of mothers with Deaf Children. Applied Psychological Research Quarterly. 2015; 6 (2):91-104 .[Persian].
5. Dadsetan P. A Selection of Major Theories of Developmental Psychology. samt publication, Tehran. 2010.[Persian].
6. Ghasemzadeh S, Matbou RM, Alavi Z, Hasanzadeh M. Effectiveness of family based intervention and play therapy in parenting style and stress of mothers and clinical symptoms of children with separation anxiety disorder. Journal of Research in Psychological Helth. 2018; 11(4): 68-83.[Persian].
7. McNeli CB, Hembree-Kigin T. Parent-child Interaction Therapy (M. Najmi, N. Johnghorban,Trans.). Tehran: 2010. [Persian].
8. Allen B, Timmer SG, Urquiza AJ. Parent–Child Interaction Therapy as an attachment-based intervention: Theoretical rationale and pilot data with adopted children. Children and Youth Services Review. 2014; (1)47:334-341.
9. Lazaruse RS. Evalution of model of stress; illustration from families of hyperactive children an families of physically abused children. Journal of Clinical Child Physically.2000; 19: 313-328.
10. Hasanzadeh S. Parental stress in mother with deaf children. Journal of Psychology and Educational Sciences. 2012; 42(1): 51-62. [Persian].
11. Kimonis ER, Armstrong K. Adapting parent–child interaction therapy to treat severe conduct problems with callous-unemotional traits: A case study. Clinical Case Studies. 2012;11(3): 234-52.
12. Koroloff NM, Friesen BJ. Support groups for parents of children with emotional disorders: A comparison of members and non- members. Community Mental Health Journal. 1991; 27(4): 265-79.
13. Jenaabadi H. The study and comparison of stress levels and coping strategies in parents of exceptional (mentally retarded, blind and deaf) and normal children in Zahedan. Proce Social and Behavioral Sciences. 2014; 114: 197-202.
14. Charmfroush Jalali L. Family and Exceptional children. Journal of New Thoughtful Green. 2016; 9(35): 16-19. [Persian].
15. Shinn MM. Parent–Child Interaction Therapy with a deaf and hard of hearing family. Clinical Case Studies. 2013; 12(6): 411-27.
16. Beh-Pajooh A, Motevali Poor A, Farzad V, Rostami R, Habibi Askarabad M. The Efficacy of Stress Coping Skills Training on Parenting Stress of Mothers with Children Suffering from Attention Deficit Heyperactivity Disorder. Journal of family research. 2010; 6(1): 99-114. .[Persian].
17. Mersky JP, Topitzes J, Grant-Savela SD, Brondino MJ, McNeil CB. Adapting Parent–Child Interaction Therapy to foster care: Outcomes from a randomized trial. Research on Social Work Practice. 2016; 26(2):157-67.
18. Scudder AT, McNeil CB, Chengappa K, Costello AH. Evaluation of an existing parenting class within a women's state correctional facility and a parenting class modeled from Parent–Child Interaction Therapy. Children and Youth Services Review. 2014; 46(1): 238-47.
19. Allen J, Marshall CR. Parent–Child Interaction Therapy (PCIT) in school-aged children with specific language impairment. International Journal of Language & Communication Disorders. 2015; 1:1-4.
20. Bagner DM, Graziano PA. Barriers to success in parent training for young children with developmental delay: The role of cumulative risk. Behavior modification. 2013; 37(3): 356-
21. Socarras K, Smith-Adcock S, Shin SM. A qualitative study of an intensive filial intervention using child–parent relationship therapy (CPRT). The Family Journal. 2015; 23(4): 381-91.
22. Senger BA, Ward LD, Barbosa-Leiker C, Bindler RC. Stress and coping of parents caring for a child with mitochondrial disease. Applied Nursing Research. 2016; 29(1): 195-201.
23. Boswell JN. The use of child parent relationship therapy and common parent concerns: Voices from the community. The Family Journal. 2014; 22(4): 382-9.
24. Hintermair M. Sense of coherence: a relevant resource in the coping process of mothers of deaf and hard-of-hearing children?. Journal of deaf studies and deaf education. 2004; 19(1): 15-26.
25. Eizadifard R, Sobhi Gharamaleki N, Arjmandnia AA. The effectiveness of parent-child intreraction therapy on improving sustained attention of students: Journal of school psychology. 2016; 6(1): 161-168. [Persian].
26. Das S, Das B, Nath K, Dutta A, Bora P, Hazarika M. Impact of stress, coping, social support, and resilience of families having children with autism: A North East India-based study. Asian journal of psychiatry. 2017; 1 (28): 133-9.
27. Berry JO, Jones WH. The parental stress scale: Initial psychometric evidence. Journal of Social and Personal Relationships. 1995; 12(3): 463-72.
28.Pianta RC. Patterns of relationships between children and kindergarten teachers. Journal of school psychology. 1994; 32(1): 15-31.
29. Pourmohamadreza-Tajrishi M, Ashouri M, Afrooz G, Arjmandnia A, Ghobari-Bonab B.The Effecveness of Posive Parenng Program (Triple-P) Training on Interacon of Mother-Child with Intellectual Disability. Rehabilitation. 2015; 16(2): 127-137.
30. Day LA, Costa EA, Previ D, Caverly C. Adapting parent–child interaction therapy for deaf families that communicate via American Sign Language: A formal adaptation approach. Cognitive and Behavioral Practice. 2018; 25(1): 7-21.

31. Landreth GL, Bratton SC, Kellam T, Blackard S. Child Parent Relationship Therapy (CPRT) Treatment Manual: A 10-Session Filial Therapy Model for Training Parents. Routledge. 2006; 26. 77
32. N’zi AM, Lucash RE, Clionsky LN, Eyberg SM. Enhancing parent–child interaction therapy with motivational interviewing techniques. Cognitive and Behavioral Practice. 2017; 24(2):131-41.
33. Armstrong K, David A, Goldberg K. Parent–child interaction therapy with deaf parents and their hearing child: A case study. Clinical Case Studies. 2014; 13(2):115-27.
34. Urquiza AJ, Timmer S. Parent-child interaction therapy: Enhancing parent-child relationships. Psychosocial Intervention. 2012; 21(2):145-56.
35. Werba BE, Eyberg SM, Boggs SR, Algina J. Predicting outcome in parent-child interaction therapy: Success and attrition. Behavior modification. 2006; 30(5):618-46.
36. Pearl E, Thieken L, Olafson E, Boat B, Connelly L, Barnes J, Putnam F. Effectiveness of community dissemination of parent–child interaction therapy. Psychological Trauma: Theory, Research, Practice, and Policy. 2012; 4(2):204.