The effectiveness of problem-solving education on perceived stress and quality of life of mothers with children with special learning disabilities
Article Sidebar
Main Article Content
Abstract
The purpose of this study is to determine the effectiveness of problem-solving education on perceived stress and quality of life of mothers with children with specific learning disabilities in Tehran in 2019. By using the convenience sampling method, 40 mothers (20 for each group) were selected having children with special learning disabilities in Tehran and they were randomly divided into experimental and control groups. The experimental group received seven 60-minutes sessions of problem-solving training and the control group remained on the waiting list. Data were collected using the perceived stress questionnaire and quality of life questionnaire. The results show that the mean of experimental group decreased in perceived stress of mothers with children with specific learning disabilities compared to the control group. It can be said that problem-solving training has been effective on the perceived stress and quality of life of mothers of children with specific learning disabilities; therefore, the results represent new horizons in clinical interventions.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).