Shenakht Journal of Psychology & Psychiatry

Introduction: The hard trainability of children with learning disorders has caused unpleasant emotional experiences to be one of the problems of the mothers of these children in interacting with them.
Aim: The present study aimed to compare the effectiveness of mindfulness parenting training and compassion-based parenting on the affective control of mothers with children with learning disabilities.
Method: The research method was semi-experimental with a pre-test-post-test design and a control group with a two-month follow-up period. The statistical population of the research included the mothers of children with learning disorders in Gorgan city in 2022-2023 who had been referred to two government learning disorders centers (Shekofe and Dana in Gorgan city). 75 mothers were convenience Sampling selected and randomly divided into three groups (25 people in each group). The research tool included the Affective control scale of Williams et al. (1997). The experimental groups received the intervention in 8 sessions of 90 minutes once a week. A mixed variance analysis was used to analyze the data.
Results: The results showed that the group of mindfulness parenting training and compassion-based parenting had a significant effect on affective control (P<0.001) and the effectiveness of compassion-based parenting was higher (P<0.05). The results of the test stages also showed that the post-test and follow-up compared to the pre-test showed a significant and stable decrease (P<0.001), but the follow-up stage had a significant increase compared to the post-test (P=0.01).
Conclusion: The results showed that compassion-based parenting is more effective in improving the emotional control of mothers with children with learning disabilities