Volume 13, Issue 4 (Shenakht Journal of Psychology and Psychiatry 2026)
Shenakht Journal of Psychology and Psychiatry 2026, 13(4): 408-417 |
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Sharafi M, Soltani Kouhbanani S, Amin Yazdi S A. The Effectiveness of Mothers’ Mentalization Training on Improving the Mother–Child Relationship and Reducing Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) in Children. , Shenakht Journal of Psychology and Psychiatry. 2026; 13 (4) :408-417
URL: http://shenakht.muk.ac.ir/article-1-2697-en.html
URL: http://shenakht.muk.ac.ir/article-1-2697-en.html
1- M.A. in Educational and Counseling Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
2- Associate Professor, Department of Educational and Counseling Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
3- Professor, Department of Educational and Counseling Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
2- Associate Professor, Department of Educational and Counseling Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
3- Professor, Department of Educational and Counseling Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
Abstract: (34 Views)
Background and Aims: Mentalization is a fundamental and essential human capacity that can be enhanced through training, allowing individuals to become more aware of it and apply it in their relationships. The present study aimed to determine the effect of mentalization-based training for mothers on improving the mother-child relationship and reducing symptoms in children with Attention Deficit/Hyperactivity Disorder (ADHA).
Materials and Methods: This quasi-experimental study was conducted using a pretest-posttest design and a control group. The study population included mothers of children aged 6 to 12 years with ADHD. A total of 20 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The research instruments included the Mother-Child Relationship Questionnaire Pianta, standardized by Abbasi et al. (2017), and the 48-item Conners Parent Rating Scale standardized in Shiraz (2007). The data were analyzed using covariance analysis and SPSS software (version 26).
Results: The results showed that, by controlling for the effect of the pre-test as a covariate, the mean scores of the participants in the post-test showed a significant difference (P˂0.05), which indicates the effect of mentalization-based training on improving the mother-child relationship and reducing ADHD symptoms.
Conclusion: The findings suggest that mentalization-based training can be an effective intervention for improving mother-child interaction and reducing behavioral problems in children with ADHD. This intervention can be widely utilized to support families with children diagnosed with this disorder.
Materials and Methods: This quasi-experimental study was conducted using a pretest-posttest design and a control group. The study population included mothers of children aged 6 to 12 years with ADHD. A total of 20 participants were selected through convenience sampling and randomly assigned to experimental and control groups. The research instruments included the Mother-Child Relationship Questionnaire Pianta, standardized by Abbasi et al. (2017), and the 48-item Conners Parent Rating Scale standardized in Shiraz (2007). The data were analyzed using covariance analysis and SPSS software (version 26).
Results: The results showed that, by controlling for the effect of the pre-test as a covariate, the mean scores of the participants in the post-test showed a significant difference (P˂0.05), which indicates the effect of mentalization-based training on improving the mother-child relationship and reducing ADHD symptoms.
Conclusion: The findings suggest that mentalization-based training can be an effective intervention for improving mother-child interaction and reducing behavioral problems in children with ADHD. This intervention can be widely utilized to support families with children diagnosed with this disorder.
Type of Study: Applicable |
Subject:
Special
Received: 2025/10/15 | Accepted: 2025/10/27 | Published: 2026/11/10
Received: 2025/10/15 | Accepted: 2025/10/27 | Published: 2026/11/10
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