Effect of Empowerment-Based Parenting Program on Emotional Processing of Mothers of Adolescents with Hearing Loss

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. Student of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

10.48308/apsy.2026.242452.1935

Abstract

Aim: The purpose of the present study was to determine the effect of empowerment-based parenting program on emotional processing in mothers of Adolescents with hearing loss.
Method: The research method was quasi-experimental with a pre-test, post-test design and a control group. The statistical population included all the mothers of 12 to 15-year-old adolescents with hearing loss in Mashhad in 2023-2024. 32 people were selected through a convenience sampling method and randomly assigned to two experimental and control groups (16 people). The Emotional Processing Scale (Baker et al., 2007) was used to collect data. The experimental group participated in the Reckmeyer and Robison empowerment-based parenting program (2016) in 10 sessions of 70 minutes, while the control group did not participate in this program. The data were analyzed using univariate and multivariate analysis of covariance in SPSS version 25.
Findings: The findings showed that the empowerment-based parenting program had a significant effect on improving the emotional processing in mothers of adolescents with hearing loss (F = 734.64, F = 0.001). In addition, it significantly reduced suppression (F = 213.52, F = 0.001), unpleasant emotional experience (F = 266.56, F = 0.001), emotional processing symptoms (F = 86.89, F = 0.001), avoidance (F = 181.12, F = 0.001), and emotional control (F = 297.19, F = 0.001).
Conclusion: A competency-based parenting program that emphasizes identifying and strengthening the abilities, talents, and skills of parents and children improved emotional processing in mothers of adolescents with hearing loss.

Keywords

Main Subjects

References

Aghaziarati, A., Ashori, M., & Norouzi, G. (2021). Analyzing and discovering the challenges of raising a child with hearing loss from the perspective of parents with normal hearing and the adolescents with hearing loss: A pilot study. Journal of Family Research, 17(2), 283–301. [Link]
Aghaziarati, A., Ashori, M., Norouzi, G., & Hallahan, D. P. (2022). Presenting a model of challenges of raising preschool children with hearing loss based on grounded theory: A qualitative study. Applied Psychology, 16(4), 160–133. [Link]
Allen, K. A., Waters, L., Arslan, G., & Prentice, M. (2022). Strength-based parenting and stress-related growth in adolescents: Exploring the role of positive reappraisal, school belonging, and emotional processing during the pandemic. Journal of Adolescence, 94(2), 176–190. [Link]
Altuntas, S., & Karataş, H. (2024). Experiences of mothers with hearing impairment regarding the care of their children. Research and Theory for Nursing Practice. [Link]
Arslan, G., Burke, J., & Majercakova Albertova, S. (2022). Strength-based parenting and social-emotional wellbeing in Turkish young people: Does school belonging matter? The Educational and Developmental Psychologist, 39(2), 161–170. [Link] 
Asadnia, S., Mufassery, M. R., Agashteh, M., Torabzadeh, N., & Hoseinpour, P. (2024). The mediating role of emotional processing in the relationship between brain-behavioral systems and panic disorder. Applied Psychology, 18(4), 32–53. [Link]
Ashori, M., & Ghaforian, M. (2020). The effect of positive parenting program training on the relationship profile of mothers and hearing loss children. Journal of Exceptional Children, 20(3), 88–79. [Link]
Ashori, M. (2022). Psychology, education & rehabilitation of people with hearing impairment (1st ed.). Isfahan University. [Link]
Asta, B., Sateki̇n, M. Ç., Uzdi̇l, N., & Yilmaz, S. T. (2024). The effect of having a child with hearing impairment on parents. International Journal of Pediatric Otorhinolaryngology, 177, 111864. [Link]
Clifton, D. O., & Anderson, E. C., (2016). Strengths quest: Discover and develop your strengths in academics, career, and beyond. Washington, DC: The Gallup Organization. [Link]
Continisio, G. I., D'Errico, D., Toscano, S., Maldonato, N. M., De Falco, R., Nunziata, F., Rodio, A., Casarella, A., Del Vecchio, V., Fetoni, A. R., & Malesci, R. (2023). Parenting stress in mothers of children with permanent hearing impairment. Children (Basel, Switzerland), 10(3), 517. [Link]  
Damen, H., Scholte, R. H. J., Vermulst, A. A., van Steensel, P., & Veerman, J. W. (2021). Parental empowerment as a buffer between parental stress and child behavioral problems after family treatment. Children and Youth Services Review, 124, 105982. [Link] 
Davids, R, Roman, N. & Schenck, C. (2021). The challenges experienced by parents when parenting a child with hearing loss within a South African context. Journal of Family Social Work, 24(1), 60–78. [Link]
Dharanidharan, D., & Kuruveettissery, S. (2025). Stress and coping among parents of children with hearing impairment: a scoping review. British Journal of Guidance & Counselling, 1–18. [Link]
Egbert, J. (2025). Adverse childhood experiences among deaf and hard-of-hearing adults. Disability and Health Journal, 18(1), 101711. [Link]
Giese, K. A. (2020). Factors that Influence Parent Communication Decisions for Their Deaf or Hard of Hearing Child in Illinois (Doctoral dissertation, Illinois State University). [Link]
Hallahan, D. P., Pullen, P. C., & Kauffman, J. M. (2023). Exceptional learners: An introduction to special education (15th Ed.). Pearson Education, Inc. [Link]
Helle, J., Vøllestad, J., Schanche, E., & Hjelen Stige, S. (2023). From seeing difficult behaviour to recognizing legitimate needs - A qualitative study of mothers' experiences of participating in a circle of security parenting program in a public mental health setting. Psychotherapy Research: Journal of the Society for Psychotherapy Research, 33(4), 482–493. [Link]
Jalil-Abkenar, S. S. (2025). Triple-P: Interaction of mother-adolescent with intellectual and developmental disability. Journal of Intellectual Disabilities, 29(2), 259–270. [Link]
Lubennikova, E., & Fouracres, A. J. S. (2024). Empowering parents to regulate child screen media use through strength-based coaching: interpretative phenomenological analysis. Coaching: An International Journal of Theory, Research and Practice, 1–18. [Link]
Kobosko, J., Śliwa, L., Ganc, M., Jedrzejczak, W. W., Porembska, D. B., & Skarzynski, H. (2025). Health-related quality of life and the role of the big five personality traits in postlingually deaf cochlear implant users. Journal of Speech, Language, and Hearing Research: JSLHR, 68(1), 349–363. [Link]
Magen, R. (2022). Parent management training. In L. Rapp-McCall, K. Corcoran, & A. R. Roberts (Eds.), Social workers' desk reference (4th ed., pp. 654–658). Oxford University Press. [Link]
Majorano, M., Guerzoni, L., Cuda, D., & Morelli, M. (2020). Mothers' emotional experiences related to their child's diagnosis of deafness and cochlear implant surgery: Parenting stress and child's language development. International Journal of Pediatric Otorhinolaryngology, 130, 109812. [Link]
Martinez-Yarza, N., Solabarrieta-Eizaguirre, J., & Santibáñez-Gruber, R. (2024). The impact of family involvement on students’ social-emotional development: The mediational role of school engagement. European Journal of Psychology of Education, 39(1), 4297–4327. [Link]
Mehrinejad, A., Farahbijari, A., & Norouzi Nargesi, M. (2016). Comparison of attention bias and emotional processing styles in female students with generalized anxiety disorder, with body dysmorphic disorder and inpatient. Clinical Psychology Studies, 7(24), 99–114. [Link]
Mennin, D. S., Heimberg, R. G., Turk, C. L., & Fresco, D. M. (2005). Preliminary evidence for an emotion dysregulation model of generalized anxiety disorder. Behaviour Research and Therapy, 43(10), 1281–1310. [Link]
Nicastri, M., Giallini, I., Ruoppolo, G., Prosperini, L., de Vincentiis, M., Lauriello, M., Rea, M., Traisci, G., & Mancini, P. (2021). Parent training and communication empowerment of children with cochlear implant. Journal of Early Intervention, 43(2), 117–134. [Link]
Nieves, H., Clements-Hickman, A., & Davies, C. C. (2021). Effect of a parent empowerment program on parental stress, satisfaction, and length of stay in the neonatal intensive care unit. The Journal of Perinatal & Neonatal Nursing, 35(1), 92–99. [Link]
Partington, P., Major, G., & Tudor, K. (2024). Deaf students’ perception of wellbeing and social and emotional skill development within school: A critical examination of the literature. International Journal of Disability, Development and Education, 71(1), 55–68. [Link]
Reckmeyer, R., & Robison, J. (2016). Strengths based parenting: Developing your children's innate. Gallup Press; Har/Psc edition. [Link]
Rieffe, C., Broekhof, E., Eichengreen, A., Kouwenberg, M., Veiga, G., da Silva, B. M. S., van der Laan, A., & Frijns, J. H. M. (2018). Friendship and emotion control in pre-adolescents with or without hearing loss. Journal of Deaf Studies and Deaf Education, 23(3), 209–218. [Link]
Shastri, U., Prakasan, N., Satheesan, L., Kumar, K., & Kalaiah, M. K. (2025). Parental stress, learned helplessness, and perceived social support in mothers of children with hearing loss and mothers of typically developing children. Audiology Research, 15(1), 1–12. [Link]
Ubah, J. C., Egbe, C. I., Ugwuanyi, L. T., Uzoamaka, A. J., Dike, A. A., Nnamani, O., Chukwuma, I. S., Otu, M. S., Adaka, T. A., Nnamani, A. P., Nwankwor, P. P., Ogele, U. I., Okoyeukwu, N. G., Ukoha, E. O., & Uloh-Bethels, A. C. (2022). Effect of peer tutoring on social adjustment among English learners with hearing impairments in special primary schools. Medicine, 101(14), e28907. [Link]
Waters, L. E., Loton, D., & Jach, H. K. (2019). Does strength-based parenting predict academic achievement? The mediating effects of perseverance and engagement. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 20(4), 1121–1140. [Link]
Waters, L. (2017). The strength switch: How the new science of strength-based parenting helps your child and your teen flourish. Avery. [Link]
Zaidman-Zait, A. & Most, T. (2020). Pragmatics and peer relationships among deaf, hard of hearing, and hearing adolescents. Pediatrics, 146(3), 298–303. [Link]
Zhou, S., Kwan, C. K., Ai, Y., & Ma, Y. (2025). Parent-adolescent intergenerational transmission of distress: The roles of family climate, adolescents' self-compassion and mindfulness. Frontiers in Psychology, 16, 1595515. [Link]
Zivdar Chegini, L., Akbari Kamrani, M., Shiri, M., Farid, M., & Homami, S. (2021). The effect of an empowerment training program on the difficulty of the transition to parenthood and parenting stress: A quasi-experimental study among Iranian primiparous women. Shiraz E-Medical Journal, 22(3), e101531. [Link]
Applied Psychology

Articles in Press, Accepted Manuscript
Available Online from 07 January 2026

Files

Share

How to cite

Statistics