Document Type : Original Article
Ph.D psychology, Shahid Chamran University, Ahvaz, Iran
Associate professor of psychology, Shahid Chamran University, Ahvaz, Iran
Assistant professor of psychology, Shahid Chamran University, Ahvaz, Iran
Professor of psychology, Shahid Chamran University, Ahvaz, Iran
Aim: The purpose of the present research was to determine the effectiveness of positive parenting education compared with mindfulness on healthy mother- child and sibling relationships in families with ADHD children. Method: Research method was semi-experimental with pre-test, post-test and follow-up. Statistical population including 68 mothers with an ADHD child who were referred to three private clinics in Ahvaz in South West Iran, namely, Taravat, Rayan and Mehravaran from October 2014 until June 2015. 51 participants were selected according to research criteria and were arranged randomly in two experimental and one control groups. Experimental groups, received positive parenting skills Sanders 1999 and mindfulness training Chaskalon 2011 in eight sessions of 120 minutes duration each. All groups completed the parent-child relationship scale Pianta, 1994 and the siblings relationship questionnaire Furman & Buhrmester, 1985 in pre-test, post-test and follow-up. The data was analyzed by MANONA. Results: Results showed that the two interventions positive parenting program (F= 31.87, P=0.008) and mindfulness (F=15.87, P=0.04) were effective on increasing the quality of healthy parent- child relationship, but positive parenting program had a more positive effect on mother-child relationship (F=16.00, P=0.011). In siblings relationship only the positive parenting program was effective (F=20.07, P=0.002). Moreover, these results remained constant at follow-up. Conclusion: Positive parenting intervention as a family-focused method concerns the Family system and interactions and is more effective compared to the more person oriented method of mindfulness in improving impaired relationships in families with ADHD child.