Comparison of Social Education Training and Brain-Based Parenting on Adaptability and Social Loneliness in Mothers of Children with Attention-Deficit/Hyperactivity Disorder
Keywords:
social education, brain-based parenting, attention-deficit/hyperactivity disorder, adaptability, social loneliness, mothersAbstract
The present study aimed to compare the effects of social education training and brain-based parenting on adaptability and social loneliness in mothers of children with attention-deficit/hyperactivity disorder. This was a quasi-experimental study with a pretest–posttest and follow-up design, including two experimental groups and one control group. The statistical population consisted of all children with ADHD aged 7 to 11 years and their mothers. The statistical sample included 60 children and their mothers, who were selected through purposive sampling and randomly assigned to the experimental and control groups. While the control group was placed on a waiting list, the experimental groups received eight 90-minute sessions of social education training and brain-based parenting training. All participants were assessed before, after, and one month after the interventions using the Parenting Adaptability Questionnaire (Yousefi, 2021) and the Social Loneliness Scale developed by DiTommaso et al. (2004). Data were analyzed at two levels: descriptive statistics, including mean and standard deviation, and inferential statistics, including repeated-measures analysis of variance and Bonferroni post hoc test. The results showed that both methods had a significant effect on improving the research variables (p < .05), and no significant difference was found between the two methods. Based on these findings, it can be concluded that both methods are effective in improving psychological constructs among mothers of children with ADHD.
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