Document Type: Original Article
Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran
Department of Rehabilitation Medicine, New York University School of Medicine
University of Allameh Tabatabaei, Tehran, Iran
Introduction: This study, which was framed within the context of a developing country, aimed to evaluate the impact of the Thinking Child problem-solving program on parenting styles and family problem solving skills.
Methods: A hundred and four mothers in Tehran voluntarily participated in the Thinking Child sessions, conducted weekly by experienced trainers for 9 sessions. A single group pre- and post-test pilot design was executed. Outcome measures included the Parenting Style Questionnaire and Family Problem Solving Scale.
Results: The findings bolstered the effectiveness of the program on problem-solving processes and parents’ relationships with their children specifically, showed a significant reduction in authoritative and authoritarian parenting styles and also revealed an increase in permissive parenting style.
Conclusion: The Thinking Child intervention displays promising results for trainings involving problem-solving skills in parents. However, it should be used in conjunction with a complementary intervention while parent training is executed.