“Thinking Child” Program: Effects on Parenting Styles and Family Problem-Solving Skills

Document Type: Original Article

Authors

1 Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran

2 Department of Rehabilitation Medicine, New York University School of Medicine

3 University of Allameh Tabatabaei, Tehran, Iran

Abstract

Abstract

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.

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