Ethics code: IR.QUMS.REC.1399,473
Clinical trials code: IRCT20201126049493N1
1- Qazvin University of Medical Sciences
2- Qazvin University of Medical Sciences , mmsheikhi1@yahoo.com
2- Qazvin University of Medical Sciences , mmsheikhi1@yahoo.com
Abstract: (253 Views)
Background and Objective: This study has been done to determine the effect of mindfulness group training on anxiety, stress, and depression in mothers with children with a learning disorder.
Materials and Methods: This clinical trial has been executed with the participation of 60 mothers with children with a learning disorder in Qazvin in 2021. The participants were divided into two groups control and intervention. The information was collected by using a demographic data checklist and DASS-21 questionnaire (before intervention, immediately after intervention, and two months after intervention) in both groups. The intervention group received 8 sessions. The data was analyzed by using descriptional statistics tests, T-test, and variance with repetitive amounts and through the R software.
Results: The results showed that the average scores before the interventions of stress (7.6±13.31), anxiety (3.33±4.11), and depression (10.26±5.93) in the mothers in both groups, had no meaningful difference. This intervention was able to significantly increase the stress, anxiety, and depression in mothers with children with a learning disorder in 2 months of follow-up after the intervention in the test group, in comparison with the control group, and illustrate a meaningful statistical difference (P˂0.05).
Conclusion: Based on the findings it can be concluded that mindfulness group training is influential on the amount of stress, anxiety, and depression in mothers with children with a learning disorder and it is recommended to use the conclusions of the current investigation in designing therapeutic and educational programs for parents with children with a learning disorder.
Materials and Methods: This clinical trial has been executed with the participation of 60 mothers with children with a learning disorder in Qazvin in 2021. The participants were divided into two groups control and intervention. The information was collected by using a demographic data checklist and DASS-21 questionnaire (before intervention, immediately after intervention, and two months after intervention) in both groups. The intervention group received 8 sessions. The data was analyzed by using descriptional statistics tests, T-test, and variance with repetitive amounts and through the R software.
Results: The results showed that the average scores before the interventions of stress (7.6±13.31), anxiety (3.33±4.11), and depression (10.26±5.93) in the mothers in both groups, had no meaningful difference. This intervention was able to significantly increase the stress, anxiety, and depression in mothers with children with a learning disorder in 2 months of follow-up after the intervention in the test group, in comparison with the control group, and illustrate a meaningful statistical difference (P˂0.05).
Conclusion: Based on the findings it can be concluded that mindfulness group training is influential on the amount of stress, anxiety, and depression in mothers with children with a learning disorder and it is recommended to use the conclusions of the current investigation in designing therapeutic and educational programs for parents with children with a learning disorder.
Keywords: stress, anxiety, depression, mindfulness, mothers, learning disorder, learning disabilities
Type of Study: Original Research |
Subject:
Education in Nursing and Midwifery
Received: 2023/04/9 | Accepted: 2023/08/9
Received: 2023/04/9 | Accepted: 2023/08/9
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