Shabnam Hashemi Bakhshi, Zahra Jalili, Mahmoud Mahmoudi,
Volume 16, Issue 1 (6-2018)
Abstract
Background and Aim: Nowadays, the need for informing children and teens in different ages, about sexual problems, is felt more than ever before. Sexual training and education; such as every other original training, must be done at the right place and time. On the other hand, this training should be based on a systematic program and educational models to achieve the desire results. The aim of this study is to determine the effect of educational intervention on the BAZNEF Model on mother's skill about sexual care of their children, Tehran 2017.
Materials and Methods: This study was a quasi-experimental intervention with control group. Ninety six mothers of children aged 5-6 were selected in Tehran pre-schools. They were randomly divided into two groups; intervention and control. Data were collected by a researcher made questionnaire based on BAZNEF Model whose the validity and reliability were confirmed. After pre-test, according to educational needs, educational content and program were based on BAZNEF Model and that were conducted in the intervention group. Data were analyzed by SPSS23, independent t, Mann-Whitney and Chi- squar statistic tests.
Results: The mean scores of attitude, subjective norms, behavioral intention and behavior showed no significant difference before the education in both intervention and control group. However, the result showed compelling difference in mean scores of attitude, subjective norms, behavioral intention and behavior after the education (p<0/001).Enabling factors showed no important variation among intervention and control groups before and after the experiment.
Conclusion: The finding of current study confirmed the educational intervention, based on BAZNEF Model, was effective on mother's attitude, subjective norms, behavioral intention and behavior about sexual care of their children.
Leila Afzali, Sogand Ghasemzadeh, Maryam Hashemi Bakhshi,
Volume 17, Issue 3 (12-2019)
Abstract
Background and Aim: The purpose of this study was to determine the effect of family-based interventions on clinical symptoms and social skills of hyperactive children.
Material and Methods: This was a quasi-experimental study with pre- and post-test. A total of 28 school students with attention deficit hyperactivity disorder (ADHD) referring to a Psychiatric and Rehabilitation Counseling Center along with their parents were selected using the available sampling method as the main sample of the study. They were then divided into two equal groups ─ an experimental group receiving intervention (family therapy) and a control group receiving no intervention. The research tools were the Inderbitzen and Foster Adolescents Social Skills Questionnaire (CWS, 1992) and the Conners Parent Questionnaire (1999). Multivariate analysis of covariance was used to analyze the data.
Results: Analysis of the data showed that family-based interventions can lead to increases in social skills and decrease clinical symptoms in children with ADHD.
Conclusion: It is concluded that family-based intervention can result in enhancing social skills and reducing clinical symptoms in children with attention deficit hyperactivity disorder.
