Effectiveness of mindfulness-based training on cognitive emotion regulation and cognitive flexibility in mothers of children with Learning Disabilities

Document Type : Original Article

Authors

1 M.A. in Psychology of Exceptional Children. Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

Abstract

The aim of this research is the study of effectiveness of mindfulness-based training on cognitive emotion regulation and cognitive flexibility in mothers of children with specific learning disorder. The study was experimental with pretest-posttest design and a control group. Statistical population included all mothers of students from third to fifth grade referred to learning disabilities centers in the Urmia City in the 2016-2017 academic year. Of these, 30 individuals were selected by simple random sampling method and were randomly assigned to experiment and control groups (each group consisting of 15 individuals). The experiment group received mindfulness-based therapy in eight one and a half hour session. The tools used in this study were Cognitive Emotion Regulation Questionnaire (2001), as well as Cognitive Flexibility Questionnaire (Dennis and Vander Wal, 2010) made as post-test questionnaires to the mothers were then collected data using SPSS 22 software and Covariance Analysis Method were analyzed. The results showed that mindfulness-based intervention reduces negative emotions (P<0/05) and increase positive emotions (P<0/05). The findings also showed that mindfulness-based programs increased cognitive flexibility (P<0/05) in mothers of children with specific learning disability and there is a significant difference between the experimental and control groups. According to the findings, it can be concluded that a program based on mind-awareness reduces psychological problems and increases mental health in mothers of children with special learning disabilities.

Keywords

References

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Empowering Exceptional Children
Volume 10, Issue 3
January 2020
Pages 125-138

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History

  • Receive Date: 12 January 2019
  • Revise Date: 02 December 2019
  • Accept Date: 10 January 2020

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