Volume 25, Issue 1 (11-2026)
Toloo-e behdasht 2026, 25(1): 4-19 |
Back to browse issues page
Ethics code: IR.IAU.KHUISF.REC.1403.509
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Eslamian A, Mahdad A, Yousefi Z. Comparison of the Effectiveness of Attachment-Based, Positive and Mindfulness Parenting Training Packages on Symptoms of Emotional Behavioral Problems among Preschool Children. Toloo-e behdasht 2026; 25 (1) :4-19
URL: http://tbj.ssu.ac.ir/article-1-3872-en.html
URL: http://tbj.ssu.ac.ir/article-1-3872-en.html
Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran , alimahdad@iau.ac.ir
Abstract: (45 Views)
Introduction: Nowadays, parenting approaches are widely used to improve children’s psychological problems. Therefore, the present study aimed to compare the effectiveness of attachment-based, positive and mindfulness parenting training packages on symptoms of emotional behavioral problems among preschool children.
Methods: The statistical population consisted of mothers with preschool children suffering from behavioral–emotional problems in Isfahan during the 2024–2025 school year. 80 mothers were selected through purposive sampling and randomly assigned to four groups (three experimental and one control) of 20 participants each. The study employed a semi-experimental design with pre-test, post-test, and follow-up phases, along with a control group. The experimental groups received eight training sessions, while the control group received no training. Data were collected using the Child Behavior Checklist (CBCL). After verification of the statistical assumptions, data were analyzed using the chi-square test, repeated measures ANOVA, and the Bonferroni post hoc test in SPSS26.
Results: The results showed that the mean total score of behavioral-emotional problems decreased significantly in all three intervention groups compared with the control group (15% change in the attachment-based group, 15,6% in the positive parenting group, and 30,5% in the mindful parenting group; p<0,001). Post hoc tests indicated that these improvements were maintained during follow-up. Mindful parenting was more effective in reducing total problems at the post-test. This was while in the follow-up phase, attachment-based parenting showed significantly greater effectiveness at follow-up (p<0,05)
Conclusion: All three parenting approaches were effective in reducing behavioral-emotional problems in preschool children; however, their effectiveness varied over time. Mindful parenting demonstrated greater effectiveness at post-test, whereas attachment-based parenting showed greater effectiveness during the follow-up period. These findings highlight the importance of considering the timing of outcome assessment when selecting an appropriate parenting intervention.
Conclusion: All three parenting approaches were effective in reducing behavioral-emotional problems in preschool children; however, their effectiveness varied over time. Mindful parenting demonstrated greater effectiveness at post-test, whereas attachment-based parenting showed greater effectiveness during the follow-up period. These findings highlight the importance of considering the timing of outcome assessment when selecting an appropriate parenting intervention.
Type of Study: Applicable |
Subject:
Psychology
Received: 2026/01/10 | Accepted: 2026/03/1 | Published: 2026/11/1
Received: 2026/01/10 | Accepted: 2026/03/1 | Published: 2026/11/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
