Volume 22, Issue 84 (4-2022)
refahj 2022, 22(84): 73-108 |
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Teymouri fard A, zarghamhajeb M, Monirpoo N. (2022). The Effectiveness of Family Strengthening Program on Increasing Adolescents’ Mental Health. refahj. 22(84), : 3
URL: http://refahj.uswr.ac.ir/article-1-3911-en.html
URL: http://refahj.uswr.ac.ir/article-1-3911-en.html
Keywords: strengthening family program, drug prevention program, teenager, mental health, quality of life in school.
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Contribution of authors
All three authors contributed to this article.
Financial Resources
No direct or indirect financial support has been received from any organization for the publication of this article.
Conflict of interest
According to the authors, there is no conflict of interest in this article.
Following Principles of Research Ethics
All information is collected with confidentiality, also in this article, all ethical principles in the field of plagiarism and data distortion, etc. are observed.
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Extended Abstract
Introduction: Studies designed to investigate the impact of family on the problems of children and adolescents have focused on family functioning, and it has been found that intervention and improvement of family functions can have promising results in the field of adolescent health. The Family Strengthening Program developed for 10-14-year-old children is an international family improvement program aimed at reducing adolescent behavioral problems. This program is designed for group education of parents and adolescents. The theoretical logic of this program is the theory of family systems and self-efficacy, and by promoting resilience, it protects children and adolescents against problems and difficulties. The aim of this study was to evaluate the effectiveness of the Persian version of the Family Strengthening Program and its adaptation to Iranian culture as well as its use among parents with adolescents aged 10-14 years old.
Method: In terms of practical purpose and data collection method, this study is an experimental with pre-test-post-test design with experimental groups and control group. The study population consisted of all parents and teachers of fourth, fifth, and sixth grade students (10-14 years old) from all over the country. In each school, 13 students from fourth to sixth grade students along with their parents and teachers were randomly selected. The sample group included 691 parents (334 fathers, 357 mothers) who were in the two experimental groups comprising 387 parents (188 males, 199 females), the control group consisted of 304 parents (146 males, 158 females) and 70 teachers (36 females, 34 males), which were randomly selected from seven provinces (Isfahan, Fars, Khorasan Razavi, Lorestan, Tehran, Sistan and Baluchestan, and Tehran) who were studying in the academic year of 2018-2019. Parents and adolescents were simultaneously trained in eleven sessions (seven main sessions and four reinforcement sessions) of the Family Strengthening Program for parents and adolescents on an educational DVD. Besides, to measure research variables from the Parent Evaluation Questionnaire (Molgard & Spott, 2001), SDQ Problems and Ability Questionnaire (Goodman, Meltzer & Bailey, 2003) version of parents and teachers were used. This training includes seven separate sessions for parents and teenagers. In the first hours, meetings with teenagers are held in separate rooms. Meeting with families in the second hour required a relatively large space so that both groups could be accommodated. Ideally, the family meeting space should have tables for family activities. The leader of parents and adolescents group should conduct short discussions.
Findings: Multivariate analysis of covariance showed that the test index (p > 0.05, λ = 0.72 and F = 50.89) was significant. Therefore, it can be mentioned that the general profile of problems and abilities of adolescents in both experimental and control groups from the perspective of parents after eliminating the effect of pre-test in the post-test stage are different. The results of comparing the effect between subject design effect showed that the group factor among the experimental and control groups, in the case of individual subscales of hyperactivity and attention deficit (p > 0.05 and F = 12.86), emotional problems (0.05 > p and F / 124.25), conduct problems (p > 0.05 and F = 46.22), problems with peers (p > 0.05 and F = 27.27) and altruistic behavior (p = 0.05 and F = 31/31) are statistically significant. Therefore, the intervention was able to make a difference in the mean of all subscales of the two groups.
Then, multivariate analysis of covariance was used to investigate the hypothesis whether the profile of problems and abilities of adolescents differ from the perspective of teachers of experimental and control groups after eliminating the effect of pre-test in the post-test stage. Therefore, by establishing the minimum assumptions of the analysis, it showed that the overall effect of the group on the problems and abilities of adolescents from the perspective of teachers (p >0.05, λ = 0.45 and F = 163.68) was significant; Therefore, it can be said that the profile of the two groups is different. Between subject design test to determine the differences between profiles also showed between experimental and control groups, in all subscales of hyperactivity and lack of attention (p>0.05 and F = 11.02). Emotional problems (p> 0.05 and F = 751.94), conduct problems (p>0.05 and F = 39.68), problems with peers (p>0.05 and F = 152.3) and the altruistic behavior (p>0.05 and F = 9.21) is statistically significant. Therefore, it can be pointed out that the intervention was able to increase the mean of all subscales of hyperactivity and inattention, emotional problems, conduct problems, peer problems, as well as altruistic behavior and the average value of the experimental group in the post-test.
Findings from multivariate analysis of covariance showed that group training of family strengthening program on improving family functions, abilities, reducing the profile of problems Externalization (Attention Deficit/Hyperactivity Disorder) and Internalization Problems (Emotional Problems and Peer Problems) of adolescents whose parents received this intervention or training are more effective than adolescents whose parents did not receive this intervention.
Discussion: In explaining this finding, it can be said that since the basis of skills in the family strengthening program for parents and adolescents with the age of 10-14 years old, especially achieving the goals that are taught in parent-family meetings (parents with parents), such as the use of love and boundaries, setting rules at home, encouraging appropriate behavior, building communication stairs, protecting against behavioral problems, stress management, communicating in disagreement, understanding family values, understanding the relationship between family values and activities and decisions parents understand the value of good listening to understand emotions and the basis of misbehavior. Parents with care for high-risk behaviors and addictive substance use will teach children how to interact effectively with school, monitor their children, families and peer pressure, talk about other behavioral problems, set specific expectations for teenagers help desiring for the specific needs of the family, ways of helping others, and interacting with older adolescents who can be regarded as positive role models are all essential components of family functioning, especially cohesion and flexibility as the most important components that directly or indirectly affect adolescent environmental and psychological processes. (Dodge & Petit, 2003) modulate his assumptions about emotional behavioral problems and increase his ability to engage in societal (altruistic) behaviors. Skills in the family strengthening program, especially achieving the goals that are taught in adolescent and family sessions (adolescents with parents), led to the strengthening and reduction of emotional behavioral problems, including behavioral problems, emotional problems, peer problems, lack of attention, and increased behaviors. It will also be popular among teenagers. Teaching a family strengthening program on students' perceived quality of life in school with their satisfaction and attitude about school, their relationships with teachers and peers and progress is effective, accepting responsibility for behaviors and choices gives adolescents, raises their self-esteem, feelings, creates positive thoughts and attitudes towards themselves and others and has made their treatment of themselves and others explicit and honest; therefore, it has improved social interactions and, as a result, reduced emotional behavioral problems and strengthened adolescents' abilities.
Ethical considerationsIntroduction: Studies designed to investigate the impact of family on the problems of children and adolescents have focused on family functioning, and it has been found that intervention and improvement of family functions can have promising results in the field of adolescent health. The Family Strengthening Program developed for 10-14-year-old children is an international family improvement program aimed at reducing adolescent behavioral problems. This program is designed for group education of parents and adolescents. The theoretical logic of this program is the theory of family systems and self-efficacy, and by promoting resilience, it protects children and adolescents against problems and difficulties. The aim of this study was to evaluate the effectiveness of the Persian version of the Family Strengthening Program and its adaptation to Iranian culture as well as its use among parents with adolescents aged 10-14 years old.
Method: In terms of practical purpose and data collection method, this study is an experimental with pre-test-post-test design with experimental groups and control group. The study population consisted of all parents and teachers of fourth, fifth, and sixth grade students (10-14 years old) from all over the country. In each school, 13 students from fourth to sixth grade students along with their parents and teachers were randomly selected. The sample group included 691 parents (334 fathers, 357 mothers) who were in the two experimental groups comprising 387 parents (188 males, 199 females), the control group consisted of 304 parents (146 males, 158 females) and 70 teachers (36 females, 34 males), which were randomly selected from seven provinces (Isfahan, Fars, Khorasan Razavi, Lorestan, Tehran, Sistan and Baluchestan, and Tehran) who were studying in the academic year of 2018-2019. Parents and adolescents were simultaneously trained in eleven sessions (seven main sessions and four reinforcement sessions) of the Family Strengthening Program for parents and adolescents on an educational DVD. Besides, to measure research variables from the Parent Evaluation Questionnaire (Molgard & Spott, 2001), SDQ Problems and Ability Questionnaire (Goodman, Meltzer & Bailey, 2003) version of parents and teachers were used. This training includes seven separate sessions for parents and teenagers. In the first hours, meetings with teenagers are held in separate rooms. Meeting with families in the second hour required a relatively large space so that both groups could be accommodated. Ideally, the family meeting space should have tables for family activities. The leader of parents and adolescents group should conduct short discussions.
Findings: Multivariate analysis of covariance showed that the test index (p > 0.05, λ = 0.72 and F = 50.89) was significant. Therefore, it can be mentioned that the general profile of problems and abilities of adolescents in both experimental and control groups from the perspective of parents after eliminating the effect of pre-test in the post-test stage are different. The results of comparing the effect between subject design effect showed that the group factor among the experimental and control groups, in the case of individual subscales of hyperactivity and attention deficit (p > 0.05 and F = 12.86), emotional problems (0.05 > p and F / 124.25), conduct problems (p > 0.05 and F = 46.22), problems with peers (p > 0.05 and F = 27.27) and altruistic behavior (p = 0.05 and F = 31/31) are statistically significant. Therefore, the intervention was able to make a difference in the mean of all subscales of the two groups.
Then, multivariate analysis of covariance was used to investigate the hypothesis whether the profile of problems and abilities of adolescents differ from the perspective of teachers of experimental and control groups after eliminating the effect of pre-test in the post-test stage. Therefore, by establishing the minimum assumptions of the analysis, it showed that the overall effect of the group on the problems and abilities of adolescents from the perspective of teachers (p >0.05, λ = 0.45 and F = 163.68) was significant; Therefore, it can be said that the profile of the two groups is different. Between subject design test to determine the differences between profiles also showed between experimental and control groups, in all subscales of hyperactivity and lack of attention (p>0.05 and F = 11.02). Emotional problems (p> 0.05 and F = 751.94), conduct problems (p>0.05 and F = 39.68), problems with peers (p>0.05 and F = 152.3) and the altruistic behavior (p>0.05 and F = 9.21) is statistically significant. Therefore, it can be pointed out that the intervention was able to increase the mean of all subscales of hyperactivity and inattention, emotional problems, conduct problems, peer problems, as well as altruistic behavior and the average value of the experimental group in the post-test.
Findings from multivariate analysis of covariance showed that group training of family strengthening program on improving family functions, abilities, reducing the profile of problems Externalization (Attention Deficit/Hyperactivity Disorder) and Internalization Problems (Emotional Problems and Peer Problems) of adolescents whose parents received this intervention or training are more effective than adolescents whose parents did not receive this intervention.
Discussion: In explaining this finding, it can be said that since the basis of skills in the family strengthening program for parents and adolescents with the age of 10-14 years old, especially achieving the goals that are taught in parent-family meetings (parents with parents), such as the use of love and boundaries, setting rules at home, encouraging appropriate behavior, building communication stairs, protecting against behavioral problems, stress management, communicating in disagreement, understanding family values, understanding the relationship between family values and activities and decisions parents understand the value of good listening to understand emotions and the basis of misbehavior. Parents with care for high-risk behaviors and addictive substance use will teach children how to interact effectively with school, monitor their children, families and peer pressure, talk about other behavioral problems, set specific expectations for teenagers help desiring for the specific needs of the family, ways of helping others, and interacting with older adolescents who can be regarded as positive role models are all essential components of family functioning, especially cohesion and flexibility as the most important components that directly or indirectly affect adolescent environmental and psychological processes. (Dodge & Petit, 2003) modulate his assumptions about emotional behavioral problems and increase his ability to engage in societal (altruistic) behaviors. Skills in the family strengthening program, especially achieving the goals that are taught in adolescent and family sessions (adolescents with parents), led to the strengthening and reduction of emotional behavioral problems, including behavioral problems, emotional problems, peer problems, lack of attention, and increased behaviors. It will also be popular among teenagers. Teaching a family strengthening program on students' perceived quality of life in school with their satisfaction and attitude about school, their relationships with teachers and peers and progress is effective, accepting responsibility for behaviors and choices gives adolescents, raises their self-esteem, feelings, creates positive thoughts and attitudes towards themselves and others and has made their treatment of themselves and others explicit and honest; therefore, it has improved social interactions and, as a result, reduced emotional behavioral problems and strengthened adolescents' abilities.
Contribution of authors
All three authors contributed to this article.
Financial Resources
No direct or indirect financial support has been received from any organization for the publication of this article.
Conflict of interest
According to the authors, there is no conflict of interest in this article.
Following Principles of Research Ethics
All information is collected with confidentiality, also in this article, all ethical principles in the field of plagiarism and data distortion, etc. are observed.
Type of Study: orginal |
Received: 2021/06/19 | Accepted: 2022/01/11 | Published: 2022/05/13
Received: 2021/06/19 | Accepted: 2022/01/11 | Published: 2022/05/13
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