Effects of Sociodrama Based Communication Enhancement Program for Mothers of Children with Developmental Disorders
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Not Applicable
- Sponsor
- Chung-Ang University
- Enrollment
- 34
- Status
- Completed
- Last Updated
- 4 years ago
Overview
Brief Summary
3.2.1. Parenting burden The experimental group who participated in the program showed a significant decrease in parenting burden compared to the control group. As shown in the GEE analysis results, the primary effects of group and time were not significant, but the group × interaction effect was significant (Wald’s test=4.90. p=.027). 3.2.2. Parent- Adolescent Communication The experimental group showed a significant increase in open family communication scores between parent and child compared to the control group. As shown in the GEE analysis results, the primary effects of group and time were not significant, but the group × interaction effect was significant (Wald’s test=7.32. p=.007). On the other hand, although the experimental groups showed decreased scores for problems in family communication between parent and child compared to the control group, the difference was not significant, and so H3 was rejected (Wald’s test=2.58. p=.108). 3.2.3. Parenting competence The experimental group sowed a significant increase in parenting competence compared to the control group. As shown in the GEE analysis results, the primary effects of group and time were not significant, but the group × interaction effect was significant (Wald’s test=4.91. p=.027).
Investigators
Eligibility Criteria
Inclusion Criteria
- •The inclusion criteria were 1\) primary caregivers of students with special needs in educational institutions affiliated with the A— City office of education, 2\) individuals who understood the aims of the study, voluntarily decided to participate, and gave written consent, and 3\) individuals who were capable of understanding and responding to the questions in the research instruments.
Exclusion Criteria
- •The exclusion criteria were 1\) individuals with restricted movement and 2\) primary caregivers of students with impairments other than Intellectual Disorder, Autism Spectrum Disorder, or ADHD.
Outcomes
Primary Outcomes
Not specified