Effect of Problem-Solving Training (AtaturkU)

Effect of Problem-Solving Training for Mothers With Special Needs Children: A Randomized Controlled Study

The aim of this study, therefore, is to determine the effect of problem-solving training on the interpersonal problem-solving skills of mothers with special needs children. This study was a parallel randomized controlled trial. The mothers were sorted into control and experimental groups (40 experimental and 40 control groups). A personal information form and the Interpersonal Problem Solving Inventory (IPSI) were used to collect data in this research. The participants in the experimental group gived to problem solving training program while the control group was not exposed to any intervention.The data in the control and experimental groups were homogeneously distributed. There was no significant difference in the pre-training test scores for any of the dimensions , but the post-training test scores were significantly higher in the experimental group than in the control group. Intragroup analysis with the Wilcoxon sign-rank test showed that there were significant differences between the pre-training and post-training test scores in the experimental group. Interpersonal problem-solving skills can be improved by providing problem-solving training to the mothers of children with special needs. Based on the findings of this study, it is recommended that psychiatric nurses provide training to protect and improve the well-being of children with special needs and their families.

Study Overview

• Status: Completed
• Conditions: Child Development Disorders, Pervasive; Mother-Infant Interaction; Problems Psychosocial
• Intervention / Treatment: Behavioral: Problem-Solving Training

Detailed Description

Design Data Collection Instruments A personal information form and the Interpersonal Problem Solving Inventory were used to collect data in this research.

Personal Information Form This form was prepared by the researcher, and consists of eight questions that cover the following information: mother's age, mother's education level, income level, family type, number of children, diagnosis of the child with special needs, age of the child with special needs, and gender of the child with special needs.

Problem-Solving Training Program The researchers prepared the content of the training program based on relevant published literature, and the training program has been verified by three experts. The training was conducted by a researcher who is an expert in the field of psychiatric nursing. Before the start of the training, the mothers in the experimental group were taken to the meeting room and were asked to answer a preliminary test. The day and time for the training, which was conducted at the center, were then scheduled. The participants in the experimental group were divided into five groups of eight participants each according to the number of days they visited the center. The training was conducted face to face in the meeting room of the special education and rehabilitation center. Within the scope of the study, problem-solving training was conducted for the mothers in the experimental group in the study once a week for 10 weeks. The duration of each training session was 60-90 minutes. The weekly training sessions for all the experimental groups were completed on the same day.

In the first session of the problem-solving training, the group members met each other, set the rules for the training sessions, and defined the purpose of the meeting. The second and third sessions covered problem orientation, general problem-solving approaches, and alternative solutions. In the fourth and fifth sessions, the importance of recognizing and expressing feelings in real life was discussed. Additionally, the problem-solving styles of the members were discussed, with a focus on whether they had an inattentive, impulsive problem-solving style. In the sixth and seventh sessions, the avoidant style of problem solving, which is a negative problem-solving style, was discussed. Further, participants were asked to reflect on their problem-solving style. In the eighth and nineth sessions, problem-solving dialogue in fictitious and real-life situations was discussed. The skills learned were reviewed through a question-and-answer format. The tenth (and last) session was a general evaluation.

The pre-training test was conducted on the same day in the experimental group and the control group. The control group did not receive any training, and there was no interaction between the experimental group and the control group during the training period. When the training was completed in the experimental group, the post-training test was conducted in both groups of participants on the same day at the center.

• Study Type: Interventional
• Enrollment (Actual): 80
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey
  • Yakutiye
    • Erzurum, Yakutiye, Turkey, 25040
      • Ataturk University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years to 65 years (Adult, Older Adult)
• Accepts Healthy Volunteers: No
• Genders Eligible for Study: Female

Description

Inclusion Criteria:

• Having a child with special needs
• Being over the age of 18 years

Exclusion Criteria:

• Hearing and speech problems in the mother.

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Triple

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: experimental group; The participants in the experimental group were divided into five groups of eight participants each according to the number of days they visited the center. The training was conducted face to face in the meeting room of the special education and rehabilitation center. Within the scope of the study, problem-solving training was conducted for the mothers in the experimental group in the study once a week for 10 weeks . The duration of each training session was 60-90 minutes. The weekly training sessions for all the experimental groups were completed on the same day.	Behavioral: Problem-Solving Training; Within the scope of the study, problem-solving training was conducted for the mothers in the experimental group in the study once a week for 10 weeks. The duration of each training session was 60-90 minutes.
No Intervention: control group; The control group did not receive any training, and there was no interaction between the experimental group and the control group during the training period.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Interpersonal Problem Solving Inventory	The inventory was developed by Çam and Tümkaya to measure the interpersonal problem-solving approaches and skills of university students between the ages of 18 and 30 years. The lowest score that can be obtained from the scale is 50 and the highest score is 250. The high score obtained for each subscale indicates that the trait related to interpersonal problem solving is high.	12 week

Collaborators and Investigators

• Sponsor: Ataturk University
• Collaborators: Phd Nurgül Karakurt

Study record dates

Study Major Dates

• Study Start (Actual): August 1, 2021
• Primary Completion (Actual): June 3, 2022
• Study Completion (Actual): August 5, 2022

Study Registration Dates

• First Submitted: January 5, 2023
• First Submitted That Met QC Criteria: January 17, 2023
• First Posted (Actual): January 18, 2023

Study Record Updates

• Last Update Posted (Actual): January 18, 2023
• Last Update Submitted That Met QC Criteria: January 17, 2023
• Last Verified: January 1, 2023

More Information

Terms related to this study

• Keywords: Mothers; Problems Psychosocial
• Additional Relevant MeSH Terms: Mental Disorders; Neurodevelopmental Disorders; Child Development Disorders, Pervasive; Developmental Disabilities
• Other Study ID Numbers: 2022/64

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: No

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No