Impact of Home-School Cooperation on Psychological Well-Being and Relationship of Mothers with Visually Impaired Children

Document Type : Original Article

Authors

1 Associate Professor, Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 Department of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

Abstract

The present study was conducted with the aim of investigating the effectiveness of home-school cooperation training on psychological well-being and parent-child relationship in mothers of visually impaired children. The research design was a semi-experimental type with a pre-test, post-test and follow-up with a control group. The statistical population was formed by the mothers of visually impaired children in Yasouj city. 30 mothers of visually impaired children were selected from the schools of this city by the convenience sampling method and replaced by a random method in two experimental (15 people) and control (15 people) groups. The experimental group participated in 12 sessions (2 sessions of 150 minutes per week) in the home-school cooperation training program, while the control group did not participate in this program. In this research, Reif’s psychological well-being scale and Pianta’s parent-child relationship scale were used. The data were analyzed using repeated measures analysis of variance. The results showed that home-school cooperation training had a positive and significant effect on the psychological well-being and parent-child relationship of mothers of visually impaired children in the experimental group. Therefore, it is suggested to use this program in the rehabilitation centers and special schools for the blind.

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