The Effect of Education Based on the Theory of Planned Behavior on Parenting Stress, Feeling Trapped and Lack of Pleasure of Mothers with Mental Disabilities

Abstract

The objective of this study was to investigate the impact of an educational program that was based on the theory of planned behavior on the stress, sensation of being trapped, and lack of pleasure experienced by mothers with mental disabilities. The present research design was quasi-experimental, with a control group that underwent pre-test-post-test. The statistical population of the study comprised all mothers with children who had mental disabilities in Isfahan. In 2021, 30 individuals were selected using the convenience sampling method and subsequently assigned to two experimental and control groups, with 15 individuals in each group. The experimental group was subjected to a training program that was based on the theory of planned behavior. This program consisted of 11 90-minute sessions that were conducted twice a week. In contrast, the control group did not receive any training. The Abidin Parenting Stress Inex (PSI), the Gilbert and Allan Feelings of Involvement Scale (EFS), and the Snaith and Hamilton Lack of Pleasure Scale (LPS) were the research instruments utilized. SPSS-26 was employed to analyze the data through covariance analysis. The multivariate analysis of covariance revealed that an educational program based on the theory of planned behavior is effective in reducing parental stress, the feeling of trapped, and the absence of pleasure, as well as their related dimensions. (P <0.05). The psychological state of mothers with mentally disabled children has been positively and effectively impacted by the educational program that is based on the theory of planned behavior. Therefore, this program can be implemented by this particular cohort of mothers in order to enhance their psychological well-being.

Keywords

• feeling of trapped
• lack of pleasure
• parenting stress
• theory of planned behavior