Introduction: As the aggression has destructive consequences for aggressive child and his relatives, this study aimed to investigate the effectiveness of Child-parent relationship therapy (CPRT) on aggression reduction in preschoolers.Method: In a semi-experimental design with pretest-posttest and control group, 45 aggressive children (25 boys and 20 girls) were selected with available sampling and their parents were randomly assigned to experimental and control groups. Preschool teachers completed Aggression Scale for Preschoolers (ASFP) for the sake of assessment of children's aggression. Treatment group received Child parent relationship therapy (CPRT) during 10 sessions while control group received no therapy. All the groups were retested after completion of treatment sessions (post-test) and in 1 month later (follow up). The data was analyzed using Multiple Analysis of Covariance (MANCOVA).Results: Findings showed that Child parent relationship therapy resulted in statistically significant reduction of verbal and physical aggression in treatment group, compare with control group (P<0.001). Also, results showed significant reduction of relational aggression in treatment group in comparison with control group.Conclusion: CPRT, through teaching parenting skills, is effective in reducing physical and verbal aggression of preschoolers. However, CPRT doesn't sufficient for decreasing relational aggression in 10 session period. This issue notices planning and implementation of comprehensive and tailored interventions for aggressive children.

The aim of this study was to investigate the effectiveness of child-parent relationship therapy in enhancing self-efficacy and improving mother-child relationship. The study design was quasi-experimental with pretest-posttest, control group, and follow-up. The study population consisted of all mothers with 3 to 5 year-old children attending to Tehran kindergartens. 30 mothers were selected among mothers who had received low scores in Child-parent relationship Scale (Pianta, 1992) and parenting Self-Agency Measure (Dumka et. al, 1996). Mothers completed the scales in pre-test, post-test and follow-up steps. The data were analyzed using repeated measurement analysis of variance. Based on the results, child-parent relationship therapy significantly increased parental self-efficacy. It also resulted in a significant increase in overall score of child-parent relationship scale and closeness dimension and a significant reduction in the dependency and conflict dimensions. It seems that child-parent relationship therapy is an effective intervention in increasing parental self-efficacy and improving child-parent relationship.

Background and Objective: Adolescence is a unique period of transition that is associated with physical, psychological, and social changes. In addition to these changes, the discovery of identity is also considered one of the most important features of this period. As a result, the need for independence grows, prompting individuals to explore their self-concept and values, which in turn leads to changes within the family that trigger further transformations. In parent-child relationships, this research was conducted with the aim of comparing the effectiveness of acceptance and commitment therapy (ACT) and reality therapy (RT) in a group setting on the parent-child relationship in teenage students. Materials and Methods: The research method was quasi-experimental with a pretest-posttest design and a control group. The research population included all male secondary school students of the 2nd district of Hamadan city who were studying in the academic year 2022-2023. From these, 3 groups of 20 people each were selected by multi-stage cluster sampling method and randomly divided into experimental and control groups. The samples completed the parent-Child relationship Survey by Fine, Moreland, and Scobel (1983) in two pre-post sessions. The participants in the experimental groups underwent treatment using the ACT and RT methods in eight 60-minute sessions each week, while the control group did not receive any training. The data were statistically analyzed in SPSS software (version 23) using the analysis of covariance test at a significant level of p < 0.05. Results: The findings indicated that the average post-test score for the group undergoing the ACT-based treatment for the father-child relationship was 20.5 points higher than that of the control group (i-j=20.5, sig=0.034). Additionally, the mean post-test score for the group receiving RT for the parent-child relationship surpassed the control group by 42.9 points (i-j=42.9, sig=0.0001). Conclusion: The results of this study suggest that both ACT and RT contributed to enhancing the father-child relationship.

Introduction: This study aimed to investigate the effectiveness of a virtual intervention in a parent-child play therapy program on children's behavioral problems in COVID-19 quarantine. Materials and Methods: In the present study conducted in Shahrood City, Iran, in 2020, twenty-six mothers with 3-9 year-old children suffering from behavioral problems volunteered to enter the study through a call on social networks. They were randomly divided into intervention and waiting groups. The intervention program included a training package of play therapy based on the parent-child relationship adapted from the Landreth's model, which was administered in ten weekly virtual 90-minute group sessions. The research instruments included Eyberg Child Behavior Inventory (ECBI) and House-Tree-Person Test (HTP). Data were analyzed via the MANCOVA model. Results: Finally, 18 mothers completed the research process. Comparing two groups, the scores of problem intensity (F (1, 16) = 45. 17, P= 0. 001, ηp2= 0. 94) and behavioral problem (F (1, 16) = 34. 02, P= 0. 001, ηp2= 0. 97) were significantly different. The results showed that child-parent relationship therapy significantly reduced the children's behavioral problems. Conclusion: It seems that child-parent relationship therapy can effectively improve children's behavioral problems in quarantine conditions similar to the COVID-19 pandemic.

Introduction: Playing game for children is an instinct need for keeping happiness, a language for communication and self-expression, and a school for learning the unknowing. Play is the most effective educational method in preschool. Training and educating the creativity to the preschool children has always been considered as one of the main goals in this course. Therefore, the present study aimed at evaluating the effectiveness of child-parent relationship therapy on preschool children’ s creativity. Methods: An experimental study with pretest-posttest design was conducted on 60 preschool children in kordkuy city, Golestan province, in 2017 by using simple random sampling method in both experimental and control groups. In the experimental group, based on the protocol, the play therapy was done in 10 sessions for 45 to 60 minutes and the routine preschool education was performed in the control group. Torrance creativity (Form B), which is a visual test, was the data gathering tool. The data were analyzed by SPSS 21 and descriptive statistics (table, mean, standard deviation) and inferential statistics (paired t-test and analysis of variance). Results: The level of creativity before intervention was 147. 5 ± 40. 68 in the parent-group group and 124/12 ± 34/29 in the experimental group and 145. 55 ± 33. 24 in the control group. The statistical analysis of variance was significant between the three groups did not show (P = 0. 8). The level of creativity after intervention was 151. 55 ± 47. 54 and 151. 55 ± 47. 54 in the control group and 130. 6 ± 34. 09 in the control group and 146. 33 ± 36. 2 in the control group. Also, ANOVA test did not show any significant difference between the three groups after intervention (P = 0. 23) Conclusions: The results of this study showed that parent-child play based on the parent-child model did not affect the creativity of preschool children compared to the other two groups. However, this low-cost and effective treatment with parental support can be used to grow and preschool children.

Aim: The present study aimed to evaluate the effectiveness of parent-child relationship-based play therapy in improving parent-child conflict and maternal parenting self-efficacy. Methods: The present quasi-experimental study had a pretest-posttest design with a control group. The statistical population consisted of the Iranmehr kindergarten children and their mothers in 2019. Using convenience sampling, we selected 30 children and mothers from Iranmehr kindergarten after screening the parent-child conflict scale (Pianta, 1994) and the parenting selfefficacy questionnaire (Domka et al., 1996) and put them randomly into experimental (15 children and mothers) and control group (15 mothers and children) groups. We used the multivariate analysis of covariance to analyze data. Results: The results indicated that play therapy based on the mother-child relationship significantly increased parenting self-efficacy (P=0. 020, F=6. 19). The training also significantly increased the parent-child relationship (P=0. 001, F=28. 93). Conclusion: According to the results, the parent-child relationship-based play therapy promoted parenting selfefficacy and the parent-child relationship.

The purpose of this current study was to investigate the effect of parent-child relationship therapy (CPRT) on mother's parenting styles. This research was a semi-experimental design as a pre-test and post-test with control group. The research population was all mothers who referred to a child psychology clinic in Tehran to receive counseling on their children's behavioral problems. Twenty children 3 to 11 years old were selected by available sampling method, and they were randomly assigned to two experimental and control groups. Both groups responded to Buri's parenting questionnaire for pre-test and post-test. Then, parents of the experimental group participated in 10 sessions of child-parent relationship therapy. The sessions were held twice a week and each session between 45 and 60 minutes. The results of covariance analysis showed that there is a significant difference between 3 dimensions of parenting styles, authoritative, permissive and authoritarian in posttest of experimental and control groups. Indeed, the intervention led to more use of authoritative parenting style strategies in the experimental group. Based on this findings, we can use CPRT to inform parents about communicating properly with their children in order to prevent their behavior problems and psychiatric disorders.