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Effect of the Communication Skill Training of Mothers Using Multimedia on the Anxiety Levels of Primary School Students

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DOI: 10.4236/psych.2014.58105    2,373 Downloads   3,181 Views  

ABSTRACT

Anxiety disorders are among the most common psychological disorders in children. Considering the effects of the relationship between parents (especially mothers) and children on the mental health of children, we conducted this study to evaluate the effect of communication skills training of mothers by multimedia software. This clinical trial was conducted on 109 first-grade students in one of the zones in Tehran. For data collection, we used the School Anxiety Scale—Teacher Report and the Queendom Communication Skill Test to assess mothers’ communication skills. Students’ anxiety levels and mothers’ communication skills were assessed (in both groups before and after of intervention). Then students were randomly assigned to two groups: case and control. The case group received multimedia CD for communication skills training during 2 months. The total prevalence rate of anxiety in students before intervention was 16.1%. It significantly decreased in the multimedia group after intervention (P < 0.05), as shown by the Wilcoxon test, but the difference was not significant in the control group. Furthermore, the mean (SD) score of the communication skills of mothers was (114 ± 9.8) before intervention, which significantly increased in the case group (P < 0.05). Communication skills training for mothers using multimedia software programs is an effective way to reduce children’s anxiety. Therefore, this kind of training should be provided to parents because it is inexpensive and can be used frequently.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Mohamadi, A. , Hajiamini, Z. , Ebadi, A. , Fathi-Ashtiani, A. , Ali-Asgari, M. & Mohamadi, A. (2014). Effect of the Communication Skill Training of Mothers Using Multimedia on the Anxiety Levels of Primary School Students. Psychology, 5, 950-955. doi: 10.4236/psych.2014.58105.

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