fa متناسب‌سازی برنامه آموزش فرزندپروری با نگاه مثبت در بستر ارزش‌های فرهنگی و ارزیابی اثربخشی آن بر سلامت روان‌شناختی‌ و تعامل مادر با کودک آهسته‌گام ● International Health مقاله اصيل پژوهشي Orginal Article <div style="text-align: justify;">Mental impairment has undesirable effects on the all aspect of individual&#39;s life, while the use of parenting programs has been associated with beneficial outcomes. The aim of this research was the adaptation of a positive parenting program (Triple-P) training based on the cultural values and evaluation of its effectiveness in psychological health and interaction of mother with slow paced (SP) children. This research was a semi-experimental study designed as pretest-posttest using control group. The magnitude of 40 mothers of students with SP participated in this study. They were selected according to the random cluster sampling method from exceptional schools of Tehran provinces. The participants were divided into two groups; each group consisted of 20 participants. The experimental group received Triple-P training in twelve 90-minute sessions, while no intervention was carried out on the control group. The instruments of present research were general health questionnaire and parent-child relationship scale. The results of MACNOVA showed that Triple-P had a positive significant effect on the psychological health and interaction of mothers with SP children. Since parenting skills training can lead to the enhanced psychological health and improved mother-child interaction, planning for Triple-P training based on cultural values has particular importance.</div> Child, Health, Interaction, Psychological 284 293 http://jrh.gmu.ac.ir/browse.php?a_code=A-10-1109-1&slc_lang=fa&sid=1 Mohammad Ashori محمد عاشوری ashorihh2@gmail.com 100319475328460016716 100319475328460016716 Yes Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran Gholam Ali Afrooz غلامعلی افروز Afroz@ut.ac.ir 100319475328460016717 100319475328460016717 No Department of Psychology and Exceptional Children Education, School of Psychology and Educational Sciences, University of Tehran, Tehran, Iran Ali Akbar Arjmandnia علی اکبر ارجمندنیا Arjmandni@ut.ac.ir 100319475328460016718 100319475328460016718 No Department of Psychology and Exceptional Children Education, School of Psychology and Educational Sciences, University of Tehran, Tehran, Iran Masoume Pourmohamadrez-Tajrishi معصومه پورمحمدرضا تجریشی mpmtajrishi@user.ac.ir 100319475328460016719 100319475328460016719 No Department of Psychology and Exceptional Children Education, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran Bagher Ghobari-Bonab باقر غباری بناب Ghobari@ut.ac.ir 100319475328460016720 100319475328460016720 No Department of Psychology and Exceptional Children Education, School of Psychology and Educational Sciences, University of Tehran, Tehran, Iran Seyedeh Somayeh Jalil-Abkenar سیده سمیه جلیل آبکنار 100319475328460016721 100319475328460016721 No Department of Psychology and Exceptional Children Education, School of Psychology and Educational Sciences, University of Tehran, Tehran, Iran