The Effectiveness of New Forest Parenting Program-Based Parenting on Parent–Child Interactions, Parenting Authority, and Problem-Solving Skills in Students with Attention-Deficit/Hyperactivity Disorder

Abstract

Introduction and Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders of childhood and is associated with significant impairments in family functioning, parenting practices, and children’s cognitive and social competencies. The present study aimed to evaluate the effectiveness of parenting education based on the New Forest Parenting Program (NFPP) on parent–child interactions, parenting authority, and problem-solving skills among 8–12-year-old students with ADHD.

Methodology: This study employed a quasi-experimental design with pre-test, post-test, and a two-month follow-up period, including an experimental and a control group. The statistical population consisted of mothers of children aged 8–12 years diagnosed with ADHD in Isfahan during 2024. Forty mothers were selected through purposive sampling and randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group participated in eleven 60-minute NFPP sessions, while the control group received no intervention. Data were collected using the Pianta Parent–Child Relationship Scale, Buri’s Parental Authority Questionnaire, and Heppner’s Problem-Solving Inventory. Repeated-measures analysis of variance was used for data analysis.

Findings: The repeated-measures ANOVA results revealed significant time effects and significant time-by-group interaction effects for parent–child interaction, parenting authority, and problem-solving skills (P<0.001). Significant differences were observed between the experimental and control groups at post-test and follow-up assessments. The intervention accounted for 55.8% of the variance in parent–child interaction, 56.6% in parenting authority, and 64.2% in problem-solving skills. Furthermore, the observed improvements were maintained during the follow-up phase.

Conclusion: The New Forest Parenting Program is an effective intervention for enhancing parent–child relationships, strengthening parenting authority, and improving problem-solving skills in families of children with ADHD. The persistence of treatment effects at follow-up suggests that NFPP can serve as a valuable evidence-based parenting intervention in counseling centers, schools, and child mental health settings.