The Effectiveness of Positive Thinking Training on Resilience, Empathy, and Psychological Distress in Mothers of Children with Specific Learning Disorders

Abstract

The present study aimed to investigate the effectiveness of positive thinking training on resilience, empathy, and psychological distress in mothers of children with specific learning disorders. This study employed a quasi-experimental design with pre-test, post-test, follow-up, and control group. The statistical population consisted of 342 mothers in Bushehr, from whom 46 participants were selected via convenience sampling and randomly assigned to experimental and control groups (n=23 each). Instruments included the Connor–Davidson Resilience Scale, Davis Empathy Questionnaire, and Kessler Psychological Distress Scale. The intervention consisted of 10 sessions of 90-minute positive thinking training for the experimental group. Data were analyzed using ANCOVA, repeated measures ANOVA, and Bonferroni post hoc tests in SPSS version 26. Results indicated a significant effect of the intervention on increasing resilience (η²=0.54, P<0.01), increasing empathy (η²=0.62, P<0.01), and reducing psychological distress (η²=0.74, P<0.01). Repeated measures ANOVA revealed significant effects of time, group, and time×group interaction across all variables. Bonferroni tests confirmed that the intervention effects were maintained at follow-up. Positive thinking training is an effective psychological intervention for improving resilience and empathy while reducing psychological distress among mothers of children with specific learning disorders, with sustained long-term effects.