Effectiveness of Family-Based Interventions in Reducing the Psychological and Social Impacts of Child Abuse on Mothers and Children

Publish Year: 1404
نوع سند: مقاله کنفرانسی
زبان: Persian
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RVCONF06_377

تاریخ نمایه سازی: 2 مهر 1404

Abstract:

Child abuse remains a pervasive global concern with far-reaching psychological and social consequences for both mothers and children. Family-based interventions have gained increasing attention as potentially effective strategies to address these adverse outcomes by strengthening family dynamics, enhancing parenting skills, and promoting resilience. This systematic review aimed to evaluate the effectiveness of family-based approaches in mitigating the negative impacts of child abuse. A comprehensive literature search was conducted across PubMed, PsycINFO, Scopus, Web of Science, and ProQuest for studies published up to June ۲۰۲۵. Keywords included family-based interventions, child abuse, psychological outcomes, and social impacts. Eligible studies were randomized controlled trials (RCTs), quasi-experimental designs, or longitudinal investigations targeting mothers and children who had experienced child abuse. Data extraction focused on study design, participant characteristics, type of intervention, and measured outcomes. Of the ۱,۲۷۶ records initially screened, ۱۵ studies met the inclusion criteria. These studies demonstrated considerable variation in design, sample size, and intervention modality. Overall, family-based interventions showed moderate to large positive effects in reducing maternal psychological distress and improving child behavioral outcomes. Evidence was particularly strong for structured interventions such as Parent-Child Interaction Therapy (PCIT) and Multisystemic Therapy (MST), which consistently reported improvements in maternal mental health, reductions in child conduct problems, and enhanced parent-child relationships. Findings suggest that family-based interventions are effective in reducing the psychological and social consequences of child

Authors

Asefeh Yarmohammadi

Undergraduate Student of Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran

Ali Koravi

Undergraduate Student of Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran

Fatemeh Eghtedari

Graduated student of psychology, department of psychology, faculty of Humanities science, Islamic Azad University, Ardabil, Iran