الفهرس 
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Abstract
Introduction:Parenting a child with conduct disorder can be downright and overwhelming. These children and their families struggle with numerous challenges due to the lack of screening and paying special attention to them, as well as the lack of professionals. These children mainly exhibit inappropriate behaviors in the five categories of aggression, irresponsibility, deception, sabotage, and poor interpersonal relationships; thus, they impose numerous symptoms and behavioural problems on school, family, and the society.The presence of CD symptoms and behavioural problems in children increases parental emotional distress, leading to changes in parental behaviour and even their psychological well-being (Ambikile & Outwater, 2022). Therefore, the purpose of this study was to evaluate the effect of psycho-educational program on emotional distress and
psychological wellbeing for parents having conduct disorder children.Purpose of the study:The purpose of the study was to evaluate the effect of psycho-educational program on emotional distress and psychological wellbeing for parents having children with conduct disorder.Research hypothesis The parents who will participate in psycho-educational program (study group) will have lower mean scores of emotional distress (depression, anxiety, and stress)than parents who won’t receive the program sessions (control group).
- The parents who will participate in psycho-educational program (study group)will have higher mean scores of psychological wellbeing than parents who won’t receive the program (control group).Research subject:• A convenience sample of (100) parents who attending at outpatient psychiatric clinic at Menoufia University Hospitals.• The researcher divided (100 parents) randomly into two groups; study group (50 parents) who received psycho-educational program sessions and control group (50parents) who did not receive psycho-educational psychoeducational program sessions.Research Design: A quasi experimental design, two groups (study and control groups pre/ posttest)was used to achieve the purpose of the study.Research Setting:This study was conducted at outpatient psychiatric clinics in Menoufia University Hospitals; Menoufia Governorate.Tools for data collection: Instrument one: Socio-demographic Structured interview questionnaire: (Appendix II) This questionnaire was developed by the researcher based on pertinent literature and guidance of her supervisors to assess socio demographic characteristics of the parents as age, education, marital status and income ....... etc. And clinical data for their conduct disorder children such as the child age, conduct disorder subtype, early risk factor present,....... etc.Instrument two: The emotional distress scale (DASS -21) (Appendix III)This scale was originally developed by Lovibond & Lovibond, (1995) to assess emotional distress on three sub-scales (depression, anxiety and stress). This scale include 21 items. Psychological structures of depression, anxiety and stress were evaluated by 7 different items for each subscale. Each question demonstrated a feeling in the participant.Instrument three: Scale of psychological wellbeing (SPWB) (Appendix Iv)This scale was developed by Ryff & Keyes, (1995). It was composed of 18 items on six sub-scales in accordance with the six factors of positive functioning namely autonomy, environmental mastery, personal growth, purpose in life, positive relations with others and self-acceptance.Tools validity The study tools were tested for content validity by a jury of five experts in the field specialty of psychiatric mental health nursing, and psychiatric medicine. Following the judgment of the experts, the required modifications were done accordingly to ascertain the relevance, coverage of the content and clarity of the questions. Then they conclude a high degree of agreement on the best form to be implemented and the tools were approved to be valid following the judgment of the experts.Tools reliability It was measured by test-re-test for testing the internal consistency of all tools of the study; it was applied by the researcher. The tools were applied to the same subjects(10 parents) under similar conditions two times, fifteen days apart. The subjects’ answers from the repeated testing were compared (test - retest reliability). The internal consistency of the questionnaires was calculated using Cronbach’s alpha coefficients. The reliability of the tools was done and proved to be strongly reliable, instrument 2 was reliable at 0.81 and instrument 3 was reliable at 0.84. Results of the study:The main findings of the study revealed the following:• There was a no statistical significant difference between study and control groups regarding each item in sociodemographic characteristics.• There was a high statistical significant difference between study and control groups regarding the presence of risk factors among children with conduct disorder.• There was a no statistical significant difference between study group and control group for every depression item pre psycho-educational program, while there was a highly statistical significant improvement in each items of depression subscale among the study group than among the control group post psycho-educational program.• There was no statistical significant difference between study group and control group for every anxiety item pre psycho-educational program, while there was a highly statistical significant improvement in each of the different items of anxiety subscale among the study group than among the control group post psycho-educational program.• There was a no statistical significant difference between study group and control groups for each stress item pre psycho-educational program, while there was a highly statistically significant improvement in each of the different items of stress subscale among study group than among control group post psycho-educational program.• There was statistical significant difference concerning grand total emotional distress levels pre and post psycho-educational program among the study group.• Pre psycho-educational program, there was no statistical significant difference between study group and control groups regarding to their psychological wellbeing subscales of autonomy, environmental mastery, and personal growth, while post psycho-educational program, there was statistical significant difference between study group and control groups regarding to their psychological wellbeing subscales of autonomy, environmental mastery, and personal growth.• Pre psycho-educational program, there was no statistical significant difference between study group and control groups regarding to their psychological wellbeing subscales of purpose of life, positive relations with others, and self -acceptance, while post psycho-educational program, there was statistical significant difference between study group and control groups regarding to their psychological wellbeing subscales of purpose of life, positive relations with others, and self -acceptance.• There was a statistical significant difference for total psychological wellbeing levels pre and post psycho-educational program among the study group.• Post psycho-educational program, there were no significant correlations between the grand total emotional distress and the grand total psychological wellbeing among the control group while there was a high negative significant correlation between grand total emotional distress and grand total psychological wellbeing among the study group.• Pre psycho-educational program, there were no statistically significant differences between parents’ sociodemographic characteristics and levels of total score of their emotional distress except in their gender, education, and maternal occupational status, which were statistically significant differences.• Post psycho-educational program, there were no statistically significant differences between parents’ sociodemographic characteristics and levels of total score of their psychological wellbeing.• Pre psycho-educational program, there were statistically significant differences between parents’ levels of emotional distress and total score of their psychological wellbeing. Pre psycho-educational program, there was a statistical significant deference between conduct disorder children age conduct disorder subtype for each subtype, and onset of beginning the diagnosis of conduct disorder and levels of emotional distress among study group. Post psycho-educational program, there was no association between parents’ total psychological wellbeing levels and children clinical data among study group.Conclusion:Based on the findings of the current study and after implementing psycho-educational program sessions, it was concluded that:The psycho-educational program has a positive effect on reducing emotional distress concerning (depression, anxiety and stress levels) and improving psychological wellbeing among study group than control group having conduct disorder children. There was anegative significant correlation between emotional distress and psychological wellbeing for parents of children with conduct disorder.Recommendations:For parents / care givers:1. Increasing the parents’ awareness regarding conduct disorder by health care professionals through family therapy and free workshops.2. Psychological counseling should be integrated as a part of routine nursing intervention for parents / caregivers with conduct disorder children to enhance their psychological wellbeing.3. Assertiveness training and stress management program should be given to the parents to help them to adjust with the child problems.For nursing practices :1. Raising the awareness of nurses and healthcare professionals about parents’ experiences of parenting a child with CD and provide appropriate support to them, thus minimizing the possible negative impact on their family life.2. Coordinating services by nurses as it helps parents to maintain collaboration between themselves and their children to achieve desired behavior like: keep open line of communication with parent to ensure a consistent system of incentives.For schools and academic institutions:1. Develop preschool child development programs identifying parents and families at risk and instituting home visits and support.2. Promote coordination and communication between school and child parents to identify any behavior abnormalities in their children as early as possible. For community services:1. Orientation programs should be carried out in order to increase public health awareness about CD, and increase awareness of community about conduct disorder. Also, prevention programs need to start early and target high-risk groups.2. Orientation programs should be carried out in order to increase public health awareness about CD, and increase awareness of community about conduct disorder. Also, prevention programs need to start early and target high risk groups.3. Orientation programs should be carried out in order to increase public health awareness about CD. Also, prevention programs need to be started early and target high-risk groups.4. A respite care for the parent rather than the child, enhancing social networks through parent support networks, and encouraging links with self-help organizations for children with similar difficulties.For further research:1. Psycho educational program for increasing public awareness about emotional distress and its multiple consequences and managements and ways of improving psychological wellbeing.2. Further research on frequent follow up after the implementation of nursing intervention sessions to ensure that parents already adapted to the newly acquired skills.