1. Introduction
ttention-Deficit/Hyperactivity Disorder (ADHD) is among the most common psychiatric disorders in children and adolescents. Moreover, ADHD is characterized by a sustained pattern of attention deficit or hyperactivity and impulsivity; these symptoms impair daily functioning in various aspects [1]. The overall estimate of the global prevalence of this disorder equals 7.2% in children [2]. In numerous cases, the symptoms continue during adolescence; their associated problems in various areas of behavior, emotions, education, and interpersonal relationship, lead to multiple familial challenges [3]. The parents of these youth experience further parenting stress. They also report less satisfaction with the parenting experience and social support [8]. Parenting stress refers to managing behaviors and emotions in parents. Thus, it indicates that their ability to relate to their child is insufficient. Subsequently, increased parenting stress is correlated with a negative prognosis in treating ADHD and the deterioration of parent-child relationships [10].
 An essential characteristic in how parents manage the child with ADHD is their Emotional Intelligence [5]. EI includes the ability to perceive, process, and express emotions and feelings. Moreover, EI leads to a better awareness of how to communicate to manage emotions and better performance. EI is strongly correlated with mental health [11]. An important property of EI is that it can be taught and learned. By promoting EI, we can increase one’s abilities to reduce stress and better adapt to various life challenges [12].
Considering the high prevalence of ADHD and the affected parents’ problems and high level of parenting stress in these parents and the relationship between EI and mental health, this study aimed to investigate the relationship between EI and parenting stress in the mothers of children with ADHD.
2. Methods
This cross-sectional study was conducted in 136 mothers of children and adolescents with ADHD under treatment in the Gil specialized consulting center in Rasht City, Iran. The questionnaire included age, grade of educational level, and the duration of the treatment. Comorbidities were extracted from the patient files, based on the diagnosis of a child and adolescent psychiatrist. The Parenting Stress Index-Short Form (PSI-SF) was used to evaluate parenting stress. Shearing’s Emotional Intelligence Questionnaire (EIQ) was also used to evaluate EI. This questionnaire measures 5 components of EI. These components are as follows: self-awareness, self-control, self-motivation, social awareness, and social skills. Informed consent was obtained from all individuals after explaining the research plan to them. The information obtained from the patients remained confidential. The obtained data were analyzed in SPSS. Descriptive statistical methods, including mean, percentage, and standard deviation were applied to evaluate quantitative variables; Pearson correlation coefficient was implemented for inferential statistical methods.
3. Results
The relationship between the mean EI and parenting stress scores of the mothers were not significant with the age, educational level, treatment duration, and comorbidities in children (P>0.05). The most common disorders were oppositional defiant disorder (12.3%) and learning disorders (10.9%). There was a significant relationship between the components of EI (P<0.05) and the total score of EI and parenting stress scores (r=-0.42, P=0.001). Higher EI was associated with lower parenting stress scores. There existed a relationship between various components of EI and parenting stress in the mothers of children and adolescents with ADHD. Accordingly, all components of EI and its overall score presented a significant relationship with parenting stress. Mothers with higher EI indicated less parenting stress.
4. Discussion and Conclusion
The mothers of young ADHD who had higher EI presented less parenting stress. The abilities resulting from higher EI might have led to less stress in these mothers or indicate a better ability to manage stress. Higher EI is associated with a better understanding of their own and their child’s emotions to make better use of communication skills; thus, parents can perform well in the face of the stress of raising a child with ADHD. The relationship between age groups, different levels of education, years of treatment, and type of disease and mean parenting stress scores and mothers’ mean EI was not significant; however, the highest mean parenting stress scores were reported in young mothers with higher education. Additionally, despite the lack of a significant relationship between EI and mothers’ age, an increase was observed in the mean scores of emotional intelligence with the increased age of mothers. Increasing life experiences and coping with children’s problems as mothers and children grow older may help them adjust better, improve EI, and reduce parenting stress.
Furthermore, there was a significant relationship between the mean score of the sub-components of EI, including self-awareness, self-control, self-motivation, social awareness, and social skills, and the mean scores of parenting stress in mothers of children and adolescents with ADHD. Overall, a higher EI is associated with a better understanding of their own and their child’s emotions to make better use of communication skills; accordingly, the parents can perform well in the face of the stress of raising a child with ADHD. According to the present study findings, parenting stress in the mothers of children and adolescents with ADHD is inversely related to their EI.

Ethical Considerations
Compliance with ethical guidelines
This study was approved by the Ethics Committee of the Guilan University of Medical Sciences (Code: IR.GUMS.REC.1394.410). All ethical principles are considered in this article. The participants were informed about the purpose of the research and its implementation stages. They were also assured about the confidentiality of their information. They were free to leave the study whenever they wished, and if desired, the research results would be available to them.

Funding
This research did not receive any grant from funding agencies in the public, commercial, or non-profit sectors. 

Authors' contributions
All authors equally contributed to preparing this article.

Conflicts of interest
The authors declared no conflict of interest.

Acknowledgements
We want to thank the clients of the Gil Child and Adolescent Counseling Center in Rasht, who were the sample of the research and the agents of the mentioned clinic. We also thank Ms. Fatemeh Islamdoost for her cooperation.


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