Academic literature on the topic 'Parent training model. locus of control'

AbstractParent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and literacy parent training program. Thirty mother–child dyads (mother age 21–40; children 2;6–4;0) were assigned in parallel to the training or control group. The training was efficacious for mothers and children – training-group dyads made significantly greater gains in maternal strategy use, responsivity, and child print awareness than the control group. Gains were maintained one month post-training. Children whose mothers had more external baseline control perceptions identified significantly fewer print targets at baseline and made greater gains than those with more internal control perceptions. Future directions and implications are discussed.

The present study investigated the mechanisms through which a parenting intervention for military families fosters positive peer adjustment in children. A sample of 336 families with a history of parental deployment enrolled in a randomized controlled trial of the After Deployment Adaptive Parenting Tools (ADAPT) preventive intervention. ADAPT is a 14-week preventive intervention designed to strengthen parenting in military families. The intervention was associated with improvements in mother’s and father’s parental locus of control (i.e., a more internal locus of control) at a 6-month follow-up assessment while controlling for baseline levels. Mothers’ parental locus of control was positively associated with improvements in children’s peer adjustment 12 months following the intervention while controlling for baseline peer adjustment. A significant indirect effect revealed that participation in ADAPT resulted in improved 12-month peer adjustment by improving mothers’ parental locus of control. Implications for supporting youth resilience to stressors associated with deployment are discussed.

This study aimed to empirically examine the work readiness model developed in this study by using a variable approach to training, apprenticeship, self efficacy and locus of control. Data on training variables, apprenticeship, self efficacy, locus of control, and work readiness were obtained through interviews using a questionnaire conducted to the final semester students of the Faculty of Islamic Economics and Business of Walisongo State Islamic University (UIN Walisongo Semarang). The sample selection was conducted using a purposive random sampling approach in order to obtain a total of 112 respondents. Testing the research model was done by using SEM as an approach to the analysis technique. The test results showed that training and apprenticeship were proven to be able to explain self-efficacy and locus of control. The results of this study also showed that training, apprenticeship, self efficacy and locus of control were appropriate variables to explain variations in work readiness. Square Multiple Correlation value on work readiness variable was 33.5%. Based on the findings of this study, the suggestion for future research is to develop a research model by testing the self-concept variables and fear of failure to work readiness.

Research on working readiness is not a new thing. Nevertheless, studies related to working readiness still become interesting topic considering the empirical phenomena that indicate low working readiness. In addition, the results of previous studies have not provided conclusive conclusions about the factors that explain working readiness. This study was conducted to test the working readiness model developed in this study empirically by using the variable approach of training, apprenticeship, self-efficacy, and locus of control. Data on training, apprenticeship, self-efficacy, locus of control, and working readiness were obtained through interviews using a questionnaire conducted to the final semester students of the Islamic Economics and Business Faculty of UIN Walisongo Semarang. The research model testing was done by using SEM as an approach to the analysis technique. The test results show that training and apprenticeship are proven capable of explaining self-efficacy and locus of control. The results of this study also show that training, apprenticeship, self-efficacy, and locus of control are appropriate variables to explain variations in working readiness.

Objective: This study evaluated the effectiveness of the Healthy Start Home Visiting Program—School-Based Model (HSS), using a cluster randomized controlled trial design. Methods: Participants included 224 parents from 20 preschools randomized into intervention and wait-list control groups at the preschool level. Furthermore, 105 parents from the participating preschools were trained as parent ambassadors to assist in program delivery. They were randomized into intervention and control groups at the preschool level. Outcome measures included parent and teacher reports on children’s learning, parent report on children’s behavior and health, their own parenting, and direct assessment of children. Parent ambassadors completed measures on parenting and their children’s behavior before training and after program delivery. Results: There was significant improvement at postintervention in parenting, children’s behavior, and learning and health in the intervention group, compared with the control group. Conclusions: The results provided evidence on the effectiveness of the HSS program.

Inheritance of glyphosate resistance was investigated in hairy fleabane populations from California as part of providing the information needed to predict and manage resistance and to gain insight into resistance mechanism (or mechanisms) present in the populations. Three glyphosate-resistant individuals grown from seed collected from distinct sites near Fresno, CA, were crossed to individuals from the same susceptible population to create reciprocal F1populations. A single individual from each of the F1populations was used to create a backcross population with a susceptible maternal parent, and an F2population. Based on dose response analyses, reciprocal F1populations were not statistically different from each other, more similar to the resistant parent, and statistically different from the susceptible parent, consistent with nuclear control of the trait and dominance to incomplete dominance of resistance over susceptibility in all three crosses. Glyphosate resistance in two of the three crosses segregated in the backcross and the F2populations as a single-locus trait. In the remaining cross, the resistant parent had approximately half the resistance level as the other two resistant parents, and the segregation of glyphosate resistance in backcross and F2populations conformed to a two-locus model with resistance alleles acting additively and at least two copies of the allele required for expression of resistance. This two-locus model of the segregation of glyphosate resistance has not been reported previously. Variation in the pattern of inheritance and the level of resistance indicate that multiple resistance mechanisms may be present in hairy fleabane populations in California.

Coaches often have difficulty working with the parents of their athletes. Communication problems, conflict, and sometimes power struggles over who has control over the child’s training occasionally develop. Based on an integration of sport psychology and family systems theory, a model for understanding the coach / parent / athlete triangle is developed. Three types of parents are described: overinvolved, underinvolved, and moderately involved, as well as goals and strategies for working with each type of parent.

Genomic imprinting is a form of epigenetic inheritance whereby the regulation of a gene or chromosomal region is dependent on the sex of the transmitting parent. During gametogenesis, imprinted regions of DNA are differentially marked in accordance to the sex of the parent, resulting in parent-specific expression. While mice are the primary research model used to study genomic imprinting, imprinted regions have been described in a broad variety of organisms, including other mammals, plants, and insects. Each of these organisms employs multiple, interrelated, epigenetic mechanisms to maintain parent-specific expression. While imprinted genes and imprint control regions are often species and locus-specific, the same suites of epigenetic mechanisms are often used to achieve imprinted expression. This review examines some examples of the epigenetic mechanisms responsible for genomic imprinting in mammals, plants, and insects.

The Eyberg Child Behavior Inventory (ECBI) is a widely used instrument that assesses disruptive problem behaviors via parent report. The present study compares three different conceptualizations of problem behaviors using traditional confirmatory factor analysis (CFA), a bifactor–CFA, and a bifactor exploratory structural equation model, whereof the latter two represent novel conceptualizations of disruptive problem behaviors. Data were derived from 353 Norwegian parents assigned to parent management training—the Oregon model (PMTO; N = 137) or brief parent training (BPT; N = 216), who rated their child’s problem behavior (age 3-12 years). The factor models were estimated within the PMTO and BPT samples, and in the total sample. Results showed that the bifactor–CFA, with a general problem behavior factor and three specific factors representing oppositional defiant, conduct problem, and inattentive behavior provided the best model fit. Furthermore, factorial invariance across control/intervention groups and across time (pre/post intervention) was estimated within the PMTO and BPT samples. Results revealed properties of metric and intercept invariance across intervention/control groups and over time, within both interventions. Implications of the results are discussed.

<p>Temuan bahwa tenaga kerja lulusan BBPLK Semarang kurang memiliki kesiapan untuk terjun ke dunia kerja sesuai dengan standar kebutuhan tenaga perusahaan serta masih adanya perbedaan hasil-hasil penelitian terdahulu mengenai faktor-faktor yang menjelaskan kesiapan kerja. Yang kemudian mendorong studi ini untuk mengembangkan dan menguji model kesiapan kerja.</p><p>Model kesiapan kerja yang dikembangkan, menggunakan lima variabel prediktor, yaitu variabel pelatihan, variabel praktek kerja industri dan variabel kompetensi yang dalam model penelitian merupakan variabel eksogen yang diduga dapat membangun <em>self</em> <em>efficacy</em> dan <em>locus of control</em> dan juga dapat menjelaskan kesiapan kerja lulusan BBPLK Semarang. Model kesiapan kerja yang dikembangkan dalam studi ini selanjutnya diuji secara empiris dengan menggunakan data penelitian yang diperoleh melalui wawancara kepada 112 responden peserta pelatihan BBPLK Semarang dengan menggunakan kuesioner dan dianalisis dengan menggunakan teknik analisis Structural Equation Modeling (SEM).</p><p>Hasilny</p><p><em>The finding that the employment of graduates BBPLK Semarang less prepared to plunge into the world of work in accordance with the standards and needs of power companies are still differences in the results of previous research on the factors that explain job readiness. These studies were then encouraged to develop and test models of job readiness.</em><em></em></p><p><em>Job readiness models developed, using five predictor variables, namely training variables, variables and variable industrial technical competence in the research model is an exogenous variable that could be expected to build self-efficacy and locus of control and also may explain the job readiness of graduates </em><em>of </em><em>BBPLK Semarang. Job readiness models developed in this study were tested empirically using research data obtained through interviews with 112 respondents </em><em>of </em><em>trainee </em><em>of </em><em>BBPLK Semarang using a questionnaire and analyzed by using analysis of Structural Equation Modeling (SEM).</em><em></em></p><p><em>The result of this study shows that the work required to build the readiness of locus of control and self efficacy. Locus of control requires competence, work practices and training industry. Meanwhile, to build self-efficacy is required competencies and working practices of the industry.</em><em></em></p><p>a studi ini menunjukkan bahwa untuk membangun kesiapan kerja diperlukan <em>locus of control</em> dan <em>self efficacy</em>. <em>Locus of control</em> memerlukan kompetensi, praktek kerja industri dan pelatihan. Sedangkan untuk membangun self efficacy diperlukan kompetensi dan praktek kerja industri.</p><p> </p>

The current research considered parent report of sleep problems in children with an intellectual disability (ID). Of specific interest were parents who reported child sleep issues/disturbances but who did not consider their child to have a sleep problem. Also of interest was the use of a general parent-training program to treat both the sleep and behaviour problems in children with an ID. Study 1 examined parent perceptions regarding sleep in children with an ID. Parents who reported a child sleep problem provided information on the types of sleep treatment tried and rated their effectiveness. Overall, 243 questionnaires were completed by parents of children with a range of disabilities aged between 3.1 to 18.7 years. While 62% of parents rated their child as displaying problematic night settling, night waking, early waking, or other disturbing sleep behaviours, only 27% of parents considered their child to have a sleep problem. A higher number of parents (75%) than expected had tried at least one type of intervention, although it was not possible to discern 'self help' treatments from 'professionally sought' treatments. Study 2 investigated child and parent factors associated with parent perception of sleep problems in children with an ID. Seventy-six parents from Study 1 completed measures in relation to child adaptive and daytime behaviour, parent stress, locus of control, personality (extraversion, neuroticism, and psychoticism), parenting competence, and perceived control over the child's sleep and daytime behaviour. Based on parent report on a sleep measure and response to the question 'do you think your child has a sleep problem' parents were allocated into one of three sleep groups: Parents who recognised a sleep problem (RSP, N=20), parents whose child did not have a sleep problem (NSP, N=35), and parents who did not recognise their child to have a sleep problem (USP, N=21). The results revealed differences between parents who do (RSP) and parents who do not (USP) recognise their child's sleep problem. These differences related to amount of child sleep (as reported by parents) and parent perceived control over the child's sleep and daytime behaviour. Study 3 examined the efficacy of a general parent-training (behaviour management) program, with sleep used as the training exemplar, for the treatment of sleep problems in children with an ID. Of the 20 parents in the RSP group in Study 2, five agreed to take part in Study 3 and three completed the intervention. The effect of the intervention on (a) a targeted sleep problem, (b) a targeted behaviour problem, (c) other sleep and daytime behaviours, (d) parent stress, (e) parent sleep, (f) parent sense of competence, and (g) parent perceived control over the child's sleep and daytime behaviour were examined. All parents reported an improvement in target sleep behaviour, and at follow-up all of the parents no longer considered their child to have a sleep problem. One parent reported a decrease in stress and an increase in measures of perceived control, and parenting competence, while two parents showed minimal to no improvement on child and parent outcomes.

This study reviews literature regarding the antecedents of locus of control. The development of locus of control in children is found to be related to parent attitudes, behaviours and interactions between parents and children. Literature was further consulted to understand the relationship between parenting and locus of control development. It was decided, based on continued review of literature, that parent guidance based on a social cognitive learning approach was a valid therapeutic model to enhance internal locus of control in children. The parent guidance model proposed in this study was based on parenting guidelines to enhance internal locus of control in children. The aim is to bring about transformation of parent attitudes and behaviours through therapeutic means, which will produce change in the parent-child relationship. This interaction was expected to lead to enhanced internality in the child participants. The empirical study engaged a predominantly qualitative methodology, using an action research design. The sample consisted of 14 families representing various racial groups and family structures. Data collection methods included questionnaires, observation and focus groups to determine the effectiveness of the proposed therapeutic model. Results showed that group parent guidance based on a social cognitive learning approach and focussing on development, responsibility, consistency, home environment, parent style, emotional intelligence, modelling, discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children.
Psychology of Education
D. Ed. (Psychology of Education)

Antisocial and aggressive behavior in children (conduct disorder) is extremely difficult to treat in light of the stability of the problem, untoward long-term prognosis, and the diverse domains of dysfunction in the child, parent, and family with which the problem is associated. Significant advances have been made in treatment. Seven treatments with strong evidence in their behalf with children and adolescents are reviewed and include parent management training, multisystemic therapy, multidimensional treatment foster care, cognitive problem-solving skills training, anger control training, functional family therapy, and brief strategic family therapy. Parent management training is directed at altering parent-child interactions in the home, particularly those interactions related to child-rearing practices and coercive interchanges. Multisystemic therapy focuses on the individual, family, and extrafamilial systems and their interrelations as a way to reduce symptoms and to promote prosocial behavior. The multidimensional treatment foster care model focuses on youth who are in placement and who are to return to their parents or more permanent foster care. Behavioral treatments in the placement and in the setting to which the child is returned are part of a comprehensive effort to integrate treatment and community life. Cognitive problem-solving skills training focuses on cognitive processes that underlie social behavior and response repertoires in interpersonal situations. Also cognitively based, anger control training includes problem-solving skills training in the context of groups in the schools. The program has an additional component that includes parent management training. Functional family therapy utilizes principles of systems theory and behavior modification for altering interaction, communication patterns, and problem solving among family members. Brief strategic family therapy focuses on the structure of the family and concrete strategies that can be used to promote improved patterns of interaction. This treatment has been developed with Hispanic children and adolescents and has integrated culturally pertinent issues to engage the families. Questions remain about the long-term impact of various treatments, the persons for whom one or more of these treatments is well suited, and how to optimize therapeutic change. Even so, the extensive evidence indicates that there are several viable treatments for conduct disorder. Disseminating these to professionals and children and families remains a key challenge.