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1
Ward, Shirli Levinson 1968. "Glasser's parent training model: Effects on child and parent functioning." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282387.
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The literature supports the use of parent training as a viable treatment for children with behavioral problems. Compared to other outpatient interventions for children with acting out behaviors, parent training has been shown to be the most effective treatment and also the most completely evaluated one. One issue related to the existing parent training programs is the use of individual or small group format, making them less cost-effective than a large group model. Another issue is that positive effects achieved in-home as a result of parent training rarely generalize to the school setting. The present study investigated Glasser's parent training program which was designed to decrease identified behaviors in the home as well as in the school. In addition, this program employs a large group format relative to other prominent parent training programs. A quasi-experimental, two group (i.e., treatment and comparison) pretest-posttest design was used for this study. Mothers with children ages 5 to 12 comprised the groups. Multivariate analyses of variances were conducted to examine the pre-post changes for the two groups with respect to child and parent functioning. Relative to the subjects in the comparison group, those involved in Glasser's parent training program demonstrated significant changes in parent functioning and child functioning (in-home, but not in the school setting).
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Moore, Sarah Alyce. "Impact of two-session model of child parent relationship training on parents of children diagnosed with adhd." Thesis, The University of North Carolina at Charlotte, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685816.
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The purpose of this study was to assess the impact of a Two-session Child Parent Relationship Training on parental perception of children's problem behaviors; parental acceptance of child; parental stress; and parental attitudes, knowledge and skills about child-centered play therapy. All of the parents of children with Attention-Deficit Hyperactivity Disorder (ADHD) in grades one to five in a small southern county were eligible for the study. Sixty parents were randomly assigned to the experimental and control groups.
A two-way ANOVA with one between subjects and one within subjects effects was used to examine differences between the experimental and control groups on the VADPRS pre-test and post-test, and independent t-tests were used to compare the experimental and control groups for each of the dependent variables. The statistical analyses found no differences between the experimental and control groups with regard to parental perception of child problems, parental acceptance of child and parental attitudes about child-centered play therapy. There were differences with regard to parental stress and parental knowledge, such that parents in the experimental group reported lower levels of stress and more play therapy knowledge than the parents in the control group. These findings are promising in terms of both helping parents of children with ADHD and exploring alternative models of CPRT that could be more widely used.
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Phaneuf, Leah Kathryn. "The application of a three tier model of intervention to parent training." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.
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Frederick, Kimberly. "Examining the need for cultural adaptations to an evidence-based parent training model." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/iph_theses/127.
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Child maltreatment (CM) is a major public health problem in the United States which affects millions of children each year. Because parents are responsible for the majority of substantiated CM reports, behavioral parent training is recommended as the primary prevention strategy. In recent years, researchers and clinicians have begun work examining the relevance and effectiveness of making cultural adaptations to parent training programs. The purpose of this study was to explore the need for systemic cultural adaptations to SafeCare®, an evidence-based parent-training child maltreatment prevention program. SafeCare is currently implemented in nine states and SafeCare providers are serving families representing a wide array of cultures and ethnicities. Eleven SafeCare providers, representing six states, participated in individual, semi-structured interviews to determine what, if any, cultural adaptations were in place in the field and whether there was a need for systematic culture-specific or general cultural adaptations to the SafeCare model. The interviews provided evidence that, across sites and populations, adaptations are being made when implementing SafeCare with diverse families. Providers expressed a need to make the language/reading levels of the model materials more relevant for all the populations served. Overall, however, providers found the model to be flexible and amenable to working with families of various cultures and ethnicities. Providers recommended against systematic adaptations of the model for specific ethnic groups.
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Quiles, Rafael J. "The Smoky Mountain Children's Home a model for house parent accession, training and development /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.
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Ferrell, Lisa G. "The Effects of an Intensive Format of the Landreth Filial Therapy Training Model Compared to the Traditional Landreth Filial Therapy Model." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4424/.
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This research study investigated the effectiveness of an intensive format of the traditional Landreth filial therapy training (LFTT) model compared to the traditional LFTT model. Specifically, this study compared the intensive LFTT group and the traditional LFTT group at post-testing in the areas of: (a) reducing stress related to parenting, (b) increasing parental empathic behavior with their children, (c) increasing parental acceptance toward their children, and (d) reducing perceived child behavior problems. The traditional LFTT group consisted of 13 parents in groups of up to six members for 10 90-minute weekly sessions. Traditional LFTT involved didactic instruction, required at-home laboratory playtimes, and supervision. Parents were taught child-centered play therapy skills of responsive listening, recognizing children's emotional needs, therapeutic limit setting, building children's self-esteem, and structuring required weekly playtimes with their children using a kit of specially selected toys. The intensive LFTT group consisted of 13 parents in groups of up to four members who met on four Saturdays for 4 hours each. The traditional LFTT model was modified to teach the same material over fewer sessions. The difference in this delivery was fewer opportunities for parents to have home playtimes and receive feedback from the researcher. To compensate for this difference and attempt to maintain the effectiveness of the traditional model, the researcher had parents bring their children to training. The researcher used the parents' children in live demonstrations of the skills being taught. Parents were able to practice the new skills with their own children under direct supervision from the researcher followed by immediate feedback. This modification provided supervision equivalent to that of the traditional LFTT model. The results of this study were no statistically significant differences between the intensive and traditional groups at post-testing on overall parenting stress, parental acceptance and empathic behaviors with their children, and in reported child behavior problems.
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Elling, Roseanne Paul. "A Comparison of Skill Level of Parents Trained in the Landreth Filial Therapy Model and Graduate Students Trained in Play Therapy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4223/.
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The purpose of this study was to determine if parents trained in the Landreth Filial Therapy Model could demonstrate child-centered play therapy skills as effectively as graduate play therapy students who completed an Introduction to Play Therapy course. The participants in both the parent group and the graduate student group were videotaped in play sessions with children pre- and post-training in order to measure change in adult empathic behavior as defined on the Measurement of Empathy in Adult-Child Interaction (MEACI). The specific skills measured in this study were (a) communicating acceptance to the child, (b) allowing the child to direct his or her own play during the play sessions, (c) demonstrating appropriate levels of involvement in the child's play, and (d) demonstrating empathic behavior toward the child. The Landreth Filial Therapy Model is a training system that utilizes both didactic and dynamic means to train parents and other paraprofessionals to be therapeutic agents of change with children. Parents are taught child-centered play therapy skills to use in weekly home play sessions with their children in order to strengthen the emotional bond between parent and child. The Introduction to Play Therapy course is a graduate-level counseling course at the University of North Texas taught by Dr. Garry Landreth. The course focuses on the philosophy, theory, and skills of child-centered play therapy. Students enrolled in this course typically plan to use play therapy in professional settings. The filial-trained parent group (n = 21) consisted of the experimental group of single parents from Bratton and Landreth's (1995) study, Filial Therapy with Single Parents, Effects of Parental Acceptance, Empathy and Stress. The parents met for weekly 2-hour filial therapy sessions over the course of 10 weeks and conducted six or seven 30-minute play sessions at home with their child-of-focus. The graduate student group (n = 13) was enrolled in Dr. Landreth's Introduction to Play Therapy course during fall 2000. The class met over a course of a 15-week semester for three hours per week. During the course of the semester, the students completed two play therapy sessions outside of class and two supervised play therapy sessions during class time. Analysis of covariance revealed that the play therapy-trained graduate students preformed at a statistically significant higher skill level than the filial-trained parents on Total Empathy scores and the Involvement subscale, but that there was no statistically significant difference between the groups' skill level on Communication of Acceptance to the child and Allowing the Child Self-Direction. Although the graduate students' mean post-training scores revealed a higher attainment of skill level, the parents made greater mean change of score on all measures except Involvement. The study supports the use of the Landreth Filial Therapy Model to train parents to use the child-centered play therapy skills, especially those of communicating acceptance and allowing self-direction.
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McFry, Erin A. Ms. "An Examination of Parental Skill Acquisition Resulting From a State-Wide Dissemination of SafeCare®." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/295.
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Family level data was collected from those served in a state-wide rollout of SafeCare® in Georgia between January of 2010 and November of 2011. Families who received SafeCare were trained in the intervention’s three modules: Parent-Child or Parent-Infant Interaction, Home Safety, and Child Health. The purpose of this study was to measure changes in parental skill demonstration by analyzing pre- and post-training assessments. Additionally, parental demographic characteristics were also assessed for associations with skill acquisition within each module. Follow-up analysis concluded that families displayed increases in parenting skills among all SafeCare modules. Moderator analysis showed that those with only one child showed greater decreases in home hazards as did those with two children. Also, it was found that income level moderated performance in the Parent-Child Interaction module with participants below the median income level exhibiting a greater increase in PCI skill demonstration than those above the median income level. Further research should consider modeling multiple parental characters (e.g. CPS status and income) with skill performance over time. Lastly, additional research should aim to determine if those who exhibit increases in parenting skills are also less likely to experience future child maltreatment reports.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.
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Palmer, Rebecca. "Assessing the Relationship between SafeCare Fidelity and Competence Measures." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/iph_theses/227.
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As more evidence-based programs are implemented in community settings, there is a strong need to ensure those models are implemented with integrity. Implementation of programs should be evaluated for fidelity, the degree of adherence to treatment protocols, and competence, the level of skill in implementation (Schoenwald et al., 2011). The purpose of this study was to review audio recordings of SafeCare home visiting sessions to discover the relationship between the measures of fidelity and competence. Six coders were assigned 209 SafeCare home visiting audiotapes to be coded for fidelity and competence. A sample of audios were double coded to evaluate fidelity and competence scores for inter-rater reliability. Fidelity and competence items were classified into process and content categories, forming the six main variables of process fidelity, content fidelity, total fidelity, process competence, content competence, and total competence. Total fidelity correlated with total competence at a level of .615, with process fidelity and process competence correlating at a much lower level than content items. The total correlation level can be interpreted as that fidelity and competence are strongly related measures, but are not identical constructs. The goal for SafeCare coders would be to continue refining competence definitions and attempting to remove the subjective nature from the competence coding process. With these two efforts, competence reliability should increase to an acceptable level. Given the main fidelity and competence correlation level, it is advisable for SafeCare coders to continue to code both fidelity and competence to avoid missing valuable components of the session. Additional research may be needed once the competence scale becomes better established.
12
van, Delft Sari. "Relationships between maternal self-effiacy, parent training instructional practices and models of parent-professional interaction." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41968.
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Parental self-efficacy impacts the manner in which a parent interacts with his or her child, as well as child development. Parental self-efficacy can be influenced by a variety of parent and child characteristics, in addition to contextual factors such as socioeconomic status. Parents of children with autism are at risk for lower self-efficacy due to a number of additional influences, including stress, autism severity, and how professional supports are provided. The purpose of this study is to investigate the relationship between maternal self-efficacy in mothers of children with autism and parent-professional relationships, the instructional techniques utilized in parent training, parenting stress, socioeconomic status, and parents’ perceptions of child progress. A sample of 43 mothers in British Columbia whose children with autism were receiving services from a behavior consultant completed The Early Intervention Parent Questionnaire (EIPQ) that was developed for this study. The EIPQ measures maternal self-efficacy and the variables believed to influence maternal self-efficacy. A regression analysis found that parenting stress and parents’ perceptions of child progress were related equally to maternal self efficacy. Implications are discussed, with suggestions for future research.
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Herrera, Elizabeth A. "The effect of correct and incorrect video models on the acquisition of skills taught in behavioral parent training." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/282.
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Modeling, a process by which a learned behavior is observed and imitated, has been demonstrated to be effective in the acquisition of skills. Several factors appear to enhance or detract from the effect a model has on subsequent observer behavior and contradictory findings have been reported based on the type of model used. A less explored factor is the impact of correct and incorrect models as often employed in parent training packages when teaching skills that are to be acquired by the observer. To further investigate, the current study compared the effectiveness of correct and incorrect video models using an empirically supported treatment for child behavior problems: The Incredible Years. Using a fairly minimal, and mostly remote intervention 5 out of 6 participants improved from baseline sessions. Several areas of future research are presented for modeling and parent training to assess effectiveness of model types and treatment programs used.
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Paul, Wesley. "Trauma-focused models for caregivers: a systematic review of empirical research." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/898.
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Child and Adolescent caregivers are rarely the focus of research and/or trauma-focused or informed models when working with traumatized children (Baynard, Englund, & Rozelle, 2001; Chapman, Dube, & Anda, 2007). It has been shown that use of caregivers in the treatment of children who have suffered trauma can have a significant impact on not only the child, but also reduce the trauma symptoms of the caregivers themselves (Cohen, Mannarino, & Staron, 2006). The purpose of this study is to critically review the empirical research of trauma-focused and trauma-informed trainings and treatment models for children who have suffered some form of trauma and whose caregiver is included in the treatment. The outcomes of trauma-focused models will be examined in terms of its purpose, intervention, facilitation, adaptability and modification. Implications for further research and application are drawn.B.S.W.
Bachelors
Health and Public Affairs
Social Work
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Steyn, Sophia Catherina. "Riglyne vir effektiewe ondersteuningsdienste in 'n onderwysstelsel / Sophia Catherina Steyn." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/8982.
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Support services are indispensable for the effective functioning of education. Support
services render specific, specialized services to the school (the site of instruction),
teachers (trainers) and pupils (learners) and constitute part of the system of both
formal and non-formal education. Although contributions by South African authors
such as Ruperti, Van Schalkwyk and Lazarus and Donald provide valuable
information, there is at present a need for a model for support services to provide in
the changing needs of the target group.
In this research the various theories with regard to support services as a component
of the education system and the mini-education system were discussed. Some brief
examples of support services as they function in practice were also discussed. An
analysis was made of the different viewpoints, a new perspective provided on support
services, and possible organizational structures were discussed for purposes of the
organization of support services within the education system.
Subsequently attention was directed to the personal situation of the trainer. From the
literature it was demonstrated that the trainer would benefit by the support services
with regard to both his professional and academic equipment, the different
relationships in which he finds himself, his personality profile and his personal
circumstances.
Attention was then focused on the various fields in which educational events and
structures in the South African education system can make use of support services in
order to function more optimally. From the literature the conclusion was reached that
the educational events and structures can be supported with regard to the equipping
task of the site of instruction, management tasks situated in the site of instruction and
the physical facilities of the site of instruction.
It was also indicated from the literature that the learner has a need with regard to his
personal situation. Support needs in the case of the learner were discussed by way of
handicaps of learners, disabilities of learners, the parental community in which the
learner finds himself, and the extent of stress experienced by the learner.
Interviews were conducted with focus groups in practice in order to determine
whether the needs for support services as identified from the literature were valid
needs.
Following this research a model for support services in an education system was
proposed by way of graphic representations supported by discussions. Attention
was also given to a possible organizational structure according to which one could
manage such support services.
In conclusion, the research was summarized in brief. Certain findings were
underlined in terms of the objectives and certain recommendations were made with
regard to possiblities for further research emanating from the results of this
project.Proefskrif (PhD (Vergelykende Opvoedkunde))--PU vir CHO, 1997
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Quingostas, Angela. "Um programa da educação/treino parental: parentalidade positiva: pais atentos, pais presentes." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2011. http://hdl.handle.net/10400.5/3690.
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Dissertação de Mestrado em Política SocialEste Programa de Educação/Treino Parental centra-se em famílias multiproblemáticas. As recentes mudanças ocorridas na estrutura social e familiar incentivam o desenvolvimento de iniciativas neste domínio em virtude do desafiante desempenho das funções parentais nos dias de hoje. A crescente noção da importância da família para o desenvolvimento e equilíbrio infanto-juvenil vem encorajar o crescente investimento nesta área de intervenção social. O estudo teve por objectivo construir, implementar e avaliar o programa construído para uma população-alvo de nível sócio-económico carenciado e com diagnóstico de multiproblemática. Foi implementado enquanto intervenção comunitária recorrendo a uma metodologia de préteste e pós-teste. Concluí-se que o programa tem um impacto positivo junto das figuras. Importa o crescente interesse na procura de informação e formação para o desenvolvimento eficaz do papel social de ser mãe/pai. Este modelo não impõe uma filosofia educativa ou um conjunto de atitudes supostamente adequadas. Pretende antes, facilitar um processo de reflexão e desenvolvimento pessoal levando a uma maior eficácia na resolução de problemas e uma abertura a níveis de pensamento mais flexíveis e adaptáveis. Recorre-se ao modelo behaviorista operando uma quasi-experimentação para modificar comportamentos das crianças através da mudança de comportamentos dos pais, de acordo com o princípio da aprendizagem operante.
The Parent Education/Training Program is designed for multi-problematic and low socioeconomic population families in a context of a social intervention. Given the recent changes in social and familiar structure the development of initiatives and interventions is encouraged due to the challenges parents have nowadays. The growing sense of the importance of family in the development of children encourages the investment in this growing area of concern. This study’s goal is to build, implement and evaluate the program implemented as community intervention work, using a methodology of pre-test and post-test which concluded that the program had a positive impact. This study aims to respond to the growing interests in seeking information and training for the successful development of a social role of how to be a parent. This model does not impose an educative philosophy or a set of supposedly appropriate attitudes. It aims to facilitate a process of reflection and personal development leading to greater efficiency in problem solving and openness to new levels of thinking that are more flexible and adaptable to changes. It is used a behaviorist concept in a quasi-experimentation in order to modify parents behaviors that also change their children’s behavior, according to concept of learning process.
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Welterlin, Aurelie. "The Home TEACCHing Program a study of the efficacy of a parent training early intervention model /." 2009. http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051657.
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Robinson, Winslow S. "Exploring parenting self-efficacy among parents of children In residential treatment: evaluating a combined online psychoeducational intervention." Thesis, 2018. https://hdl.handle.net/2144/30065.
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When children return home from residential treatment for behavioral challenges, continuity of care is clinically advised and empirically supported. If parents lack the skills to support this transition, a child’s treatment gains may be at risk. Parenting difficulties can initiate oppositional and avoidant behaviors in children, and if sustained, damage the parent-child relationship, leading to poor child outcomes. Offering parent training during a child’s residential treatment may increase parent self-efficacy and use of the training in support of a child’s transition home. A Northeastern US Residential Treatment Program (RTP) annually provides short-term residential treatment for children (ages 6-18), and therapeutic supports to the parents of these children during their milieu care. RTP’s new online parenting program was evaluated across three separate but related studies, exploring in Phase 1) perceived barriers to online program usability, Phase 2) how video dosage was associated with changes in parenting self-efficacy and parenting stress, and Phase 3) through the lens of family routines, what were the longer-term effects of the online program.
Results from Phase 1 suggested that parents with lower technology familiarity may need ongoing support to successfully complete online training; adding digital prompts helped parents to autonomously navigate the online program. Phase 2 results indicated that parenting self-efficacy increased minimally while children were away, and decreased when children returned home; an inverse effect was found for parenting stress. Phase 3 revealed limited application of the online parent training in post-residential family routines; parent training was shared internationally within parenting social networks, though virtually no videos were watched once children had transitioned home. Similar parenting programs using the Fogg Behavior Model may consider nudging parents during natural surges in parent motivation to prolong recently initiated therapeutic benefits during post-residential home aftercare.
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Liu, Fang-Yu, and 劉芳妤. "A Study on a Parent Training Model of Sensory-Based Music Activities to Enhance Nonverbal Communication Skills in Children with Autism Spectrum Disorder." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s67bq4.
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博士國立臺灣師範大學
音樂學系
105
The purpose of this study was to understand whether the parent of the child with autism spectrum disorder (ASD) was able to acquire the techniques of implementing the sensory-based music activities with his or her child through the parent-training model aimed to enhance nonverbal communication skills, including imitation, responding joint attention (RJA), and initiating joint attention (IJA) skills. Before the study started, a pilot study was conducted. The purpose of the pilot study was to investigate whether the sensory-based music activities were able to enhance nonverbal communication skills in a child with ASD. A “multiple probe design across behaviors of the single subject experimental design” was adopted. The result of the pilot study found that sensory-based music activities were able to enhance a child with ASD’s nonverbal communication skills. For the main study, a “case study” was adopted and two parent-child dyads participated in this study. The parent-training model included three phases: adult-guided, adult-responded, and child-guided phases. The parent-training model was delivered through two forms: an online database and direct training. The online database included the demonstration videos of each sensory-based music activity and the handouts of each activity. The direct training means that the researcher was physically present in the participants’ home setting as a trainer. This researcher observed and discussed with the parents regarding parental implementation and parent-child interaction, as well as coached and modeled the activities when needed. The intervention of parent-training model in this study took place for a 50- to 90-minute session twice per week over nine weeks for 14 to 15 sessions in total. The result found both parents obtained three-phase parental implementation techniques over nine weeks. Both parents followed the framework of three phases: (1) Phase I: provided song-based and teaching-oriented activities, and mainly followed the activities from the database; (2) Phase II: formed back and forth communications musically, and responded to their child’s behaviors musically; (3) Phase III: followed their child’s behaviors first and combined their behaviors into the music activities. The Pearson correlation coefficient between the proficiency rates of parental implementation techniques and frequency rates of NVC behaviors was computed and showed a positive correspondence, which indicated that while parents demonstrated a higher proficiency level in their parental implementation techniques, the frequency of the child’s NVC behaviors were usually enhanced. Finding from the implementation were discussed and recommendations were provided for practitioners, future researchers, and parents of children with ASD.
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Wilkerson, David A. "Integrating individual and social learning strategies in a small-group model for online psychoeducational intervention : a mixed methods study of a parent-management training program." Thesis, 2014. http://hdl.handle.net/1805/6182.
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Indiana University-Purdue University Indianapolis (IUPUI)In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.
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Fisher, Mark J. "A brief intervention to improve emotion-focused communication between newly licensed pediatric nurses and parents." Thesis, 2014. http://hdl.handle.net/1805/3811.
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Indiana University-Purdue University Indianapolis (IUPUI)Parents have increasingly participated in their children’s bedside care. Parental participation has led to more provider-parent interactions and communication during such stressful events. Helping parents through such stressful events requires nurses to be skilled communicators. Brief methods of training emotion-focused communication with newly licensed nurses are needed, but as yet are rare. The purpose of this study was to evaluate the impact of a validated brief communication (Four Habits Model) training program for newly licensed pediatric nurses. The intervention focused on ways to improve nurses’ emotion-focused conversations with parents. Information processing and Benner’s novice to expert informed this study. The intervention is based on the four habits model, with “habits” providing a structure for nurses to organize their thinking and behavior during emotion-focused conversations with parents. Thirty-five pediatric nurses with 0–24 months of nursing experience at a large mid-western children’s hospital participated in the study. Mixed methods provided data for this experimental study, using a group-by-trials repeated measures ANOVA design. Participants randomized to the intervention group participated in a one-hour three-part training: adapted four habits model content, simulated nurse-parent communication activity, and debrief. Participants randomized to the control group observed a one-hour travel video. Key outcome variables were Preparation, Communication Skills, Relationships, Confidence, Anxiety, and Total Preparation. Compared with the controls, the intervention group improved significantly in the following areas: Preparation, F(1,33) = 28.833, p < .001; Communication Skills, F(1,33) = 9.726, p = .004; Relationships, F(1,33) = 8.337, p = .007; Confidence, F(1,33) = 36.097, p < .001; and Total Preparation, F(1,33) = 47.610, p < .001. Nurses’ experience level had no effect, with the exception of Anxiety. Nurses with more experience (≥ 12 m) showed a greater reduction in Anxiety, when compared to nurses with less experience (< 12 m), F(1,31) = 5.733, p = .023. Fifty-two percent of the nurses involved in the intervention later reported specific examples of implementing the four habits when working with parents in clinical settings. A one-hour four habits communication-training program is effective in improving newly licensed nurses’ preparation for emotion-focused conversations with parents.