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Journal articles on the topic 'Parent-training'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Scott, Stephen. "Parent training." Psychiatry 4, no. 9 (September 2005): 126–28. http://dx.doi.org/10.1383/psyt.2005.4.9.126.

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2

Lemmens, Meike. "Parent Effectiveness Training." Issues in Mental Health Nursing 32, no. 2 (January 2011): 137–39. http://dx.doi.org/10.3109/01612840.2010.505314.

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3

Mabe, P. Alex, M. Kevin Turner, and Allan M. Josephson. "Parent Management Training." Child and Adolescent Psychiatric Clinics of North America 10, no. 3 (July 2001): 451–64. http://dx.doi.org/10.1016/s1056-4993(18)30040-3.

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4

Baker, Bruce L. "Evaluating Parent Training." Irish Journal of Psychology 9, no. 2 (January 1988): 324–45. http://dx.doi.org/10.1080/03033910.1988.10557724.

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5

Graziano, Anthony M., and David M. Diament. "Parent Behavioral Training." Behavior Modification 16, no. 1 (January 1992): 3–38. http://dx.doi.org/10.1177/01454455920161001.

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6

Hughes, Rodney C., and Peter H. Wilson. "Behavioral Parent Training:." Child & Family Behavior Therapy 10, no. 4 (January 23, 1989): 11–23. http://dx.doi.org/10.1300/j019v10n04_02.

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7

Buonanno, Carlo, and Pietro Muratori. "Modelli di parent training." QUADERNI DI PSICOTERAPIA COGNITIVA, no. 46 (July 2020): 9–30. http://dx.doi.org/10.3280/qpc46-2020oa10154.

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Il bambino sviluppa le proprie abilità e competenze cognitive, emotive e sociali all'interno della relazione con i propri caregiver. In questo contributo verrà preso in esame uno dei possibili modelli di intervento psicoterapeutici che mira a migliorare la relazione fra i caregiver e i propri figli: il parent training. Tale approccio è volto a migliorare l'insieme delle pratiche genitoriali, promuovendo quelle positive e riducendo il più possibile quelle disfunzionali, con l'obiettivo di promuovere il benessere dei figli e di conseguenza, dell'intero sistema familiare. Lo scop o in un programma di parent training è migliorare i livelli di competenza del genitore nel monitorare e gestire il comportamento dei figli e favorire la loro competenza sociale ed emotiva, oltre che allenare a riconoscere e rinforzare i comportamenti positivi del figlio. La letteratura suggerisce l'efficacia di questo tipo di intervento indiretto per numerosi disturbi in età evolutiva. In questo articolo verranno descritti alcuni modelli per i disturbi internalizzanti ed esternalizzanti, scegliendo quelli ritenuti più validi e con un maggior numero di studi di efficacia. Inoltre, anche la terza generazione della terapia cognitiva ha sviluppato nuovi modelli di parent training.
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8

White, Caroline, Deborah McNally, and Sam Cartwright-Hatton. "COGNITIVELY ENHANCED PARENT TRAINING." Behavioural and Cognitive Psychotherapy 31, no. 1 (January 2003): 99–102. http://dx.doi.org/10.1017/s1352465803001097.

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Parent training is one of the most effective interventions for behaviour problems in young children. Most models of parent training are largely behavioural in content and have been developed from social learning theory. As with developments in treatments for adult disorders, it is proposed that parent training implementation and parental engagement may be improved by the introduction of a cognitive component. In particular, the use of the “thoughts, feelings, behaviour cycle” throughout parent training is proposed as a tool for challenging parental beliefs and attributions regarding children's behaviour and increasing parental uptake of the behavioural strategies that are taught. Preliminary findings are discussed with reference to clinical implications and future research.
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9

Mooney, Scott. "Parent Training: A Review of Adlerian, Parent Effectiveness Training, and Behavioral Research." Family Journal 3, no. 3 (July 1995): 218–30. http://dx.doi.org/10.1177/1066480795033005.

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10

Zulu, S. P., J. D. Adams, and M. S. Mabusela. "Parent Effectiveness Training to Improve Parent-Adolescent Relationships." Journal of Psychology 7, no. 1 (July 2016): 23–31. http://dx.doi.org/10.1080/09764224.2016.11907841.

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11

Tavil, Yusuf Ziya. "A sample parent training programme: group training." Procedia - Social and Behavioral Sciences 9 (2010): 1048–54. http://dx.doi.org/10.1016/j.sbspro.2010.12.284.

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12

Kaiser, Nina M., Stephen P. Hinshaw, and Linda J. Pfiffner. "Parent Cognitions and Behavioral Parent Training: Engagement and Outcomes." ADHD Report 18, no. 1 (February 2010): 6–12. http://dx.doi.org/10.1521/adhd.2010.18.1.6.

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13

Morgan, John R., Jeanette Nu'Man-Sheppard, and Diana W. Allin. "Prevention through parent training: Three preventive parent education programs." Journal of Primary Prevention 10, no. 4 (June 1990): 321–32. http://dx.doi.org/10.1007/bf01326626.

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14

Ticusan, Marilena. "Training for Being a Parent." Procedia - Social and Behavioral Sciences 69 (December 2012): 1585–89. http://dx.doi.org/10.1016/j.sbspro.2012.12.102.

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15

Neef, Nancy A. "PYRAMIDAL PARENT TRAINING BY PEERS." Journal of Applied Behavior Analysis 28, no. 3 (September 1995): 333–37. http://dx.doi.org/10.1901/jaba.1995.28-333.

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16

Fraser, Mark W., J. David Hawkins, and Matthew O. Howard. "Parent Training for Delinquency Prevention." Child & Youth Services 11, no. 1 (February 14, 1989): 93–126. http://dx.doi.org/10.1300/j024v11n01_06.

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17

Clarkson, Ann, and Robin Whistlecraft. "Foster Parent Training in Coventry." Adoption & Fostering 11, no. 3 (October 1987): 31–35. http://dx.doi.org/10.1177/030857598701100310.

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18

Booth, Nichola, Stephen Gallagher, and Mickey Keenan. "Autism, Interventions and Parent Training." Psichologija 57 (October 15, 2018): 74–94. http://dx.doi.org/10.15388/psichol.2018.0.11904.

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[full article, abstract in English; only abstract in Lithuanian] Worldwide, the prevalence rates of autism are increasing. This review looks at the additional stressors that parenting a child with autism can bring, including psychological distress and mental health difficulties. With the difficulties associated with the autism diagnosis and additional demands on the parents, research has shown that parent training, which helps teach parents new skills, may be advantageous. This review also looks at the most commonly used interventions that parents might avail of in order to acquire new skills, and it examines whether they are based in science, pseudoscience or anti-science. Utilizing best practice from evidence-based research, parents can be successfully trained to teach new skills across a variety of different domains. The advantages and disadvantages of one-on-one training sessions versus group training events, as well as the different components that contribute to each, are discussed. A number of training packages are discussed, including Behavioral Skills Training, video modelling and manualized training packages. We conclude that there is substantial evidence showing that packages with behavioral underpinnings are more effective for children with autism. Autism awareness and education is simply not enough – educate the parents using evidence-based practice to help effectively educate the children
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19

Aleksandrov, Dinko S., Alisha R. Bowen, and Jay Colker. "Parent Training and Cultural Considerations." Journal of Individual Psychology 72, no. 2 (2016): 77–89. http://dx.doi.org/10.1353/jip.2016.0007.

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20

Hall, J. A., and S. D. Rose. "Evaluation of parent training in groups for parent-adolescent conflict." Social Work Research and Abstracts 23, no. 2 (June 1, 1987): 3–8. http://dx.doi.org/10.1093/swra/23.2.3.

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21

Cooley, Morgan E., and Raymond E. Petren. "Foster parent perceptions of competency: Implications for foster parent training." Children and Youth Services Review 33, no. 10 (October 2011): 1968–74. http://dx.doi.org/10.1016/j.childyouth.2011.05.023.

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22

Wymbs, Frances A., Yvonne Chen, Heather M. Rimas, Ken Deal, Daniel A. Waschbusch, and William E. Pelham. "Examining Parents’ Preferences for Group Parent Training for ADHD When Individual Parent Training is Unavailable." Journal of Child and Family Studies 26, no. 3 (November 2, 2016): 888–904. http://dx.doi.org/10.1007/s10826-016-0588-1.

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23

Webster-Stratton, Carolyn. "From Parent Training to Community Building." Families in Society: The Journal of Contemporary Social Services 78, no. 2 (April 1997): 156–71. http://dx.doi.org/10.1606/1044-3894.755.

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For low-income families, particularly, parent-training programs need to be broadened and offered in communities in order to reduce isolation and strengthen support networks of families. Such an approach will lead not only to better parenting and fewer child-behavior problems, but also to greater collaboration with schools and more community building on the part of parents and teachers. The author describes a parent-training program's evolution from an initial goal of improving parenting skills in order to reduce children's conduct problems and promote their social competence to the broader goals of strengthening parents' social support and increasing their school and community involvement. Community-building strategies and processes embedded in the program designed to promote group cohesiveness and support networks are highlighted.
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24

Millichap, J. Gordon. "Parent Training Management of Preschool ADHD." Pediatric Neurology Briefs 15, no. 4 (April 1, 2001): 28. http://dx.doi.org/10.15844/pedneurbriefs-15-4-4.

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25

Curran, Joseph. "Parent stress management training for ADHD." Mental Health Practice 9, no. 2 (October 2005): 32. http://dx.doi.org/10.7748/mhp.9.2.32.s28.

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26

Millichap, J. G. "Parent Training Management for Preschool ADHD." AAP Grand Rounds 5, no. 6 (June 1, 2001): 60–61. http://dx.doi.org/10.1542/gr.5-6-60.

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27

Dishion, Thomas J., and Gerald R. Patterson. "Age effects in parent training outcome." Behavior Therapy 23, no. 4 (1992): 719–29. http://dx.doi.org/10.1016/s0005-7894(05)80231-x.

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28

Matthews, Jan M., and Alan M. Hudson. "Guidelines for Evaluating Parent Training Programs." Family Relations 50, no. 1 (January 2001): 77–86. http://dx.doi.org/10.1111/j.1741-3729.2001.00077.x.

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29

Webster-Stratton, Carolyn, and Martin Herbert. ""What Really Happens in Parent Training?"." Behavior Modification 17, no. 4 (October 1993): 407–56. http://dx.doi.org/10.1177/01454455930174002.

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30

Sofronoff, Kate, Anthony Leslie, and Wendy Brown. "Parent Management Training and Asperger Syndrome." Autism 8, no. 3 (September 2004): 301–17. http://dx.doi.org/10.1177/1362361304045215.

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31

Winslow-Garvin, Bonnie. "Parent training today: A social necessity." Contemporary Psychology: A Journal of Reviews 40, no. 10 (October 1995): 1010–11. http://dx.doi.org/10.1037/004071.

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32

Briggs, Harold E., Keva M. Miller, E. Roberto Orellana, Adam C. Briggs, and Wendell H. Cox. "Effective Single-Parent Training Group Program." Research on Social Work Practice 23, no. 6 (May 19, 2013): 680–93. http://dx.doi.org/10.1177/1049731513489599.

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33

Rios, Jose D., and Juan Manuel Gutierrez. "Parent Training with Non-Traditional Families:." Child & Family Behavior Therapy 7, no. 4 (May 15, 1986): 33–45. http://dx.doi.org/10.1300/j019v07n04_03.

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34

Meharg, Stephen S., and Lee E. Lipsker. "Parent Training Using Videotape Self-Modeling." Child & Family Behavior Therapy 13, no. 4 (March 17, 1992): 1–27. http://dx.doi.org/10.1300/j019v13n04_01.

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35

Eyberg, Sheila M., and John R. Graham-Pole. "Mindfulness and Behavioral Parent Training: Commentary." Journal of Clinical Child & Adolescent Psychology 34, no. 4 (November 2005): 792–94. http://dx.doi.org/10.1207/s15374424jccp3404_21.

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36

Hukkelberg, Silje, Truls Tømmerås, and Terje Ogden. "Parent training: Effects beyond conduct problems." Children and Youth Services Review 100 (May 2019): 405–14. http://dx.doi.org/10.1016/j.childyouth.2019.03.009.

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37

Tuncay, Seyma, and Fusun Gokkaya. "A meta review on parent training and therapies studies." Global Journal of Psychology Research: New Trends and Issues 10, no. 1 (March 31, 2020): 102–17. http://dx.doi.org/10.18844/gjpr.v10i1.4392.

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This study aims to review the studies which are evaluated the efficacy of parent training and parent therapies. This article is a systematic review, and a literature search was performed for all published studies from March to July 2019 parent training programmes that report any retention and dropout data. To accomplish the purpose of the study, we compiled the studies from different databases including the following: Academic Search Complete, Science Direct, Medline, Scopus, Mendeley, PubMed, Crossref and Google Scholar, which published between 1998 and 2018. ‘Parent, parent training, parent training-efficacy, parent behaviour, parental behaviour, parent training interventions, parental, parenting, parent education and parenting skills’ words were used to identify the related studies. In designing the research, we discussed the research features of the participants and groups, training programs, sessions, therapists, methods, materials, measurements and results. A total of 23 studies met the search criteria. According to the reviewed results, after the parent training and therapies, parents moved away from violence and embraced more positive behaviours, and the violence of children decreased. As a result, it was seen that parent training and therapies contributed positively to the relationship between parent and child. Keywords: Parent, parent training, parent therapies, parent education, parent training efficacy.
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38

Blizzard, Angela M., Nicole E. Barroso, Francisco G. Ramos, Paulo A. Graziano, and Daniel M. Bagner. "Behavioral Parent Training in Infancy: What About the Parent–Infant Relationship?" Journal of Clinical Child & Adolescent Psychology 47, sup1 (April 17, 2017): S341—S353. http://dx.doi.org/10.1080/15374416.2017.1310045.

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39

Gross, Deborah, Louis Fogg, and Sharon Tucker. "The Efficacy of Parent Training for Promoting Positive Parent—Toddler Relationships." Research in Nursing & Health 18, no. 6 (December 1995): 489–99. http://dx.doi.org/10.1002/nur.4770180605.

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40

Kroeger, K., and R. Sorensen. "A parent training model for toilet training children with autism." Journal of Intellectual Disability Research 54, no. 6 (April 28, 2010): 556–67. http://dx.doi.org/10.1111/j.1365-2788.2010.01286.x.

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41

Hornby, Garry. "GROUP PARENT TRAINING USING REFLECTIVE COUNSELLING AND BEHAVIOURAL TRAINING PROCEDURES." British Journal of Mental Subnormality 38, no. 75 (July 1992): 79–86. http://dx.doi.org/10.1179/bjdd.1992.011.

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42

Van Camp, Carole M., Jan L. Montgomery, Timothy R. Vollmer, Judith A. Kosarek, Shawn Happe, Vanessa Burgos, and Anthony Manzolillo. "Behavioral Parent Training in Child Welfare: Maintenance and Booster Training." Research on Social Work Practice 18, no. 5 (May 19, 2008): 392–400. http://dx.doi.org/10.1177/1049731508318658.

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43

Jensen-Hart, Staci J., Jeff Christensen, Lacey Dutka, and J. Corey Leishman. "Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families." Advances in Social Work 13, no. 1 (March 30, 2012): 51–66. http://dx.doi.org/10.18060/1881.

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Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.
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44

Johnson, Brian D., Leslie C. Franklin, Kathryn Hall, and Loreto R. Prieto. "Parent Training Through Play: Parent-Child Interaction Therapy with a Hyperactive Child." Family Journal 8, no. 2 (April 2000): 180–86. http://dx.doi.org/10.1177/1066480700082013.

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45

Anastopoulos, Arthur D., Terri L. Shelton, George J. DuPaul, and David C. Guevremont. "Parent training for attention-deficit hyperactivity disorder: Its impact on parent functioning." Journal of Abnormal Child Psychology 21, no. 5 (October 1993): 581–96. http://dx.doi.org/10.1007/bf00916320.

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46

Hawes, David J., and Mark R. Dadds. "Assessing Parenting Practices Through Parent-Report and Direct Observation During Parent-Training." Journal of Child and Family Studies 15, no. 5 (May 20, 2006): 554–67. http://dx.doi.org/10.1007/s10826-006-9029-x.

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47

Sutton, Carole. "Parent Training by Telephone: A Partial Replication!" Behavioural and Cognitive Psychotherapy 23, no. 1 (January 1995): 1–24. http://dx.doi.org/10.1017/s1352465800017598.

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This study derives from an earlier one (Sutton, 1992) which examined the efficacy of training parents to manage difficult pre-school children via four methods: group, home visit, telephone, and waiting list/delayed intervention control. It is a replication of the telephone method of training; the author has never met any of the parents or children involved. Twenty-three children, seventeen boys and six girls, participated; of these one was aged 8, two were 7, one was 6, two 5 and the rest were under 5. They were randomly allocated to an immediate intervention group and a waiting list/delayed intervention control group.
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48

Coren, Esther, Jemeela Hutchfield, Manuela Thomae, and Carina Gustafsson. "Parent training support for intellectually disabled parents." Campbell Systematic Reviews 6, no. 1 (January 2010): 1–60. http://dx.doi.org/10.4073/csr.2010.3.

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49

ELDER, J. "Defining parent training for practice and research." Journal of the American Psychiatric Nurses Association 3, no. 4 (August 1997): 103–8. http://dx.doi.org/10.1016/s1078-3903(97)90036-7.

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50

Hirsch, Glenn, and Karl Altman. "Training graduate students in parent conference skills." Applied Research in Mental Retardation 7, no. 3 (January 1986): 371–85. http://dx.doi.org/10.1016/s0270-3092(86)80009-1.

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