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Dissertations / Theses on the topic 'Parenting skills'

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Published: 4 June 2021
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1

Mdidimba, Ncumisa. "Parents’ views regarding the implementation of knowledge and skills acquired in parenting skills training." University of Western Cape, 2020. http://hdl.handle.net/11394/7693.

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Magister Artium (Social Work) - MA(SW)
Prevention and early-intervention programmes that promote and assist parents in acquiring the skills and knowledge required to parent children effectively, with or without behavioural issues are a crucial to childcare. The Children’s Act, Act 38 of 2005, as well as the South African Constitution declare that the needs of a child are important; therefore, when the parents are equipped with adequate knowledge and skills, prevention of a family breakdown could be achieved. This current research study, therefore, involves an exploration of the experiences of parents, who had participated in parental intervention strategies, in the form of positive parenting skills training.
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Williams, Margiad Elen. "Evaluation of the Enhancing Parenting Skills 2014 programme." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/evaluation-of-the-enhancing-parenting-skills-2014-programme(a2e98a4c-1b2a-4927-a944-f7599d625b70).html.

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Rates of child behaviour problems are increasing both in the UK and globally. Numerous risk factors for the development of child behaviour problems have been identified but a key risk factor is dysfunctional parenting practices. Parenting programmes are the most effective treatment for child behaviour problems, however barriers to treatment prevent some families, particularly disadvantaged families, from accessing programmes delivered in a group format. Individually delivered programmes eliminate some of the barriers associated with group-based programmes and may be more accessible and therefore appropriate for disadvantaged families (Chapter 1). The Enhancing Parenting Skills (EPaS) 2014 programme is an individually delivered behavioural parenting intervention for parents of young children with behaviour problems. This thesis reports on the first rigorous evaluation of the EPaS 2014 programme. Chapter two gives an overview of the origins and background of the EPaS 2014 programme followed by the first study, a systematic review of the evidence for individually delivered parenting intervention for parents of young children displaying behaviour problems (Chapter 3). Chapter four is the published protocol for the main evaluation study providing details of the methodology. Chapter five describes the baseline characteristics of a sample of families recruited for the main study. Children had high levels of co-occurring hyperactivity symptoms and parents were generally low educated, unemployed, living in poverty and had high levels of depressive symptoms. The next two chapters report the findings of the evaluation study. The EPaS 2014 programme was effective in reducing levels of child behaviour problems, especially for families who completed the intervention (Chapter 6) and feedback from health visitors was positive with all reporting they would continue to use the methods taught (Chapter 7). The final chapter of the thesis provides a summary of the research findings and discusses their implications, limitations, and future directions (Chapter 8).
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Nichols, Linda Adams. "Single and Married Mothers: A Comparison of Parenting Stress, Parenting Skills, and Self-Esteem." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332035/.

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This study compared divorced custodial mothers and mothers married to the biological fathers of their children on parenting stress, parenting skills, and self-esteem. The relationship between parenting stress, parenting skills, self-esteem, marital status, and life satisfaction was also examined. A total of 63 subjects, including 31 married mothers and 32 single mothers, was administered the Parenting Stress Index, the Parenting Skills Inventory, and the Tennessee Self-Concept Scale. Subjects also completed a Demographic Data Sheet that included a Likert-type scale designed by the researcher to measure current life satisfaction. All subjects either attended church or lived in a geographic area of North Central Texas that is generally recognized as being somewhat affluent. No significant differences were found on the t-tests comparing the mean total scores of the married and divorced mothers on levels of parenting stress, parenting skills, and self-esteem. A post hoc t-test revealed, however, that the group of married mothers had significantly higher mean total scores on the life satisfaction measure than the group of divorced mothers. Additionally, life satisfaction was found to be associated with parenting stress, parenting skills, self-esteem, and marital status. Specificallly, (a) as parenting stress increases, life satisfaction decreases, (b) as parenting skills increase, life satisfaction increases, (c) as self-esteem increases, life satisfaction increases, and (d) being married is associated with increased life satisfaction. The results of this study would seem to indicate that single mothers have no more difficulty in overall coping than their married counterparts although they are less satisfied with their current life circumstances than the group of married mothers. Additional comparisons of the data suggested that neither group of mothers regarded their children as interfering with their social lives in a major way. Like most previous research, the data also indicated that the single mothers worked longer hours and had less money available for their families' use than the married mothers.
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4

Daggett, Bruce. "Developing skills for parents." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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5

Evans, Gemma. "Parenting skills training as an intervention for tic disorders." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parenting-skills-training-as-an-intervention-for-tic-disorders(062fa8b4-1398-4200-9882-45f77254dcbd).html.

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Tic disorders can have a significant emotional and social impact on children and their families. There is increasing support for the use of parenting programmes in childhood conditions; however research into the applicability of such programmes in tic disorders is limited. This thesis therefore aimed to investigate the topic of parenting interventions in tic disorders. The thesis presents five chapters, written as a series of self-contained papers and prepared in accordance with selected journal submission guidance. Paper 1 is a systematic literature review of the implementation and effectiveness of behavioural parent training programmes across neurodevelopmental disorders. Twenty-two randomised controlled studies were included in the review. Neurodevelopmental disorders included attention deficit hyperactivity disorder, autistic spectrum conditions, intellectual difficulties and developmental disorders and tic disorders. Training programmes included Triple P, Barkley’s Defiant Children, Parent Child Interaction Therapy, New Forest Parenting, Parenting your Hyperactive Preschooler, Parents Plus Children, Preschoolers with Autism, Incredible Years and an idiosyncratic programme. Effects of interventions on child outcomes were examined alongside intervention characteristics and content. Results indicated robust evidence for effects of parent training on attention-deficit/hyperactivity difficulties and externalising difficulties, across neurodevelopmental disorders and training programmes. Evidence to support the effect of parent training on internalising, social and global difficulties across disorders was less robust, with fewer and inconsistent outcomes reported. Clinical and research implications resulting from the findings are discussed. Papers 2 and 3 present empirical studies. Both studies are Q-methodological investigations into opinions on parenting interventions in tic disorders. Q-methodology is a technique which enables participants’ subjective viewpoints to be grouped using by-person factor analysis. Views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored across parents of children with tic disorders (Paper 2) and professionals (Paper 3). Across both studies, seven main factors were identified (parents four, professionals three). Findings highlighted that interventions were generally considered acceptable, justified and perceived as needed. However, important differences in opinions were found within and between parent and professional groups, highlighting key clinical considerations for possible intervention format, delivery and content. Paper 4 provides a commentary of the clinical implications of these findings when the two studies are considered together, and provides guidance to further develop and implement interventions. Paper 5 presents a critical review, including discussion of the strengths, limitations and implications of the findings, alongside personal reflections on the research process.
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6

Dawes, Lisa A. Ms. "PARENTING NUTRITION SKILLS WORKSHOP: AN EVALUATION OF FACILITATED GROUP DISCUSSIONS TO ENHANCE PARENTING NUTRITION SELF EFFICACY." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1073.

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Abstract Parenting Nutrition Skills Workshops: An Evaluation of Facilitated Group Discussions to Enhance Parenting Nutrition Self-Efficacy By: Lisa Dawes, RD, CDE This research study was conducted to determine the effectiveness of using facilitated group discussion (FGD), a less traditional method of nutrition education, for increasing parents’ feelings of self-efficacy in their ability to make nutrition-related decisions, and to set and enforce nutrition-related boundaries with their children. Childhood obesity is on the rise; poor food choices, portion control, and inactivity are identified as contributing causes. Parents play a major role in creating healthy habits and providing a well-balanced diet for their children. Caregivers who act as the nutrition and behavior gatekeepers were targeted in this intervention. The objective of the current study was to enhance parenting nutrition education and identify barriers to healthy feeding practices in order to optimize nutrition and eating behavior. Twenty-one parents and three grandparents (n = 24) of preschool and school-aged children participated in one-hour FGD parenting nutrition skills workshops. Parent volunteers participated in one of four workshops in a Central California community. Prior to the workshop, topics for discussion were chosen from common feeding issues determined in the literature such as food-related decisions at various locations (home, school, dining out, on the road); feeding jags; and dealing with a picky eater. Parents completed validated questionnaires both before and immediately following the workshops. Two weeks after the workshops, parents were interviewed by telephone to measure longer-term impact of the FGD. Pre- and post-workshop questionnaires demonstrated that mean self-confidence levels significantly increased for the ability to set and enforce nutrition-related boundaries for their children directly after, and two weeks after participating in the FGD. Parents also demonstrated an increase in mean self-confidence levels in their ability to purchase nutritious foods and offer those foods to their children two weeks after participating in the FGD. Behaviors associated with an authoritative parenting style—such as modeling healthy eating; encouraging healthy food intake; and offering healthy foods without forcing the child to eat—were significantly higher two weeks after participating in the FGD. Significance may be attributed to the method of information delivery (FGD), the curriculum Feeding the Kids (FtK), or authoritative parents being more receptive to receiving new information, or a combination of all three. Overall, research results suggest that the use of FGD, coupled with a visual tool such as the Chat Mat created for this project, increased parents’ feelings of self-efficacy and elicited positive nutrition-related behaviors in adopting healthy feeding strategies for their children. Keywords: Nutrition education, facilitated group discussion, self-efficacy, parenting styles, feeding strategies, parenting nutrition skills
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7

Henderson, Alicia Ann. "Parenting Skills as Predictors of Child and Adolescent Psychotherapy Outcomes: Examining Change in Usual Care Settings." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4268.

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Youth psychotherapy literature is in need of more research related to understanding psychotherapy process and outcome in child psychotherapy in community settings. The purpose of this study was to examine how key parenting skills were associated with child and adolescent symptoms and outcomes over the course of treatment in an outpatient community mental health system. Much of the research on child and adolescent outcomes has been conducted in controlled research settings, which raises the importance of more research needing to be done in representative clinical practice conditions (Weisz & Jensen, 2001). Further, few child and adolescent studies have examined potential mechanisms of change in child and adolescent psychotherapy (Kazdin & Nock, 2003), including moderators and mediators of the relation between parenting skills and child and adolescent outcomes.Participants included 407 youth, ages 4-17 (mean age = 9.7 years), and their parents or guardians, receiving routine outpatient mental health services in a community mental health setting. The youth sample included 51% males, 49% females. Measures used included the Youth Outcome Questionnaire (Y-OQ; Burlingame, Wells, Lambert, & Cox, 2004; Burlingame et al., 2001), and the Treatment Support Measure (TSM). Data were collected starting at the intake session, each of the first five therapy sessions, then every three weeks thereafter for six months post-intake. Parenting Skills items from the TSM included domains of overreactivity, laxness, verbosity, monitoring, consistency, and positive reinforcement. Hierarchical linear modeling was used to examine changes in parenting behaviors and youth symptoms. Results indicated that parenting skills significantly improved over the course of treatment (p < .001) and best fit a logarithmic (natural log) function, such that most of the reported change in parenting skills occurred during the first few sessions of treatment. Further, there was a significant inverse relationship at intake between parenting skills and Y-OQ scores; specifically, lower parenting skills scores were associated with higher Y-OQ scores for parent and youth report (p < .001; p = .033). In addition, parenting skills at intake were associated with the subsequent rate of change of youth symptoms for parent report (p < .001) and youth report (p = .026). Lastly, improvements in parenting scores were associated with improved youth symptoms over the course of treatment for parent and youth report of symptoms (p = .021; p = .02). These findings can be generalized to other community outpatient settings and highlight the importance of attending to parenting skills as an avenue to improving child psychotherapy outcomes. Specifically, the results of this study emphasize the importance of parents implementing effective parenting skills and its influence on their child's overall symptoms at intake and outcomes in therapy.
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Hosokawa, Rikuya. "Marital Relationship, Parenting Practices, and Social Skills Development in Preschool Children." Kyoto University, 2017. http://hdl.handle.net/2433/225974.

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9

Hensley, Connie Francis. "A parenting skills currriculum for single parents of at risk youths." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2762.

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This project entails a curriculum targeted at helping improve the parenting skills of single parents that have children who are considered "at risk" by societal standards. This curriculum is the survival kit for the single parent. Learning the skills provided in this curriculum, the single parent will discover that parenting their "at risk" youth on a positive realm will become a fundamental standard for their lives.
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Maherali, Zuleikha Ahmed. "Understanding and perceptions of parenting skills of persons with mental handicaps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28742.

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The purpose of this study was to investigate the understanding and the perceptions of parenting skills of persons with mental handicaps and their perceptions of the quality and the availability of support services. Parenting skills were considered in terms of nutritional and meal planning skills, discipline and behaviour management, home safety and emergency and interaction and social stimulation. Supports were considered of in terms of formal and family services. An open-ended questionnaire was used to interview 25 mentally handicapped mothers. Findings indicated that mothers perceived the process of disciplining and providing a stimulating environment as the most difficult aspect of parenting. In terms of the support services, mothers were generally satisfied with the availability and sources of formal support. However, in terms of the quality of formal support, mothers indicated that such support should be modified to meet their needs. Mothers' perceptions of family support were differentially affected by their marital status. The presence of a spouse in the home and the opportunity to interact with extended family members were two factors which affected the quality of family support. In two-parent families, spousal support enabled the mothers to deal more effectively with their children. Findings also indicated that support from extended families was not available to most mothers.
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11

Berard, Kerri P. Smith Richard G. "Evaluating a positive parenting curriculum package an analysis of the acquisition of key skills /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-4002.

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12

Burry, Gail M. "A perspective on parenting skills and parent training programs for school counsellors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0029/MQ47440.pdf.

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13

Hsin, Amy. "Parenting, investments in children, and the social reproduction of skills and status." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693061481&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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14

Bayraktar, Feyza. "Fathers' Parenting Attitudes and Turkish Adolescents' Eating Behaviors and Emotion Regulation Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1398.

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Eating disorders are among the most prevalent psychiatric conditions in both developed and developing countries. In Turkey, eating disorders have been increasing in prevalence among adolescents. Family relations and parenting have been studied as sociocultural influences that shape individuals' eating behaviors and relationships with food. Eating behaviors have psychosocial outcomes for adolescents' development and are affected by parental warmth and care. This study investigated the relationship between fathers' parental attitudes and young individuals' emotion regulation skills and eating behaviors. It focused on fathers' parental attitudes in Turkey, where a collectivistic and patriarchal culture typically has father figures playing an important role in family as well as in society. The Eating Attitude Test (EAT-26), Difficulty in Emotion Regulation Scale (DERS), and Parental Acceptance-Rejection Questionnaire-Child Form (PARQ-C) were used to collect data from 401 Turkish adolescents. Correlation analyses showed positive correlations between 2 combinations of variables: adolescents' eating behaviors and emotion regulation skills, and fathers' parenting and adolescents' eating behaviors. Multiple regression analysis showed that father's parenting was predictive of adolescents' eating behaviors and emotion regulation skills. Based on the results, this research may promote positive social change by identifying the importance of fathers' parenting attitudes on adolescent health and by raising awareness of eating disorders in Turkey. The study will guide researchers and counselors in designing eating disorders prevention programs and identify tools for involving fathers in developing healthy parenting attitudes and awareness of eating disorders.
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王美貞 and Mei-ching Teresa Wong. "Parental goal, parenting practice and social competence of early adolescents in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41716966.

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Wong, Mei-ching Teresa. "Parental goal, parenting practice and social competence of early adolescents in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41716966.

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Dowdney, Linda. "An observational assessment of the parenting of women raised in institutions." Thesis, King's College London (University of London), 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300472.

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Chang, Jeff. "Fatherhood skills for Chinese Christian immigrants in the Baltimore, Maryland area." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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HIRAISHI, Kenji, Kenji WATANABE, 賢二 平石, and 賢二 渡邉. "母親の養育スキル尺度の妥当性の検討 : 子どもの成長に対する認知・感情, 思春期の子育て態度との関連." 名古屋大学大学院教育発達科学研究科, 2009. http://hdl.handle.net/2237/16138.

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Bland, Kirsten. "Evaluation of the community based group parenting intervention 'Getting through the day'." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4459.

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Childhood behavioural disorders affect up to 9% of UK children under the age of ten (Meltzer et al.,2000). The consequences of these difficulties are widespread, placing the dchild at greater risk for later psychopathology, unemployment, relatioship problems and criminal activity. The trajectory towards the development of behavioural difficulties presents a complex milieu of potential risk and protective factors. Individual risk factors includes cognitive deficits, premature birth and childhood physical illness, although these are tempered by interactions with environmental risk factors such as low socioeconomic status and parental factors such as parental self-efficacy and mental health. Parenting skills are consistently highlighted as a key factor for the mediation of behavioral difficulties, and consequently lend themselves to the most influential intervention approach - the group parenting programme. Despite a wealth of programmes available, strenth of content and supporting evidence base vary widely. Current approaches are outlined and critiqued. 'Getting throught the day' is a manualised group parenting programme developed to impact upon child behaviour, parental self-efficacy and parental wellbeing. The aim of the current study was to evaluate this resource in the community setting within which it is delivered. Following longitudinal design, group participants and parents of 'healthy controls' from local schools and nurseries completed the standarised assessment questionnaires Strenght and Difficulties Questionnaire (corroborated by teacher version), Parenting Stress Index-Short Form, Hospital Anxiety and Depression Scale and the non-standardised Tool to Measure Parenting Self-Efficacy. statistical analyses of Analysis of Variance and Analysis of Covariance were conducted as appropriate, Results indicate positive change for intervention group participants as compared to healthy controls across domains of parent self-efficacy and parent mental health. Results and clinical implications are discussed in the context of this valuable resource and the existing evidence base for group parenting interventions.
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Mukhovha, Charlotte Raesetsa. "The influence of unemployment on parenting skills in the Waterberg district of the Limpopo Province." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01092009-163151.

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Williams, Gertie. "The Effects of Fluency Training on Performance, Maintenance, and Generalization of Parenting Skills." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001510.

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Colbert, Bennie L. "The effects of response cards on the performance and generalization of parenting skills." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001398.

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GRUMI, SERENA. "PARENTING SKILLS AND MOTHER-CHILD RELATIONSHIP IN THE CONTEXT OF INTIMATE PARTNER VIOLENCE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/57795.

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L’obiettivo generale del presente progetto di ricerca era trattare i specifici e problematici casi in cui violenza domestica e violenza assistita coesistono. Tali situazioni infatti richiedono di “vedere doppio” per identificare adeguate e integrate strategie di protezione e sostegno di madri e minori. Considerando che la protezione dei minori è strettamente connessa alla valutazione delle competenze genitoriali, una miglior comprensione dell’impatto esercitato dalla violenza sulle pratiche di parenting è cruciale. Il primo capitolo teorico tratta lo scenario internazionale circa l’Intimate Partner Violence, esplorando dati di prevalenza, l’impatto su donne e bambini e le principali teorie sul processo di uscita dalla violenza. Il secondo capitolo tratta la valutazione da parte degli operatori della Tutela Minori delle competenze genitoriali sia materne che paterne di nuclei famigliari segnalati per violenza assistita, esplorando quali fattori di rischio e protezione sono associati all’intervento di allontanamento del minore. Il terzo capitolo presenta una rassegna sistematica con meta-analisi che esplora l’associazione tra IPV e tre dimensioni di parentig: parenting positivo, punizioni severe, stress genitoriale. Il quarto capitolo presenta i risultati preliminari di uno studio quantitativo diretto a investigare fattori di rischio e protezione circa le competenze genitoriali in contesti di IPV.
The general aim of the present research project was to address problematic situations where domestic and witnessed violence co-occurs. These cases require to “see double” and to identify integrated strategies to foster resilience of both mothers and minors. Considering that child protection is closely linked to the parenting skills assessment, a better comprehension of the IPV impact on parenting is crucial. The first theoretical chapter deepens the knowledge about the domestic violence scenario, exploring the international prevalence, negative impact for women and children and theories about the violence interruption process. The second chapter addresses the CPS workers’ assessment of both mothers and fathers of minors referred for witnessed violence. The study adopted the judgment analysis approach and aimed to explore risk and protective factors that influence the CPS workers’ child removal intervention. The third chapter presents a systematic review and meta-analysis which aimed to get a consistent overview about the relationships between IPV and positive parenting, harsh discipline and parenting stress. The fourth chapter presents the preliminary analyses about a national research directed to investigate the determinants of parenting in context of domestic and witnessed violence from an ecological point of view.
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Larsson, Anna, and Linda Wikstrand. "Ärligt talat så har jag det som krävs för att vara en bra förälder! : En studie om hur föräldrars generella hälsotillstånd påverkar den upplevda föräldrakompetensen." Thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-214693.

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Background: Good health at community and individual levels are key policy priorities. These priorities can be shown through supporting parents about various different healthy lifestyle choices. In order to know where interventions are needed, it is of interest to study how parents generally feel and how they perceive their parenting. Aim: To study how parents rate their own health and parenting skills, and examine whether there is any correlation between perceived general health and perceived parental competence.  Further, this study will show whether there is a correlation between rate of perceived general health and rate of perceived parental competence when it comes to gender. Method: 64 questionnaires were collected at strategic open kindergartens in the municipality of Uppsala. The questionnaires were distributed to the parents present and who chose to participate in this study. Main result: The result of this study shows that parents have a high rate of general health. A weak correlation between rate of perceived general health and rate of perceived parental competence were found. However a clear correlation between rate of perceived general health and rate of perceived parental competence could be seen of fathers, while the mothers are unrelated. Conclusion:  Parents in Uppsala seems to feel generally well and believe they are capable parents. It also appears that these two factors are interrelated so that parents who are doing well also generally feel better in their parenting. More and major studies are needed to obtain a general and trustworthy result.
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Barahona, Helena Isabel Louro de. "Estilos parentais e competências sociais - estudo exploratório com crianças e jovens em acompanhamento terapêutico." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15136.

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Nos dias de hoje as funções parentais têm vindo a modificar-se originando o interesse e a preocupação dos diversos investigadores. É neste sentido e compreendendo a grande relevância da temática da parentalidade e o que esta pode influenciar que nos propomos realizar este trabalho. Com este estudo propomos descrever a relação entre os estilos parentais, as competências sociais e a relação entre algumas variáveis sóciodemográficas, género, escolaridade, idade, situação profissional actual e estado civil. O estudo incide sobre uma amostra de crianças/jovens em acompanhamento terapêutico (N=28), tendo sido aplicados os instrumentos de avaliação: Inventário de Estilos Parentais (IEP) e Prova de Avaliação de Competências Sociais/Situacionais para Crianças (PACS). Os resultados sugerem que as variáveis se relacionam entre si através da influência das práticas parentais, os pais utilizam um determinado estilo parental e consequentemente este estilo irá influenciar os comportamentos e atitudes das crianças, isto é, as competências das crianças; ABSTRACT: Nowadays parents functions have been changing and originating the interest and concern of several researchers. It’s in this way and understanding the great relevance of parenthood thematic and they can influence that we propose to realize this work. With this study we propose to describe the relation between parenting styles, social skills and the relation between certain demografic variables, gender, education, age, marital status and current professional situation. The study focuses on a sample of children/young people in therapeutic followup (N=28) being applied avaluation instruments: Parental Style Inventory (IEP) and Proof of Assessment of Social Skills/Situational for Child (PACS). The results suggest that the variables relate to one another through the influence of parenting practices, parents use a particular parenting style and therefore this will influence the behaviors and attitudes of children. that is, children’s skills.
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Illsley, Staci D. "Treating children with conduct problems : examining changes in parental knowledge of behavioural principles and parenting skills utilizing conjoint behavioural consultation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ43886.pdf.

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28

Sawyer, Mary Rachel. "Caregiver Training: Increasing Generalization of Parenting Skills Through Teaching Caregivers to Recognize Child Behavior." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4220.

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Previous research has demonstrated the efficacy of a behavioral parent training program for increasing the accuracy of trained skills; however, few studies have examined the extent to which those skills generalize to the natural environment (i.e., the home) and are used with the target individual (i.e., the child). In addition, little is known about the direct effect that caregiver implementation of the skills has on child behavior. A multiple baseline across participants design was used to (a) assess caregiver accuracy with implementation of three parenting skills, and (b) assess subsequent effects of the parenting skills on child behavior. Results demonstrated that three caregiver participants successfully generalized parenting skills taught during behavioral skills training (BST) to naturally occurring routines by recognizing appropriate and inappropriate child behaviors as opportunities to implement the trained skills. In addition, the behavior of each caregiver's child improved following BST, suggesting that the parenting skills were effective in addressing challenging child behavior. All caregivers rated the training and skills to be highly socially valid. Limitations and suggestions for future research are discussed.
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Taylor, Valerie Ann. "A research study of the characteristics of participants attending and completing parenting skills classes." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1497.

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This study hypothesized that age of the parent, age of their children, and type of abuse would have some effect upon the parents' attendance and completion of the parenting skills classes. The groups studied were the Fall 1985 and Spring 1985 classes sponsored by Fulton County Department of Family and Children Services. Secondary analysis of existing data was used as a research method. The following descriptive statistics were used to analyze data: frequencies, tables, and percentages. The results indicated that there was no statistically significant difference in age of persons referred and age of children of persons referred in relation to attendance. In the Fall class, there was a distinct relationship drawn between attendance and types of abuse.
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Lester, Soraya Natalie. "Evaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15615.

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This dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit organisation (NPO) which provides a range of support services for caregivers of children. The primary audience for this dissertation includes programme stakeholders such as the organisation's director, programme manager and programme facilitators. The programme theory underpinning this intervention was created in collaboration with programme stakeholders and expert opinion. Briefly, this theory assumes that by participating in the parenting programme, caregivers are likely to benefit from learning positive parenting techniques which, when used, will catalyse improvements in the relationship they have with their children, and their children's behaviour. A literature review of similar programmes' effectiveness was conducted to assess its plausibility. This review found evidence which largely supported the programme's theory. This programme theory helped guide the focus of the evaluation. A total of nine evaluation questions were formulated. Two of these aimed to determine whether the programme was implemented with fidelity. The remaining seven aimed to determine the extent to which the programme was effective in improving its intended parent and child outcomes. A range of measures were employed to answer these questions. Implementation fidelity was assessed through asking programme facilitators to complete sessional checklists, collect programme attendance and participant homework checklists for each session. A randomised controlled trial design was used to assess programme outcomes; pre and post-test interviews were conducted in people's homes which utilised a range of measures. The programme was found to be implemented with high levels of fidelity. Despite high levels of engagement also being demonstrated by those who attended, attendance rates were overall quite low. Limited evidence for programme effectiveness was found using both an intention to treat analysis, and after conducting a second analysis which took into consideration a moderator of programme effectiveness i.e., programme attendance. Poor levels of programme attendance, as well as ceiling effects on some measures at pre-test , changes in the control group over time due to control group participants accessing other parenting assistance, reactivity to the questionnaire, and finally having the post-test conducted immediately after the programme was completed , are all factors which likely contributed to one finding limited evidence for programme effectiveness. Despite these factors hindering one's ability to determine programme effectiveness, further analyses are tentatively recommended based on the results that were found. Once participants have been allowed further time to practice programme skills, it is possible that programme effects may be found. Therefore, a long-term follow-up will likely allow one to come to a stronger conclusion regarding programme effectiveness. Finally, a few recommendations are made with regards to programme design, content, delivery and monitoring of outcomes. Continued emphasis on praise, and some coverage of consistent discipline may increase the programme's effectiveness. Keeping group sizes smaller and including only parents of children of the specified ages will help ensure it is relevant to programme participants. Introducing a basic pre and post programme completion questionnaire will allow The Parent Centre to track outcome achievement over time and facilitate an understanding of participant demographics. More recommendations will be able to be made once the one-year follow-up is completed. This dissertation addresses the gaps in the literature regarding parenting programme effectiveness in South Africa, and low and middle-income countries in general.
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Berard, Kerri P. "Evaluating a positive parenting curriculum package: An analysis of the acquisition of key skills." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4002/.

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With the increase in survival for children with cancer, part of the focus of current research is aimed towards evaluating how these children are adapting psychosocially. Neurocognitive deficits have been well established. However, there are multiple facets encompassing quality of life, including general mental health, lifestyles and health behaviors, and academic and cognitive functioning. The relationship between neurocognitive and psychosocial functioning has yet to be thoroughly evaluated. The purpose of this study was to investigate the relationship between neurocognitive and psychosocial functioning in survivors of brain tumors and acute lymphoblastic leukemia. Data was collected from existing archival database comprised of patients of the at Cook Children's Medical Center in Texas. The sample consisted of 177 patients between the ages of 3 and 12 who were at least two years post-diagnosis. Measures used included the NEPSY and the Behavioral Assessment for Children. Statistical analyses included a several one-way analysis of variances, an independent samples t-test, a univariate analysis of variance, a hierarchical multiple regression, and odds ratio analyses. Results indicated survivors treated with neurosurgery alone appear to be less at risk for developing behavior problems than other treatment modalities. Also, brain tumor survivors demonstrate more problematic behaviors than survivors of acute lymphoblastic leukemia. Visuospatial functioning, diagnosis, and type of treatment were found to be predictive variables of behavior problems. Attention, and perhaps language, deficits may predispose children to more problems in their behavior. It is concluded that there are other factors affecting behavior in this population that were not accounted for in this analysis. It is recommended for future studies to research the individual clinical scales of the Behavior Assessment System for Children, obtain information from multiple informants, study this relationship longitudinally, and research additional factors that may be influencing the relationship between neurocognitive and psychosocial functioning. This provides evidence of risk factors that should be monitored as the child returns home and to school.
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Bennett, Katherine. "The impact of parenting on children's social-emotional development and information processing style." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264654.

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Riggio, Nicolette Rose, and Brenda Irene Avalos. "PARENTING CHALLENGES AND RESILIENCIES OF LATINO IMMIGRANT PARENTS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/469.

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Latinos are the fastest growing ethnic group in the United States. Thirty five percent of Latinos who are currently children will be contributing taxpayers and will be having a great influence on the future economy. Immigrant Latino parents must overcome significant challenges to ensure their children’s well-being. The purpose of this study was to investigate the challenges and resiliencies of Latino immigrant parents. This study examines the resources Latino immigrant parents lacked and what knowledge and parenting skills they already obtained. This study specifically looked at Latino immigrant parents and their specific needs regarding parental knowledge and resources. This study used a qualitative design accomplished through the use of face to face and phone interviews. This study conducted 15 interviews with first generation Latino immigrant parents who resided in Southern California who migrated to the United States and had at least one child born in the United States. One major finding of this study was that Latino immigrant parents could benefit from school resources for their children such as tutoring, assistance with the college admission program and assistance with applying for scholarships and financial aid. Another major finding was that language was one dominant challenge and barrier that Latino immigrant parents faced that affected their ability to cope with the U.S school system. Based on the findings of this study one of the recommendations is to produce a policy that mandates the U.S school system to have translation services available for Latino immigrant families.
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Borowiec, Margaret L. "Evaluating the efficacy of the coping skills program for parents of adolescents." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276639.

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This study sought to determine the efficacy of the Wheeler Coping Skills Program for Parents of Adolescents. Twenty-six parents were assigned to either an experimental group or to a control group. The experimental group participated in an eight-week presentation of the Coping Skills Program. The control group received no treatment. Subjects were assessed on the Conflict Tactics Scale, Four Parent-Adolescent Situations, the Ways of Coping Scale, the Parent-Adolescent Communication Checklist, and the Parenting Skills Inventory. In addition, the Goal Attainment Scaling was used. Significant treatment effects were found on three of the four Reactivity Subscales, and on the Rapport Subscale. The Coping Skills Program for parents of Adolescents appeared: effective in reducing reactivity of parents exposed to the program, and ineffective in any of the other ways measured. Parents were, however, very successful in attaining goals they set for themselves.
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Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.

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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.
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Ruth, Corinne Elizabeth. "Parenting Skills as a Predictor of Youth Externalizing Outcomes in Routine Community Mental Health Services." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6760.

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This study examined the relationship between perceived parenting skills and youth externalizing symptoms throughout the course of routine treatment of youth receiving services in a community mental health setting. Specifically, this study investigated whether changes in parenting skills were associated with changes in three dimensions of youth externalizing behaviors (behavioral dysfunction, interpersonal relations, social problems). Participants were 401 youth (aged 4-17, mean aged 10.7, 48% female) and their parents/guardians. At regular intervals throughout treatment, parents completed the Treatment Support Measure (TSM) to assess perceived parenting skills along with the Youth Outcome Questionnaire (Y-OQ) to assess youth externalizing symptoms. Hierarchical linear modeling analyses revealed that changes in perceived parenting skills were not significantly related to changes youth behavioral dysfunction, interpersonal relations, or social problems. However, parenting skills and all facets of externalizing significantly changed throughout the course of therapy and higher parenting skills were associated with lower levels of youth externalizing throughout therapy. Parenting skill appears to require further study as a key factor involved in youth psychotherapy outcomes in real world settings, especially in relation to youth externalizing symptoms.
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Clement, Jill. "Support strategies that promote parenting skills for parents with intellectual disabilities : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40378.

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Smith, Sarah Jane. "THE DEVELOPMENT OF A FAMILY LIFE EDUCATION MANUAL FOR TEACHING PARENTING SKILLS TO INCARCERATED FATHERS." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1112036215.

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Riley, Moira R. "Contextual Risk and the Association Between Sensitive Parenting and Social Competence During Early Childhood." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1360.

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Both contextual risk and sensitive parenting have been associated with children’s social skills in early childhood (Brody, Stoneman, Smith & Gibson, 1999; Connell & Prinz, 2002; Oravecz, Koblinsky & Randolph, 2008, Trentacosta, 2008). However, it is not clear how sensitive parenting might impact children’s social skill development in the context of accumulation of risk. The current study tests two possible models. The first model, based on Rutters’ (1979) tests the theory that cumulative risk may moderate the relationship between sensitive parenting and social skills. The second model based on The Family Stress model (Conger, Conger, Elder, Lorenz, Simons & Whitbeck, 1992) tests the theory that sensitive parenting mediates the relationship between accumulation of risk and children’s social skills. The results supported the first model indicating that cumulative risk moderated the relationship between sensitive parenting and children’s social skills. When risk accumulated, there was a relationship between sensitive parenting and social skills where the highest level of sensitive parenting was associated with the highest level of social skills.
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Bandi, Gloria Tsakani. "The relationship between the quality of parenting skills and the vulnerability of children to sexual abuse." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10222004-073338.

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Jonovich, Sarah Hildebrand. "Association between parenting behaviors, social skills, and anxiety in children with high-functioning autism spectrum disorders /." Connect to full text in OhioLINK ETD Center, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.

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Winstead, Peter C. "The Relation Between Parenting Beliefs, Behaviors, and Acculturation on the Social Skills of Prekindergarten Hispanic Children." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1452.

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Research shows that social skills are a critical component of children’s development and related to children’s academic success. Conversely, problem behaviors are correlated to negative outcomes later in life for children such as lower academic achievement and juvenile and adult criminality. Certain parenting beliefs and behaviors have been found to relate to fewer problem behaviors in children, and an increase in social skills. However, existing research has focused mostly on the parenting behaviors and social outcomes in children using Anglo-American samples. Little is known about the relation of parenting behaviors and beliefs to the development of social skills in Hispanic families. Using the HOME (Home Observation for Measurement of the Environment), the Parental Modernity Scale, and the Bidimensional Acculturation Scale (BAS), measures of the relation and predictive ability of parenting behaviors, beliefs and acculturation to social skills in children as measured by the Social Skills Rating System (SSRS) are calculated. Findings suggest that the progressive subscale scores from the parental modernity scale and the family companionship subscale from the HOME are predictive of higher scores on the SSRS socials skills scale in prekindergarten Hispanic children. Acculturation was not related to higher social skills scores or fewer problem behaviors in children. The results are discussed in light of previous research and existing knowledge on what the results mean for the parenting behaviors and beliefs of Hispanics. (75 pages)
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Hildebrand, Jonovich Sarah. "Association between Parenting Behaviors, Social Skills, and Anxiety in Children with High-Functioning Autism Spectrum Disorders." University of Toledo / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.

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Canedo, Vanessa Carina Ferreira. "Programa de competências parentais para prevenção da negligência." Bachelor's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4283.

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Projecto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Criminologia
Nos dias que decorrem os maus-tratos e a negligência por parte dos progenitores aos menores que se encontram à sua responsabilidade têm vindo a crescer de um modo quase exponencial. Contudo este é um tema que não é atual, uma vez que já nos nossos antepassados existiram registos de situações de maus-tratos com crianças e situações de escravidão. Tal como sabemos os efeitos dos maus-tratos não são apenas evidências físicas, tais como pisaduras, mordeduras… Estes podem ainda ser afetivos, sociais, comportamentais ou até mesmo cognitivos. O que pode levar a um défice no desenvolvimento integral do indivíduo. De um modo geral, com os questionários que foram sendo administrados, com as visitas domiciliárias e com as sessões de formação de competências parentais foi notório que os progenitores conseguem identificar quais os tipos e sinais dos maus-tratos assim como os comportamentos que são reconhecidos como uma forma maltratante. Com a implementação do programa de competências parentais verificaram-se melhorias nos estilos parentais dos progenitores envolvidos assim como no ambiente familiar e na organização da habitação.
In days to derive the mistreatment and neglect by parents to children who are the responsibility has been growing almost exponentially. This topic is not current, since they already exist in our records ancestors of situations of abuse with children and situations of slavery. As we know the effects of abuse is not just physical evidence such as bruises, bites ... These can still be affective, social, behavioral, or even cognitive. This can take to a deficit in the development of an individual. In general, with questionnaires being administered, with home visits and training sessions of parenting skills was apparent that parents can identify which types and signs of abuse as well as the behaviors that are identified as such. With the implementation of parenting skills program saw improvements in parenting styles of the parents involved as well as the family atmosphere and organization of housing.
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Arca, Genevieve Cordero. "The impact of siblings and parenting style on social skill development in young adult females." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1892.

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Quintana, Frances. "Parent skills training for individuals in substance abuse treatment." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3066.

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This study examines the relationship between substance abuse and the need for parent skills training. Predicted is that adults in substance abuse treatment are likely to be in need of parent skills training. Previous research has associated the lack of parent skills with inept parenting practices that often leads to developmental problems in children.
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Golley, Rebecca Kirsty, and rebecca golley@gmail com. "FAMILY-FOCUSED MANAGEMENT OF OVERWEIGHT IN PRE-PUBERTAL CHILDREN – A RANDOMISED CONTROLLED TRIAL." Flinders University. Medicine, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20061018.021848.

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Over a quarter of children and two thirds of adults in Australia are overweight, with these estimates reflecting global trends. The literature review in Chapter 1 highlights that treatment of childhood overweight is an important part of the public health approach required to address the obesity epidemic. Energy moderation, behaviour modification and family support are the cornerstones of treatment of childhood overweight. However the evidence to guide best practice is limited, with a call being made for well designed studies to inform age-appropriate effective, long term child weight management. Studies are needed in a range of populations and to assess a range of health outcomes. This thesis tested the hypothesis that, pre-pubertal children whose parents participate in a parent-led, family-focused child weight management intervention comprising parent skills training and intensive lifestyle education will have adiposity, metabolic profiles and indicators of physical and psychosocial functioning after 12 months that are a) improved compared to children wait listed for intervention and b) no different to children whose parents participate in parenting skills training alone (without intensive lifestyle education). Methods of the randomised controlled trial undertaken with 111 overweight, pre-pubertal 6-9 year olds to test this hypothesis are detailed in Chapter 2. Parents were defined as the agents of change, responsible for attending intervention sessions and implementing family-focused lifestyle change to support child weight management. Two interventions, both utilising parenting skills training, but differing in the presence or absence of intensive lifestyle eduction were compared to a group waitlisted for intervention with a brief pamphlet. Program effectiveness was defined in terms of adiposity together with broader health and evaluation outcomes. Chapter 3 describes the study population, their flow through the study, the primary outcome BMI z score and waist circumference z score. With parenting plus intensive lifestyle education there was a 10% reduction in BMI z score over 12 months. However this was not statistically different to the 5% reduction observed with parenting alone or intervention waitlisting. There was a significant reduction in waist circumference between baseline and 12 months with parenting alone and parenting plus lifestyle education, but not waitlisting. There was a group, time and gender interaction, with boys receiving intervention having greater reductions in adiposity. In determining intervention effectiveness, growth, metabolic profile and psychosocial outcomes are presented in Chapter 4. While there were limited improvements in metabolic profile and body dissatisfaction, significant improvements were observed in parent-perceived HR-QOL relating to psychosocial and family functioning. Improvements were confined to the intervention groups, parenting plus lifestyle education more than parenting alone. Chapter 5 presents the study process and impact evaluation. Parents were satisfied with the program and reported that it provided the type of help they wanted. Personal, rather than program factors such as work and family commitments limited intervention attendance to 60%. Child health behaviours and parental weight status show positive change in all groups, but favour intervention. Chapter 6 highlights key findings, study strengths/limitations and areas for further research. In conclusion, a parent-led family-focused intervention utilising parenting skills training and healthy family lifestyle is a promising intervention for young overweight children.
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Bernal, Crystal. "Parenting Skills for Young Dads in Detention| Breaking the cycle of abuse and neglect A grant proposal." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523259.

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Common themes that arise in working with adolescent mothers are the lack of involvement from incarcerated adolescent fathers and the scarcity of services available for them. This grant proposal targets incarcerated adolescent fathers and their families to establish healthy, long-lasting relationships through the provisions of educational and parenting skills. Children with adolescent fathers who are incarcerated suffer the most consequences. Thus, efforts promoting father involvement intent to also ameliorate child abuse, neglect, and maltreatment. Parenting Skills for Young Dads in Detention (PSYDD), provides psycho-educational and supportive services through a 10-week program, along with a father-child relationship-building component to focus on improving the quality of relationships between the fathers, their children, and the mothers of their children. The proposed program will promote the strengthening of family ties. The actual funding and submission of this grant proposal were not requirements for the successful completion of this project.

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Stein, J. Paul III. "The Effects of Core Parenting Skills and Treatment Exposure on Behavioral Outcomes at the End of Childhood." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812708.

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This study employs structural equation modelling to analyze core parenting behaviors developed from Baumrind’s paradigm through a social learning lens. It applies then to a non-clinical, ethnically diverse, urban population in the United States. It analyzes relationships of behavioral management, parent-child relationship, problem solving and communication, and parenting stress to child behavioral outcomes at the ninth year including mediation and moderation effects at years 1, 3, and 5. Treatment exposure was explored as a major moderator of pathways. Behavioral management, problem solving and communication, and parenting stress at year 5 predict child behavioral outcomes. Parent-child relationship at years 1 and 3 predict improvements in child behavioral outcomes. Contrary to expectation, prediction of outcomes from both parenting stress and behavioral management at year 3 is negative: increases in the use of spanking and in stress increased positive behaviors. The effects from these at year five, however, are consistent with previous literature. Key mediations are behavioral management and problem solving and communication of parent-child relationship year 3 effects. The moderation by treatment exposure is significant in increasing the effect of parenting stress and problem solving and communication. The application of core parenting skills provides useful pathways for increasing positive behavioral outcomes and for prevention of behavioral problems in early adolescence. Such prevention should focus on resiliency and early parent-child relationship. Future research should focus on additional moderating and moderated mediational pathways and analysis of the elements of treatment exposure. Keywords: parenting behaviors, child behavioral outcome, treatment exposure

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Rodriguez-Del, Valle Chantell A. "The Effects of Role-Playing on the Development of Adaptive Skills in a Parent Training Program." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3853.

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Parent training programs are widely used to remediate ineffective strategies being used by parents of children with maladaptive behaviors. While there are a multitude of parenting workshops available, it has been estimated that over half have no established effectiveness. The purpose of this study was to advance our knowledge regarding the effects of modeling and role-playing (in an experimentally controlled design), used to supplement the parent workshop called “Winning at Parenting” and enhance development of adaptive parenting skills of participants. This study trained parents in the behavioral techniques of clear communication, differential attention, and time-out procedures via modeling by the instructor, roleplaying with the parents, and instructor feedback to parents. A multiple-baseline design across four participants was used in an experimentally controlled manner to demonstrate the positive effect of modeling and role-playing on the development of these adaptive skills in a parent training program. Two research questions were analyzed. The first considered whether participants would increase their use of adaptive parenting strategies via modeling, role-playing and instructor feedback, within the multiple baseline design. The results clearly showed a mean increase in correct demonstration of each target behavior for each parent only after the treatment condition was introduced, indicating a significant treatment effect. Furthermore, because there was no overlap of data points from baseline to treatment, changes in level were evident, providing a strong case that behavior was changed due to treatment effects. Although trend of the behaviors in baseline varied, data points in the treatment phase for each target behavior for each parent made such a dramatic and immediate jump that they each were indicative of a treatment effect. These findings are consistent with previous research demonstrating that the use of modeling and roleplaying are superior to readings and lecture-style for parent training programs. The second question considered whether or not parent’s ratings of competence, depression, and life stress, as measured on the Parenting Stress Index (PSI), would change as a result of the intervention. Results showed no clear trends in data for the effects of treatment on the PSI scores.
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