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1
Lai, Yuk-ching, and 黎玉晶. "Systematic training for effective parenting (STEP): its applicability for the Chinese parents of primaryschool age children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977388.
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Lai, Yuk-ching. "Systematic training for effective parenting (STEP) : its applicability for the Chinese parents of primary school age children in Hong Kong /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745244.
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Smith, Dianne M. "Parent Training and Guided Imagery: Comparison of a Traditional and a Modified STEP Program." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278464/.
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The effectiveness of guided imagery as an enhancement to the Systematic Training for Effective Parenting (STEP) program was explored during a shortened 8-week program using three parent groups of elementary-age students matched for parent training experience and couple participation: a) an imagery-modified STEP group (STEP-Im, n = 14); b) a traditional STEP group (STEP, n = 14); and c) a drop-out comparison group (n = 10). Guided imagery consisted of centering exercise(s) for focus and concentration; structured imagery of Adlerian concepts; and open-ended role-assumption imagery for clarifying personal values, the perspectives of others, and concept practice.
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Damrad, Anne E. "Evaluating a parent training program : scale analysis and the effects of systematic training for effective parenting (STEP) on child and parent behavior /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225316.
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Gibson, David G. "A Meta-Analytical Review of the Literature on the Efficacy of the Systematic Training for Effective Parenting (STEP) Program." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/6063.
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An analysis of previous reviews of the parent education literature revealed that few reviewers have incorporated sound methodological practice in their review process. Most reviewers included too few studies and ignored important information about the primary research studies that they reviewed. The Systematic Training for Effective Parenting (STEP) program has received less attention from reviewers than any of the other popular programs and information about its effectiveness is lacking.
Forty primary research studies, addressing the effectiveness of the STEP program, were located and analyzed using the meta-analytic method of review. Research questions for this study addressed the issues of effectiveness in terms of parent and child attitude change, behavioral change, psychological functioning, changes in self-esteem, changes in the family environment, and changes in parent/child interactions.
The variables that were coded and analyzed included the quality of the study, the publication source, socioeconomic status of the family, special parent characteristics (e.g., drug-addicted, abusive, Chicano, foreign), any children's handicaps (e.g . , learning disabled, Title I), type of group leader (professional or nonprofessional), type of tapes used (audiotape or videotape), design methodology, type of program participants (e.g., only mothers, couples, mixed parent groups), age of parents, education of parents, and age of child(ren). The dependent variables were coded and categorized into nine categories for parent measures and five categories for child measures . Effect sizes were computed for both immediate effects (immediately following treatment) and follow-up effects (after a designated elapsed time).
Moderate effect sizes were found which diminished with the passage of time. The STEP program was found to be more effective with couples than with mothers or with mixed parent groups. In addition, the program was found to be more effective with younger, less educated parents with younger children. Also, although representing only a few studies, it was found that exposure to the STEP program was associated with larger effect sizes for abusive and drug-addicted parents.
Regression analyses were conducted for selected dependent measures, and raw score prediction formulas were constructed using the age of parents, age of children, and education of parents as predictor variables. Suggestions are made for future research directions in the area of parent education and, specifically, changes in the STEP program that might add to its effectiveness.
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Gill, Andrew Nicholas. "What makes parent training groups effective? : promoting positive parenting through collaboration." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/31260.
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The research investigated 60 parents with conduct disordered children (49 were female and 11 male, 45 had partners and 15 were lone parents, 7 attended with their partners). Forty nine parents joined one of two parent training programmes, in order to compare and contrast effectiveness and to identify essential or core therapeutic variables. Six groups were measured against a non-treatment control group (n=11). Three groups (n=27) used the Fun and Families programme (Neville, King and Beak, 1995) whilst a further three (n=22) completed the WINNING programme (Dangel and Polster, 1988). Additionally, a sample of parents (n=35) attended an ongoing Parent Support Group in order to further evaluate the impact on the maintenance and generalisation of change. Qualitative and quantitative measures were used to evaluate group process, consumer satisfaction, attitudinal shift and child behaviour change (Eyberg Child Behaviour Inventory; Eyberg, 1980). Parental reporting was cross checked through direct observation tests administered within the natural home setting. Parents were followed-up at two weeks, three months, nine months and two years. Outcomes demonstrated there was no major significant difference between the two groupwork programmes; providing evidence that Group Leaders can achieve just as effective results by teaching intervention skills (WINNING programme) without the need for group members to carry out their own assessment (Fun and Families programme). Both programmes received significantly high consumer satisfaction ratings. Those parents who attended parent training reported significantly less child conduct problems when compared against the Control Group. Over time though (two years) there was no overall evidence to indicate a significant maintenance effect. Levels of self-efficacy and positive regard towards children did improve significantly as well as the quality of parent-child interaction; matched by a reduction in observed child behaviour problems within the home. The Control Group failed to achieve such improvements. There was no quantitative confirmation of the hypotheses that parental involvement with an ongoing support group facilitated the maintenance and generalisation of change over time and settings.
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Newcomer, Andrea L. Ala'i-Rosales Shahla S. "A systematic replication of the family connections parent-toddler training program." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9921.
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Newcomer, Andrea L. "A systematic replication of the Family Connections parent-toddler training program." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9921/.
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As more toddlers are being diagnosed with autism there is an increased need for very early intervention. Preliminary research on interventions suggests toddlers can make important developmental progress and that parents can be part of the intervention process. The purpose of this study was to systematically replicate a parent training program reported by Alai-Rosales et al. (2009). Specifically, the present study taught parents a set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Baseline-intervention conditions were replicated across four parent-toddler dyads in order to assess the effects of training on parent and child behaviors. Results indicated increases in parent teaching behaviors, the child targeted behavior (facial orientation), as well as a non-targeted skill, joint attention. Findings are discussed in relation to the challenges of intervention and considerations for future research.
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Broome, Jessica L. Ala'i-Rosales Shahla S. "Toward a systematic method of evaluating favorable conditions in a parent training program the pursuit of happiness /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3995.
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Corralejo, Samantha M. "Technology in Parenting Programs: A Systematic Review and Pilot Study of an App-Based Intervention for Latinx Families." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7661.
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Technology and psychological treatments have increasingly been used together to increase the reach of psychotherapy and potentially reduce treatment costs. This research focused on how technology has been used to deliver or facilitate treatments focused on behavioral parent training. Behavioral parent training is a research-supported method of improving parenting skills and child behavior. We first reviewed any existing research on the topic, and found that treatments that used technology to teach parenting skills were generally successful at improving parent and child behavior. The review also identified many research questions that have yet to be answered about the cost of such interventions, how they work with diverse groups of people, and what makes someone likely to stay with the treatment. The next study in this research project tested a shortened version of a technology-based treatment adapted from a group-based manual that was created for Spanish-speaking families. The program was called Padres Preparados Online (Prepared Parents Online), and it taught three parenting skills on a system that was available online or using an app. Parent coaching, typically carried out in in-person groups or on the phone, was also conducted online. Parents uploaded videos of themselves to an online system and the therapist would record and post video, audio, and text coaching comments to support parents in strengthening the skills they were learning. Results showed that parents and children improved in a variety of ways, ranging from decreased problematic child behavior to decreased parenting stress. This study demonstrated that technology can be used to deliver a parenting program to Latinx families, and helped the study team identify limitations and questions for future research.
This research was financially supported by the Utah State University Psychology Department and Emma Eccles Jones College of Education and Human Services.
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Henderson, Joan Connell. "Effects of parent education training of the self-concept and knowledge of effective parenting practices of incarcerated mothers." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3347.
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The purpose of this study was to examine the effects of a parent education program on the self concept and parenting knowledge of incarcerated mothers. Subjects were 97 volunteer incarcerated mothers at a northern California facility for women inmates. Participants were randomly assigned to treatment and control groups and were administered pre- and posttest measures immediately before and after treatment. Instruments used were the Tennessee Self Concept Scale (TSCS) and the Henderson/Trotter parent inventory (HIT). Analysis of covariance and the product-moment coefficient r were used to assess the effects of parent education on the self concept and parenting knowledge of mothers. Additional analysis was done to assess specific demographic/personal factors in relation to the treatment. Major findings of the study were: (1) Parent education did significantly effect the parenting knowledge of the participants at the.001 level. (2) Parent education did not significantly change the self concept of participants over a nine-week period. (3) Results of the posttest scores on the Henderson/Trotter parent inventory were significantly higher, at the.01 level, for mothers reporting abuse versus those reporting no abuse. (4) The mean posttest scores for abused mothers versus non-abused mothers was significantly higher at the.01 on three level of the TSCS dimensions: moral-ethical self, personal self, and family self. Scores were reversed for the two groups on the following dimensions: general maladjustment, personality disorder, and neurosis scales. These findings indicate a more positive effect from the parent education program on mothers reporting abuse versus those reporting no abuse. (5) Posttest scores were significantly higher for mothers reporting "prior record" versus "first offense" on the TSCS defensive positive scale and personality disorder scale indicating the parent education training had a more positive effect on those mothers who reported a "first offense". (6) Results of posttest scores were significantly higher for court-ordered mothers versus optional participation on the personality disorder scale suggesting that treatment was more effective for those mothers optionally participating.
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Broome, Jessica L. "Toward a systematic evaluation of evaluating favorable conditions in a parent training program: The pursuit of happiness." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3995/.
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Research has shown that parents of children with disabilities, such as autism, experience significantly higher stress levels than parents of typically developing children. It has been suggested that parent education programs, in particular naturalistic communication training, will reduce parental stress. Most of the literature in this area has relied on parental reports and has only focused on decreasing stress and has not directly addressed increasing alternate feelings, such as happiness. In different but related areas of behavior analysis, an emphasis has been placed on the importance of happiness as a quality of life indicator and that the development of multileveled assessment is sorely needed. This study was designed to analyze one set of measures within a data-based intervention program for parents of toddlers with autism. The Family Connections Project (FCP) is a parent training project designed to enhance the quality of relationships for families who have toddlers with autism. Within this project parents are taught to identify and arrange opportunities to interact with their children in ways that will increase motivation and social responsivity. This study looked at the collateral effects of this training program and investigated if FCP affected the relationship between parents and their toddlers; of particular interest was parental happiness. Video taped assessments were used as a direct measure to collect indices of parental affect/happiness (e.g., smiles). Independent judges' ratings were used in comparison with a controlled parent-child dyad. Furthermore, pre and post parental goals, descriptions, and satisfaction surveys were analyzed in the context of the parental happiness indices. Results were evaluated in a multiple baseline design across child skills and are discussed in the context of parent and child's targeted behavior changes and collateral outcome measures.
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Fawns, Kirsty. "Parenting and child externalising behavioural problems : an exploration of the role of parental cognitions and characteristics." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33137.
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Background/Aims: Understanding predictors, moderators and mediators of child externalising behaviour problems could lead to improvements in engagement and outcomes for children and their families. Parental cognitions, including self-efficacy and attributions, have been proposed as mediators in the relationship between parenting and child behaviour problems. Although mediation is increasingly recognised as an effective way of examining relationships between variables, only a small proportion of studies that identify potential mediators actually conduct a mediation analysis. This thesis consists of two studies: a systematic review (Journal Article 1) and an empirical study (Journal Article 2). The systematic review investigated the ways in which mediation analysis has been used to examine the role of parental cognitions in studies of child behavioural problems, and to assess the methodological quality of these studies. The empirical study investigated the role of parental cognitions and characteristics in relation to pre-school child externalising behaviour problems. Methods: In Journal Article 1, a systematic search of three electronic databases, a quality assessment of included studies, and a subsequent narrative synthesis were conducted. In Journal Article 2, 125 parents of children aged 3-6 years old attending a community-based parent management training programme, across three local authorities, completed a battery of self-report questionnaires before and after the intervention. Correlational and mediation analyses were conducted to investigate relationships between child behaviour and parental attachment style, metacognition, dysfunctional attributions and parental stress. We also tested the possibility that parents' reported levels of stress and child behaviour problems, and their demographic variables, played a role in whether they completed the intervention. Results: In Journal Article 1, after screening, 14 studies were reviewed using an adapted quality criteria tool. The most commonly studied parental cognition was parental self-efficacy, with a small number of studies investigating parental attributions. A variety of approaches to mediation analysis had been used and caution should be exercised when interpreting the results of many of the reviewed studies. Despite a growing recognition of the limitations of some traditional methods (e.g. causal steps approach), research into mediators of child externalising behaviour could be improved by a wider adoption of more appropriate tools, in line appropriate theoretical frameworks. In Journal Article 2, as hypothesised, the results indicated significant relationships between parents' attachment insecurity and baseline levels of parental stress, parental attributions and child behaviour problems. Support was found for the hypothesis that parental attributions mediated the relationship between attachment insecurity and child externalising behaviour problems. We did not find significant that any demographic variables other than parent age predicted whether parents completed the programme. Conclusions: Taken together, the two studies provide evidence of a complex relationship between parental factors, particularly parental cognitions, and externalising child behaviour problems. The systematic review found some evidence that parental cognitions mediate how aspects of parenting (e.g. behaviour and affect) and child externalising behaviour problems are associated, and the empirical study also showed that parental attributions are important in relation to child behaviour problems. Of particular interest was the finding that they mediate the relationship between child behaviour problems and attachment insecurity. However, to advance the field both theoretically and clinically, future studies should endeavour to ensure adequate sample size and power, using optimal study designs, in conjunction with strong theoretical grounding. Exploring cognitive mediators beyond self-efficacy, such as parental attributions, will allow us to further develop our understanding of the relationship between child behaviour and parenting.
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Whaley-Carr, Anna Marie. "Is video modeling enough to teach parent-child interactions? Toward a systematic evaluation of the key components of video modeling." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6040/.
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Parent-child interactions help set the foundation for a child's development. It is therefore important to investigate the relative efficiency and efficacy of procedures used to train them. One procedure that researchers continue to explore is video modeling. The current study evaluated the effect of a video model that displayed favorable parent-child interactions and a modified model with embedded instructions to determine if the introduction of either of these models would alter parent-child interactions. Both models were presented alone without supplemental guidance. Three families were involved in the study. The results showed no systematic change across families or conditions as a result of video viewing and are discussed within context of the needs of the parent, adequate stimulus control, community to support behavior change, measurement sensitivity, and influence of methodology. This study provided a great baseline for future studies to explore the necessary components to create an effective video model.
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LIU, ZI-YIN, and 劉姿吟. "An investigation of the effects of the modified systematic training for effective parenting program." Thesis, 1992. http://ndltd.ncl.edu.tw/handle/01730461308081338998.
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Cheng, Loh Chwee, and 盧水清. "In Research of the Experience of Systematic Training for Effective Parenting in Chinese Community of Malaysia." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/23364198703184099252.
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碩士國立彰化師範大學
輔導與諮商學系所
104
In Research of the Experience of Systematic Training for Effective Parenting in Chinese Community of Malaysia Abstract For the past 15-years, the Researcher gets himself involved in the campaign to promote the Systematic Training for Effective Parenting (STEP) in Chinese Community of Malaysia by the United Chinese School Teacher Union of Malaysia (UCSTUM). Being one of the beneficiaries and facilitators, the Researcher witnessed himself the effectiveness and the impact of STEP. Nevertheless, the program seems to encounter difficulties in one way or another after 15-years. Hence, the Researcher intended to investigate and to reveal the truth through qualitative method. Those parties involved and being invited for the Research are UCSTUM, the Collaborators and the Facilitators. Their experiences were to be collected through face-to-face interviewing. Upon that, those data were being coded, categorized and contextualized. Further to that, the data is being itemized under three categories, i.e. UCSTUM, the Collaborators and the Facilitators. The Campaign is being evaluated from different angles and points of views as to reflect the truth. Conclusions were listed and suggestions were being made. The Researcher hopes that the others would go in-depth further regarding the effectiveness of STEP in Chinese Community of Malaysia. With that, education on family could be expanded and the influence would be achieved. The followings summarize the factors of the Research: 1) The choice in introducing STEP into Malaysia by UCSTUM is of far-seeing decision. It benefits many families of the Chinese community of Malaysia. 2) STEP is found suitable for the Chinese community of Malaysia though it was developed by the Westerner. Those principles and techniques are workable and able to implement in the Chinese community of Malaysia. 3) The Learning Group that is formed as part of the program is able to promote and to deepen those family education concepts and techniques of STEP. The Researcher sincerely wishes that the Program be still promoted, and, to be introduced and accepted by the community. Keywords: UCSTUM, STEP, Collaborators, Facilitators.
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Tseng, Jia-Yan, and 曾家炎. "The Effect Research of the Systematic Training for Effective Parenting Course on Parents’Rearing Attitude and Parent-Child Relation Satisfaction." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74119486140725743307.
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碩士中國文化大學
生活應用科學研究所碩士在職專班
94
Abstract The purpose of this study is to identify the appropriaty of applying group training when Systematic Training for Effectiveness Parenting (STEP) course is applied to consult the elementary school students’ parents. It also looks into the satisfactory of the consulted parents and the immediate and the follow-up effects after the course has been taken. Quasi-Experimental method was used in this research, sampling the thirty parents by purposive sampling of Guang-fu elementary school. The assignments received the Systematic Training for Effectiveness Parenting course, which was held three hours a week for ten continuous weeks. “Parents’ Rearing Attitude”, “Parent-Child Relation Satisfaction” and ” Course Realization” were administered to serve the purpose. The two-tailed t-tests of pair sample was adopted to analyze the pre-test, post-test and trace-test data obtained from the one single experimental group, and the independent sample was adopted to analyze only the pre-test and trace-test data. It is not only offering course narration, it also offers “Homework”,“The Session Course Feedback Form” and “The Comprehensive Course Feedback Form” for parents after class were served to be the adjunct instruments of evaluation. The research results are listed as follows: 1. The parents who took the test are progressing obviously in Parents’ Rearing Attitude, The average scores gained by the post-test were significantly higher than the pre-test in the total scale and the four subscales of “Confidence”, “Causation”, “Acceptance” and “Understanding”. And these results remained in the one month follow-up evaluation. 2. The parents who took the test are progressing obviously in Parent-Child Relation Satisfaction. The average scores gained by the post-test were significantly higher than the pre-test in the total scale and the two subscales of “recognization ” and “Emotion”. And these results remained in the one month follow-up evaluation. 3. The parents who took the test are progressing obviously in Course Realization. The average scores gained by the post-test were significantly higher than the pre-test in the total scale. And these results remained in the one month follow-up evaluation. 4. The parents who had more than two children had obvious improvement in Parents’ Rearing Attitude and Parent-Child Relation Satisfaction, but not significantly. 5. After taking the Systematic Training for Effectiveness Parenting course, parents have the most significant improvement in “understanding”. 6. After taking the Systematic Training for Effectiveness Parenting course, parents have the ability to be self-conscious and self examine promptly. 7. Parents originally have incorrect rearing attitude were corrected within the Systematic Training for Effectiveness Parenting course. 8. The comments from the group parenting were positive. In conclusion, based on the research result, the researcher made some suggestions as references for general parents, school and government training and future related study. First of all, Systematic Training for Effectiveness Parenting (STEP) course is a suitable program that advances “Parents’ Rearing Attitude” and “Parent-Child Relation Satisfaction”. It is recommended that parents can participate more in this course for the reason that parents can develop knowledge of democratic rearing. For those parents who have two or more children, they should pay more attentions on educating their children in compare to those who only have one child. Parents should have the ability to be self-conscious and self examine promptly while educating their children, and focusing on children’s unseen behavior. Secondly, school should encourage its parents and teachers to attend the Systematic Training for Effectiveness Parenting course as much as possible. And lastly, government related departments should establish education funds for Parent-Child rearing needs and consider making male parent involve in child rearing as a requirement. Keyword: Systematic Training for Effectiveness Parenting (STEP), Parents’ Rearing Attitude, Parent-Child Relation Satisfaction, Course Realization.
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Gillette, Nicole Y. "Evaluation of the use of a systematic training for effective parenting program modified for low-income Puerto Rican parents of preschoolers." 1989. https://scholarworks.umass.edu/dissertations/AAI9011728.
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Research in parent training programs has shown that STEP (Dinkmeyer and McKay, 1976) can be presented in less than nine weeks, but little information exists with regard to its use with populations other than middle-class parents, and no studies have focused on presenting the program to low-income Puerto Rican parents. To test whether the STEP program (Spanish translation) would work with Puerto Ricans, twenty-four low-income Puerto Rican volunteer mothers of three and four year olds from a pre-school were randomly assigned to one control and one experimental group. Beside the "group" condition with subjects taking the training in consecutive weeks, there was, based on convenience to parents, an "individualized" condition in which subjects had individual appointments and rescheduled as needed. The modified program was taught in four sessions; the cuts involved focusing on the skills and omitting the discussions. A T-test revealed a significant improvement in experimental mothers' knowledge of the course material (T = $-$2.58, p =.033). A two-way ANCOVA showed a significant change in mothers' attitudes regarding their child behavior on an adapted APACBS (F = 4.7, p =.048) but not on the 32-item APACBS scale (F=.033, p =.85). A qualitative analysis revealed clinically significant changes of behaviors. Six of the ten experimental mothers when asked at post-test what they were doing regarding the target behavior they selected for their child focused on their own parental behavior and limitations. In contrast, control group parents focussed strictly on punishment or its absence. Some parents prefer to join large groups while others wanted the program on an individual basis. Very high interest for the program and training was expressed.
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Steenburg, Wesley Ryan. "Effective Practices for Training Parents in Family Discipleship: A Mixed Methods Study." Diss., 2011. http://hdl.handle.net/10392/2849.
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The churches concern for the youth and children is not a new concern. This concern has been a topic of the church for many generations. The church has responded in the past by establishing programs such as Sunday school and youth group. Of more recent years, the church has sought ways in which to raise the perception of the parents in the church. Some churches have taken strides in an effort to raise the awareness of the parents' responsibility in the home, and others to raise the awareness of the possibilities available at church.
This two-phase sequential mixed methods study explored the best practices for training parents for household family discipleship among churches identified as holding, and conducting, a family ministry approach. The first phase of this study quantitatively surveyed parents to determine the practices and perceptions within the home. The second phase of this study qualitatively explored the practices and customs of the identified churches to better understand which practices may or may not be most effective in training parents for household family discipleship.
The quantitative data were collected via an online hosting company, and the results then run through a variety of analysis such as Pearson's r, ANOVA, and a full regression analysis. The data indicate that the better a parents' perception of their role as the primary discipler, the more frequent the discipleship practices. Overall, 7 specific practices were identified through the qualitative data collection as being effective practices to train parents in household family discipleship.
KEYWORDS: family discipleship, family ministry, family integrated, family equipping
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Yen, Pi-hui, and 顏碧慧. "An Ivestigation of the Effects of the Family System Training Pro -gram for Single-Parenting Effective." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/64144252483976747614.
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碩士文化大學
兒童福利學系
82
During the Transition period﹐parent education model has become more multiple in order to meet the society requirement. The study based on Family System theory. According to the situation of single-parent,the researcher compiled the family system training program. The purpose of the study were to investigate the effects of the program on single-parent family. Twenty-four single mothers were randomly assigned into exper- imental, contrast and control group. ANCOVA were adopted to analyce data obtained from above scales. Furthermore,the indiv- idual analysis of the subjects were carried out to evaluate the effects of the training program. The major research findings were as follows: 1. In terms of mother-child relationships﹕the authoritative mother -child relationships revealed more significant differences among the experimental group﹐contrast group and control group. There were no significant differences on the loving mother-chilr relationships among the experimental group﹐contrast group and control group. 2. In terms of the way of the mother''s child-reaning and child'' satisfaction﹕there were significant differences on mother''s response and satisfaction between the experimental group and the control group. However﹐there were no significant differences on mother'' s demand and satisfaction among the experimental group, contrast group and control group. 3. According to the individual data,the research findings were﹕ Family system Training Program for Single-parenting Effect -ive had good influence on family rules,subsystem boundary,the awareness of mother''s role, the awareness adjustment of emotion, the skills of communication and problem-soloving. In conclusion,Family System Training Program revealed improve- ment on mother-child relation in single-parent family,mother''s child-rearing attitude and child satisfaction. In future﹐it will become a popular model in parent education.
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Ramiah, Joyce. "The critical role of an effective systematic training evaluation practice on learning value within a state owned company : a review and critique." Diss., 2014. http://hdl.handle.net/10500/13743.
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The critical role that an effective systematic training evaluation practice plays is in its ability to collect value systematically. The collected data is utilised to make a judgement or to evaluate learnings contribution. Without the training evaluation practice learning value is obscured.
The instructionnal systems design (ISD) Addie is assessed as the systematic structure that can greatly assist the training evaluation practice. It supports the proposal of collecting value throughout the training lifecycle for the holistic view of learning value. The Kirkpatrick and Phillips (K/P) summative framework will be used to assess the current practice in collecting post-learning data.
Addie was highly valued by the survey participants. The current summative practice in the organisation stops mainly at level two of the Kirkpatrick/Phillips model. The practice lacks comprehensive data collection at recommended best practice levels and is therefore, not effective, efficient and systematic in its approach to declare learning value.Human Resource Management
M. Tech. (Human Resource Management)
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Surr, Claire A., C. Gates, Donna Irving, Jan R. Oyebode, Sarah J. Smith, Sahdia Parveen, Michelle Drury, and Alison Dennison. "Effective Dementia Education and Training for the Health and Social Care Workforce: A Systematic Review of the Literature." 2017. http://hdl.handle.net/10454/12961.
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yesEnsuring an informed and effective dementia workforce is of international concern; however, there remains limited understanding of how this can be achieved. This review aimed to identify features of effective dementia educational programs. Critical interpretive synthesis underpinned by Kirkpatrick’s return on investment model was applied. One hundred and fifty-two papers of variable quality were included. Common features of more efficacious educational programs included the need for educational programs to be relevant to participants’ role and experience, involve active face-to-face participation, underpin practice-based learning with theory, be delivered by an experienced facilitator, have a total duration of at least 8 hours with individual sessions of 90 minutes or more, support application of learning in practice, and provide a structured tool or guideline to guide care practice. Further robust research is required to develop the evidence base; however, the findings of this review have relevance for all working in workforce education.
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Alexander, Anthony Daniel. "Effects of the S.T.E.T. Program on teachers' efficacy, locus of control, and strategies for classroom management /." 1987. http://collections.mun.ca/u?/theses2,5877.
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