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McInnis-Dittrich, Kathleen. "Violence Prevention: An Ecological Adaptation of Systematic Training for Effective Parenting." Families in Society: The Journal of Contemporary Social Services 77, no. 7 (July 1996): 414–22. http://dx.doi.org/10.1606/1044-3894.941.
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The author examines the utilization of a standardized parent-training program, Systematic Training for Effective Parenting (STEP), in an isolated community in the Appalachian mountains where domestic and societal violence widely occurs. Based on the experiences of the parent educator and parents participating in the training, the STEP program is adapted to address the sociocultural context of child rearing according to an ecological model of child-abuse prevention. Recommendations are offered for implementation of a similar program in other environments in which violence is prevalent.
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Jonyniene, Jolita, Roy M. Kern, and Kelly P. Gfroerer. "Efficacy of Lithuanian Systematic Training for Effective Parenting (STEP) on Parenting Style and Perception of Child Behavior." Family Journal 23, no. 4 (March 9, 2015): 392–406. http://dx.doi.org/10.1177/1066480715574473.
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Snow, Jason N., Roy M. Kern, and William L. Curlette. "Identifying Personality Traits Associated with Attrition in Systematic Training for Effective Parenting Groups." Family Journal 9, no. 2 (April 2001): 102–8. http://dx.doi.org/10.1177/1066480701092003.
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Ladis, Barry A., Mark Macgowan, Barbara Thomlison, Nicole M. Fava, Hui Huang, Elisa M. Trucco, and Marcos J. Martinez. "Parent-Focused Preventive Interventions for Youth Substance Use and Problem Behaviors: A Systematic Review." Research on Social Work Practice 29, no. 4 (February 8, 2018): 420–42. http://dx.doi.org/10.1177/1049731517753686.
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Research indicates substance use initiation increases the risk of other youth problem behaviors and substance dependence. Preventing these problematic behaviors through parenting has the potential for avoiding deleterious consequences for youth, their families, and the community. Purpose: This systematic review provides an assessment of parent-focused preventive interventions that are effective in preventing early substance use (SU) and other problem behaviors among youth. Method: A systematic search following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was conducted to identify prevention studies. Studies were then assessed utilizing the Society for Prevention Research (SPR) efficacy criteria. Results: Ten studies, utilizing 11 preventive interventions, met all inclusion criteria. Discussion: The efficacious interventions emphasized parent skills training and engagement, were school-based, and utilized multiple prevention strategies. The Strengthening Families Program met the most SPR efficacy criteria. This review suggests parenting interventions are effective at preventing early youth SU and other problem behaviors. Implications for social work practice are discussed.
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Butler, J., L. Gregg, R. Calam, and A. Wittkowski. "Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature." Clinical Child and Family Psychology Review 23, no. 2 (December 10, 2019): 176–204. http://dx.doi.org/10.1007/s10567-019-00307-y.
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AbstractSupporting parents to meet the challenges of their caregiving role is identified as a public health concern and a priority in policies internationally. Quantitative research has established the efficacy of parenting programmes but less is understood about the key aspects that make interventions meaningful and helpful to families. We aimed to explore parents’ experiences and perceptions of parenting programmes in order to highlight the parent voice and identify key factors that parents perceive to be meaningful and improve our understanding of the acceptability and perceived benefits of parenting programmes. Six key electronic databases were searched systematically for qualitative research and eligibility for inclusion was established. A thematic synthesis was undertaken. Twenty-six studies were included, spanning 17 years of parenting research and involving 822 parents. Three main themes and nine subthemes were identified: (1) a family’s journey (prior to the parenting programme, outcomes (including changes in the parent, child and wider family) and post-intervention), (2) aspects perceived to be important or valuable (group leader or facilitator, programme content and delivery and value of the group) and (3) challenges or difficulties (barriers to engagement or attendance, programme content and suggestions for improvement). Reported outcomes of parenting programmes included changes in the parent alongside changes in the child and family more widely. Key recommendations to improve provision of accessible, clinically and cost-effective interventions for parents include ensuring high-quality training and supervision of facilitators, balancing flexibility and fidelity to ensure tailored content to meet individual needs, a sensitivity to parental adversity, the need for wider familial support and the availability of ongoing support following the end of a parenting programme.
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Gerdts-Andresen, Tina. "Circle of Security - Parenting: A Systematic review on Effectiveness of use of the parent training program within Multi-problem Families." Nordic Journal of Social Research 12, no. 1 (January 31, 2021): 1–26. http://dx.doi.org/10.7577/njsr.3482.
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Introduction: Circle of Security-parenting (COS-p) is a simplified, relationship-based programme with the intention of developing parents’ observation and inferential skills related to understanding their child’s needs, increasing sensitivity to their child, aiding in emotional regulation, as well as decreasing any of their negative attributions to their child. COS-p is a widely used parenting programme that is gaining global popularity, as it is currently being delivered across several continents. Despite being one of the most frequently used interventions in Norwegian child protective services (CPS), no research has been conducted on this programme’s effectiveness when used in the CPS context. This study therefore aims to establish a systematic overview of the programme’s effectiveness for families within the CPS system, regarding both caregivers and benefits for the children. Method: The database searches were originally conducted in June 2018 and updated in April 2020, encompassing 13 international bibliographical databases. The search for grey literature was conducted, and the generated articles these were then manually searched. A non-statistical narrative approach was used to analyse the studies due to the heterogeneity of the outcome measures. Research studies on the effectiveness of COS-p intervention, where the participants reported a minimum of two specifically defined risk factors, were included for further analysis. Results: Seven studies met the inclusion criteria. The studies included in the review focus on a diversity of separate and isolated factors concerning caregivers but not the effect of the accumulation of risk factors and how this may or may not influence the potential effectiveness of COS-p. The findings’ strengths include some improvements in reducing parental stress, increasing self-efficacy and parenting skills, and promoting an understanding of child behaviour. There is no conclusive evidence that COS-p assists in increasing the security of the parent-child attachment relationship. Discussion: Given the limited number of studies, further research is needed to examine if COS-p improves child behaviour, if its effects can be sustained over time and if it is more effective for particular populations.
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Bartau, Isabel, Juana Maganto, and Juan Etxeberría. "Los programas de formación de padres: una experiencia educativa." Revista Iberoamericana de Educación 25, no. 1 (September 15, 2001): 1–17. http://dx.doi.org/10.35362/rie2513007.
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En la primera parte de este trabajo se sintetizan las características principales de la formación de padres como estrategia educativa preventiva revisando su definición, justificación, evolución histórica, y las características generales de la organización de los programas. En la segunda parte, se presenta una síntesis de diversos trabajos llevados a cabo en el País Vasco utilizando diversas versiones del Systematic Training for Effective Parenting (STEP) (Padres Eficaces Con Entrenamiento Sistemático, (PECES)) de Dinkmeyer y McKay (1976/1981). Se recogen los resultados de la evaluación de estos trabajos y cómo inciden positivamente en cinco dimensiones principales, concretamente: a) el incremento del aprendizaje de habilidades educativas que ofrece el programa b) el control del comportamiento inadecuado de los hij@s, c) la mejora de la percepción del ambiente familiar, d) la percepción de la eficacia del programa y e) el mejoramiento de las relaciones familia -escuela- comunidad.
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Carr, Alan, Hollie Duff, and Fiona Craddock. "A Systematic Review of Reviews of the Outcome of Severe Neglect in Underresourced Childcare Institutions." Trauma, Violence, & Abuse 21, no. 3 (May 20, 2018): 484–97. http://dx.doi.org/10.1177/1524838018777788.
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The aim of the systematic review described in this article was to determine the outcomes for individuals exposed to severe neglect in congregate care institutions such as orphanages. In this context, severe neglect refers to failure to meet children’s basic physical, developmental, and emotional needs due to inadequate resources. In this systematic review of previous systematic reviews and meta-analyses, searches of 10 databases were conducted, 18 papers that met inclusion and exclusion criteria were selected for review, their quality was assessed, and data were extracted and synthesized. The 550 primary studies included in the 18 systematic reviews and meta-analyses were relatively well designed, allowing confidence to be placed in their results. Severe neglect was associated with a wide range of problems in the domains of physical development, cognitive development, attachment, and mental health. The severity of adverse outcomes was partly influenced by the duration and severity of deprivation and a constellation of risk and protective factors. Prevention policies should aim to eliminate large underresourced congregate care institutions for infants. In taking steps toward this, policies should aim to adequately resource congregate care institutions to meet children’s developmental needs for nutrition, stimulation, and attachment to a stable primary caregiver with adequate parenting skills and training. Early placement in adoptive or foster families, with access to routine physical and mental health-care service available in developed countries, is the most viable effective intervention for child survivors of severe neglect.
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Steele, Howard, Anne Murphy, Karen Bonuck, Paul Meissner, and Miriam Steele. "Randomized control trial report on the effectiveness of Group Attachment-Based Intervention (GABI©): Improvements in the parent–child relationship not seen in the control group." Development and Psychopathology 31, no. 1 (February 2019): 203–17. http://dx.doi.org/10.1017/s0954579418001621.
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AbstractThis paper reports on a randomized control trial involving children less than 3 years old and their mothers who were regarded at risk of maltreating their children by referral agencies. Mothers’ risk status derived from a heavy trauma burden (average exposure over the first 18 years of their lives to 10 possible adverse childhood experiences [ACEs] was >5), mental health challenges (15%–28% had experienced a prior psychiatric hospitalization), and prior removal of a child to foster care (20%). Mothers were randomly assigned to either a widely used parenting class known as Systematic Training for Effective Parenting (STEP) or the Group Attachment-Based Intervention (GABI), a multifamily 26-week treatment. The resulting mother–child pairs available for consideration in this baseline versus end-of-treatment report were 35 families in the STEP arm and 43 families in the GABI arm. The focus of this paper is the outcome measure of observed parent–child relationship assessed with the Coding of Interactive Behavior (Feldman, 1998) collected at baseline and end of treatment. In comparison to STEP, results indicated that GABI was linked to significant improvements in maternal supportive presence and dyadic reciprocity, and significant declines in maternal hostility and dyadic constriction (proxies for risk of child maltreatment). These medium-to large-sized effects remained significant even after controlling for mothers’ prior ACEs in analysis of covariance procedures. In addition, two small interaction effects of ACEs by treatment type were found, underlining the need for, and value of, treatments that are sensitive to parents’ traumatic histories.
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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.
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Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning.
Keywords: Early Childhood, Parenting strategy, Self-regulated learning
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Allen, W. Clayton, and Richard A. Swanson. "Systematic Training—Straightforward and Effective." Advances in Developing Human Resources 8, no. 4 (November 2006): 427–29. http://dx.doi.org/10.1177/1523422306292941.
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Howarth, Emma, Theresa HM Moore, Nicky J. Welton, Natalia Lewis, Nicky Stanley, Harriet MacMillan, Alison Shaw, Marianne Hester, Peter Bryden, and Gene Feder. "IMPRoving Outcomes for children exposed to domestic ViolencE (IMPROVE): an evidence synthesis." Public Health Research 4, no. 10 (December 2016): 1–342. http://dx.doi.org/10.3310/phr04100.
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BackgroundExposure to domestic violence and abuse (DVA) during childhood and adolescence increases the risk of negative outcomes across the lifespan.ObjectivesTo synthesise evidence on the clinical effectiveness, cost-effectiveness and acceptability of interventions for children exposed to DVA, with the aim of making recommendations for further research.Design(1) A systematic review of controlled trials of interventions; (2) a systematic review of qualitative studies of participant and professional experience of interventions; (3) a network meta-analysis (NMA) of controlled trials and cost-effectiveness analysis; (4) an overview of current UK provision of interventions; and (5) consultations with young people, parents, service providers and commissioners.SettingsNorth America (11), the Netherlands (1) and Israel (1) for the systematic review of controlled trials of interventions; the USA (4) and the UK (1) for the systematic review of qualitative studies of participant and professional experience of interventions; and the UK for the overview of current UK provision of interventions and consultations with young people, parents, service providers and commissioners.ParticipantsA total of 1345 children for the systematic review of controlled trials of interventions; 100 children, 202 parents and 39 professionals for the systematic review of qualitative studies of participant and professional experience of interventions; and 16 young people, six parents and 20 service providers and commissioners for the consultation with young people, parents, service providers and commissioners.InterventionsPsychotherapeutic, advocacy, parenting skills and advocacy, psychoeducation, psychoeducation and advocacy, guided self-help.Main outcome measuresInternalising symptoms and externalising behaviour, mood, depression symptoms and diagnosis, post-traumatic stress disorder symptoms and self-esteem for the systematic review of controlled trials of interventions and NMA; views about and experience of interventions for the systematic review of qualitative studies of participant and professional experience of interventions and consultations.Data sourcesMEDLINE, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, EMBASE, Cochrane Central Register of Controlled Trials, Science Citation Index, Applied Social Sciences Index and Abstracts, International Bibliography of the Social Sciences, Social Services Abstracts, Social Care Online, Sociological Abstracts, Social Science Citation Index, World Health Organization trials portal and clinicaltrials.gov.Review methodsA narrative review; a NMA and incremental cost-effectiveness analysis; and a qualitative synthesis.ResultsThe evidence base on targeted interventions was small, with limited settings and types of interventions; children were mostly < 14 years of age, and there was an absence of comparative studies. The interventions evaluated in trials were mostly psychotherapeutic and psychoeducational interventions delivered to the non-abusive parent and child, usually based on the child’s exposure to DVA (not specific clinical or broader social needs). Qualitative studies largely focused on psychoeducational interventions, some of which included the abusive parent. The evidence for clinical effectiveness was as follows: 11 trials reported improvements in behavioural or mental health outcomes, with modest effect sizes but significant heterogeneity and high or unclear risk of bias. Psychoeducational group-based interventions delivered to the child were found to be more effective for improving mental health outcomes than other types of intervention. Interventions delivered to (non-abusive) parents and to children were most likely to be effective for improving behavioural outcomes. However, there is a large degree of uncertainty around comparisons, particularly with regard to mental health outcomes. In terms of evidence of cost-effectiveness, there were no economic studies of interventions. Cost-effectiveness was modelled on the basis of the NMA, estimating differences between types of interventions. The outcomes measured in trials were largely confined to children’s mental health and behavioural symptoms and disorders, although stakeholders’ concepts of success were broader, suggesting that a broader range of outcomes should be measured in trials. Group-based psychoeducational interventions delivered to children and non-abusive parents in parallel were largely acceptable to all stakeholders. There is limited evidence for the acceptability of other types of intervention. In terms of the UK evidence base and service delivery landscape, there were no UK-based trials, few qualitative studies and little widespread service evaluation. Most programmes are group-based psychoeducational interventions. However, the funding crisis in the DVA sector is significantly undermining programme delivery.ConclusionsThe evidence base regarding the acceptability, clinical effectiveness and cost-effectiveness of interventions to improve outcomes for children exposed to DVA is underdeveloped. There is an urgent need for more high-quality studies, particularly trials, that are designed to produce actionable, generalisable findings that can be implemented in real-world settings and that can inform decisions about which interventions to commission and scale. We suggest that there is a need to pause the development of new interventions and to focus on the systematic evaluation of existing programmes. With regard to the UK, we have identified three types of programme that could be justifiably prioritised for further study: psycho-education delivered to mothers and children, or children alone; parent skills training in combination with advocacy: and interventions involving the abusive parent/caregiver. We also suggest that there is need for key stakeholders to come together to explicitly identify and address the structural, practical and cultural barriers that may have hampered the development of the UK evidence base to date.Future work recommendationsThere is a need for well-designed, well-conducted and well-reported UK-based randomised controlled trials with cost-effectiveness analyses and nested qualitative studies. Development of consensus in the field about core outcome data sets is required. There is a need for further exploration of the acceptability and effectiveness of interventions for specific groups of children and young people (i.e. based on ethnicity, age, trauma exposure and clinical profile). There is also a need for an investigation of the context in which interventions are delivered, including organisational setting and the broader community context, and the evaluation of qualities, qualifications and disciplines of personnel delivering interventions. We recommend prioritisation of psychoeducational interventions and parent skills training delivered in combination with advocacy in the next phase of trials, and exploratory trials of interventions that engage both the abusive and the non-abusive parent.Study registrationThis study is registered as PROSPERO CRD42013004348 and PROSPERO CRD420130043489.FundingThe National Institute for Health Research Public Health Research programme.
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Breitenstein, Susan M., Deborah Gross, and Rebecca Christophersen. "Digital Delivery Methods of Parenting Training Interventions: A Systematic Review." Worldviews on Evidence-Based Nursing 11, no. 3 (May 19, 2014): 168–76. http://dx.doi.org/10.1111/wvn.12040.
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Coren, Esther, Manuela Thomae, and Jemeela Hutchfield. "Parenting Training for Intellectually Disabled Parents: A Cochrane Systematic Review." Research on Social Work Practice 21, no. 4 (March 4, 2011): 432–41. http://dx.doi.org/10.1177/1049731511399586.
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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 68. http://dx.doi.org/10.31800/jkwangsan-jtp.v6n1.p68--79.
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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.
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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 92. http://dx.doi.org/10.31800/jtp.kw.v6n1.p92--106.
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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.
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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 92. http://dx.doi.org/10.31800/jtp.kw.v6n1.p92--108.
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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.
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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 68. http://dx.doi.org/10.31800/jtpk.v6n1.p68--79.
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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.
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Purnomo, Edi, and Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO." Jurnal Kwangsan 6, no. 1 (June 30, 2018): 68. http://dx.doi.org/10.31800/jurnalkwangsan.v6i1.74.
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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.
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Scott, Stephen. "National dissemination of effective parenting programmes to improve child outcomes." British Journal of Psychiatry 196, no. 1 (January 2010): 1–3. http://dx.doi.org/10.1192/bjp.bp.109.067728.
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SummaryAlthough living standards have increased in the past 40 years, children's behaviour problems have become worse. Good parenting can help by maximising children's potential and promoting resilience. Effective programmes are available that improve parenting, but unfortunately ineffective approaches are still used widely. A new National Academy for Parenting Practitioners has been set up in England, which offers free training in evidence-based interventions and conducts research to increase their effectiveness.
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Allen, Michele L., Diego Garcia-Huidobro, Carolyn Porta, Dorothy Curran, Roma Patel, Jonathan Miller, and Iris Borowsky. "Effective Parenting Interventions to Reduce Youth Substance Use: A Systematic Review." Pediatrics 138, no. 2 (July 21, 2016): e20154425. http://dx.doi.org/10.1542/peds.2015-4425.
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Colalillo, Sara, and Charlotte Johnston. "Parenting Cognition and Affective Outcomes Following Parent Management Training: A Systematic Review." Clinical Child and Family Psychology Review 19, no. 3 (July 8, 2016): 216–35. http://dx.doi.org/10.1007/s10567-016-0208-z.
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Espelt, Albert, Marina Bosque-Prous, Cinta Folch, Ana Sarasa-Renedo, Xavier Majó, Jordi Casabona, and M. Teresa Brugal. "Is systematic training in opioid overdose prevention effective?" PLOS ONE 12, no. 10 (October 31, 2017): e0186833. http://dx.doi.org/10.1371/journal.pone.0186833.
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Cartwright-Hatton, Sam, Deborah McNally, Caroline White, and Chrissie Verduyn. "Parenting Skills Training: An Effective Intervention for Internalizing Symptoms in Younger Children?" Journal of Child and Adolescent Psychiatric Nursing 18, no. 2 (April 2005): 45–52. http://dx.doi.org/10.1111/j.1744-6171.2005.00014.x.
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Emmers, Dorien, Qi Jiang, Hao Xue, Yue Zhang, Yunting Zhang, Yingxue Zhao, Bin Liu, et al. "Early childhood development and parental training interventions in rural China: a systematic review and meta-analysis." BMJ Global Health 6, no. 8 (August 2021): e005578. http://dx.doi.org/10.1136/bmjgh-2021-005578.
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IntroductionInadequate care during early childhood can lead to long-term deficits in skills. Parenting programmes that encourage investment in young children are a promising tool for improving early development outcomes and long-term opportunities in low-income and middle-income regions, such as rural China.MethodsWe conducted a systematic review and a meta-analysis to investigate the prevalence of early developmental delays and stimulating parenting practices as well as the effect of parental training programmes on child development outcomes in rural China. We obtained data in English from EconPapers, PubMed, PsycARTICLES, Cochrane Library, Web of Science and Scopus (Elsevier) and in Chinese from China National Knowledge Infrastructure, Wanfang Data and VIP Information. We conducted frequentist meta-analyses of aggregate data and estimated random-effects meta-regressions. Certainty of evidence was rated according to the Grading of Recommendations Assessment, Development and Evaluation approach.ResultsWe identified 19 observational studies on the prevalence of developmental delays and stimulating parenting practices for children under 5 years of age (n=19 762) and ten studies on the impact of parental training programmes on early child development (n=13 766). Children’s risk of cognitive, language and social-emotional delays in the rural study sites (covering 14 provinces mostly in Central and Western China) was 45%, 46%, and 36%, respectively. Parental training programmes had a positive impact on child cognition, language and social-emotional development.ConclusionThere is evidence to suggest that early developmental delay and the absence of stimulating parenting practices (ie, reading, storytelling and singing with children) may be prevalent across rural, low-income and middle-income regions in Central and Western China. Results support the effectiveness of parental training programmes to improve early development by encouraging parental engagement.Trial registration numberThis study was registered with PROSPERO (CRD42020218852).
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Kerns, Suzanne E. U., Erin McCormick, Andrea Negrete, Cathea Carey, Wren Haaland, and Scott Waller. "Predicting post-training implementation of a parenting intervention." Journal of Children's Services 12, no. 4 (December 18, 2017): 302–15. http://dx.doi.org/10.1108/jcs-04-2017-0015.
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Purpose While evidence-based parenting interventions (EBPIs) are proven effective at addressing numerous emotional and behavioral health challenges for children and youth, and reduce rates of child maltreatment, they are often not well implemented in the real-world settings. Even with the state-of-the art training, many practitioners do not deliver the intervention, or do so at a reduced capacity. The purpose of this paper is to examine system-contextual implementation factors that predict timely initiation of use of an EBPI (i.e. within the first six months following training). A secondary purpose is to document additional impacts of training. Design/methodology/approach Repeated measures were used to collect predictors and the dependent variable. The relationship between participant characteristics and use of the Triple P program was estimated using exact logistic regression. Findings The results from 37 practitioners across three communities indicated approximately 54 percent delivered the intervention with at least one family within the first six months following training. Practitioner self-efficacy immediately following training and general attitudes toward evidence-based practices were the most significant predictors of timely use of the model. The vast majority of practitioners, regardless of implementation status, generalized learning from the training to other aspects of their work. Originality/value Prospective examination of the predictive value of implementation factors helps to refine targeted approaches to support implementation.
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Seng, Alexandra C., Ronald J. Prinz, and Matthew R. Sanders. "The Role of Training Variables in Effective Dissemination of Evidence-Based Parenting Interventions." International Journal of Mental Health Promotion 8, no. 4 (November 2006): 20–28. http://dx.doi.org/10.1080/14623730.2006.9721748.
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Clemes, Stacy A., Cheryl O. Haslam, and Roger A. Haslam. "What constitutes effective manual handling training? A systematic review." Occupational Medicine 60, no. 2 (September 4, 2009): 101–7. http://dx.doi.org/10.1093/occmed/kqp127.
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Morawska, Alina, Matthew R. Sanders, Jennifer O'Brien, Christine McAuliffe, Sue Pope, and Emily Anderson. "Practitioner perceptions of the use of the Triple P - Positive Parenting Program with families from culturally diverse backgrounds." Australian Journal of Primary Health 18, no. 4 (2012): 313. http://dx.doi.org/10.1071/py11106.
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Parenting programs are effective as a means of preventing and treating child emotional and behavioural problems; however, engagement of families from culturally diverse populations has been low. The perceptions of practitioners who conduct parent consultations with families from culturally diverse backgrounds were assessed to examine the perceived suitability of the Triple P – Positive Parenting Program. Practitioners rated the program as moderately acceptable. Previous training in parenting intervention and years of experience working with parents impacted on practitioner ratings, as did the type of practitioner profession. Practitioners identified certain barriers to parents’ participation and preferred traditional face-to-face delivery formats. Practitioner perceptions may influence parental access to parenting programs. To enhance parental access to parenting interventions, practitioners may require additional training and education about parental preferences and evidence based practice.
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Liu, Guihua, Shuo Wang, Jinhua Liao, Ping Ou, Longsheng Huang, Namei Xie, Yingshuang He, Jinling Lin, Hong-Gu He, and Rongfang Hu. "The Efficacy of WeChat-Based Parenting Training on the Psychological Well-being of Mothers With Children With Autism During the COVID-19 Pandemic: Quasi-Experimental Study." JMIR Mental Health 8, no. 2 (February 10, 2021): e23917. http://dx.doi.org/10.2196/23917.
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Background During the COVID-19 pandemic, special education schools for children in most areas of China were closed between the end of January and the beginning of June in 2020. The sudden interruption in schooling and the pandemic itself caused parents to be anxious and even to panic. Mobile-based parenting skills education has been demonstrated to be an effective method for improving the psychological well-being of mothers with children with autism. However, whether it can improve the psychological states of mothers in the context of the COVID-19 pandemic is a subject that should be urgently investigated. Objective The aim of this study is to evaluate the efficacy of WeChat-based parenting training on anxiety, depression, parenting stress, and hope in mothers with children with autism, as well as the feasibility of the program during the COVID-19 pandemic. Methods This was a quasi-experimental trial. A total of 125 mothers with preschool children with autism were recruited in January 2020. The participants were assigned to the control group (n=60), in which they received routine care, or the intervention group (n=65), in which they received the 12-week WeChat-based parenting training plus routine care, according to their preferences. Anxiety, depression, parenting stress, hope, satisfaction, and adherence to the intervention were measured at three timepoints: baseline (T0), postintervention (T1), and a 20-week follow-up (T2). Results In total, 109 mothers completed the T1 assessment and 104 mothers completed the T2 assessment. The results of the linear mixed model analysis showed statistically significant group × time interaction effects for the intervention on anxiety (F=14.219, P<.001), depression (F=26.563, P<.001), parenting stress (F=68.572, P<.001), and hope (F=197.608, P<.001). Of all mothers in the intervention group, 90.4% (48.8/54) reported that they were extremely satisfied with the WeChat-based parenting training. In total, 40.0% (26/65) logged their progress in home training each week and 61.5% (40/65) logged their progress more than 80% of the time for all 20 weeks. Conclusions The WeChat-based parenting training is acceptable and appears to be an effective approach for reducing anxiety, depression, and parenting stress, as well as increasing hope in mothers with children with autism during the global COVID-19 pandemic. Future studies with rigorous designs and longer follow-up periods are needed to further detect the effectiveness of the WeChat-based parenting training. Trial Registration Chinese Clinical Trial Registry ChiCTR2000031772; http://www.chictr.org.cn/showproj.aspx?proj=52165
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Crawford, Jennifer K., Gitanjali Shrestha, and Laura G. Hill. "Preliminary Evidence for Infusing Mindfulness, Yoga and Parenting Education Training on the Resilience-building Capacity for Incarcerated Fathers." Californian Journal of Health Promotion 13, no. 2 (September 1, 2015): 01–14. http://dx.doi.org/10.32398/cjhp.v13i2.1819.
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Background and Purpose: Research has shown correlations between mindfulness, yoga and reduced risky behaviors among incarcerated and high-risk populations. Research has also shown that yoga can increase positive mental and physical health. Purpose: The present study extends current knowledge by combining a parenting program with yoga instruction in a 12-session series delivered to incarcerated fathers. We hypothesized that participants' resilience and parenting knowledge would increase from beginning to end of program. Methods: Using three measures for parental resiliency and one program scale for parenting, we assessed pretest to posttest changes in 65 of 112 criminal justice-involved fathers who completed a parenting curriculum that includes yoga and mindfulness instruction. Results: Participants significantly improved on two of three measures of resilience: overall Self Compassion Scale (SCS), and overall Whole Person Scale (WPS), which includes a total of three of six SCS subscales and three of four WPS subscales, from pretest to posttest; and on a parenting scale (Fit2bFathers Program Scale). Conclusion: The study provides preliminary evidence that a parenting program with yoga instruction may be an effective intervention for high-risk populations where parenting skills may be limited or stressed.
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Tellegen, Cassandra L., and Matthew R. Sanders. "Using Primary Care Parenting Interventions to Improve Outcomes in Children with Developmental Disabilities: A Case Report." Case Reports in Pediatrics 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/150261.
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Parenting is central to the health and well-being of children. Children with developmental disabilities have been shown to be at increased risk of developing emotional and behavioral problems. Parent training programs are effective interventions for improving child behavior and family functioning. This paper describes the outcomes of a brief 4-session parenting intervention (Primary Care Stepping Stones Triple P) targeting compliance and cooperative play skills in an 8-year-old girl with Asperger’s disorder and ADHD combined type. The intervention was associated with decreases in child behavior problems, increases in parenting confidence, and decreases in dysfunctional parenting styles. This paper demonstrates that low-intensity parenting interventions can lead to significant improvements in child behavior and family functioning. Such brief interventions are cost effective, can be widely disseminated, and have been designed to be delivered within primary health care settings. Pediatricians can play a key role in identifying parents in need of assistance and in helping them access evidence-based parenting interventions.
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Hayati, Fitri, and Arum Febriani. "Menjawab Tantangan Pengasuhan Ibu Bekerja: Validasi Modul “Smart Parenting” untuk Meningkatkan Parental Self-Efficacy." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 1 (May 5, 2019): 1. http://dx.doi.org/10.22146/gamajpp.48582.
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This study aimed to validate "Smart Parenting" a training module to increase feeling of competence in carrying out the duties as parent, or Parental Self-Efficacy (PSE) of working mothers with toddler. The research was conducted using a quasi-experimental design in a model of untreated control group design with dependent pretest, posttest, and follow up among 12 participants. Six participants were in treatment group, and the other six were in control group. "Smart Parenting" was arranged based on Work-Family Balance and Domain Specific Parenting for Toddler. The maternal self-efficacy was measured using the short version of Self-Efficacy for Parenting Tasks Index-Toddler Scale. The statistical analysis using Mann Whitney Test showed that there was a difference (p<0.05) in mother’s PSE between experimental group and control group. This research concluded that the "Smart Parenting" training program is effective for the purpose of increasing PSE for working mothers with toddlers.
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Gaffney, Allannah J., Tom H. Margrain, Catey V. Bunce, and Alison M. Binns. "How effective is eccentric viewing training? A systematic literature review." Ophthalmic and Physiological Optics 34, no. 4 (April 15, 2014): 427–37. http://dx.doi.org/10.1111/opo.12132.
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Austin, Anna E., Meghan E. Shanahan, Yasmin V. Barrios, and Rebecca J. Macy. "A Systematic Review of Interventions for Women Parenting in the Context of Intimate Partner Violence." Trauma, Violence, & Abuse 20, no. 4 (July 21, 2017): 498–519. http://dx.doi.org/10.1177/1524838017719233.
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Intimate partner violence (IPV) victimization is widespread among women with children and has negative consequences for both women’s and children’s well-being. Despite mixed evidence regarding the effect of IPV on women’s parenting ability and behaviors, there is an increasing focus on mothering in the context of IPV, particularly among the child welfare and child protection systems. To help respond to this increasing focus, several interventions have been developed that specifically target parenting among IPV-affected women. Given the growing numbers of these interventions, a comprehensive review is needed to help elucidate the approaches that are most effective in meeting the needs of IPV-affected women and children. Therefore, we conducted an in-depth systematic review of the literature to examine the approaches and effects of interventions designed to address aspects of parenting among IPV-affected women. We identified 26 articles concerned with 19 distinct interventions for review. We found substantial heterogeneity in intervention delivery, format, length, and focus. We noted several limitations of the existing studies in terms of study sample, measures, design, and implementation. Given the heterogeneity of the existing interventions and the limitations of the current research base, it is not yet clear which interventions or intervention components are most effective in addressing the unique needs of women parenting in the context of IPV. Further research is needed to address these limitations, and professionals working with IPV-affected families should be aware that current services may not meet women’s and children’s needs.
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Kleyn, Lisa M., Miles Hewstone, Catherine L. Ward, and Ralf Wölfer. "Using Longitudinal Social Network Analysis to Evaluate a Community-Wide Parenting Intervention." Prevention Science 22, no. 1 (November 19, 2020): 130–43. http://dx.doi.org/10.1007/s11121-020-01184-6.
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AbstractHarsh parenting attitudes and behaviors negatively impact children’s behavior and development, and are linked to heightened levels of violence in children. Parent training programs are effective preventive interventions, but only reach caregivers who attend them. In this study, programs were implemented alongside a community mobilization process, intended to use caregivers’ social networks to disseminate new parenting skills community wide. We used social network analysis to explore whether this intervention, first, increased positive parenting, second, changed social networks of female caregivers (selection), and, third, influenced parenting behavior via connections (socialization), while controlling for psychiatric morbidity, parenting stress, alcohol misuse, and child’s age. “Colored” Afrikaans-speaking female caregivers (N = 235; mean age 35.92 years) in a rural community in South Africa, with children between 1½ and 18 years old, were included in the study; two waves of data were collected (January–April 2016 and June–October 2017). We detected community-wide increases in positive parenting behavior (involvement, supervision, consistent discipline, and reduced corporal punishment). Attending at least one session of a parenting skills training program (n = 51; 21.7%) significantly predicted increases in network centrality (i.e., outdegree and indegree). Caregivers appeared to use similar parenting behavior to other caregivers they were connected to within the network, especially when those others attended a parenting skills training program. Overall, the results suggest that the information in the intervention was spread throughout the community through social interactions with program attendees and the community mobilization process. The results also illustrate the value of social network analysis for ascertaining the processes by which the intervention achieved its impact.
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Whitcombe-Dobbs, Sarah, and Michael Tarren-Sweeney. "What evidence is there that parenting interventions reduce child abuse and neglect among maltreating families? A systematic review." Developmental Child Welfare 1, no. 4 (December 2019): 374–93. http://dx.doi.org/10.1177/2516103219893383.
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In families where child abuse and neglect have already occurred, there is a strong imperative to provide interventions that reduce or eliminate harm done to children. Parenting programs lack tailoring for the needs of maltreating parents, and maltreating parents themselves are a heterogeneous group with varying needs. The literature on the effectiveness of parenting interventions for high-risk parents is limited, and this scarcity of knowledge can result in child protection cases being treated as a natural experiment. For children who experience ongoing maltreatment by their parents, the most stringent test for effectiveness goes beyond an improvement in positive parenting skills—child abuse and neglect must reduce or be eliminated. The present review addressed the research question What evidence is there that parenting interventions conducted with parents who maltreat their children, reduce the incidence of further child maltreatment? Databases were searched for trials of parenting interventions where participants were maltreating parents and outcome data included an objective measure of child abuse and neglect. Nine studies satisfied the selection criteria and are summarized. Four studies reported a statistically significant difference between groups in favor of the intervention group for two parenting interventions, Parent–Child Interaction Therapy and SafeCare. However, the review concludes that none of the reviewed parenting interventions have been demonstrated to be effective at reducing all types of child maltreatment through a high-quality RCT. Previous research is compromised by several critical methodological limitations, including low participant recruitment and retention, and narrow selection criteria. Recommendations are offered for future research on parenting interventions that aim to reduce child abuse and neglect.
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Steenhuis, Laura, Annabeth P. Groenman, Pieter J. Hoekstra, Rianne Hornstra, Marjolein Luman, Saskia van der Oord, and Barbara J. van den Hoofdakker. "Effects of behavioural parent training for children with attention-deficit/hyperactivity disorder on parenting behaviour: a protocol for an individual participant data meta-analysis." BMJ Open 10, no. 11 (November 2020): e037749. http://dx.doi.org/10.1136/bmjopen-2020-037749.
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IntroductionBehavioural parent training (BPT) is a well-established treatment for children with attention-deficit/hyperactivity disorder (ADHD). BPT is based on the hypothesis that improvements in parenting are mediators of improvements in children’s behaviours. However, meta-analyses show considerate heterogeneity in effects of BPT on child outcomes, and meta-analyses on parenting outcomes are scarce. Also, few studies have investigated parenting factors as mediators of child outcomes. This study aims to examine the effects and moderators of BPT on parenting outcomes and whether improvements in parenting mediate amelioration of behaviour and impairment in children with ADHD.Methods and analysesWe will conduct an individual participant data meta-analysis (IPDMA), making use of individual data of existing trials, and giving the opportunity for highly powered moderator analyses. This IPDMA will be performed by the Psychosocial ADHD INTervention (PAINT) collaboration. We will include randomised controlled trials of BPT, for individuals with ADHD below 18 years old. Systematic searches have been performed to locate relevant papers. Authors are currently contacted to share their data with the PAINT-IPDMA project. We will examine effects of BPT on parenting outcomes (eg, positive and negative parenting, management of affect, perceived parenting competence, parenting stress), moderators of these effects (eg, parental depression, parenting stress, severity of the child’s ADHD symptoms) and subsequently perform mediation analyses where parenting outcomes are modelled as mediators of child outcomes (eg, symptoms and severity of ADHD, comorbid psychopathology and impairment).Ethics and disseminationWe will include data from randomised control trials for which ethical approval has been received and consent forms have been signed. Deidentified data will be provided by the original investigators. We aim to disseminate our findings through peer-reviewed scientific journals, presentations at (inter)national scientific meetings, newsletters, the website of our project and the Dutch academic workspace ADHD.PROSPERO registration numberCRD42017069877.
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Baker, Stanley B., Thomas G. Daniels, and Ann T. Greeley. "Systematic Training of Graduate-Level Counselors." Counseling Psychologist 18, no. 3 (July 1990): 355–421. http://dx.doi.org/10.1177/0011000090183001.
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This study reviews research on Carkhuff's Human Resource Training/Human Resource Development (HRT/HRD), Kagan 's Interpersonal Process Recall (IPR), and Ivey's Microcounseling (MC) programs, in all of which the trainees were graduate-level counselors. Both narrative and meta-analytic reviewing approaches were used. What has been accomplished thus far in each program is summed up, and future directions for training and research are suggested. All three programs were found effective overall with the meta-analysis categorizing the effects of HRT/HRD as large, of IPR as small, and of MC as a medium. Beyond overall effects; the narrative and meta-analytic reviews tended to focus on different variables, calling reviewer and reader attention to differing concerns and recommendations. It was concluded that there is more work to be accomplished with all three training programs when used with graduate-level counselors, and both methods of research integration should be understood for what they do and do not offer and used accordingly.
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Hanisch, Charlotte, Inez Freund-Braier, Christopher Hautmann, Nicola Jänen, Julia Plück, Gabriele Brix, Ilka Eichelberger, and Manfred Döpfner. "Detecting Effects of the Indicated Prevention Programme for Externalizing Problem Behaviour (PEP) on Child Symptoms, Parenting, and Parental Quality of Life in a Randomized Controlled Trial." Behavioural and Cognitive Psychotherapy 38, no. 1 (December 8, 2009): 95–112. http://dx.doi.org/10.1017/s1352465809990440.
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Background: Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3–6 years with externalizing behavioural problems. Aims: To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. Method: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. Results: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. Conclusions: Training effects were especially positive for parents who attended at least half of the training sessions. Abbreviations: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form
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Jeong, Joshua, Emily E. Franchett, Clariana V. Ramos de Oliveira, Karima Rehmani, and Aisha K. Yousafzai. "Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis." PLOS Medicine 18, no. 5 (May 10, 2021): e1003602. http://dx.doi.org/10.1371/journal.pmed.1003602.
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Background Parents are the primary caregivers of young children. Responsive parent–child relationships and parental support for learning during the earliest years of life are crucial for promoting early child development (ECD). We conducted a global systematic review and meta-analysis to evaluate the effectiveness of parenting interventions on ECD and parenting outcomes. Methods and findings We searched MEDLINE, Embase, PsycINFO, CINAHL, Web of Science, and Global Health Library for peer-reviewed, published articles from database inception until November 15, 2020. We included randomized controlled trials (RCTs) of parenting interventions delivered during the first 3 years of life that evaluated at least 1 ECD outcome. At least 2 reviewers independently screened, extracted data, and assessed study quality from eligible studies. ECD outcomes included cognitive, language, motor, and socioemotional development, behavior problems, and attachment. Parenting outcomes included parenting knowledge, parenting practices, parent–child interactions, and parental depressive symptoms. We calculated intervention effect sizes as the standardized mean difference (SMD) and estimated pooled effect sizes for each outcome separately using robust variance estimation meta-analytic approaches. We used random-effects meta-regression models to assess potential effect modification by country-income level, child age, intervention content, duration, delivery, setting, and study quality. This review was registered with PROSPERO (CRD42018092458 and CRD42018092461). Of the 11,920 articles identified, we included 111 articles representing 102 unique RCTs. Pooled effect sizes indicated positive benefits of parenting interventions on child cognitive development (SMD = 0.32, 95% CI [confidence interval]: 0.23, 0.40, P < 0.001), language development (SMD = 0.28, 95% CI: 0.18 to 0.37, P < 0.001), motor development (SMD = 0.24, 95% CI: 0.15 to 0.32, P < 0.001), socioemotional development (SMD = 0.19, 95% CI: 0.10 to 0.28, P < 0.001), and attachment (SMD = 0.29, 95% CI: 0.18 to 0.40, P < 0.001) and reductions in behavior problems (SMD = −0.13, 95% CI: −0.18 to −0.08, P < 0.001). Positive benefits were also found on parenting knowledge (SMD = 0.56, 95% CI: 0.33 to 0.79, P < 0.001), parenting practices (SMD = 0.33, 95% CI: 0.22 to 0.44, P < 0.001), and parent–child interactions (SMD = 0.39, 95% CI: 0.24 to 0.53, P < 0.001). However, there was no significant reduction in parental depressive symptoms (SMD = −0.07, 95% CI: −0.16 to 0.02, P = 0.08). Subgroup analyses revealed significantly greater effects on child cognitive, language, and motor development, and parenting practices in low- and middle-income countries compared to high-income countries; and significantly greater effects on child cognitive development, parenting knowledge, parenting practices, and parent–child interactions for programs that focused on responsive caregiving compared to those that did not. On the other hand, there was no clear evidence of effect modification by child age, intervention duration, delivery, setting, or study risk of bias. Study limitations include considerable unexplained heterogeneity, inadequate reporting of intervention content and implementation, and varying quality of evidence in terms of the conduct of trials and robustness of outcome measures used across studies. Conclusions Parenting interventions for children during the first 3 years of life are effective for improving ECD outcomes and enhancing parenting outcomes across low-, middle-, and high-income countries. Increasing implementation of effective and high-quality parenting interventions is needed globally and at scale in order to support parents and enable young children to achieve their full developmental potential.
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Tuncay, Seyma, and Fusun Gokkaya. "A meta review on parent training and therapies studies." Global Journal of Psychology Research: New Trends and Issues 10, no. 1 (March 31, 2020): 102–17. http://dx.doi.org/10.18844/gjpr.v10i1.4392.
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This study aims to review the studies which are evaluated the efficacy of parent training and parent therapies. This article is a systematic review, and a literature search was performed for all published studies from March to July 2019 parent training programmes that report any retention and dropout data. To accomplish the purpose of the study, we compiled the studies from different databases including the following: Academic Search Complete, Science Direct, Medline, Scopus, Mendeley, PubMed, Crossref and Google Scholar, which published between 1998 and 2018. ‘Parent, parent training, parent training-efficacy, parent behaviour, parental behaviour, parent training interventions, parental, parenting, parent education and parenting skills’ words were used to identify the related studies. In designing the research, we discussed the research features of the participants and groups, training programs, sessions, therapists, methods, materials, measurements and results. A total of 23 studies met the search criteria. According to the reviewed results, after the parent training and therapies, parents moved away from violence and embraced more positive behaviours, and the violence of children decreased. As a result, it was seen that parent training and therapies contributed positively to the relationship between parent and child.
Keywords: Parent, parent training, parent therapies, parent education, parent training efficacy.
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Lee, Jihyun, Hyungsin Kim, Kwan Hoon Kim, Daeun Jung, Tanisha Jowsey, and Craig S. Webster. "Effective virtual patient simulators for medical communication training: A systematic review." Medical Education 54, no. 9 (May 22, 2020): 786–95. http://dx.doi.org/10.1111/medu.14152.
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ХВОРОВА, Ганна. "Introduction and content of training of competent interaction of specialists with parents of children with autism and training of competent parenting by children with autism." EUROPEAN HUMANITIES STUDIES: State and Society 2 (June 27, 2019): 98–112. http://dx.doi.org/10.38014/ehs-ss.2019.2.09.
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The purpose of the article is to substantiate and describe the content of the training of competent interaction between specialists and parents of autistic children and training of competent parenting by the autistic children, and also - the prospect of the research of phenomenon of parenting for children with autism. Despite the annual increase in the number of people with autism, the problem of support of children with autism in Ukraine and in the world has not received sufficient scientific study, in particular - little is known about the methods of effective influence on the level of competence of parents of children and adolescents with autism and on optimization of social communication of parents on micro- and the macro level. Parents raising children with disabilities (in the conditions of transformation of parental functions), face additional problems in comparison with parents of standard-type children. Parental competence, in its modern sense, is characterized by the ability of the parent to perform parental functions in such a way that it promotes the positive direction of the physical, mental, emotional, speech, communicative, etc. of the child, under conditions the parent has sufficient quality of his own life. The main question of the research: what kind of parenting behavior and which parent's socio-psychological characteristics provide the positive direction for the development of a child with autism, and how the social environment at the micro-level (family, teachers, friends, acquaintances) and at the macro-level (civil society organizations, state organizations and services, public authorities) of social communication affect this ability. The article describes the system of support in educational institutions for children with autism and their parents abroad (USA, Israel), provides guidance to the administration of educational institutions on the competent relationship with parents of children with autism. Training of competent interaction of specialists with parents of autistic children and competent parenting for autistic children are described.
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Vázquez, Noelia, Pilar Ramos, M. Cruz Molina, and Lucia Artazcoz. "Social Factors Associated with the Effectiveness of a Spanish Parent Training Program—An Opportunity to Reduce Health Inequality Gap in Families." International Journal of Environmental Research and Public Health 17, no. 7 (April 2, 2020): 2412. http://dx.doi.org/10.3390/ijerph17072412.
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Parent training programs (PTPs) have been used extensively in Anglo-Saxon countries, but less so in Southern Europe. Several characteristics of families have been linked to effective parenting and positive development of children, but few studies have examined the social determinants of the effectiveness of PTPs. The Parenting Skills Program for families (PSP) is a PTP from Spain. This study aimed to identify the social characteristics (sex, age, country of birth, marital status, educational level, and employment status) of parents that determine the success of the PSP in relation to social support, parenting skills, parental stress, and negative behaviors among children. A quasi-experimental study with a prepost design with no control group was used. We conducted a survey before (T0) and after the intervention (T1). Sample size was 216. We fit multiple logistic regression models. Parenting skills increased more among parents with a lower educational level. Parents’ stress decreased more among parents who had a lower educational level, were unemployed, and were men. Social support increased among parents who were younger, unemployed, or non-cohabiting. We found no significant differences in the effect on children’s negative behaviors according to the social factors evaluated. The PSP is effective for socioeconomically diverse families, but the success differs according to the parents’ social profile. Unlike most previous studies, the results were better among more socially disadvantaged people, highlighting the potential of this kind of intervention for reducing the social inequality gap between groups.
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Zhou, Guian, and Jennie Si. "A Systematic and Effective Supervised Learning Mechanism Based on Jacobian Rank Deficiency." Neural Computation 10, no. 4 (May 1, 1998): 1031–45. http://dx.doi.org/10.1162/089976698300017610.
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Most neural network applications rely on the fundamental approximation property of feedforward networks. Supervised learning is a means of implementing this approximate mapping. In a realistic problem setting, a mechanism is needed to devise this learning process based on available data, which encompasses choosing an appropriate set of parameters in order to avoid overfitting, using an efficient learning algorithm measured by computation and memory complexities, ensuring the accuracy of the training procedure as measured by the training error, and testing and cross-validation for generalization. We develop a comprehensive supervised learning algorithm to address these issues. The algorithm combines training and pruning into one procedure by utilizing a common observation of Jacobian rank deficiency in feedforward networks. The algorithm not only reduces the training time and overall complexity but also achieves training accuracy and generalization capabilities comparable to more standard approaches. Extensive simulation results are provided to demonstrate the effectiveness of the algorithm.
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Rimestad, Marie Louise, Rikke Lambek, Helene Zacher Christiansen, and Esben Hougaard. "Short- and Long-Term Effects of Parent Training for Preschool Children With or at Risk of ADHD: A Systematic Review and Meta-Analysis." Journal of Attention Disorders 23, no. 5 (May 14, 2016): 423–34. http://dx.doi.org/10.1177/1087054716648775.
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Objective: The aim of the study was to synthesize the evidence of parent training (PT) as an early intervention for preschool children aged 2.5 to 6 years with ADHD or ADHD symptoms. Method: A systematic review and meta-analysis was conducted. Results: Sixteen studies including 1,003 children were analyzed. Parent-rated outcomes revealed moderate effect sizes (ESs; Hedges’ g) of 0.51 for ADHD symptoms, 0.4 for conduct problems, and 0.63 for negative parenting. Based on independent assessment, results were only significant for negative parenting. Parent-rated outcomes were sustained at follow-ups of 3 to 12 months. Program type, intervention modality, and child diagnostic status did not moderate the effect. Conclusion: PT was partially supported as an efficacious intervention for preschool children with ADHD or ADHD symptoms with moderate ESs on parent-rated outcomes, but no significant results on independently assessed ADHD symptoms.
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Nur Sabilla, Syafira. "Mindful Parenting pada Orangtua dengan Anak Gangguan Pemusatan Perhatian dan Hiperaktivitas (GPPH): Tinjauan Sistematis." Psikologika: Jurnal Pemikiran dan Penelitian Psikologi 26, no. 1 (January 31, 2021): 195–216. http://dx.doi.org/10.20885/psikologika.vol26.iss1.art10.
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High parenting stress often occurs in parents of children with special needs such as Attention Deficit Hyperactivity Disorder (ADHD). Whereas the involvement of parents in the life of children with ADHD is much more important. Thus the stress should rightly be prevented, by applying mindful parenting. The aim of this research is to give a clear explanation in the form of systematic review about mindful parenting as a protective factor in handling parenting stress on parents of children with ADHD. It aims eventually to optimize the role of parents and family support for children’s education. It surveys six studies in English and Indonesian published in the last 10 years, peer reviewed under the same theme. The databases used are from ScienceDirect, Springer Link, Frontier Psychology, ProQuest, PsycARTICLES, and Google Scholar. The research concludes that mindful parenting is effective at reducing parenting stress and improving the quality of parent-child relationships in the case of ADHD children. It also emphasizes that it is important for parents to maintain relationships with children and optimize their role in educating or fulfilling children’s needs for proper education.
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Forgatch, Marion S., James J. Snyder, Gerald R. Patterson, Michael R. Pauldine, Yvonne Chaw, Katie Elish, Jasmine B. Harris, and Eric B. Richardson. "Resurrecting the chimera: Progressions in parenting and peer processes." Development and Psychopathology 28, no. 3 (July 18, 2016): 689–706. http://dx.doi.org/10.1017/s0954579416000250.
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AbstractThis report uses 6-year outcomes of the Oregon Divorce Study to examine the processes by which parenting practices affect deviant peer association during two developmental stages: early to middle childhood and late childhood to early adolescence. The participants were 238 newly divorced mothers and their 5- to 8-year-old sons who were randomly assigned to Parent Management Training—Oregon Model (PMTO®) or to a no-treatment control group. Parenting practices, child delinquent behavior, and deviant peer association were repeatedly assessed from baseline to 6 years after baseline using multiple methods and informants. PMTO had a beneficial effect on parenting practices relative to the control group. Two stage models linking changes in parenting generated by PMTO to children's growth in deviant peer association were supported. During the early to middle childhood stage, the relationship of improved parenting practices on deviant peer association was moderated by family socioeconomic status (SES); effective parenting was particularly important in mitigating deviant peer association for lower SES families whose children experience higher densities of deviant peers in schools and neighborhoods. During late childhood and early adolescence, the relationship of improved parenting to youths' growth in deviant peer association was mediated by reductions in the growth of delinquency during childhood; higher levels of early delinquency are likely to promote deviant peer association through processes of selective affiliation and reciprocal deviancy training. The results are discussed in terms of multilevel developmental progressions of diminished parenting, child involvement in deviancy producing processes in peer groups, and increased variety and severity of antisocial behavior, all exacerbated by ecological risks associated with low family SES.
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Solomon, David T., Larissa N. Niec, and Ciera E. Schoonover. "The Impact of Foster Parent Training on Parenting Skills and Child Disruptive Behavior." Child Maltreatment 22, no. 1 (December 1, 2016): 3–13. http://dx.doi.org/10.1177/1077559516679514.
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Children in foster care are at risk for behavioral and emotional problems that require higher levels of care than other children. To meet these needs and reduce placement disruptions, foster parents require effective parenting skills. Although a number of training models have been evaluated, the findings on the efficacy of foster parent training (FPT) are mixed. We conducted a meta-analysis of the FPT outcome research from 1984 to 2014 to develop a clearer understanding of the impact of such trainings. Fifteen samples (16 studies) were identified that investigated the impact of FPT on self-reported parenting skills and knowledge and child problem behaviors. The mean effect size for child disruptive behavior using a random effects model was small but significant at −.20 (95% confidence interval [CI] = [−.39, −.01], Z = 2.05, p < .05), suggesting that, on average, foster parents who were involved in the trainings reported fewer child behavior problems than parents who did not receive the training. The mean effect size for parenting was moderate and significant at .52 (95% CI = [.22, .82], Z = 3.38, p < .05), indicating that, on average, parents in the treatment groups reported higher levels of skills and knowledge following training than did those in the control group. While these results are promising, more research is necessary to investigate the inconsistency in effect sizes across studies.