An Evaluation of Group Parent Education: Behavioral, PET, and Adlerian Programs

Dembo, Myron H.; Sweitzer, Melissa; Lauritzen, Phyllis

doi:10.2307/1170189

Cited by 13 publications

(23 citation statements)

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“…More recently, Smith and Pugh (1996) reviewing UK initiatives in this area refer to two other American reviews (Dembo, Sweitzer and Lauritzen 1985;Medway, 1989) that came to similar conclusions. With regard to UK research, Smith and Pugh point to the considerable diversity of goals and methods.…”

Section: Emotional Abusementioning

confidence: 79%

Preventing child abuse; a review of community-based projects 1. Intervening on processes and outcome of reviews

Cox

1997

Child Abuse Rev.

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Recent theories advocating ecological and developmental perspectives on child abuse and neglect are summarized. Reviews of community prevention programmes underline the importance of focusing on processes and viewing the developing child and their family in a broad context. The conclusions of the reviews are reported. Although the reviews suggest that some programmes to prevent physical and sexual abuse and bullying are at least to some degree effective, their impact has been reduced by a failure to encompass adequately the various influences that operate across difference domains of the child's life at different stages of their development. © 1997 John Wiley & Sons, Ltd.

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Section: Emotional Abusementioning

confidence: 79%

Preventing child abuse; a review of community-based projects 1. Intervening on processes and outcome of reviews

Cox

1997

Child Abuse Rev.

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“…The issues raised by this case study are reflected by others in this area (see for example Dembo, Sweitzer and Lauritzen, 1985;Cheng-Gorman and Balter, 1997), and is a crucial area for future research to address. This is particularly important in order to enable those involved in parent education and support to present a clear case for it.…”

Section: Contact With Parents After Coursesmentioning

confidence: 94%

“…Evaluation of services offered to parents is extremely important, both to understand the experiences of parents and the usefulness of the service to them, and to provide justification for continued funding of services (see for example Dembo, Sweitzer and Lauritzen, 1985;Cheng-Gorman and Balter, 1997). This section outlines three areas of the results from the survey, which relate to evaluation issuesÐthe extent of evaluation and monitoring of the courses, the outcomes of courses, and contact with parents after the course.…”

Section: Effects On Parents and Teenagers And The Evaluation Of Coursesmentioning

confidence: 99%

‘Parenting teenagers’ programmes: a UK perspective

Roker¹,

Coleman²

1998

Children & Society

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The parenting of teenagers is an area of political and public debate at present, and many different forms of support are now available for this group of parents. There has been a particular increase in recent years in the number of group-based parenting programmes provided for parents of teenagers. This paper describes research which (i) surveyed the range and nature of`parenting teenagers' courses currently available in the UK, and (ii) identified key characteristics of these courses, including aims, value bases, materials, methods, parents attending, outcomes, and evaluation. A number of key issues are identified, and recommendations for future practice, policy and research in this important area are made.of attending these courses are described, with issues around evaluating courses. Finally, a number of key issues and points for debate are raised. Parenting courses: the results of the surveyThe main results of the survey are detailed here. Organisations offering`parenting teenagers' coursesThe organisations offering`parenting teenagers' courses were primarily of two types. The first group were the large and widely known national organisations, such as the Family Caring Trust, Exploring Parenthood, Parent Network, and RELATE. The courses offered by these organisations were generally available in many different parts of the UK, via a network of local co-ordinators. These groups are responsible for the majority of parenting courses for parents of teenagers being offered in the UK today. Their courses, generally using their own course materials, lasts for six to 12 weeks, and are usually run for six to 12 parents.

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“…The volume of studies examining the effects of parent training is reflected in the number of reviews that have been published. From 1972 to 2006, there have been no less than 17 narrative reviews (Atkeson & Forehand, 1978;Berkowitz & Graziano, 1972;Dembo, Sweitzer, & Lauritzen, 1985;Graziano & Diament, 1992;Johnson & Katz, 1973;Kohut & Andrews, 2004;Mooney, 1995;McAuley, 1982;Moreland, Schwebel, Beck, & Well, 1982;O'Dell, 1974;Sanders & James, 1983;Todres & Bunston, 1993;Travormina, 1974;Wiese, 1992;Wiese & Kramer, 1988) and at least four quantitative reviews (Cedar & Levant, 1990;Lundahl, Nimer, & Parsons, 2006;Lundahl, Risser, & Lovejoy, 2006;Serketich & Dumas, 1996) that have specifically focused on parent training outcomes.…”

Section: An Overview Of the Empirical Support For Parent Trainingmentioning

confidence: 99%

“…Nonetheless, several narrative reviews have examined the methodology and efficacy of parent training programs from different theoretical orientations (i.e., reflective, Adlerian, & behavioral; Dembo et al, 1985;Mooney, 1995;Todres & Bunston, 1993). All three reviews noted that few studies met the criteria for well-designed investigations, and the diverse methodologies precluded direct comparisons of efficacy.…”

Section: Immediate Effects Of Parent Trainingmentioning

confidence: 99%

Treating Childhood Psychopathology and Developmental Disabilities

2009

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An Evaluation of Group Parent Education: Behavioral, PET, and Adlerian Programs

Cited by 13 publications

References 0 publications

Preventing child abuse; a review of community-based projects 1. Intervening on processes and outcome of reviews

Preventing child abuse; a review of community-based projects 1. Intervening on processes and outcome of reviews

‘Parenting teenagers’ programmes: a UK perspective

Treating Childhood Psychopathology and Developmental Disabilities

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