Evidence-Based Parenting Programs: Integrating Science into School-Based Practice

Sanders, Matthew R.; Healy, Karyn L.; Grice, Christina; Vecchio, Tamara Del

doi:10.1007/978-3-319-45166-4_27

Cited by 6 publications

(9 citation statements)

References 70 publications

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“…Support from schools often required an assessment and diagnosis too, and also influenced a parent’s ability to engage with IY and whether they described quantitative or qualitative improvement in their child’s behaviour after the programme. Most studies to date have either examined a parenting programme without looking at external influences like school [ 28 ], or have focussed specifically on how parenting programme can be implemented in a school environment [ 19 ]. Findings from the current study suggest that a focus on the home environment alone may not be enough, and that the school environment can also be important in improving a child’s behaviour.…”

Section: Discussionmentioning

confidence: 99%

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Informing the personalisation of interventions for parents of children with conduct problems: a qualitative study

et al. 2020

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Background Parenting programmes aim to alleviate behavioural problems in children, including conduct disorder. This study was part of a multi-phase mixed-methods project seeking to extend the reach of parenting programmes for the treatment of conduct problems through developing an evidence base to inform a personalised approach. It explored the narratives of parents of children with behavioural and conduct problems about parenting programmes to identify how such programmes could be personalised in order to extend their reach to parents and children who do not currently benefit. Methods Face-to-face semi-structured interviews with a purposive sample of 42 parents, who had different experiences of parenting programmes. Interviews were conversational and informed by a topic guide. Analysis of transcripts of audio-recorded interviews drew on inductive thematic approaches and was framed largely within a phenomenological perspective. Results Parents’ accounts demonstrated three themes: 1) a personalised approach needs to include the child; 2) a supportive school matters; and, 3) the programme needs to feel personal. Parents were more likely to have a positive experience at a parenting programme, and for their child to demonstrate positive behavioural changes, when they felt their concerns were validated within the group and they also felt supported by the child’s teachers. Parents whose children had been assessed prior to undertaking the programme were also more likely to perceive the programme to be beneficial, compared to parents who felt their child’s individual issues were never considered. Conclusions Our findings point to the potential for personalised approaches to extend the reach of parenting programmes to parents and children who do not currently benefit from such programmes. Important in personalising parenting programmes is assessing children before parents are referred, to directly work with children as well as parents, and to work collaboratively with parents and children to identify which families are most suited to group support or one-to-one support and how this may change depending on circumstances.

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Section: Discussionmentioning

confidence: 99%

“…Accessibility issues can also be resolved with one-on-one, home-based parenting programmes [ 15 ]. Further, parenting programmes have been adapted for teachers and implemented in school environments [ 18 , 19 ].…”

Section: Introductionmentioning

confidence: 99%

Informing the personalisation of interventions for parents of children with conduct problems: a qualitative study

et al. 2020

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“…These novel findings provide an evidence-based framework for the effectiveness of school-based SSTP in supporting parents to effectively manage their child's disability and enhance their developmental outcomes. Equipping parents with positive parenting strategies is crucial to improving the child's behaviour and learning ability, both at home and at school (Sanders et al, 2017). This can also result in flow-on effect of increased attention and learning for all children in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…Providing brief parenting interventions like seminars would be ideal for attracting parents that face such barriers (Barrett, 2010). Some of the barriers could be alleviated by delivering school-based parenting intervention as the intervention can be scheduled around school drop-off and pick-up times, or when children are in before-or after-school care (Sanders et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Such research would have important implications for the generalisability of SSTP in real-world settings where there is less opportunity to control for confounds, including facilitators' characteristics and level of struggles experienced by parents and children. Furthermore, implementing SSTP in schools would significantly increase its reach because it would provide a destigmatising context for parenting interventions when schools encourage all parents to attend (Sanders, Healy, Grice, & Del Vecchio, 2017). Finally, understanding the effectiveness of school-based SSTP on parent and child outcomes would qualify the exploration of its effect on HSP, as there is currently a need to identify an effective method of fostering HSP (Bano et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of School-Based Stepping Stones Triple P on Child and Parent Outcomes

Aery¹,

Hodges²,

Day³

2018

Proceedings of the Universitas Indonesia International Psychology Symposium for Undergraduate Research (UIPSUR 2017)

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This paper investigated the effectiveness of delivering Stepping Stones Triple P (SSTP), a parenting intervention program, in special education settings and by education professionals to positively influence the potential of families of children with a disability. Questionnaire responses from 216 parents of children with a disability who received SSTP in special education settings and by education staff were extracted from a pre-existing dataset. The questionnaires were administered before and after the program and again 12 months later. Questionnaires included measures of child problem behaviour, parenting practices, parental adjustment, parental self-efficacy, and program satisfaction. Results from a series of MANOVA and ANOVAs revealed significant improvements in parent-reported child behaviour, parenting practices, parental adjustment and parental efficacy. Results were maintained at 12-month follow-up. Qualitative comments revealed that 35% of parents continued to seek support from education professionals due to the positive experience. Overall, these findings suggest that school-based SSTP is effective in enhancing the behaviour of children with disabilities by augmenting the skillset and confidence of their parents. An avenue for future research is to specifically explore the effect of school-based SSTP on the partnership between home and school.

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The Importance of Parenting in Influencing the Lives of Children

Sanders

Turner

2018

Handbook of Parenting and Child Development Across the Lifespan

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Evidence-Based Parenting Programs: Integrating Science into School-Based Practice

Cited by 6 publications

References 70 publications

Informing the personalisation of interventions for parents of children with conduct problems: a qualitative study

Informing the personalisation of interventions for parents of children with conduct problems: a qualitative study

The Effect of School-Based Stepping Stones Triple P on Child and Parent Outcomes

The Importance of Parenting in Influencing the Lives of Children

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