Multiple Family Groups: An Alternative for Reducing Disruptive Behavioral Difficulties of Urban Children

Abstract

Objective: This article presents an evaluation of a multiple family group intervention (MFG) designed to meet the mental health needs of low-income minority children and families. Method:Children participating in the MFG are compared with children demographically and clinically similar who received individual or family therapy services at an urban mental health center. Results: Of the children referred for MFG, 59% were still in service by the 16th group meeting. Of the children assigned to individual or family therapy, only 39% were in service after 16 weeks. Data from the subsamples that attended 16 weeks of MFG or therapy sessions were analyzed, and significant decreases in total disruptive behavior, conduct problems, learning difficulties, hyperactivity, and impulsivity were associated with MFG participation. Conclusion: Follow-up interviews revealed that 70% of MFG parents noted child improvements, in comparison to 54% of parents whose children received individual family therapy.

The SURVIVE Community Project

“…McKay, Quintana, Kim, Gonzales, and Adil (1999) have identified the following features of multiple family group models: (a) the inclusion of children, parents and a facilitator; (b) a focus on a specific problem; and (c) the facilitation of interaction processes and exchanges between-and within-families. Although multiple family groups originally targeted families with a mentally ill member, MFG models are now being used successfully with wellfunctioning families and families with children (Dennison, 1999).…”

“…Although multiple family groups originally targeted families with a mentally ill member, MFG models are now being used successfully with wellfunctioning families and families with children (Dennison, 1999). More specifically, MFG programs have been developed for families facing contemporary social and urban problems, including HIV/AIDS (McKay, Baptiste, Coleman, Madison, Paikoff, & Scott, 2000), maternal substance abuse (DeVoe, Dean, Joyce, McKay, & Bronx Collaborative Board, in press), death of loved ones through homicide (Lyon et al, 1992 as cited in Dennison, 1999), and to address behavioral problems in urban children (McKay et al, 1999). Very few interventions implementing family-based (Tolan & McKay, 1996) or dyadic approaches have been evaluated although a few have described group intervention with children who have witnessed domestic violence (e.g., Rabenstein & Lehmann, 2000;Wagar & Rodway, 1995).…”

“…This session was adapted from the CHAMP Family Program (McKay et al, 1999) and is designed to facilitate discussion of the importance of parental supervision and the monitoring of children's whereabouts and activities, with an emphasis on age appropriate levels of parental involvement. In the parents only session, parents are asked to identify their present strategies for monitoring their children's activities and keeping them safe within their community and school environments.…”

“…In the child-only segment of this session, children are guided through a series of exercises, entitled "Express Yourself Skills" (McKay et al, 1999), designed to help them communicate with their parents about difficult or sensitive issues, including peer pressure, drugs, and gangs. Facilitators introduce these exercises in the following way: "Expressing yourself means talking so that you get your ideas across and listen to people so that they can get their ideas across to you."…”

Using Multilevel Statistical Models in Social Work Intervention Research

“…Of 25 reviewed studies, 16 reported on interventions that utilized a group modality, and two reported on classroom-based interventions. Numerous outcome studies of interventions delivered to groups of participants were published in the past several years (see, e.g., Auslander, Haire-Joshu, Houston, Williams, & Krebill, 2000;McKay, Gonzales, Quintana, Kim, & Abdul-Adil, 1999;Mitchell, 1999;Pomeroy, Kiam, & Abel, 1999;Rice, 2001;Rotherman-Borus, Murphy, Fernandez, & Srinivasan, 1998). Children who are research participants are often clustered into schools or classrooms (Abbott et al, 1998;Spoth et al, 1998).…”