Promoting positive parenting practices in primary pare: Outcomes and mechanisms of change in a randomized controlled risk reduction trial

Reedtz, Charlotte; Handegård, Bjørn Helge; Mørch, Willy‐Tore

doi:10.1111/j.1467-9450.2010.00854.x

Cited by 72 publications

(85 citation statements)

References 35 publications

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“…Three summary scores were computed: harsh and inconsistent discipline (15 items), praise and incentives (11 items) and total score (80 items). This was in line with previous use of the PPI scale, dividing it into subscales of positive and negative parenting (Kling et al, 2010;Larsson et al, 2009;Reedtz, Handegard, & Morch, 2011;Webster-Stratton et al, 2001). All items were rated on a 7-point Likert scale.…”

Section: Conduct Problemsmentioning

confidence: 98%

The moderating role of child callous-unemotional traits in an Internet-based parent-management training program.

Högström¹,

Enebrink²,

Ghaderi³

2013

Journal of Family Psychology

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Although parent management training (PMT) is generally considered the treatment of choice for children with conduct problems, some specific adaptations might be essential for various subgroups of parents or children to benefit well from PMT. The aim of this study was to examine the influence of child callous-unemotional (CU) traits on the outcome of an Internet-based PMT program for parents of children with conduct problems (n = 57; mean age 6.65). Within a randomized controlled trial of PMT, children assigned to the intervention group were categorized and compared as either "high-CU" (n = 8) or "low-CU" (n = 49) based on a cut-off score on the CU subscale of the Antisocial Process Screening Device (APSD; Frick & Hare, 2001). CU traits in children were associated with more severe conduct problems at baseline, as well as more hyperactivity and peer-related problems. Treatment outcome, in terms of conduct-problem reduction, was poor in the high-CU group compared with the low-CU group, despite the fact that parents in both groups improved equally in parenting skills. The same pattern of results emerged after controlling for initial difficulties of conduct problems and other pretreatment differences between the groups. Elevated levels of CU traits in children seem to contribute to an inferior treatment response in PMT. These findings call for more attention on empathy and emotional patterns in the assessment of children with conduct problems.

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Section: Conduct Problemsmentioning

confidence: 98%

The moderating role of child callous-unemotional traits in an Internet-based parent-management training program.

Högström¹,

Enebrink²,

Ghaderi³

2013

Journal of Family Psychology

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“…The programs have been designed for certain populations at risk of behavioral problems or that already manifest some maladjustment. Interventions in this realm usually involve treatment for oppositional defiant disorder and conduct disorder or preventive measures for children with high risk of behavioral disorders (Reedtz, Handegård, and Mørch, 2011). Problems such as oppositional defiant disorder or conduct disorder are predictive of school dropout, substance abuse, and Most of these programs have been initially designed to be administered at home by a trained practitioner such as a therapist or social worker.…”

Section: Managing Child Behaviormentioning

confidence: 99%

Learning Better: Public Policy for Skills Development

Busso¹,

Cristia²,

Hincapié³

et al. 2017

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This work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http:// creativecommons.org/licenses/by-nc-nd/3.0/igo/legalcode) and may be reproduced with attribution to the Inter-American Development Bank (IDB) and for any non-commercial purpose. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Note that link provided above includes additional terms and conditions of the license.The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. Preface New technologies that are fusing the physical, digital, and biological worlds are impacting all industries, countries, and individuals. This so-called Fourth Industrial Revolution will change the way we live and transform the way we work. Preparing this and future generations of workers for a fast-changing world is not only desirable, it's essential. At the Inter-American Development Bank (IDB) we know that a key ingredient to improve lives in Latin America and the Caribbean is having the right skills to face the challenges of this new era. For this reason, we dedicated the 2017 edition of our flagship publication, Development in the Americas (DIA), to studying this topic and to proposing evidence-based solutions to address this critical problem.Undoubtedly, our region will be heavily impacted by sweeping trends around the world. Artificial intelligence, automation, the Internet of Things, 3D printing, and autonomous vehicles are not science fiction anymore. They are real and available in many parts of the world and beginning to find their way to Latin America and the Caribbean. These new trends are changing our jobs and the way we work. The full impact of these changes is still unknown, but clearly there will be a fundamental transformation in the way businesses do their business and workers do their work.A phrase by Robin Chase (co-founder of Zipcar) is telling: "My father had one job in his lifetime, I will have six jobs in my lifetime, and my children will have six jobs at the same time." Not only will our work not be a 9-to-5 job, but we will also not have the same job for our entire life. The Fourth Industrial Revolution will impose continuous and fast changes that will imply new challenges.A central challenge is how to prepare the workers of today for the jobs of tomorrow. I am optimistic because one of the region's principal assets is its people's talent. But much must be done, starting with helping the many workers in the labor force today find good jobs, and stay updated on t...

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“…Resource limitations allowed for only two data collection points. Changes are commonly found immediately after interventions, whereas maintenance of change at follow-up is perhaps a better indicator of an effective program because immediate effects may fade over time (Reedtz, Handegard, & Mørch, 2011); hence, questionnaire data were collected from parents and preschool teachers at baseline (Time 1) and at follow-up approximately seven months later (Time 2), prior to the end of the preschool year.…”

Section: Designmentioning

confidence: 99%

Tuning in to Kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers.

Wilson¹,

Havighurst²,

Harley³

2012

Journal of Family Psychology

101

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This article reports on an effectiveness trial of the Tuning in to Kids (TIK) parenting program. TIK aims to improve emotion socialization practices in parents of preschool children; it is a universal prevention program that teaches parents the skills of emotion coaching and also targets parents' own emotion awareness and regulation. The present study followed a 2 ϫ 2 (Treatment Condition ϫ Time) design. One hundred twenty-eight parents of children ages 4.0 -5.11 years were recruited from preschools and randomized into intervention and waitlist conditions. Parents in the intervention condition (n ϭ 62) attended a six-session group parenting program delivered by community practitioners who followed intervention fidelity protocols. Parents and preschool teachers completed questionnaires twice during the preschool year: at preintervention and at follow-up (approximately 7 months later). Parents reported on their emotion socialization beliefs and practices, other parenting practices, and on child behavior. Teachers reported on child behavior (Social Competence and Anger-Aggression). Data were analyzed using multilevel modeling. At follow-up, compared to the control group, intervention parents were significantly less emotionally dismissive in their beliefs, less dismissive and more coaching in their practices in response to children's negative emotions, and more positively involved. Although there were improvements in both conditions over time for parent-reported child behavior and teacher-reported social competence, compared to the waitlist group, intervention parents reported a significantly greater reduction in number of behavior problems. This trial demonstrates the potential for community agencies and practitioners in real-world settings to deliver a new parenting program that targets emotional communication in parent-child relationships.

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Promoting positive parenting practices in primary pare: Outcomes and mechanisms of change in a randomized controlled risk reduction trial

Cited by 72 publications

References 35 publications

The moderating role of child callous-unemotional traits in an Internet-based parent-management training program.

The moderating role of child callous-unemotional traits in an Internet-based parent-management training program.

Learning Better: Public Policy for Skills Development

Tuning in to Kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers.

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