Testing theories through evaluation research: Conceptual and methodological issues embedded in evaluations of parenting programmes

Deković, Maja; Stoltz, Sabine; Schuiringa, Hilde D.; Manders, Willeke; Asscher, Jessica J.

doi:10.1080/17405629.2011.611423

Cited by 14 publications

(19 citation statements)

References 28 publications

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“…Only longitudinal data will provide greater insight into the temporal ordering of events and probable direction of causality for the relation between parenting behavior, the parent-child relationship, and externalizing behavior problems in children with MBID. Experimental or intervention studies may then be undertaken to document that changes in parenting behavior can effectively decrease externalizing behavior problems among such children (Deković , Stoltz, Schuiringa, Manders, & Asscher, 2012).…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior

Schuiringa

Nieuwenhuijzen

Castro

et al. 2015

Research in Developmental Disabilities

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This cross-sectional study examined the association between parenting behavior, the parent-child relationship, and externalizing child behavior in families of children with mild to borderline intellectual disabilities (MBID). The families of a child with MBID and accompanying externalizing behavior problems (n=113) reported more positive discipline and physical punishment but less involvement, less positive parenting, less monitoring, a lower sense of parenting competence, less acceptance of the child, and less closeness to the child than the families of a child with MBID and no accompanying externalizing behavior problems (n=71). The parent-child relationship was most strongly associated with externalizing child behavior, over and above parenting behaviors. In addition, the parent-child relationship was found to be associated with parenting behavior, over and above the child's externalizing behavior. Our results highlight the importance of both the parent-child relationship and parenting behavior in connection with the occurrence of externalizing behavior problems on the part of children with MBID. Parenting behavior and the parent-child relationship may thus be promising targets for interventions with this group of children.

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Section: Strengths and Limitationsmentioning

confidence: 99%

Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior

Schuiringa

Nieuwenhuijzen

Castro

et al. 2015

Research in Developmental Disabilities

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“…ha dejado paso a cuestiones como: "¿A quién y bajo qué circunstancias el programa presenta los mejores efectos?" (Dekovic et al, 2012). En esta línea, es necesaria cierta diversidad en la aplicación de los programas para conocer qué características de implementación se asocian a más beneficios.…”

Section: Discussionunclassified

Evaluación de la implementación del Programa Formación y Apoyo Familiar en Servicios Sociales

García¹,

Hidalgo²,

Lara³

et al. 2014

PSYWRIT

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El Programa de Formación y Apoyo Familiar es una intervención de carácter psicoeducativo y comunitario para la promoción de parentalidad positiva. Se trata de un programa de educación parental preventivo, encaminado a la preservación familiar, que se lleva a cabo desde los Servicios Sociales con familias en situación de riesgo psicosocial.En este artículo se presenta una descripción del programa y un análisis de las principales características de su implementación en 34 grupos con un total de 152 familias participantes. Los resultados obtenidos indican que la implementación del programa se ha caracterizado tanto por una importante homogeneidad como por algunas diferencias, que evidencian el carácter estructurado y al mismo tiempo flexible del programa. Asimismo, el estudio realizado pone de manifiesto una valoración positiva del programa de Formación y Apoyo Familiar tanto por parte de los profesionales responsables de la implementación como de las familias participantes. (2006) sobre Políticas de Apoyo al Ejercicio Positivo de la Parentalidad han contribuido de forma determinante a que el apoyo a las familias ocupe un lugar destacado en las políticas sociales de la mayoría de los países. En este contexto socio-político, en el que se insta a las instituciones públicas a apoyar a madres y padres para desempeñar adecuadamente sus responsabilidades educativas, se enmarca y desarrolla el "Programa de Formación y Apoyo Familiar" (FAF), un programa de promoción de parentalidad positiva destinado a familias con dificultades para afrontar la socialización y educación de sus hijos e hijas. El programa FAF se diseñó a partir de un estudio de necesidades, que permitió explorar con detalle las necesidades y las fortalezas de las familias en situación de riesgo psicosocial usuarias de los Servicios Sociales (e.g., Menéndez, Hidalgo, Jiménez, Lorence y Sánchez, 2010). Tras varios años de aplicación piloto y revisión, la versión definitiva del programa FAF (Hidalgo, Menéndez, López, Sánchez, Lorence y Jiménez, 2011) quedó incluida dentro del Plan Municipal de Prevención y Atención a la Infancia y Adolescencia en situación de riesgo, y se implementa en todos los Centros Sociales de la ciudad de Sevilla de forma ininterrumpida desde el año 2009.El programa FAF es una intervención psicoeducativa y comunitaria, integrada dentro de las actuaciones de prevención secundaria encaminadas a la preservación familiar que se llevan a cabo desde los Servicios Sociales Comunitarios de la ciudad de Sevilla (España) (Hidalgo, Menéndez, Sánchez, Lorence y Jiménez, 2009). Por tanto, los destinatarios del programa son mayoritariamente familias en situación de riesgo moderado, en las que existen importantes dificultades pero al mismo tiempo también es posible identificar fortalezas en las que sustentar la intervención. De hecho, una de las características más destacables de este programa y que lo distingue de otros similares es su flexibilidad, lo que hace posible que se implemente con formatos diferentes y destinatarios diversos. En este sentid...

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“…The abundance of parenting programmes on offer, however, can make it difficult for parents to choose between what is available, with informed selection being confounded by widespread promotion of programmes (Yeo, Frydenberg, Northam, & Deans, 2014). Advertised programmes often have limited evidence supporting their effectiveness (Deković, Stoltz, Shuiringa, Manders, & Asscher, 2012;McLennan & Lavis, 2006;Taylor & Biglan, 1998) and remain at risk of unmeasured bias (Knerr, Gardner, & Cluver, 2013). Thus, a stronger demand for evidence and accountability has emerged in the past 10 years, with increasing pressure to verify that parenting programmes meet their intended aims and improve parent and child functioning (Benzies, Clarke, Barker, & Mychasiuk, 2012;Deković et al, 2012;Flay et al, 2005).…”

Section: What This Paper Addsmentioning

confidence: 99%

Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting

Gulliford

Deans

Frydenberg

et al. 2015

Australian Psychologist

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Objective:Coping skills contribute to positive parenting and children's healthy adaptation to everyday experiences. This study evaluated the utility of a new group-based universal social emotional parenting programme, Families Coping (previously named Parents Can Do Coping). This programme has the twin aims of teaching communication and coping skills to parents within a positive parenting framework. Method: The participant group comprised 14 parents of preschoolers in an early learning centre located in the inner-metropolitan Melbourne area. Parents were provided with effective communication skills, developed an understanding of their own coping and that of their children, and learnt how to actively engage their child in shared conversations about coping. To assess change, a mixed-methods design was employed, where parents completed pre-and-post-programme paper and pencil surveys and open-ended responses. Results: Results showed a number of statistically significant changes in parents' coping skills. Specifically, parents reported greater use of productive coping and a concurrent reduction in non-productive coping strategies. Despite there being no statistically significant change in child coping or parent and child well-being, written responses indicated that most parents perceived a trend towards the development of more positive parenting practices and use of productive coping by their child, as well as some aspect of improvement in both parent and child well-being. Conclusions: There is benefit in incorporating parent and child coping skills into a universal positive parenting programme for preschool-aged children. Findings are considered in view of methodological strengths and shortcomings, as well as the value of Families Coping as an addition to the pool of programmes currently available to parents.

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Testing theories through evaluation research: Conceptual and methodological issues embedded in evaluations of parenting programmes

Cited by 14 publications

References 28 publications

Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior

Parenting and the parent–child relationship in families of children with mild to borderline intellectual disabilities and externalizing behavior

Evaluación de la implementación del Programa Formación y Apoyo Familiar en Servicios Sociales

Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting

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