The Differential Effectiveness of Two Models of Skills Training for Working Class Parents

Abstract

The article reports on the evaluation of two types of systematic skills training models of parent education with a working class, clinic population, using similar training methods and standardized measures which reflected the goals of each approach. A behavioral skills approach was compared to a communication skills approach, and to a nonequivalent comparison group. It was expected that parents who completed the communication skills training would demonstrate greater communication skills than parents not receiving such training, and that their children would perceive improved communication skills. The first hypothesis was borne out while the second one was not. It was anticipated that parents who completed behavioral skills training would demonstrate greater knowledge of behavioral principles and that they would perceive behavioral changes in their children. Again the first hypothesis was borne out while the second one was not. Children of parents completing behavioral skills training did perceive their parents as being more congruent.