The Effects of Parent Management Training, Problem-solving Skills Training and the Eclectic Training on Conduct Disorder in Iranian Elementary School Students

Mohsen Lali,Hossien Molavi,Mokhtar Malekpour,Karim Asgari,Ahmad Abedi

doi:10.5539/ijps.v4n2p154

Abstract

The present study investigated the effects of parent management training, problem-solving skills training and theeclectic training on symptoms of conduct disorder in Isfahan elementary school students during the educationalyear 2010-2011. The sample included 40 male pupils (ages 10 to 11) randomly selected assigned to experimentaland control groups. Four groups were formed (each group consisted of 10 students), namely parent managementtraining, problem-solving skills training, eclectic training and a control group. Child Behavior Checklist (CBCL,Achenbach, 1991) and clinical interview were used as research instruments. Three methods were used asintervention (parent management training, problem-solving skills training and the eclectic training).The resultsof the analysis of covariance ANCOVA with repeated measure indicated a significant difference between parentmanagement training, eclectic training and the control group, however no significant difference was observedbetween problem solving skills training group and the other groups. Scheffe post-hoc test was also used whichindicated that parent management training and eclectic training intervention decreased the conduct disordersymptoms in comparison with the control group. Also, the results indicated that eclectic training was moreeffective than parent management training.

Highlights

Psychological problems that commonly begin during childhood are listed in the DSM-IV-TR category disorders usually first diagnosed in infancy, childhood, or adolescence. (Oltmanns & Emery, 2012)
Group comparisons were made with analysis of covariance (ANCOVA).When a significant difference was detected between groups, Scheffe post-hoc analysis was used for multiple comparisons
As it is shown in table 4, the means on the post-test and the follow-up of the parent management training and the eclectic training were less than that of the problem-solving skills training and the control groups

Summary

Introduction

Psychological problems that commonly begin during childhood are listed in the DSM-IV-TR category disorders usually first diagnosed in infancy, childhood, or adolescence. (Oltmanns & Emery, 2012). Externalizing disorders are the most commonly diagnosed childhood disorders and account for about half of all children in treatment (Kazdin, 1995).These disorders create difficulties for the child’s external world. They are characterized by children’s failure to control their behavior according to the expectations of parents, peers, teachers, and/or legal authorities. (Oltmanns & Emery, 2012).Conduct disorder (CD) represents one of the forms of externalizing disorder in child and adolescent psychiatry. According to DSM-IV-TR, the essential feature of this is a repetitive and persistent pattern of behavior in which the basic rights of others, or major age-appropriate societal norms, are violated (APA, 2003). These traits reflect an affective and interpersonal style of the individual (e.g., lack of empathy, lack of guilt, shallow emotions, egocentricity ,callous use of others for own gain)and seem to be associated with a more severe, violent and chronic pattern of antisocial behavior (Scheepers, Buitelaar & Matthys, 2011)

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Conclusion