Effectiveness Of Parenting Program Research Articles

Online Parenting Programs for Children's Behavioral and Emotional Problems: a Network Meta-Analysis.

Online parenting programs to support parents of children with behavioral problems and emotional problems have become widely available in recent years. Research has consistently shown their positive effects on child development, parents' adaptive parenting practices, and parents' mental health. However, knowledge is lacking on which type of content is more suitable to be delivered online. Our work addresses this knowledge gap by conducting traditional and network meta-analyses to improve our understanding of (1) how effective online parenting programs are to improve children's behavior and emotional problems, and (2) what clusters of components are most likely to yield the strongest effects. Following the PROSPERO preregistration, we systematically searched PsycINFO, MEDLINE, Web of Science, and Cochrane. Of the 8292 records retrieved, 28 records on 27 randomized controlled trials (N = 5,312) met the inclusion criteria. Results show moderate effect sizes of online parenting programs on reduced child behavioral and emotional problems, parents' ineffective parenting practices, and parents' mental health problems. Online programs adopting a learning theory perspective, either with or without additional parental self-care and parents as therapist approaches, are most likely to yield the strongest effects on child behavioral problems. Online programs adopting a learning theory perspective, parental self-care and parents as therapist approaches, with or without additional relationship perspectives, are most likely to yield the strongest effects on child emotional problems. Online parenting programs seem promising tools for improving child behavioral and emotional problems. Future research should identify the circumstances that allow parents and children to benefit more from specific components in these programs.

PARENT-CHILD INTERACTION THERAPY: A LITERATURE REVIEW ON ITS EFFECTIVENESS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

Autism Spectrum Disorder (ASD) affects children and their learning in a variety of ways. ASD is a developmental disorder that is marked by profound deficits in social, language, and cognitive abilities. The core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, resulting in behavioural responses. This article offers an overview of the literature, focusing on the effectiveness of Parent-Child Interaction Therapy (PCIT) which used to improve the relationship between parent-children and to reduce noncompliance behaviour in children with ASD. The PCIT is an empirically-supported treatment for conduct-disordered for young children aged two to seven that highlights on improving the quality of the relationship between parents and child and changing inappropriate pattern of parent-child interaction. Early relationships between parents and children have powerful impacts on children’s behaviour and emotional development. When parents are responsive and sensitive to child’s cues, they contribute to the coordinated back and forth of interaction with the child. This kind of interaction helps children develop self-sense and emotional regulation skills such as self control and self-calming. Furthermore, in order to help young children to develop lifelong motivation in their self, parents are encouraged to participate in everyday learning and playing activities. Therefore, identifying the most effective intervention parenting programmes for enhancing and rebuilding parent-child relationships through teaching parent the skills necessary for coping with noncompliance behaviour in young children with ASD is crucially important. Overall, the findings of this study demonstrate the potential of PCIT as an early intervention to improve the behavioural functional outcomes of preschool children with ASD.

Family-Focused Universal Substance Use Prevention in Primary Care: Advancing a Pragmatic National Healthcare Agenda.

This article advances ideas presented at a National Academies of Sciences, Engineering, and Medicine workshop in 2022 that highlighted clinical practice and policy recommendations for delivering universal, family-focused substance use preventive interventions in pediatric primary care. Pediatric primary care is a natural setting in which to offer families universal anticipatory guidance and links to systematic prevention programming; also, several studies have shown that offering effective parenting programs in primary care is feasible. The article describes a blueprint for designing a pragmatic national agenda for universal substance use prevention in primary care that builds on prior work. Blueprint practice schematics leverage efficacious family-focused prevention programs, identify key program implementation challenges and resources, and emphasize adopting a core element approach and utilizing digital interventions. Blueprint policy schematics specify avenues for improving cross-sector policy and resource alignment and collaboration; expanding, diversifying, and strengthening the prevention workforce; and enhancing financing for family-focused prevention approaches. The article then draws from these schematics to assemble a candidate universal prevention toolkit tailored for adolescent patients that contains four interlocking components: education in positive parenting practices, parent and youth education in substance use risks, a parent-youth structured interaction task, and parent and youth linkage to in-person and web-based prevention resources.

Effectiveness of a Training Program for Parents of Toddlers with or at Risk of Autism Spectrum Disorder

Purpose: This study aimed to evaluate a hospital-provided hybrid parental support program designed to help parents implement routine interventions for their toddlers under 34 months, with or at risk of autism spectrum disorder (ASD).Methods: An experimental group including 15 pairs of toddlers and their parents received eight weekly sessions, while a control group including nine pairs received no sessions. Toddlers’ joint attention, autism-related behaviors, and adaptive behaviors, as well as parenting stress and parenting efficacy, were compared between baseline and 8 weeks later. Results: The toddlers in the experimental group showed significant improvement in their joint attention scores on the Early Social Communication Scales (<i>P</i><0.01) and the Korean-Childhood Autism Rating Scale scores (<i>P</i><0.01). However, statistically significant differences were not found in the adaptive behavior composite scores of the Korean Vineland Adaptive Behavior Scales-II and total behavior problem scores of the Korean version of the Child Behavior Checklist. Parenting efficacy in the experimental group showed significant improvement (<i>P</i><0.05). Parenting stress increased in the experimental group, but the difference was not significant. Additionally, parents showed a statistically significant between-group difference in parenting efficacy (<i>P</i><0.05). Conclusion: A hospital-provided hybrid program affected the development of toddlers with ASD and parents’ implementation of interventions. It is significant that an online platform was used to provide individualized support for families to continue practicing the interventions and that the effectiveness of this program was demonstrated. This intervention can be considered as an efficient and sustainable alternative system to support toddlers with ASD and their families.

Effects of an Online Play-Based Parenting Program on Child Development and the Quality of Caregiver-Child Interaction: A Randomized Controlled Trial.

BackgroundStudies assessing the effects of parenting programs have focused on interventions delivered through face-to-face modalities. There is a need for research to evaluate the effects of online parenting programs on child development, such as the BEM Program (‘Play Teaches Change’ in English), an online play-based parenting program that teaches caregivers on how to introduce playful interactions into their daily household chores.ObjectiveTo assess the effects of the BEM Program on child development and the quality of caregiver-child interaction.MethodA two-arm randomized controlled trial was conducted in a socioeconomically disadvantaged district of São Paulo city in Brazil. 129 children aged 12–23 months and their caregiver were randomly assigned to receive either the BEM Program for 8 weeks (intervention, n = 66) or standard child care (control, n = 63). Data were collected at baseline and endline of the intervention through home visits and online interviews. An intention-to-treat analysis was conducted.ResultsThe intervention showed positive effects on child development, by improving language development (Cohen’s d = 0.20, 95%CI 0.08–0.47) and reduced intrusiveness (Cohen’s d = 0.35, 95%CI 0.06–0.65) of caregiver-child interaction. No significant differences were observed in caregiver’s repertoire and engagement in age-appropriate play activities with the child while doing the household chores, parenting sense of competence and perceived stress.ConclusionsDespite the small size and low adherence to the program, such promising results advance evidences for fully remote parenting programs and their effects on child development.

The moderating effect of parent-child relationship on children’s mental health during COVID-19 quarantine

The mandatory domestic quarantine from 23rd, January to 8th, April in Wuhan due to the coronavirus disease (COVID-19) is unprecedented in public health history in China. Its impact on people’s short-term negative psychological effects had been reported in both previous and current studies, especially for young children who are vulnerable to home environmental risks. Using data collected before and after Wuhan lockdown among children and parents in a Wuhan kindergarten T, this study provides empirical evidence on the negative impacts on parents and children from the pandemic, and particularly the moderating effect of parent-child relationship on children’s mental health. Qualitative analysis further illustrates that a good parent-child relationship could be fostered by parenting programs aiming at improving parenting skills, enhancing understanding of children’s psychological needs and promoting parent-child interactions. This indicates that parent-child relationship based on effective parenting programs are vital in reducing children’s emotional problems in the face of difficulties and disasters such as the COVID-19 quarantine.

Examining the Effectiveness of a Legislative Advocacy Program for Parents of Individuals With Intellectual and Developmental Disabilities

AbstractGiven the expertise of parents of children with intellectual and developmental disabilities (IDD), it is important to include their voices in disability legislation. Although, historically, parents of children with IDD have spearheaded disability policy, in the past few decades, parent legislative advocacy has been minimal. In this study, we evaluated the effectiveness of a legislative advocacy program for parents of individuals with IDD. Specifically, using an intervention and wait list control group, we sought to determine whether the legislative advocacy program resulted in increases in special education knowledge, empowerment, and civic engagement. We found that intervention (vs. the wait list control) group participants demonstrated significant increases in special education knowledge and empowerment. Implications for research, policy, and practice are discussed.

Role of perceived social support in the relationship between parent temperament and distress tolerance

AbstractObjectiveTo evaluate whether social support mediates the relationships between parent temperament and distress tolerance (DT) in mothers and fathers.BackgroundDistress tolerance is central to many of the factors identified as high‐risk for parents perpetrating child maltreatment. To create effective parenting programs aimed at reducing child maltreatment, it is essential to understand the risk and protective factors associated with parental DT. Additionally, examining these factors in both mothers and fathers is important for determining whether mechanisms of risk and protective factors function similarly.MethodUsing existing cross‐sectional data, self‐report assessments from 584 parents (67% female, Mage = 32.35 years) of children between the ages of 6 months and 10 years were analyzed using mediation analyses.ResultsPerceived social support partially mediated the relationship between negative affect and distress tolerance, in the overall sample and in mothers only, but not for fathers only. Perceived social support was not a mediator of the relationship between effortful control and distress tolerance in any of the samples.ConclusionResults suggest that negative affect and perception of social support play important roles in parents’ DT capabilities. Furthermore, the inconsistency across genders, suggests that risk and protective factors of DT may differ for mothers and fathers.ImplicationsInvestigating risk factors of low parental DT is important for advancing knowledge about parents who may ultimately engage in child maltreatment to inform the design of prevention and early intervention parenting programs.

Effectiveness of creative arts-based parent training for parents with children with Autism Spectrum Disorder

The mixed-method study evaluated the effectiveness of the 6-week long Creative Arts-based Parent Training program for parents with children with Autism Spectrum Disorder (ASD). Korean Parenting Stress Index-Short Form and Korean Parenting Efficacy Test were used to examine parental stress and sense of competence. Qualitative data were collected for the experimental group (EG) (n = 17) using a 30 min focus group interview, art journaling, and questionnaires. There was no difference in age (t(25) = 1.38, p = .19) and gender (p = .86) between the experimental and control groups (n = 15). The program was a positive experience. Qualitative data on parental experience and quantitative data on parental stress showed significant change, favoring the EG, t(17)=−2.72, p = .014 after controlling for inequality of variances. The EG highlighted the program as: (a) a social connection; (b) new opportunities to be child-focused, and (c) the learning of importance of emotion for child development. More, implementation promoted changes in both parents and children as the fundamental parenting style and the view on the child and disability changed. Therefore, although the study had some limitations, the program showed the promise of group-based supplementary parent training in parent-mediated, creative arts–based intervention as an early intervention treatment for children with ASD.

Research Review: The most effective parenting program content for disruptive child behavior - a network meta-analysis.

Programs to support parents are the recommended strategy to reduce disruptive child behavior problems. Efforts have been made to demonstrate which program components (i.e., clusters of techniques taught) increase program effects, but these methods fail to account for the fact that components rarely operate in isolation. We examine how combinations of components cluster together to form program types and use network meta-analysis to estimate the relative effects of these program types. We updated an existing systematic review of parenting programs for disruptive child behavior and identified 197 randomized trials. We modeled clusters of components in each trial arm and chose the best-fitting model. We subsequently took 20 draws from the probability distribution of the latent class for each arm, entered each draw into a network meta-analysis model and combined findings using Rubin's rules. Combined estimates were bootstrapped to rank the clusters. We estimated main models and separate models for prevention and treatment settings. A five-class solution fit the data best: (1) behavior management; (2) behavior management with parental self-management; (3) behavior management with psychoeducation and relationship enhancement; (4) maximal component loading and (5) no/minimal component loading (i.e. control). In the main model and in treatment settings, all four program types were effective compared to no/minimal components. In prevention settings, only behavior management and behavior management with parental self-management were effective compared to no/minimal components. Probabilistic ranking showed that overall and in treatment settings, behavior management had the largest chance, and in prevention settings, behavior management with self-management had the largest chance, of being most effective compared to no/minimal components. Programs with more focused content seem more likely to yield stronger effects, and different foci may be needed in treatment versus prevention settings. Next steps include identifying individual family differences in optimal program content.

Comparing Traditional and Ebook-Augmented Parent-Child Interaction Therapy (PCIT): A Randomized Control Trial of Pocket PCIT

Disruptive behavior in young children is one of the most common referrals to behavioral health providers. While numerous effective parenting programs, such as parent–child interaction therapy (PCIT), exist for improving children’s behaviors, challenges with treatment engagement and retention limit the intended positive impact on child and caregiver outcomes, particularly for racial and ethnic minority families. In an effort to address barriers contributing to poor engagement and retention in traditional PCIT service delivery and among ethnic and racial minority families, a multimedia PCIT ebook was developed and evaluated. In a sample of the general public that utilized the ebook, users were found to be more engaged in viewing embedded videos within the ebook that were related to expert skill explanations and skill demonstrations than caregiver testimonies. A randomized controlled trial was also conducted to evaluate the extent that the ebook + PCIT improved treatment engagement, retention, parenting skills, skill acquisition efficiency, and child behavior above and beyond traditional PCIT. Participating families were randomly assigned to either the traditional PCIT (n = 71) or ebook + PCIT (n = 107) group using an online random number generator. Forty-nine caregivers (traditional PCIT n = 24, ebook + PCIT n = 25) were excluded from analyses because they were lost to follow-up during the intervention. Families in both the traditional PCIT and ebook + PCIT groups demonstrated generally equivalent positive outcomes in treatment engagement (i.e., attendance, treatment length, completion rate) and caregiver skill acquisition efficiency at midtreatment, posttreatment, and 3-month follow-up. The addition of the ebook to PCIT also reduced child disruptive behavior at midtreatment, above and beyond traditional PCIT, but not at posttreatment or follow-up. Clinical implications and future directions are discussed.

Effectiveness of the Nurturing Program for Parents and their Children with Special Needs and their Health Challenges on the Perceived Energy for Parenting and Mindfulness

Effectiveness of the Nurturing Program for Parents and their Children with Special Needs and their Health Challenges on the Perceived Energy for Parenting and Mindfulness

장애아동 부모 대상 프로그램 메타분석 : 2000년 이후 연구를 대상으로

장애아동 부모 대상 프로그램 메타분석 : 2000년 이후 연구를 대상으로

Evaluation of effectiveness of a sexuality education program for parents of male adolescents: promoting of parent-adolescent sexual communication.

Parents play a significant role in promoting of healthy sexuality in adolescents. The purpose of the present study was to assess the effectiveness of a sexuality education intervention program to enhance parent-adolescent sexual communication. This study was a randomized controlled field trial. Parents of male adolescent aged 13-16 years were recruited from eight public all-boys high schools in Karaj, Iran. A multi-stage stratified random sampling method was used and 102 parents were assigned into intervention and control groups. The recruitment and data collection process lasted from February to November 2019. Self-report demographic questionnaire and six general parenting and parent-adolescent sexual communication measures were used to assess the impact of intervention. Sexuality education program was presented for the parents of intervention group, in the form of four weekly 2-h sessions. Parents were assessed at the baseline, within one week post-intervention, and three-month follow-up to evaluate the outcome variables. The data were analyzed using the Chi-square test, two-sample t-test, general linear model analyses, and Bonferroni test. In terms of parent-adolescent general communication, parental monitoring, parent-adolescent communication about sex-related topics, parent's sexual communication skills, parent's self-efficacy, and responsiveness to sexual communication. There were no significant differences between intervention and control groups at the baseline (p>0.05). Compared to controls, intervention parents reported more improvement in general communication across the time; however, significant differences were not observed regarding general communication and parental monitoring (p=0.94, p=0.95). Parents in the intervention group significantly differed from those in the control group for the mean scores of parent-adolescent communication about sex-related topics (p=0.04), parent's sexual communication skills (p=0.04), parent's self-efficacy (p=0.002), and responsiveness (p<0.001) to sexual communication at each follow-up. We identified the educational program as a promising tool for improving parent-adolescent communication regarding sexuality-related issues. This program provides the evidence for implementation of parent-based sexuality education programs.

A Component Analysis of the Mindfulness-Based Positive Behavior Support (MBPBS) Program for Mindful Parenting by Mothers of Children with Autism Spectrum Disorder.

ObjectivesMindfulness-Based Positive Behavior Support (MBPBS) has been shown to be effective in reducing stress and burnout in parents and professional caregivers of children and adolescents with intellectual and developmental disabilities (IDD) and autism spectrum disorder (ASD). The aim of this study was to assess the comparative effects of the mindfulness (MB) and positive behavior support (PBS) components against the MBPBS program for mindful parenting.MethodsThe study utilized a three-arm randomized controlled trial design, with a 10-week pre-treatment control condition, 30 weeks of intervention, and 3 years of post-intervention follow-up. Mothers of children with ASD were randomly assigned to the MB, PBS, and MBPBS conditions and provided 3 days of training specific to each condition. The effects of these programs were assessed on the mothers (i.e., training attendance, meditation time, perceived psychological stress) and spillover effects were assessed on their children with ASD (i.e., aggression, disruptive behavior, compliance with mothers’ requests).ResultsMothers in the MBPBS condition reported greater reductions in perceived psychological stress, followed by those in the MB condition, and with no significant changes reported by those in the PBS condition. Reduction in the children’s aggression and disruptive behavior followed a similar pattern, with most to least significant reductions being in MBPBS, MB, and PBS condition, respectively. Significant increases in compliance (i.e., responsiveness to mothers’ requests) were largest in the MBPBS condition, followed by MB, and then PBS. Changes across all variables for both mothers and their children were maintained for 3 years post-intervention. After time and training type were controlled for, meditation time was a significant predictor in reducing aggressive and disruptive behaviors, and in enhancing compliance of the children with mothers’ requests.ConclusionsPositive outcomes for mothers and their children with ASD were significantly greater in the MBPBS condition, followed by the MB condition, and least in the PBS condition. MBPBS appears to be an effective mindful parenting program on the assessed variables.

Effectiveness of Parenting Program for Macau Shift Work Parents: Randomized Controlled Trial

Purpose: This study aimed to evaluate the effectiveness of the Happy Parenting: Round-the-Clock Parenting (HPRCP) program for Macau parents on shift work, using randomized controlled trial design. Methods: The participants included 154 parents on shift work who were randomized into the intervention ( n = 78) and waitlist control ( n = 76) groups. Participants were requested to complete a set of questionnaires on their children’s behavior, their own parenting stress, parenting practices, and emotion-focused parenting style both before and after the completion of the program by the intervention group. Results: Analysis was by intention-to-treat. The results indicated significant reduction in child behavior problems, parenting stress, and dysfunctional parenting practices in the intervention group after intervention. Conclusions: The results provided promising evidence on the effectiveness of the HPRCP program for parents on shift work.

Effectiveness of a Training Program in the Management of Stress for Parents of Disabled Children

Children suffering from disabilities require special care that may influence their family environment and result in parental stress. The objective of this study was to assess the effectiveness of a stress-management program for parents with disabled children. The experimental procedure included a pre-test, post-test and 6-month follow-up evaluation of the stress levels, and adaptation and parental coping strategies. Seven 90-min long group sessions were held once a week in the experimental group and their satisfaction with the program was assessed. The principal aspects of the program were stress and coping strategies conceptualization, relaxation training, control of breathing, cognitive restructuring of a sense of guilt, training on coping skills, problem-solving, rewarding activities, improving self-esteem, assertive communication, the importance of humor and optimism, and value of social support. Significant differences were seen between the pre- and post-test scores of the majority of the evaluated variables, except for the use of avoidance strategies, in the experimental group. In addition, compared to the control group, the experimental group showed significant improvements in various indices after the intervention. The development of a stress management training program is more effective than no treatment for parents of disabled children. Family intervention programs can improve parental response to stress factors.

An Analysis of Effectiveness of Admission Officer Training Program for Parents

An Analysis of Effectiveness of Admission Officer Training Program for Parents

The effectiveness of a parent participation improvement program for parents on partnership, attachment infant growth in a neonatal intensive care unit: A randomized controlled trial

BackgroundParent participation based on collaboration with nurses is recognized as an important concept in neonatal care. However, there is a lack of research providing specific strategies to promote parent participation in clinical activities, and there are few studies including both mothers and fathers. ObjectivesThe purpose of this study was to develop a Parent Participation Improvement Program for parents in neonatal intensive care units, and to evaluate its effects on parents’ partnerships with nurses, attachment to infants, and infants’ body weight. DesignThe study consisted of two phases. The first phase involved development of the Parent Participation Improvement Program. The second phase, a parallel two-group randomized controlled trial to evaluate the effectiveness of this program, was conducted from February to August 2017 in the neonatal intensive care unit of a hospital in Seoul, South Korea. A total of 66 infants born at <37 weeks gestation, receiving high-flow nasal cannula or less respiratory support, and their 132 parents (66 mothers and 66 fathers) were approached for enrollment in the study. Sixty-six preterm infants were randomly assigned to the intervention group (n = 33 infants/66 parents) or the control group (n = 33 infants/66 parents).Methods King’s theory of goal attainment was used as the theoretical framework for this program. A literature review and in-depth interviews were conducted to organize and determine the contents of the program. To evaluate its effectiveness, in the second phase, the intervention group participated in a parent participation program comprised of an individualized interaction stage, a pre-participation stage, and an active-participation stage for two weeks. The control group was allowed routine visits. The Pediatric Nurse Parent Partnership Scale and the Maternal Attachment Inventory scale were employed, and infants were weighed on the same calibrated scale by a researcher. ResultsIn the final analysis, compared with the control group, both the mothers and fathers in the intervention group reported significantly higher scores in partnership (Mann–Whitney U = 99.50, p < .001) and attachment (t = 8.47, p < .001), as well as significantly higher scores within all partnership subscales except “communication.” There was no difference in infants’ weight between the intervention and control groups. ConclusionsThe Parent Participation Improvement Program was proven effective in improving parents’ partnerships with nurses and attachment to their infants. The results are expected to more effectively facilitate parent participation in neonatal care.

Enseñar la disciplina sensible a los padres. Aprender participando

La educación positiva implica una disciplina sensible y se define como un comportamiento de los padres basado en el interés superior del niño que ofrece una guía y orientación, involucrando el establecimiento de límites para permitir el pleno desarrollo del niño. La educación positiva se centra en el fortalecimiento y el empoderamiento de los padres y las familias mediante la mejora de la ecología de la educación y la promoción de las competencias de los padres. Los padres necesitan apoyo informal y formal para realizar sus tareas de educación, especialmente aquellos que viven en circunstancias adversas. El documento presenta un escaparate de pautas psicológicas para la promoción de un marco de colaboración en el contexto de la asociación investigación / familias / servicios. Se describe cómo la implementación de programas de educación basados en la evidencia entregados a través de las visitas domiciliarias podría ayudar a los padres en su función de educación. Además, se ilustra uno de los programas actuales más efectivos para padres, denominado Intervención de retroalimentación con video para promover la paternidad positiva y la disciplina sensible (VIPP-SD) como un ejemplo de una manera fructífera para mantener el bienestar del niño y la familia a través de intervenciones de educación fiables. Posteriormente se discute para quién y bajo qué circunstancias este tipo de programa educativo ha demostrado ser eficaz y cuáles son los principales resultados de investigación obtenidos. Una observación concluyente subraya los beneficios a largo plazo de abordar las fortalezas y recursos de los padres, en lugar de los problemas y las dificultades, para lograr resultados más prolongados en el mantenimiento de la función y las tareas de los padres.