Increases In Positive Parenting Research Articles

The Role of Parenting Practices on the Parent Perceived Impact of Child Oral Health on Family Wellbeing.

Background: Family characteristics and parenting practices could significantly influence child oral health and the impact of child oral health on family wellbeing. Aim: To determine the association between parenting practices and parent-perceived impact of children’s oral health condition on family wellbeing. Design: A cross-sectional survey was conducted among 1539 school children in India. Parents answered the short form of FIS (Family Impact Scale), and PCRQ (parent–child relationship questionnaire) to assess the impact of the child’s oral health on family and parenting practices, respectively. Two factors emerged on factor analysis of PCRQ: ‘Positive parenting’ and ‘Power assertive parenting’. The intra-oral examination was conducted for children to assess their dental caries experience and gingival health status. Unadjusted linear regression and hierarchical multiple regression analysis were used to determine the influence of parenting practices on FIS. Results: An increase in power assertion (B = 1.16) parenting was associated with increased FIS scores indicating a higher adverse impact of the child’s oral health on family wellbeing when parents used more power assertive parenting practices. On the other hand, an increase in positive parenting (B = −1.27) was associated with decreased FIS scores, indicating a lesser impact of child’s oral health on family wellbeing when parents used more positive parenting practices. Conclusions: Parenting practices were associated with parents’ perceptions of the effect of children’s oral health on family wellbeing.

Does parent management training reduce behavioural and emotional problems in children with intellectual disability? A randomised controlled trial

BackgroundChildren with intellectual disability (ID) are more likely to develop behavioural and emotional problems. However, specific interventions for the treatment of these problems in children with ID have rarely been evaluated. Parent management training (PMT) has been shown to be effective in reducing behavioural and emotional problems for other mental disorders. Therefore, we developed and evaluated a special PMT intervention for parents of children with ID. MethodsThe PMT was developed based on existing programs for children with other mental disorders. The effects of the PMT were analysed in a randomised controlled trial (intervention group: n = 21; waitlist control group: n = 21). The primary outcome was behavioural and emotional problems of children as rated by parents. Additionally, effects on parent-rated family burden and positive and negative parenting were assessed. OutcomeFor the primary outcome, a statistically significant reduction of behavioural and emotional problems of the children emerged, with moderate effects for disruptive/ antisocial behaviour and anxiety. Family burden was reduced as a trend, with a small effect size. There was a significant increase in positive parenting and no effect on negative parenting.

Parent–Child Connect: A culturally responsive parent training for Asian American parents at school

AbstractCompared to their school peers, Asian American youth report more internalizing symptoms, peer victimization, and higher rates of suicide, yet they underutilize mental health services at school. This study investigated the feasibility and effectiveness of a culturally responsive parent training program called Parent–Child Connect for Asian American parents at school. Forty‐eight Asian American parents (M age = 42.98; SD age = 5.54, 79.2% female) participated in the parent training program. Parents reported significant increases in positive parenting (parental warmth, Cohen's d = 0.33; reasoning, d = 0.42; and autonomy granting, d = 0.54), and decreases in negative parenting (verbal hostility, d = 0.52; directiveness, d = 0.33; and shaming behavior, d = 0.38) after the intervention. They also reported significant increases in their sense of competence (d = 0.53) and satisfaction in communicating with their children (d = 0.43). Good attendance and high satisfaction from parents suggested high feasibility of the intervention. Fifteen parents attended two focus group interviews 6 weeks after the training. Parents reported improved empathy, parent–child communication, and self‐efficacy, and provided suggestions for future iterations of the training. We discuss how school psychologists can provide parent training and support ethnic minority families at school. Impact Statement: To support Asian American youth and parents, we implemented Parent–Child Connect, a culturally responsive parent training program with Asian American parents at school. Results suggest that it is a feasible and effective parenting intervention for Asian American parents in the school setting.

A South-to-South Cultural Adaptation of an Evidence-Based Parenting Program for Families in the Philippines.

Rates of child maltreatment are higher in low‐ and middle‐income countries due to risk factors such as social inequities, economic adversity, and sociocultural norms. Given the evidence showing the effectiveness of parenting interventions to prevent child maltreatment, this study embarked on a cultural adaptation of an evidence‐based parenting program with the eventual goal of integrating it within a nationwide conditional cash transfer program for low‐income Filipino parents with children aged 2–6 years. We document the systematic adaptation of the Parenting for Lifelong Health for Young Children program that was developed and tested in South Africa, for low‐resource Filipino families using the heuristic framework for the cultural adaptation of interventions. We underscore the merits of conducting a multistage top‐down and bottom‐up process that uses a participatory approach among cultural insiders and outsiders to develop a parenting intervention that reflects the contextual realities and cultural values of end users. The adapted program, Masayang Pamilya Para sa Batang Pilipino, is the product of a delicate and deliberate effort to balance Filipino childrearing goals and values with the scientific evidence on components of parenting interventions known to promote positive parenting and prevent child maltreatment.

Improvements in Negative Parenting Mediate Changes in Children's Autonomic Responding Following a Preschool Intervention for ADHD.

Abnormal patterns of sympathetic- and parasympathetic- linked cardiac activity and reactivity are observed among externalizing children, and mark deficiencies in central nervous system regulation of behavior and emotion. Although changes in these biomarkers have been observed following treatment, mechanisms remain unexplored. We used MEMORE-a new approach to analyzing intervening variable effects-to evaluate improvements in parenting as mediators of changes in SNS- and PNS-linked cardiac activity and reactivity among 99 preschoolers with attention-deficit hyperactivity disorder who were treated using an empirically supported intervention. Decreases in negative parenting (criticism, negative commands, physical intrusions) were associated with increases in resting RSA and PEP reactivity to incentives from pre- to post-intervention. Increases in positive parenting were not associated with changes in autonomic function. These findings suggest socially-induced plasticity in peripheral biomarkers of behavior and emotion regulation, and underscore the importance of reducing aversive interactions between parents and children when treating externalizing behavior.

Parental Homework Completion and Treatment Knowledge During Group Parent–Child Interaction Therapy

The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (Mage = 5.07, 82% Hispanic/Latino) with externalizing behavior problems participated in an 8-week group BPT program. Pre-and posttreatment measures included parent-reported parenting practices and a treatment knowledge quiz. Parental homework completion, or home practice of skills, was reported by parents and collected weekly. Increases in positive parenting and decreases in negative parenting were observed (Cohen’s d = .63 and .70, respectively), as well as increases in treatment knowledge (d = 1.46). Treatment knowledge moderated the association between parental homework completion and negative parenting as well as parenting skill-use confidence. Increased parental homework completion was only associated with decreases in negative parenting and increa...

The impact of children's internalizing and externalizing problems on parenting: Transactional processes and reciprocal change over time.

Most theoretical models of developmental psychopathology involve a transactional, bidirectional relation between parenting and children's behavior problems. The present study utilized a cross-lagged panel, multiple interval design to model change in bidirectional relations between child and parent behavior across successive developmental periods. Two major categories of child behavior problems, internalizing and externalizing, and two aspects of parenting, positive (use of support and structure) and harsh discipline (use of physical punishment), were modeled across three time points spaced 3 years apart. Two successive developmental intervals, from approximately age 7.5 to 10.5 and from 10.5 to 13.5, were included. Mother-child dyads (N = 138; 65 boys) from a lower income longitudinal sample of families participated, with standardized measures of mothers rating their own parenting behavior and teachers reporting on child's behavior. Results revealed different types of reciprocal relations between specific aspects of child and parent behavior, with internalizing problems predicting an increase in positive parenting over time, which subsequently led to a reduction in internalizing problems across the successive 3-year interval. In contrast, externalizing predicted reduced levels of positive parenting in a reciprocal sequence that extended across two successive intervals and predicted increased levels of externalizing over time. Implications for prevention and early intervention are discussed.

The prevention program for externalizing problem behavior (PEP) improves child behavior by reducing negative parenting: analysis of mediating processes in a randomized controlled trial

BackgroundOur indicated Prevention program for preschool children with Externalizing Problem behavior (PEP) demonstrated improved parenting and child problem behavior in a randomized controlled efficacy trial and in a study with an effectiveness design. The aim of the present analysis of data from the randomized controlled trial was to identify the mediating processes that account for these positive treatment effects. We hypothesized that a decrease in negative parenting and increases in positive parenting and parental warmth would mediate the relationship between treatment and child improvement.MethodParents of 155 children were randomly assigned to the PEP intervention group (n = 91) or a nontreated control group (n = 64). Parents rated their child's problem behavior and their own parenting practices before and after PEP training. Parental warmth was assessed during standardized play situations. Four mediation models were tested using structural equation modeling. Trial registration number ISRCTN12686222; http://www.controlled-trials.com/isrctn/pf/12686222.ResultsChanges in child externalizing problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents' feeling of self‐efficacy, and parental mental health did not play a mediating role in the association between PEP treatment and child behavior.ConclusionsIn our program, the most important component was to teach parents how to reduce dysfunctional parenting strategies in conflict situations.

Longitudinal Mediators of a Randomized Prevention Program Effect on Cortisol for Youth from Parentally Bereaved Families

We recently reported that a randomized controlled trial of a family-focused intervention for parentally bereaved youth predicted higher cortisol output 6 years later relative to a control group of bereaved youth (Luecken et al., Psychoneuroendocrinology 35, 785-789, 2010). The current study evaluated longitudinal mediators of the intervention effect on cortisol 6 years later. Parentally bereaved children (N = 139; mean age, 11.4; SD = 2.4; age range = 8-16 years; male; 61% Caucasian, 17% Hispanic, 7% African American, and 15% other ethnicities) were randomly assigned to the 12-week preventive intervention (n = 78) or a self-study control (n = 61) condition. Six years later (mean age, 17.5; SD, 2.4), cortisol was sampled as youth participated in a parent-child conflict interaction task. Using four waves of data across the 6 years, longitudinal mediators of the program impact on cortisol were evaluated. Program-induced increases in positive parenting, decreases in child exposure to negative life events, and lower externalizing symptoms significantly mediated the intervention effect on cortisol 6 years later.

Cardiac Vagal Tone and Quality of Parenting Show Concurrent and Time-Ordered Associations That Diverge in Abusive, Neglectful, and Non-Maltreating Mothers.

Concurrent and lagged maternal respiratory sinus arrhythmia (RSA) was monitored in the context of parenting. One hundred and forty-one preschooler-mother dyads-involved with child welfare as documented perpetrators of child abuse or neglect, or non-maltreating (non-CM)-were observed completing a resting baseline and joint challenge task. Parenting behaviors were coded using SASB (Benjamin, 1996) and maternal RSA was simultaneously monitored, longitudinally-nested within-person (WP), and subjected to MLM. Abusive and neglectful mothers displayed less positive parenting and more strict/hostile control, relative to non-CM mothers. Non-CM mothers displayed greater WP heterogeneity in variance over time in their RSA scores, and greater consistency over time in their parenting behaviors, relative to abusive or neglectful mothers. CM group also moderated concurrent and lagged WP associations in RSA and positive parenting. When abusive mothers displayed lower RSA in a given epoch, relative to their task average, they showed concurrent increases in positive parenting, and higher subsequent levels of hostile control in the following epoch, suggesting that it is physiologically taxing for abusive mothers to parent in positive ways. In contrast, lagged effects for non-CM mothers were observed in which RSA decreases led to subsequent WP increases in positive parenting and decreases in control. Reversed models were significant only for neglectful mothers: Increases in positive parenting led to subsequent increases in RSA levels, and increases in strict, hostile control led to subsequent RSA decreases. These results provide new evidence that concurrent and time-ordered coupling in maternal physiology and behavior during parenting vary in theoretically meaningful ways across CM and non-CM mothers. Implications for intervention and study limitations are discussed.

Can Parent Training Alter Parent Practice and Reduce Conduct Problems in Ethnic Minority Children? A Randomized Controlled Trial

A randomized prevention study for ethnic minority mothers assessed the intervention effects of Parent Management Training-Oregon Model (PMTO) on maternal parent practices and child behavior. Ninety-six mothers from Somalia and Pakistan and their children aged 3 to 9years were randomized to PMTO or a wait-list condition (WLC). Assessments were carried out at the baseline and post-intervention, using standardized measures and a multi-agent approach. All analyses were based on the intention-to-treat principle. Analysis of covariance (ANCOVA) showed that PMTO was effective in enhancing parent practices, with a decrease in harsh discipline and an increase in positive parenting. Moreover, PMTO produced reductions in motherreported child conduct problems. The largest effect sizes were found among mothers who attended more than 50% of the PMTO group sessions. Teacher reports showed, however, that there were no significant intervention effects on conduct problems and social competence in kindergarten or school. The results emphasize the importance and feasibility of offering PMTO to ethnic minority families.

Parent Training Among Ethnic Minorities: Parenting Practices as Mediators of Change in Child Conduct Problems

In this study, we examined parenting practices as mediators of changes in child conduct problems in ethnic minority families participating in Parent Management Training—Oregon Model (PMTO). The participants included 96 Somali and Pakistani immigrant mothers and their children living in Norway. The families were randomized to PMTO or a waiting‐list control group. Self‐report assessments were made at baseline and after the intervention using standardized measures. A path model suggested that improvements in the child conduct problems were fully mediated by a reduction in harsh maternal discipline and an increase in positive parenting. When the mediation pathways were tested separately, both the reduction in harsh discipline and the increased positive parenting functioned as mediators of the reduction in child conduct problems. These findings emphasize the importance of including components that address the parent's use of both harsh and positive parenting practices when implementing parenting training among ethnic minority families.