Parental Behavior Scale Research Articles

DỰ BÁO TÁC ĐỘNG CỦA HÀNH VI LÀM CHA MẸ TỚI HÀNH VI LỆCH CHUẨN HỌC ĐƯỜNG Ở HỌC SINH TRUNG HỌC PHỔ THÔNG

This article presents research predicting the impact of parenting behavior on deviant school behavior in high school students. Convenience sampling method was applied on 566 high school students in Nghe An in 2022 and measured based on the Parenting Behavior Scale and Deviant Behavior Checklist. The results show that parenting behavior models have the ability to predict changes in children's school deviant behavior. High supportive behavior and low psychological control from parents, especially from mothers, predict a decrease in school-deviant behavior in students. Solutions to reduce school misbehavior need to take into account these variables. Keywords: Parenting behavior; deviant behavior; high school students; correlation; prediction.

Parental Involvement and Children's Subjective Well-Being: Mediating Roles of the Sense of Security and Autonomous Motivation in Chinese Primary School Students.

Parental involvement may influence the subjective well-being of primary school students, but the specific mechanisms remain unclear. This study explores the mechanisms between parental involvement and primary school students' subjective well-being. The current study investigated 340 fifth and sixth grade students and their parents from a primary school using the Parental Education Involvement Behavior Scale, the Well-Being Scale, the Sense of Security Scale, and the Learning Self-Regulation Scale. We found that (1) sense of security plays a complete mediating role between parental involvement and primary school students' subjective well-being; (2) autonomous motivation has a marginal mediating effect between parental involvement and subjective well-being of primary school students; and (3) sense of security and autonomous motivation play a chain mediating role between parents' educational involvement and primary school students' well-being. In conclusion, parental involvement appears to contribute to primary school children's subjective well-being, and this effect may be mediated individually and sequentially by the children's sense of security and autonomous motivation.

The Relationship between Parenting Behaviors and Adolescent Well-Being Varies with the Consistency of Parent-Adolescent Cultural Orientation.

To evaluate the limitations of the traditional parenting model in the cultural transition period, this study investigated the relationship between parenting behaviors and adolescents' well-being, in which the moderating role of consistency in parent-adolescent cultural orientation was also investigated. Six hundred forty-four parent-adolescent dyads completed self-report surveys. Parents completed the cultural orientation questionnaire (parental version), and adolescents completed the cultural orientation questionnaire (adolescent version), the adolescent-perceived parenting behavior scale, the adolescent basic psychological needs scale, and the adolescent well-being questionnaire. The findings were as follows: (1) Adolescent-perceived parental autonomy support positively predicted the satisfaction of adolescents' basic psychological needs, thereby enhancing adolescents' well-being levels. Conversely, adolescent-perceived parental control significantly predicted the frustration of adolescents' basic psychological needs, thereby reducing their well-being levels. (2) When both parents and adolescents share a collectivistic cultural orientation, high parental control significantly frustrated adolescents' basic psychological needs, but it did not negatively affect their well-being. However, when parents are collectivists but adolescents are individualists, high parental control would significantly induce the frustration of basic psychological needs, thus further impairing adolescents' well-being. The results revealed that differences in cultural orientations between generations during cultural transition periods moderate the effects of parenting behaviors.

The PPSQ: assessing parental, child, and partner's playfulness in the preschool and early school years.

Developmental research has traditionally focused on parenting behaviors such as nurturance and care, due to a focus on mothers' behaviors. Other parenting dimensions such as parental playfulness (i.e., use of creativity, imagination, and humor during parent-child interactions) have comparatively received little attention. Although some measures tap into parents' and children's playfulness, these measures are limited. Indeed, they do not assess multiple domains of playfulness (i.e., both parents' and the child's playfulness) or focus on one specific setting such as children's play with peers. Additionally, existing measures do not consider parents' reactions to their partners' playfulness. To address this gap, we created the Playful Parenting Style Questionnaire (PPSQ), which assesses three domains of playfulness: (a) parental domain, (b) child domain, and (c) partner domain. The current study is part of a validation effort of the PPSQ using a quantitative design. We aimed to explore the structure of the PPSQ by conducting an exploratory factor analysis (EFA) for each domain of playfulness; and assess the construct validity of the PPSQ factors by examining the association between factors and existing measures of playful parenting, child playfulness, and co-parenting. The sample includes 347 parents (294 mothers and 53 fathers) of preschool/school-age children (M = 5.10 years; 182 girls, 127 boys). Parents were mostly White (76%) and from a low socioeconomic risk background. Parents completed a series of online questionnaires including the PPSQ, 3 existing measures of parent playfulness (Parental Playfulness Questionnaire; Adult Playfulness Scale; Challenging Parenting Behavior Scale), 2 existing measures of child playfulness (Child Behavior Inventory; Children's Playfulness Scale), a coparenting instrument (Co-parenting Relationship Scale), and sociodemographic information. The EFA revealed 4 factors for parental playfulness, 1 factor for child playfulness, and 3 factors for partner's playfulness. The construct validity analyses identified multiple associations indicating convergence with existing measures for the parent and partners domain but not the child factor. This study allowed for a better understanding of the playful dynamics that occur within a family.

Parenting Behaviors and Parental self-efficacy: A comparative study of parents of children with intellectual disabilities and typically developing children

Purpose: The aim of this study was to investigate the parenting behaviors and parental self-efficacy of parents of typically developing and child with an intellectual disability, considering their children’s groups of with or without intellectual disability and other relevant variables. The study involved 1194 parents with children aged 3-6 years, of whom 521 parents had children with intellectual disabilities and the remaining 673 parents had typically developing children. Method: The data collection instruments used in this study were the Parental Behavior Scale Short Form and Parental Efficacy Scale. A t-test was used to compare parenting behavior and parental efficacy according to the child with or without an intellectual disability. In addition, MANOVA was used to compare parenting behavior and parental efficacy in relation to parents’ level of education and to examine the possible interaction effect between these two independent variables. Results: The findings indicate that parents of typically developing children exhibit more positive parenting behaviors than parents of children with intellectual disabilities. However, the negative parenting behaviors of both groups were similar. In terms of parenting self-efficacy, parents of children with intellectual disabilities display higher self-efficacy than parents of typically developing children. The study also investigated whether there was a common effect in relation to child with or without an intellectual disability and parental education level, but no common effect was observed. Conclusion: Positive parenting behaviors and parental self-efficacy differed according to whether child with or without an intellectual disability.

Veli Katılımında Kullanılmak Üzere Ebeveyn Ödül ve Övgü Davranış Ölçeğinin Geliştirilmesi

Parental involvement in the educational process is crucial for creating an effective learning environment because parents' attitudes directly influence the child's behavior in classrooms. Two important parental behaviors that impact a child's behavior are rewards and praise. While rewards and praise are viewed positively by the behavioralist approach, they are generally perceived negatively by the socio-cognitive theory. It is vital for school leaders, researchers, and teachers to explore parents' rewards and praise behaviors, investigate their effects on students, and organize parental involvement programs based on these behaviors. However, there are no reliable and valid scales in the literature that measure parents' reward and praise behaviors. Thus, this scale-development research, conducted with a descriptive survey model, aims to develop two distinct, valid, and reliable scales to measure parents' reward and praise behaviors. According to Exploratory and Confirmatory Factor Analysis results, two separate scales have been developed. The first scale is named "Parental Reward Behavior Scale", and the second one is called "Parental Praise Behavior Scale". The Parental Reward Behavior Scale consists of two sub-dimensions. These factors are named "reward as a control tool" and "reward as a motivation tool". The Parental Praise Behavior Scale consists of a single factor. Confirmatory Factor Analysis has verified the structures of the scale. The Criticism Scale and Disrespect Scale have been used for concurrent validity. A positive relationship has been found between both scales and the developed scale. This finding indicates that reward and praise are negative parental behaviors, confirming the theories of the socio-cognitive school rather than the behavioral school. In conclusion, both the Parental Reward Behavior Scale and the Parental Praise Behavior Scale have been introduced to the literature as valid and reliable measurement tools for teachers, researchers and school leaders.

A Parental Behavior Scale in Pediatric Dentistry: The Development of an Observational Scale

Children's treatment means a triangular relationship between the child, practitioner, and parent, with specific interactions influencing the procedure. The objective was to create and validate a hetero-rating scale of parental behavior and verify the correlation between child and parental behavior during pediatric dentistry sessions. Treatment sessions were recorded and evaluated, including 60 children representing three age groups. Two raters interpreted the resulting video clips using the modified Venham scale for children and the new hetero-rating scale for parents. They analyzed the videos twice and attributed scores at different time points of the appointment. The correlation between parental behavior upon entrance and the children's behavioral at the dental office in the treatment stage was significantly positive in both raters (Kendall Tau: 0.20-0.30). Furthermore, a panel of 20 dental practitioners scored a randomized selection of five recordings per age group. The level of agreement between the two experts was higher than that between the 20 clinicians. Venham types of scale involving multiple aspects can be used in research, but their application in dental practice requires further development. The link between parental anxiety and child anxiety is confirmed, but further research is required to incorporate specific aspects of treatment and parental behavior.

Development of parenting behavior scale for caregivers of children aged 2 to 6 years and analysis for its reliability and validity

To develop a caregiver parenting behavior scale for children aged 2 to 6 years, and to verify its reliability and validity. This study recruited 1 350 caregivers of children aged 2 to 6 years. The item discrimination analysis and exploratory factor analysis were used to analyze the structure, dimensions and items of the scale. Homogeneity reliability, split-half reliability and test-retest reliability were used to analyze the reliability of the scale. Content validity and construct validity were used to analyze the validity of the scale. The results showed that the final scale contained 7 dimensions and 45 items. Cronbach's α coefficient of the total scale was 0.945; the coefficient of split half was 0.899; the test-retest reliability analysis showed that the correlation coefficients between the two tests were 0.893 (total score), 0.854 (social), 0.832 (language), 0.871 (gross motor), 0.893 (fine motor), 0.862 (cognitive), 0.832 (self-care), and 0.872 (sensory). The content validity analysis was carried out by two rounds of expert argumentation using Delphi expert consultation method. The Kendall coefficient of the items score in two rounds of Delphi expert consultation was 0.813 (P<0.01). The structure validity analysis showed that there were significant correlations between each dimension and the total scale, also between each dimension of the scale, and the extracted average variance values of each dimension was greater than the correlation coefficients between this dimension and other dimensions. In conclusion, the reliability and validity of the scale are qualified. It can be used as a tool to evaluate and guide the parenting behavior of caregivers of children aged 2 to 6 years.

Study for the development and validation of a dog owner’s parenting behavior scale

With the increasing population of companion dogs, the social cost derived from their behavioral problems is increasing. Therefore, it is important to understand the environment to provide experience for dogs via interactions with their owners to prevent and solve these problems. The parenting behavior of dog owners as an environmental factor has a profound impact on the behavior development of dogs, as does the parenting behavior on children. Therefore, this study aimed to develop a scale to assess the dog owner’s parenting behavior. Exploratory factor analysis involving 300 participants resulted in a scale with four subscales, Positive Education, Involvement of Socialization, Intimacy, and Stable Responses, and 19 items. Confirmatory factor analysis was then performed to verify its reliability and validity. The result of parenting behaviors assessed by this scale was significantly different between a group with dogs with problematic behavior (n = 141) and those without (n = 159). Overall, a dog owner’s parenting behavior involves affection and control aspects, but the role required specifically in the control aspect is distinguished from the parenting behavior with children. The findings in the present study will provide people who have dogs with behavior problems with effective education that will help prevent dogs from developing behavioral problems.

Annelerde COVID-19 Pozitifliğinin Neden Olduğu Davranış Değişikliklerinin Değerlendirilmesi

Aim: It is aimed changes in Covid-19 positive mothers of maternity and parental behaviors. &#x0D; Method: The questionnaire form and Semantic Differencial Scale-Myself As Mother (SDS), and Mothers’s Parental Behavior Scale - Parental Form (MPBS) were used to collect the data. The research had done at September. A web-based survey has been designed (A face-to-face study could not be conducted due to the Covid-19 epidemic).&#x0D; Findings: Most of participants have weekness (15.2%). 47.7% of the participants used hygiene rules for actions to protect from covid-19. 93.2% of the participants’s social relative affected negative from covid-19 process. 80.3% of the participants’s family relative affected negative from covid-19 process. SDS total score of the participants were 38.63±8.10. SDS mean score of 18-32 between age mothers was down than other mothers and there is statistical significance between the two mother groups (18-32 age and 33 and above age). MPBS total score of the participants were 49.03±6.30. Significance was found among the demographic data of the participants in terms of MPBS score. But, every group have down MPBS total score mean.&#x0D; Results: As a result of this research; it is determined Covid-19 Positive Mothers of Maternity and Parental Behaviors have down scores.

ASSESSMENT OF EXPERIENCED FEAR OF BIRTH AND PARENTING BEHAVIOR IN EARLY POSTPARTUM PERIOD

Aim: This study was conducted to evaluate of relationship between fear levels of birth and parenting behaviors of mothers in early postpartum periods and to determine some demographic factors that affected this. Method: This study is a cross-sectional study carried out between January and April 2018 in Sakarya. Inclusion criteria for study are women in the Postpartum Service who had vaginal delivery and in postpartum first 4 hours. Student T test, One Way Anova and Pearson Correlation Analysis were performed with the help of Statistical Package for Social Sciences (SPSS) program. Statistical significance was accepted as p<0,05. Results: The age of the study group ranged from 18 to 42 years with an average of 27.25±5.19 years. The mean score for the Wijma Delivery Expectancy / Experience Questionnaire B version was 107.76±15.00 and the mean score for the Postpartum Parenting Behavior Scale was 4.26±1.05. There was no relationship between maternal birth experienceand early postpartum parenting behaviors (r=-0.072; p=0.108). Conclusions: There was no relationship between maternal experiences of birth and early parenting behaviors. However, it was determined that mothers had a clinical level of fear at birth, whereas the mean level of early parenting behaviors was moderate.

Doğum şeklinin ebeveynlik davranışı, yenidoğanı algılama ve maternal bağlanma üzerindeki etkisi

Purpose: The aim of this study was to investigate and compare the effect of birth type on parenting behaviors, infant perception and maternal attachment.&#x0D; Materials and Methods: This descriptive and comparative study was conducted with 77 primipara mothers (vaginal birth: 48, cesarean section: 29). The data were collected in three follow-ups using the Individual Presentation Form, Postpartum Parenting Behavior Scale (PPBS), Neonatal Perception Scale (NPS) and Maternal Attachment Scale (MAS). The first follow-up was performed by observation in the birth room/operating room, and the second follow-up was carried out by face to face interview in the obstetrics clinic 24 hours after the birth and the third follow-up was conducted as reaching by telephone one month after the birth.&#x0D; Results: In the study, no statistically meaningful difference was found between the mean scores of PPBS, MAS and infant perception regarding the birth type. No correlation was found between the PPBS and MAS mean scores in both groups, and no difference between the mean scores of PPBS and MAS was found regarding their infant perception.&#x0D; Conclusion: As the cesarean delivery rates increases, nursing care given to women that give cesarean section increases. Some mothers may be anxious and upset about maternal attachment, parenting, and newborn because of cesarean delivery. Therefore, nurses should support these mothers by expressing that there is no difference between parental behavior, maternal attachment levels and newborn perception according to the type of delivery in addition to standard care.

우울한 어머니와 아동의 문제행동 관계에서 아버지의 양육행동 조절효과

This study aims to examine the moderating effects of father’s parenting behavior on the effects of mother depression on child problem behavior. The study sample was 1466 elementary schools first graders (740 boys, 706 girls) who had participated in the eighth wave of the Panel Study on Korean Children (PSKC). For this, it carried out questionnaires, which was composed of mother depression scale, child behavior checklist and father parenting behavior scale. The data were analyzed using Pearson’s correlations and regression analysis with SPSS 18.0. The results are as follows. First, mother’s depression and father’s parenting behavior had a significant correlation on child problem behavior. Second, mother’s depression is predicting variables for child problem behavior. Third, father’s strict parenting behavior had moderating effects in mother’s depression on child problem behavior. These results add to a better understanding of the mechanism linking mother depression and father parenting behavior on children’s problem behavior. These findings can serve as an important contribution to future research and practices for reducing children’s problem behavior.

Positive Youth Development Attributes and Parenting as Protective Factors Against Adolescent Social Networking Addiction in Hong Kong.

This study examined the predictive effects of 15 positive youth development (PYD) attributes and parenting behavior on adolescent social networking addiction (SNA) in a representative sample of Hong Kong students. In total, 1,896 Hong Kong Secondary 1 students from 20 randomly selected schools (age = 13.19 ± 0.52 years) completed the Bergen Social Media Addiction Scale (BSMAS), the Chinese Positive Youth Development Scale, and the Chinese Parenting Behavior Scale. Of the participants, 11.4% could be classified as being addicted to Social Networking Sites (SNSs). Regression analyses showed that students' emotional competence (β = −0.09; p < 0.01), behavioral competence (β = −0.12; p < 0.001), beliefs in the future (β = −0.10; p < 0.01), and spirituality (β = −0.08; p < 0.01) were negatively associated with SNA, while social competence (β = 0.07; p < 0.05) and positive identity (β = 0.13; p < 0.001) were positively related to SNA. Paternal and maternal responsiveness showed indirect effects on students' SNA through the full mediation of PYD attributes. Specific PYD attributes and positive parenting behavior may serve as important protective factors against the development of SNA among Hong Kong adolescents.

Moderne Einschlafstrategien von Kleinkindern

Sleep disturbances are quite common in infancy and have negative consequences for both child and parents. While the use of strategies to settle infants to sleep and their relationship to infantile sleep problems has already been proven, modern strategies such as apps have not yet been investigated. The aim of this study was to investigate the use of electronic devices, apps, and other strategies to settle infants to sleep in two different groups: parents of infants with sleep problems and parents of infants without sleep problems. The study included 182 parents of infants aged 12 to 18 months, whereby 91 of the children suffered from sleep problems (SP) and 91 were healthy sleepers and had no sleep problem (NoSP). They filled in various questionnaires regarding infant sleep problems (Infant Sleep Questionnaire, ISQ), and strategies they use to settle their infant to sleep at bedtime and at night were assessed by the revised version of the Parental Interactive Bedtime Behavior Scale (PIBBS-R). Furthermore, sleep help-seeking behavior was evaluated. Parents of children with SP used more active physical comforting, whereas parents of NoSP children encouraged the child’s autonomy. Social comforting at bedtime was the most used strategy, followed by using sounds at bedtime and at night. Parents of SP infants used fewer apps at bedtime than parents with NoSP infants. The groups did not differ regarding sleep-related digital or printed media advices. However, parents of SP children used more institutional support. These results highlight the importance of parental sleep-related behavior. For prevention and early intervention, parents should be trained regarding sleep-related supportive behavior without suppressing the child’s autonomy-related development.

Does conception spontaneously or with ART affect postpartum parenting behaviors?

ABSTRACT Pregnancy and parenting may be psychologically more complex after assisted conception than after spontaneous conception. On the other hand, the literature demonstrates that mothers who conceived with ART comply with transition to parenting easily although they experience more problems in pregnancy and postpartum. This study aimed to compare postpartum parenting behaviors of women who conceived spontaneously or with ART. This descriptive, cross-sectional and comparative study was conducted between October 2017 and June 2018 in Dokuz Eylul University postpartum clinic with 50 spontaneous mother and 50 ART mothers. After a brief explanation of the study, the personal information form was applied to women and the parenting behaviours were observed by using Postpartum Parenting Behavior Scale. The total PPBS average score in the ART group was 5.40 ± 1.41 compared with 3.62 ± 2.24 in the comparison group. The ART mother displayed significantly a more positive attitude toward their infant than spontaneous mother (p = 0.00). Also, in six components of PPBS separately it was determined higher score in ART group, respectively (p = 0.04, p = 0.00, p = 0.00, p = 0.00, p = 0.00, p = 0.00). Mothers who were conceived with ART exhibit more positive parenting behaviors.

Effects of parental rearing patterns and their consistency on the emotional and behavioral problems of preschool children

Objective: To explore the effect of parental rearing patterns and their consistency on the emotional and behavioral problems of preschool children. Methods: From October to November 2017, 27 987 children aged 3 to 6 years old from 109 kindergartens in 11 cities of Hubei, Anhui and Jiangsu Provinces were selected by using the cluster sampling method. A total of 27 200 valid questionnaires which were completed by subjects' parents were collected. The emotional and behavioral problems of preschool children were collected by "strengths and difficulties questionnaire" and the parental rearing patterns were evaluated by the "Parental Behavior Scale". The differences in emotional and behavioral abnormality rates of preschool children with different characteristics were analyzed; with emotional and behavioral problems as dependent variables and parental support/participation and compulsion/hostility as independent variables, the multivariate logistic regression model was used to analyze the effect of parental rearing patterns and their consistency on the emotional and behavioral problems of preschool children. Results: The age of children was (4.35±0.96) years old, and 51.4% of children were 13 975 males. There were 24 634 (90.6%) urban children and 17 916 (65.9%) only children. Both parents with strong support/participation accounted for 14.9%, and those with poor support/participation accounted for 11.9%; both parents with strong compulsion/hostility accounted for 15.2%, and those with low compulsion/hostility accounted for 11.3%. The rates of emotional symptoms, conduct behavior, hyperactive behavior, peer interaction, total difficulty score, and abnormal prosocial behavior of preschool children were 9.5%, 9.5%, 18.2%, 24.5%, 11.2%, and 10.2%, respectively. The multivariate logistic regression model analysis showed that after adjusting for gender, only child, living area, family economic status, mother's age and education level, father's education level, and other factors, compared with fathers/mothers with strong support/participation and low compulsion/hostility and parents with strong support/participation and low compulsion/hostility, preschool children who had fathers/mothers with poor support/participation and strong compulsion/hostility or parents with poor support/participation and strong compulsion/hostility were more likely to have emotional symptoms, conduct behavior, hyperactive behavior, peer interaction, total difficulty score, and abnormal prosocial behavior (P<0.05). Conclusions: Parental rearing patterns and their consistency are related to the emotional and behavioral problems of preschool children.

Development and Validity of a Parenting Behavior Scale

The purpose of this study is to develop a Parenting Behavior Scale and to verify its reliability and validity. Altogether, seven types of parenting behaviors were extracted and 70 preliminary items were administered to 453 mothers and 52 fathers raising children ranging from 5 to 16 years old. 40 final items were selected. The results are summarized as follows. First, the results of the factor analysis for the 40 items showed 8 factors accounting for 58.17% of the total variances. Each of the 8 factors was correlated with positive parenting behaviors such as receptive discipline, warmth and support, respect as well as with negative parenting behaviors such as criticism and aggression, inappropriate role modeling, inconsistency, interference and neglect. Second, the reliability of the 8 factors ranged from .69 ~ .88. Third, the relationship between parenting behavior and parenting efficacy was examined with the results showing that positive behaviors along the parenting behavior scale were correlated with parenting efficacy while negative behaviors were seen to have an adverse effect on parenting efficacy. Fourth, cross-validation of parenting behaviors was verified with a reasonable level of reliability. In the conclusion, the implications and limitations of this study are discussed.

Effects of Maternal Parenting Behavior and Preschoolers’ Executive Function on Preschoolers’ Theory of Mind

Objective The main purposes of this study were to examine the effects of maternal parenting behavior on preschoolers’ theory of mind and to explore the role of executive function in the process. Methods A total of 403 preschoolers between the ages of 3 and 5 years and their mothers participated in this study. Mothers responded to a questionnaire that included items from Parenting Behavior Scale, Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Children's Social Understanding Scale (CSUS). Results Results indicated that maternal parenting behavior did not have a direct effect on preschoolers’ theory of mind. In contrast, the indirect effect of maternal parenting behavior on preschoolers’ theory of mind through executive function was significant. In other words, positive parenting behavior led to higher levels of executive function, and as the level of preschooler's executive function was higher, the preschoolers showed higher levels of theory of mind. Conclusion The findings indicate that in addition to laboratory assessments of performance of executive function and theory of mind, parent-report measures may be useful as an additional source of information about individual differences in executive function and theory of mind. The relations between executive function and theory of mind during the preschool period and their developmental origins are highlighted in the discussion. Keywords: maternal parenting behavior, executive function, theory of mind

Implementation and evaluation of a parenting program to prevent child maltreatment in Suriname.

The prevention of child maltreatment has become a global health concern because child maltreatment is a violation of children's rights. Across the world, a variety of parenting programs have been developed to address this problem. However, no such parenting program currently exists in Suriname. This pilot study aimed to implement Lobi Mi Pikin (LMP) parenting program in Suriname and to evaluate its effects on corporal punishment (CP) and child behavioral problems. Parents-caregivers (N = 70) of children (ages 3-12 years) with externalizing behavioral problems participated in a protocoled parenting program. The child's behavioral problems and the parenting style of the parent-caregiver were assessed using the Strengths and Difficulties Questionnaire and the Parental Behavior Scale, pretreatment and posttreatment. Five-week follow-up measures revealed significant positive effects of LMP on all outcome measures. Follow-up comparisons demonstrated (a) a large reduction of total child difficulties and conduct problems, (b) a moderate reduction of hyperactivity and emotional problems, (c) a moderate to large increase in the self-reported positive behavior of the parent, and (d) a small decrease in the use of CP. This study provides preliminary evidence that LMP may be an effective model of parent training in Suriname. Moreover, it can help guide efforts to reduce the use of CP and encourage positive parenting, thereby preventing child maltreatment. (PsycINFO Database Record