Systematic Training For Effective Parenting Research Articles

Self-Reported Data are not Sufficient to Distinguish Benefits of One Psychological Intervention Compared to Another, both Aimed at Improving the Parent-Toddler Relationship

This paper reports on a Randomized Clinical Trial (RCT) where mothers at risk of maltreating their infants were randomly assigned to either a widely used parenting training known as Systematic Training for Effective Parenting (STEP), a 12-week once weekly session (n=35), or the Group Attachment-Based Intervention (GABI), a multi-family 26-week treatment (n=43). ANCOVA results compared STEP versus GABI groups’ end-of-treatment scores, with intake scores controlled for, on standardized measures of children’s exposure to Adverse Childhood Experiences, social isolation, and difficulties with impulse control, were considered. Mothers in both groups reported no significant increase in children’s exposure to ACEs, and significant decreases in self-reported social isolation and impulse control difficulties. Discussion focuses on self-reported benefits of both treatment arms, and the need for future intervention studies to include observational measures of maternal sensitivity and of the overall quality of the mother-toddler relationship. Three Practitioner Points i. Self-report indices from mothers re their social isolation, self-esteem, and poor impulse control (positive symptoms, SCL-90, all showed improvements from intake to end-of-treatment in both arms of the RCT, both sharing parenting groups as a central if not the only part of treatment. ii. For both arms of the RCT mothers reported no significant increase in their children’s exposure to Adverse Childhood Experiences. iii. Future intervention studies aimed at preventing child maltreatment must include observational measures of maternal sensitivity, and the overall quality of the mother-child relationship.

Randomized control trial report on the effectiveness of Group Attachment-Based Intervention (GABI©): Improvements in the parent-child relationship not seen in the control group.

This paper reports on a randomized control trial involving children less than 3 years old and their mothers who were regarded at risk of maltreating their children by referral agencies. Mothers' risk status derived from a heavy trauma burden (average exposure over the first 18 years of their lives to 10 possible adverse childhood experiences [ACEs] was >5), mental health challenges (15%-28% had experienced a prior psychiatric hospitalization), and prior removal of a child to foster care (20%). Mothers were randomly assigned to either a widely used parenting class known as Systematic Training for Effective Parenting (STEP) or the Group Attachment-Based Intervention (GABI), a multifamily 26-week treatment. The resulting mother-child pairs available for consideration in this baseline versus end-of-treatment report were 35 families in the STEP arm and 43 families in the GABI arm. The focus of this paper is the outcome measure of observed parent-child relationship assessed with the Coding of Interactive Behavior (Feldman, 1998) collected at baseline and end of treatment. In comparison to STEP, results indicated that GABI was linked to significant improvements in maternal supportive presence and dyadic reciprocity, and significant declines in maternal hostility and dyadic constriction (proxies for risk of child maltreatment). These medium-to large-sized effects remained significant even after controlling for mothers' prior ACEs in analysis of covariance procedures. In addition, two small interaction effects of ACEs by treatment type were found, underlining the need for, and value of, treatments that are sensitive to parents' traumatic histories.

Effects of Parenting Programs on Latina Mothers’ Parental Stress and Their Children’s Internalizing Behavioral Problems

This pilot study examined the comparative effects of two empirically supported, manualized parenting programs, Child Parent Relationship Therapy (CPRT) and Systematic Training for Effective Parenting (STEP), with low-income, immigrant Latina mothers reporting high levels of parental stress and child internalizing problems. Findings from a 2 (group) × 2 (times) repeated-measures analysis of variance (ANOVA) indicated that, compared to STEP, CPRT demonstrated a medium to large treatment effect (ηp2 = .117) on children’s internalizing problems, although between group differences were not statistically significant. Results for parental stress indicated no statistically or practically significant between-group differences. Within-group treatment effects revealed larger effects for the CPRT group for internalizing behavior problems (CPRT, d = 2.51; STEP, d = 0.73) and parental stress (CPRT, d = 1.29; STEP, d = 0.82). Clinical significance of the findings indicated greater improvement for children and mothers in the CPRT group.

Effects of parental intervention on behavioural and psychological outcomes for Kurdish parents and their children.

Parenting interventions are rarely offered in developing countries and there is an urgent need to include low-income countries. To examine the effectiveness of Systematic Training for Effective Parenting (STEP) among Kurdish parents and their children. This was a randomized control pilot trial using pre- and post-test scores of 17 mothers (mean age 35.25 years, standard deviation 4.3 years; range: 29.58-45.3 years) who agreed to participate in the intervention. We utilized the Alabama Parenting Questionnaire (APQ) to assess parenting style; Parental Stress Scale (PSS) to investigate parental stress; and Step Parenting Assessment Technique (SPAT) to identify whether participants in the treatment group had learned the material of the intervention. There were significant differences between the groups on 3 subscales of the APQ: mother involvement subscale, F(1.13) = 25.81, P < 0.001, η2 p = 0.67; inconsistent discipline subscale, F(1.13) = 25.46, P < 0.001, η2 p = 0.66; and corporal punishment subscale F(1.13) = 17.3, P < 0.005, η2 p = 0.57. A significant difference between groups was also found on the PSS, F(1.13) = 19.63, P < 0.001, η2 p = 0.60. The changes were sustained over a 3-month period. No significant differences were found in academic self-concept and behavioural problems between children whose mothers attended STEP and others whose mothers did not attend. The STEP programme appears to promote parenting style and reduce the level of parental stress in Kurdish mothers. IRCT2016032527125N1.

Efficacy of Lithuanian Systematic Training for Effective Parenting (STEP) on Parenting Style and Perception of Child Behavior

The short- and long-term efficacy of the Adlerian parent education program Systematic Training for Effective Parenting (STEP), which is the group-based parenting class model, was the focus of the current study in Lithuania. In the quasi-experimental research study, the outcome measures included parenting style, child behavior as perceived by parents, and knowledge related to parenting. In 2011–2012, 44 parenting groups were organized, which resulted in 348 program and 299 comparison group participants at posttest. In 3- to 4-month period, the follow-up assessment was completed by 38.8% of parents. Specifically, the findings indicated that the STEP program was efficacious for increasing maternal and paternal knowledge on parenting, decreasing maternal authoritarian and permissive parenting styles and parental negative perceptions of the target child’s behavior. The changes listed were found to be stable as reflected in the follow-up. The researchers believe that the current study with the sufficient empirical rigor expands the generalizability of the STEP program outcomes on mothers and fathers in North America, Lithuania as well as Europe. Furthermore, the results have finally provided the Lithuanian therapists, parent educators, and parents with an evidence-based parenting program as recommended by the Council of Europe.

A Review and Critique of 16 Major Parent Education Programs

There are many parent education programs available for Extension professionals. How does a busy Extension professional decide which is best for his/her clients? This article provides a practical review and critique of 16 major parenting educational programs using three review criteria—program readiness, strength of scientific base, and empirical evidence of program effectiveness. Best programs included STAR Parenting, Strengthening Families Program for Parents and Youth 10-14, Systematic Training for Effective Parenting, and Triple P-Positive Parenting Program.

Identifying Personality Traits Associated with Attrition in Systematic Training for Effective Parenting Groups

Research has supported the use of the Systematic Training for Effective Parenting (STEP) program when working with families; how-ever, minimal attention has been given to the attrition issue. Given that STEP has been shown to be effective, there is a definite need to identify characteristics of those individuals who are likely to terminate prematurely. A study was conducted comprising 221 subjects to investigate the predictive power of the Basic Adlerian Scales for Interpersonal Success-Adult Form (BASIS-A) in relation to attrition in parenting groups. Results from the study indicated the attrition rate to be higher with individuals who had elevated scores on the Entitlement scale on the BASIS-A than individuals who do not have elevated scores.

Violence Prevention: An Ecological Adaptation of Systematic Training for Effective Parenting

The author examines the utilization of a standardized parent-training program, Systematic Training for Effective Parenting (STEP), in an isolated community in the Appalachian mountains where domestic and societal violence widely occurs. Based on the experiences of the parent educator and parents participating in the training, the STEP program is adapted to address the sociocultural context of child rearing according to an ecological model of child-abuse prevention. Recommendations are offered for implementation of a similar program in other environments in which violence is prevalent.

Parent Education Outcomes: Insights into Transformative Learning

Although much has been written about parent education, knowledge about the outcomes of parent education programs is relatively limited. The bulk of the literature has examined outcomes of parent education programs using primarily a behavioral perspective (Powell, 1989) consistent with a positivistic view of the nature of knowledge (Bredo & Feinberg, 1982) and McNeil's concept of a technological curriculum orientation (1985). Parent education experts have begun to recognize the need to adopt broader perspectives in examining outcomes (Fine, 1989); however, thus far, little research considering alternative epistemological perspectives has been conducted. The purpose of the present study was to examine parent education outcomes by focusing on the nature of experience for participants using a phenomenological perspective (Husserl, 1962; Patton, 1990; Schutz, 1977). There is no single conceptual or theoretical framework that guides the development of parent education programs. In fact, there are several frameworks that vary widely in approach and are offered by different organizations, often with program staff at different levels of expertise. In the 1960s, two widely varying approaches became popular: the behavior modification approach and Ginott's model of caring and communication (Fine, 1980). In the 1970s, Gordon's Parent Effectiveness Training (PET) became popular (Gordon, 1975). At the same time, Dreikurs' Adlerian approach was developed. Systematic Training for Effective Parenting (STEP) is a method that grew out of elements from both Gordon's PET approach and the Dreikurs' approach (Fine, 1980). One of the newest frameworks for parent education uses the family systems perspective (Getz & Gunn, 1988). Research indicates that no one particular program is more effective than another (Anchor & Thomason, 1977; Frazier & Matthews, 1975; Freeman, 1975; Goodson & Hess, 1975; Kessen, Fein, Clark-Stewart & Starr, 1975; Pinsker & Geoffrey, 1981; Schofield, 1979). Thus, participation in a program to improve parenting is more important than the actual type of program attended (Powell, 1986). Although several studies have examined outcomes of specific parent education programs, in general, the studies have had limited application because they have focused on only a few learning outcomes at a time and have used narrowly conceptualized measures. Research of this type has focused on child. related outcomes, such as intelligence and growth (Clewell, Brooks-Gunn, & Benasich, 1989); parent-related outcomes, such as parental effectiveness or changed attitudes toward the child (Clewell, Brooks-Gunn, & Benasich, 1989); family-related outcomes, such as changes in the family's economic and life circumstances (Powell, 1986); and/or marital outcomes, such as satisfaction with the marital relationship (Winans & Cooker, 1984). Past research may have excluded important outcomes by adopting principally positivistic perspectives aimed at identifying easily observable outcomes amenable to prediction and control, rather than using alternative epistemological perspectives such as the interpretive science approach, which emphasizes the nature and meaning of human experiences (Bredo & Feinberg, 1982). Fully capturing educational program out. comes was considered by Fine (1989) when he noted the problem of: researchers examining outcomes along predetermined lines consistent with the professed intention of the program. What is missed in such theme-bound investigations is a spread of effects phenomenon. Many good and possibly some undesirable happenings in areas of parent and family life may not be studied. (p. 17) Indeed, the adult education literature suggests that some of the most important learning may be that which has not been anticipated in program objectives (Apps, 1989). The present study sought to examine the nature of outcomes that accrue from a parent education program by examining holistically the structure and essence of the experience for the participants (Patton, 1990). …

Parent Education and Family Relations

Thirty-one married couples (62 subjects) participated in this study of the effect of parenting courses on family relationships. Sixteen subjects (8 couples) participated in parenting courses (either Parent Effectiveness Training, P.E.T., or Systematic Training for Effective Parenting, STEP) with their spouses, while for the other 23 couples only one member participated. The courses are generally seen as beneficial, and there are no differences in perceived effectiveness between P.E. T. and S. T.E.P. Couples where both members participated perceive the course as no more effective than do those where only one member participated, and low marital adjustment subjects rate their relationships as improved over the course.

The Effects of Systematic Training for Effective Parenting on Parental Attitudes

Summary The Attitude Toward the Freedom of Children Scale and the revised Parent Attitude Research Instrument was administered to 28 Australian mothers. Fourteen mothers attended a nine-week course in Systematic Training for Effective Parenting (STEP) and the remaining 14 mothers were placed on a waiting list for the STEP program and acted as the control group. A one-way analysis of variance evaluated the effects of STEP on parental attitudes. The results showed that STEP mothers (as compared to non-STEP mothers) were more democratic in their child rearing attitudes, had a significantly higher tendency to encourage verbalization, and had a significantly lower tendency to be strict with their children.

The effects of participation in a STEP∗ program on parents’ child‐rearing attitudes and the self‐concepts of their learning disabled children

Abstract This study examined the effects of parent participation in a Systematic Training for Effective Parenting (STEP) group on their child‐rearing attitudes as measured by the Parent Attitude Survey (PAS) and on the self‐concepts of their learning disabled children as measured by the Primary Self‐Concept Inventory (PSCI). Subjects were 50 mothers and their LD children who were randomly assigned to experimental and control conditions. Treatment consisted of parent group sessions which included didactic presentations, group discussions, and homework assignments, designed to increase parents’ democratic child‐rearing attitudes and understanding of their children. On the post‐test measures, multivariate analysis of variance yielded significant differences between experimental and control group parents (F (5,40) = 13.96; p < .01) and their children (F (3,32) = 6.86; p < .01). Parents in the experimental group scored higher on the PAS subscales of Acceptance and Trust (p < .01) and their children scored higher on the PSCI subscales of Personal‐self (p < .05) and Social‐self (p < .01). The STEP program appears to hold promise for assisting both parents and their LD children.

An exploratory evaluation of the systematic training for effective parenting (step) programme

An exploratory evaluation of the systematic training for effective parenting (step) programme

STEP in Australia

SummaryIn the past couple of years, Dinkmeyer and McKay's (1976) Systematic Training for Effective Parenting (STEP) has become very popular in Australia. It is currently being used in public schools, Department of Children Services and other social agencies. As the use of STEP increases, it seems appropriate for STEP users to share their ideas in order to promote a better understanding of the programme. In this paper, the author(i) describes his early experiences with parent education;(ii) identifies the theoretical origins of step, and(iii) describes some guidelines for a STEP leader.

A comprehensive and systematic approach to parent education

Abstract This paper emphasizes the importance of parent education, particularly in our current rapidly changing society. The history of parent education is briefly reviewed and a new program called STEP, Systematic Training for Effective Parenting is discussed in detail.