Child Adjustment and Parent Efficacy Scale: Development and Initial Validation of a Parent Report Measure

Morawska, Alina; Sanders, Matthew R.; Haslam, Divna; Filus, Ania; Fletcher, Renee

doi:10.1111/ap.12057

Cited by 97 publications

(104 citation statements)

References 58 publications

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“…Convergent validity. Three standard approaches were applied to assess convergent validity of the factor structures: (i) we evaluated the statistical significance and magnitude of factor loadings; (ii) checked that the estimate of the Average Variance Extracted (AVE) which is shared between the construct and its measures is above .50; and (iii) tested that estimates of Composite Reliability (CR) were above .70 (Fornell & Larcker, 1981;Morawska et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

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Validation of the Spanish version of the CAPES

Mejía

Filus

Calam

et al. 2015

International Journal of Behavioral Development

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In the present study, we explored the factor structure as well as validity and reliability of the Spanish version of the Child Adjustment and Parent Efficacy Scale (CAPES) suitable for assessing child behavioural and emotional difficulties (Intensity Scale) and parental self-efficacy (Self-Efficacy Scale) among Spanish-speaking parents from the US, Latin America and Spain. This instrument was designed to be brief and easy to read in order to reach parents with low-literacy levels and from under-resourced backgrounds. Psychometrics for the English version of the CAPES indicates good internal consistency, as well as satisfactory construct and predictive validity of the measure (Morawska et al., 2014). A sample of 174 parents of children (91 boys and 78 girls) from Panama participated in this study. They completed the instrument alongside the Strengths and Difficulties Questionnaire (SDQ) for measuring child psychological problems and the Parenting Task Checklist (PTC) for measuring parental self-efficacy. In addition, a group of 49 parents completed the CAPES at time 1 (T1) and 2 weeks after (T2). Psychometric evaluation of the Spanish version of the CAPES revealed that it has adequate internal consistency and test-retest reliability, as well as satisfactory convergent and discriminant validity. In conclusion, this instrument shows promise as a brief outcome measure to be used in clinical settings and to assess the effects of parenting interventions among Spanish-speaking parents. More research into psychometric properties of the Spanish version of the CAPES is needed, before it can be widely applied in practice.

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Section: Discussionmentioning

confidence: 99%

“…Child adjustment and parent efficacy scale (CAPES; Morawska et al, 2014). The CAPES is a 27-item measure that assesses child emotional and behavioural problems and parental self-efficacy.…”

Section: Methodsmentioning

confidence: 99%

Validation of the Spanish version of the CAPES

Mejía

Filus

Calam

et al. 2015

International Journal of Behavioral Development

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“…The scale consists of a 30-item intensity scale with two subscales measuring children's behaviour problems and emotional maladjustment, and a 20-item self-efficacy scale measuring parent's self-efficacy in managing specific child problem behaviours. The initial validation study found the internal consistency for the CAPES to be excellent for Intensity (α = .90), Behaviour (α = .90) and SelfEfficacy (α = .96), and adequate for Emotional Maladjustment (α = .74) (Morawska, Sanders, et al, 2014). Regarding construct validity, CAPES intensity showed reasonable convergent validity as measured by AVE estimates (average variance extracted), CR estimates (composite reliability), and examination of factor loadings.…”

Section: Child Behaviourmentioning

confidence: 94%

“…The Child Adjustment and Parent Efficacy Scale (CAPES; Morawska, Sanders, Haslam, Filus, & Fletcher, 2014) assesses the level of child emotional and behavioural difficulties. The scale consists of a 30-item intensity scale with two subscales measuring children's behaviour problems and emotional maladjustment, and a 20-item self-efficacy scale measuring parent's self-efficacy in managing specific child problem behaviours.…”

Section: Child Behaviourmentioning

confidence: 99%

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Broadening the reach of evidence-based parenting interventions: Evaluation of a brief online version of the Triple P – Positive Parenting Program

Baker¹

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Every year 14% of children in Australia develop serious emotional or behaviour problems that can have detrimental long-term effects for the children themselves, for their families and for society.Behavioural family interventions are effective in the prevention and treatment of these problems, but have not yet had large-scale societal impact because only a small proportion of families actually receive evidence-based interventions. To address this problem, parenting programs need to be made available at different levels of intensity, across a variety of settings and in a variety of formats. One increasingly accessed forum for parents is the Internet, however, little is known about the potential of web-based programs to strengthen parenting. This thesis argues that one way to improve parents' access to parenting programs is by offering a low-intensity, self-directed online parenting program.To date no such intervention has been evaluated for parents of children with behaviour problems.This series of research is comprised of three empirical studies: 1) a consumer survey seeking to establish the feasibility of online parenting support for a broad range of parents; 2) a randomised controlled trial testing the efficacy of a brief online parenting program (Triple P Online Brief [TPOL Brief]) in reducing dysfunctional parenting and child behaviour problems; and 3) an investigation of the predictors of use and outcomes of TPOL Brief.Chapter 1 reviews the relevant literature and provides a rationale for the current research series. The role of parenting interventions in the prevention and treatment of child behaviour problems is examined and their current limitations are discussed. Evidence for the efficacy of various intervention formats is reviewed, and brief, low-intensity online parenting programs as part of a public health approach are proposed as a way of broadening the reach of parenting interventions.The chapter highlights challenges and unanswered questions regarding online parenting support and describes the study aims.Chapter 2 presents data from a cross-sectional survey of 459 Australian parents of 2-12 year old children. The survey examined 1) parents' access to and use of the Internet, 2) parents' use of different sources of parenting information, especially online sources, and 3) preferred delivery modalities for receiving information about parenting. In order to investigate if online parenting support favours well-educated, middle class families or is suitable for a broad range of parents, the study examined the extent to which use of web-based parenting information and perceived usefulness ratings of online programs could be predicted by a range of variables, in particular families' socio-demographic characteristics. Results indicate that the majority of parents use parenting websites (65%) and social media (45%) for parenting information and that providing iii parenting support online may be a viable way to reach a broad range of families, even those typically less likely to access other forms of...

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A Brief Cognitive Behavioural Intervention for Parents of Anxious Children: Feasibility and Acceptability Study

Jewell

Wittkowski

Collinge

et al. 2022

Child Youth Care Forum

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Background Parent-only psychological interventions can be effective treatments for child anxiety. Involving parents in treatment may be beneficial for children, ensuring that interventions are delivered effectively in a supportive environment. Few studies have investigated the feasibility and acceptability of parent-only interventions for child anxiety. Objective In this study, we report on feasibility, acceptability and preliminary clinical outcomes of a brief cognitive behavioural group intervention for parents of children (4- to 10-years-olds) experiencing anxiety in the absence of a diagnosed anxiety disorder. Method Parent participants attended a three-session group intervention delivered online. We collected feasibility information (recruitment and retention rates); parents and children (when appropriate) completed acceptability and clinical outcome measures after each session. Participants were also interviewed about the acceptability of the intervention and study processes. Results Nineteen parents consented to take part (child mean age 6.47, SD 1.23). Participant retention rates (68.4%) and intervention satisfaction (total mean CSQ score 28.52) were high. Calculated effect sizes were moderate to large for parent-rated outcomes, small for child self-reported anxiety, and small to moderate for parent confidence/efficacy. Thematic analysis of interview data identified benefits, such as connecting with parents and learning strategies, as well as challenges associated with the intervention. Conclusions Attendance appeared to be associated with positive changes for parents and children. Overall, participants found this to be an acceptable and useful intervention. These findings demonstrated the potential benefit of a brief intervention for parents of anxious children. A larger trial is required to further investigate these preliminary findings.

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Child Adjustment and Parent Efficacy Scale: Development and Initial Validation of a Parent Report Measure

Cited by 97 publications

References 58 publications

Validation of the Spanish version of the CAPES

Validation of the Spanish version of the CAPES

Broadening the reach of evidence-based parenting interventions: Evaluation of a brief online version of the Triple P – Positive Parenting Program

A Brief Cognitive Behavioural Intervention for Parents of Anxious Children: Feasibility and Acceptability Study

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