Cultural Diversity: Do We Need a New Wake-Up Call for Parent Training?

Ortiz, Camilo; Vecchio, Tamara Del

doi:10.1016/j.beth.2013.03.009

Cited by 71 publications

(58 citation statements)

References 99 publications

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“…The current results highlight the potential importance of addressing respeto -related behaviors during PCIT with Latino families. This possible modification to the existing protocols is consistent with a data-driven approach to culturally adapting interventions, especially parent-training programs, for diverse populations (see Lau 2006; Ortiz and Del Vecchio 2013). …”

Section: Discussionmentioning

confidence: 60%

“…Moreover, the uneven distribution between Spanish- and English-speaking families prevented us from examining the possible moderating role of language across groups. The identification of moderators of treatment outcome has been neglected in the literature but is of pivotal importance to ensure that PCIT (and other parent-training interventions) are culturally robust for Latino families (see Ortiz and Del Vecchio, 2013). Second, the Infant Behavior Program was a time-limited adaptation of the CDI phase of the standard PCIT protocol.…”

Section: Discussionmentioning

confidence: 99%

“…Several meta-analyses suggest a range from small (Benish et al 2011; Huey and Polo 2008) to medium (Hall et al 2016; Smith et al 2011) effects. In the specific case of parent-training interventions, meta-analyses have yielded a similar pattern of small effects on improving parenting behaviors and child outcomes (Ortiz and Del Vecchio 2013; van Mourik et al 2016) and medium effects when these interventions go through deep structural changes (e.g., through incorporating cultural, social, and environmental factors; van Mourik et al 2016). In PCIT, results from the only trials directly comparing a culturally-adapted protocol, the GANA program, to standard PCIT showed that both interventions led to similar effects on child externalizing behavior problems and client satisfaction (McCabe et al 2012; McCabe and Yeh 2009), but GANA outperformed standard PCIT in leading to reductions in parent report of child internalizing behavior problems 6 to 24 months following treatment (McCabe et al 2012).…”

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confidence: 94%

“…Even though more Latino families have been included in efficacy and effectiveness studies over the last 10 years, Latinos are still the most underrepresented ethno-cultural group in parent-training trials when the make-up of the entire population is taken into account (Ortiz and Del Vecchio 2013). This reliance on non-Latino White, English-speaking samples is especially problematic because there are approximately 55 million people of Latino heritage in the United States, which makes them the largest ethnic minority group in the country (U.S.…”

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confidence: 99%

“…In PCIT, results from the only trials directly comparing a culturally-adapted protocol, the GANA program, to standard PCIT showed that both interventions led to similar effects on child externalizing behavior problems and client satisfaction (McCabe et al 2012; McCabe and Yeh 2009), but GANA outperformed standard PCIT in leading to reductions in parent report of child internalizing behavior problems 6 to 24 months following treatment (McCabe et al 2012). Differences across these studies highlight the need to conduct more empirical studies to understand when and how to culturally adapt parent-training protocols while overcoming non-data-supported assumptions about how families from diverse backgrounds respond to these interventions, such as the assumption that all interventions need to be culturally adapted to be effective (for an extensive review on this issue see Ortiz and Del Vecchio 2013). …”

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confidence: 99%

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Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

et al. 2017

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In the U.S., there is a growing Latino population, in which parents primarily speak Spanish to their children. Despite the evidence that language preference is associated with level of acculturation and influences parenting practices in these families, no study has compared how Spanish-and English-speaking Latino families acquire and utilize the skills taught during parent-training programs such as Parent-Child Interaction Therapy (PCIT). Twenty-seven mother-infant Latino dyads received a home-based adaptation of the Child-Directed Interaction (CDI) phase of PCIT as part of a larger randomized control trial. Most infants were male (63%), and their average age was 13.7 months (SD = 1.43). Most families (52%) lived below the poverty line. The Dyadic Parent-Child Interaction Coding System-Third Edition (DPICS-III) was employed to evaluate PCIT skills at baseline and post-treatment, as well as at 3- and 6-month follow-up, assessments. We conducted multiple linear regression analyses among Spanish-speaking (55%) and English-speaking (45%) families to examine differences in acquisition and utilization of do and don’t skills at each assessment while controlling for mother’s education. Results yielded no group differences in the acquisition rate of do or don’t skills at any time point. However, Spanish-speaking mothers used significantly more don’t skills than English-speaking mothers at each assessment. Specifically, Spanish-speaking families used significantly more commands at baseline, post-treatment, and the 6-month followup assessments, as well as more questions at post-treatment and at the 6-month follow-up assessments. These findings highlight the importance of addressing cultural values such as respeto to ensure culturally robust parent-training programs for Latino families.

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 99%

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confidence: 94%

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confidence: 99%

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confidence: 99%

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Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

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Culturally Adapted Preventive Interventions for Children and Adolescents

Gonzales

Lau

Murry

et al. 2016

Developmental Psychopathology

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As evidence to support the efficacy and long‐term benefits of interventions to prevent social, emotional, and behavioral problems of childhood and adolescence has accumulated steadily over the past three decades, scholars involved in intervention development and evaluation have tackled concerns about the relevance and fit of these interventions for distinct ethnic and racial minority groups. A critical mass of scholars have engaged the fundamental question as to whether intervention adaptation is required and, if so, how adaptations should be conducted to best reach and address the needs of diverse ethnocultural groups. In this chapter, we summarize the historical context, key conceptual challenges, and methods that have shaped the emerging field of cultural adaptation during this period. Current progress and empirical evidence regarding the effects and relative benefits of culturally adapted interventions are highlighted by presenting the most influential exemplars that have been developed and evaluated to date. Conclusions are offered about the current status of the field, future research directions, and remaining challenges for launching effective population‐based strategies that address the needs and health disparities of ethnocultural groups in the United States and internationally.

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2018

Counseling and Psychotherapy Theories in Context and Practice

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Cultural Diversity: Do We Need a New Wake-Up Call for Parent Training?

Cited by 71 publications

References 99 publications

Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

Culturally Adapted Preventive Interventions for Children and Adolescents

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