Evidence for Group-Based Foster Parent Training Programs in Reducing Externalizing Child Behaviors: A Systematic Review and Meta-Analysis

Uretsky, Mathew C.; Hoffman, Jill A.

doi:10.1080/15548732.2017.1326360

Cited by 16 publications

(12 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Not only have these children experienced abuse and/or neglect severe enough to result in removal from their parents—they have also experienced separation from parents and other attachment figures. For these children, there is evidence that parenting interventions are effective in improving child mental health and parenting (see reviews by Hambrick, Oppenheim-Weller, N′zi, & Taussig, 2016; Uretsky & Hoffman, 2017), and TOPR is often included as a key discipline procedure in these interventions (e.g., Mersky, Topitzes, Grant-Savela, Brondino, & McNeil, 2016; Price et al, 2008). Thus, there appears to be evidence that interventions involving TOPR improve parenting and child adjustment for children in the welfare system, and there is no evidence to date of harmful effects.…”

Section: Is Topr Safe and Effective For Children With Trauma Histories?mentioning

confidence: 99%

What is it to discipline a child: What should it be? A reanalysis of time-out from the perspective of child mental health, attachment, and trauma.

Dadds

Tully

2019

American Psychologist

View full text Add to dashboard Cite

Parental discipline strategies are a necessary and critical aspect of positive child development. Their qualities confer risk versus protection for the development of mental health problems. Time-out from positive reinforcement is now one of the most common and well-researched discipline procedures across the world, with overwhelming evidence to support its efficacy and acceptability. It has also recently attracted considerable criticism from writers evoking child well-being considerations based on attachment theory. The main concern is that the removal of a child to time-out exposes the child to a break in attachment security and, for children with trauma histories, potentially causes harm. Here, we consider what a discipline strategy should be from a mental health perspective and, utilizing the best available models of developmental mental health and psychopathology, derive five axioms for judging and guiding the worth and acceptability of any particular discipline strategy. We then use these axioms to evaluate and specify how time-out can be used in a way that maximizes positive child outcomes, and then review its use with children who have experienced complex trauma. We show that time-out, when conceptualized and enacted consistently with contemporary models of learning, attachment, self-regulation, and family systems theory, is actually a positive perturbation to these systems that can rapidly remediate problems the child is experiencing, and thereby generally enhances child well-being. Clinical, research, and policy implications are briefly discussed.

show abstract

Section: Is Topr Safe and Effective For Children With Trauma Histories?mentioning

confidence: 99%

What is it to discipline a child: What should it be? A reanalysis of time-out from the perspective of child mental health, attachment, and trauma.

Dadds

Tully

2019

American Psychologist

View full text Add to dashboard Cite

show abstract

“…As most team members were new to their positions, the team had an opportunity to establish a new vision for caregiving practices. The results of the integrative review (STRONG, 2017) showed that many models of training and support for caregivers have demonstrated small to medium effect sizes on improving the behaviour of foster children/adolescents, though the evidence is weak in terms of rigour (SOLOMON et al, 2017;URETSKY;HOFFMAN, 2017;VAN ANDEL et al, 2014). Although the content and methods of the models studied were not comprehensively described (BENESH; CUI, 2017; FESTINGER; BAKER, 2013), and their training protocols cannot be freely accessed, the theoretical frames of references of the more effective models could be considered to guide the development of this intervention.…”

Section: Opportunitiesmentioning

confidence: 99%

“…Through discussion, the group selected the following as the theorical frames of reference for the training curriculum: developmental theory; attachment theory, for which there is moderate evidence for the use with younger children (DORSEY et al, 2008;EVERSON-HOCK et al, 2012;HAMBR ICK et al, 2016;KERR;COSSAR, 2014;KINSEY;SCHLÖSSER, 2013); trauma-informed care, for which there is initial evidence of effectiveness (MADIGAN et al, 2017); positive discipline (DURRANT et al, 2017), and resilience (RADLER, 2017). Preference was given to frames of reference compatible with social learning theory, as programs based on social learning theory seem to be stronger both in terms of effect sizes and quality of the trials (HAMBRICK et al, 2016;KINSEY;SCHLÖSSER, 2013;LEVE et al, 2012;SOLOMON et al, 2017;URETSKY;HOFFMAN, 2017). Interventions based on social learning theory help "[…] parents learn to interact with their young children in positive ways" (BENESH; CUI, 2017, p. 553).…”

Section: Objective A: Design Anmentioning

confidence: 99%

Supporting the Casa Lar social educator: a case study of a consultation using intercultural knowledge translation

Strong¹

2018

Cad. Bras. Ter. Ocup.

View full text Add to dashboard Cite

Children living in foster care have the right to live in a supportive and caring environment, yet studies show that many foster caregivers find it challenging to adequately meet the child's individual needs. Organizations providing services to children in foster care are responsible for supporting caregivers in this role. This case study describes an occupational therapy (post-professional master's student) consultation with a group foster home (Casa Lar), in São Paulo, Brazil, to implement a training and support program for their caregivers. A needs assessment revealed the necessity to implement a comprehensive professional development program, based on organizational values and caregiving competencies. Using the Canadian Practice Process Framework as a guide, a multicultural group of clinician administrators completed a cycle of knowledge translation to identify current knowledge in the area, and adapt it to the local context. Active learning and participant action strategies were included in the training program, with a plan to jointly develop a knowledge translation tool that will enable a change in caregiver practice. We present plans for a formative and summative program evaluation, along with reflections on the enabling nature of the consultation.

show abstract

“…Additionally, high attrition rates (i.e., 52%) suggest that programs may fail to meet the accesibility or interest-based needs of many families (Ozbek et al, 2019). Significant limitations exist in previous meta-analyses, including (1) a generalization of programs across delivery components (e.g., Chen & Chan, 2016;Lundahl et al, 2006;Mingebach et al, 2018), (2) only examining one specific program (e.g., Carr et al, 2017;Wilson et al, 2012), (3) including a wide range of child age groups (Uretsky & Hoffman, 2017), or (4) only examining parent, but not child outcomes (Barlow et al, 2012). In order to advance program development efforts, more information is needed that narrows in on approaches in developmentally sensitive specific age ranges to determine what works for whom.…”

Section: Introductionmentioning

confidence: 99%

A Meta-Analysis of Group-Based Parenting Programs for Preschoolers: Exploring Moderation by Participants, Programs, and Time

Penner-Goeke¹,

Kaminski²,

Sulymka³

et al. 2020

Preprint

View full text Add to dashboard Cite

Group-based parenting programs have been implemented for over 50 years as a cost-effective way to promote child mental health and reduce behavior problems. However, some evidence suggests that their effects are limited and inconsistent. To inform next steps in program development, more systematic examinations about the overall efficacy of programs for both parenting and child outcomes in early childhood is needed as well as the program and family level factors that predict for whom programs work more or less well. We conducted a systematic review and meta-analysis of randomized-controlled-trials in preschool aged children over the past 20 years (2000 to 2020). Sixty-five articles evaluating group-based parenting programs for 3 to 5-year-old children were included (N = 7658). Meta-analytic results indicated that programs had small overall effects on improving parenting quality and child behaviours. Significant heterogeneity was present with parent-report of child behaviour outcomes linked to greater effect sizes compared to teacher or observer reports. Moderator analyses showed that higher parental education and children’s clinically significant disruptive behaviour problems were linked to greater improvements in parenting quality. There were also significant effects of publication year on child behaviour outcomes, suggesting that program effects have been improving over time. Other moderator analyses were not possible due to limited reporting of theorized factors (e.g., parent mental health). Overall, group-based programs are linked to improvements in parenting and child outcomes during the preschool age. Continued innovation in program development is recommended to increase efficacy and tailor service type and intensity to specific family needs.

show abstract

Evidence for Group-Based Foster Parent Training Programs in Reducing Externalizing Child Behaviors: A Systematic Review and Meta-Analysis

Cited by 16 publications

References 70 publications

What is it to discipline a child: What should it be? A reanalysis of time-out from the perspective of child mental health, attachment, and trauma.

What is it to discipline a child: What should it be? A reanalysis of time-out from the perspective of child mental health, attachment, and trauma.

Supporting the Casa Lar social educator: a case study of a consultation using intercultural knowledge translation

A Meta-Analysis of Group-Based Parenting Programs for Preschoolers: Exploring Moderation by Participants, Programs, and Time

Contact Info

Product

Resources

About