Improving Parent Emotion Socialization Practices: Piloting Tuning in to Kids in Iran for Children With Disruptive Behavior Problems

Abstract

Objective To evaluate Tuning in to Kids (TIK), an emotion‐focused parenting program for mothers and preschool children with disruptive behavior problems in Iran. Background Disruptive behaviors occur in approximately 23% of Iranian children and are associated with poorer emotional competence. The TIK parenting program was used to improve children's emotion competence and behavior by focusing on parent emotion socialization practices and emotion‐coaching skills. Method Fifty‐four children (3–6 years of age) were screened for behavior problems and randomly assigned to intervention or waitlist control conditions. Mothers in the intervention condition attended a six‐session version of the TIK program with two booster sessions at 2‐month intervals. Mothers completed questionnaires assessing children's behavior and emotional competence as well as parents' emotional socialization and emotion regulation at preintervention, postintervention, and 3‐month follow‐up. Results Compared with those in the control condition, mothers in the intervention condition reported statistically lower emotion dismissive parenting, child behavior problems, and emotion lability, as well as more emotion coaching. Conclusion TIK shows promise as a way of enhancing parent emotion socialization resulting in improved child behavior and emotional competence in children with disruptive behavior problems. Implications The findings suggest the program is a useful addition to existing parenting programs used in Iran.

The Efficacy of Parent Training Interventions for Disruptive Behavior Disorders in Treating Untargeted Comorbid Internalizing Symptoms in Children and Adolescents: A Systematic Review

“…According to the EPHPP, four of the twelve studies were deemed strong (Larsson et al 2009;Morpeth et al 2017;Patterson et al 2002;Scott et al 2010); another five were rated as moderate (Axberg & Broberg, 2012;Baker et al 2017;Meybodi et al 2019;Schappin et al 2013;Webster-Stratton & Herman, 2008), and the remaining three were deemed weak (Palmer et al 2019;Sanders et al 2012;Wiggins et al 2009) (Table 1). Cohen's kappa for interrater reliability was high at 75% (McHugh, 2012).…”

“…In only one study did participants receive a formal, secondary internalizing disorder diagnosis (Webster-Stratton & Herman, 2008). In the remaining 11 studies, 3 had samples with a mean internalizing score above the clinical threshold for an internalizing disorder at baseline (Meybodi et al 2019;Morpeth et al 2017;Schappin et al 2013).…”

“…Scott and colleagues (2010) assessed the Incredible Years parent training program combined with the Child Literacy Program. Finally, one study assessed the Tuning In To Kids parent training intervention (Meybodi et al 2019).…”

“…The majority of the interventions were delivered face to face and were led by professionals qualified to deliver each intervention (Axberg & Broberg, 2012;Larsson et al 2009;Meybodi et al 2019;Morpeth et al 2017;Palmer et al 2019;Patterson et al 2002;Schappin et al 2013;Scott et al 2010;Webster-Stratton & Herman, 2008;Wiggins et al 2009). In two studies on the Triple P intervention, the program was delivered online (Baker et al 2017;Sanders et al 2012).…”

“…The protocols for each intervention used in the studies were similar in format, number of sessions and overall duration as all intervention procedures were conducted in accordance with the relevant manualized guidelines indicated for each intervention (The Incredible Years, 2013; Triple P International, 2020; Tuning In To Kids, 2020). On average, the interventions lasted 10-12 sessions and the majority of those, except for those assessing online interventions, were conducted in group format (Axberg & Broberg, 2012;Larsson et al 2009;Meybodi et al 2019;Morpeth et al 2017;Palmer et al 2019;Patterson et al 2002;Schappin et al 2013;Scott et al 2010;Webster-Stratton & Herman, 2008;Wiggins et al 2009).…”