Ineffective discipline and conduct problems in males: Association, late adolescent outcomes, and prevention

Capaldi, Deborah M.; Chamberlain, Patti; Patterson, Gerald R.

doi:10.1016/s1359-1789(97)00020-7

Cited by 43 publications

(32 citation statements)

References 20 publications

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“…Problematic parenting such as harsh and inconsistent discipline, low involvement, and poor supervision are major predictors of antisocial behavior in children and adolescents (e.g., Capaldi et al 1997;Loeber and Stouthamer-Loeber 1986). Accordingly, interventions that aim at changing parenting behavior are seen as a key strategy for reducing and preventing child problem behavior.…”

mentioning

confidence: 99%

Effects of a Universal Parenting Program for Highly Adherent Parents: A Propensity Score Matching Approach

et al. 2012

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This paper examines the effectiveness of a group-based universal parent training program as a strategy to improve parenting practices and prevent child problem behavior. In a dissemination trial, 56 schools were first selected through a stratified sampling procedure, and then randomly allocated to treatment conditions. 819 parents of year 1 primary school children in 28 schools were offered Triple P. 856 families in 28 schools were allocated to the control condition. Teacher, primary caregiver and child selfreport data were collected at baseline, post, and two follow-up assessments. Analyses were constrained to highly adherent parents who completed all four units of the parenting program. A propensity score matching approach was used to compare parents fully exposed to the intervention with parents in the control condition, who were matched on 54 baseline characteristics. Results suggest that the intervention had no consistent effects on either five dimensions of parenting practices or five dimensions of child problem behavior, assessed by three different informants. These findings diverge from findings reported by program developers and distributors. Potential explanations for the discrepancy and implications for future research are discussed. Abstract This paper examines the effectiveness of a groupbased universal parent training program as a strategy to improve parenting practices and prevent child problem behavior. In a dissemination trial, 56 schools were first selected through a stratified sampling procedure, and then randomly allocated to treatment conditions. 819 parents of year 1 primary school children in 28 schools were offered Triple P. 856 families in 28 schools were allocated to the control condition. Teacher, primary caregiver and child selfreport data were collected at baseline, post, and two followup assessments. Analyses were constrained to highly adherent parents who completed all four units of the parenting program. A propensity score matching approach was used to compare parents fully exposed to the intervention with parents in the control condition, who were matched on 54 baseline characteristics. Results suggest that the intervention had no consistent effects on either five dimensions of parenting practices or five dimensions of child problem behavior, assessed by three different informants. These findings diverge from findings reported by program developers and distributors. Potential explanations for the discrepancy and implications for future research are discussed.

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confidence: 99%

Effects of a Universal Parenting Program for Highly Adherent Parents: A Propensity Score Matching Approach

et al. 2012

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“…Besides, the associations between child conduct problems and parenting factors are bidirectional, as the behavior and temperament displayed by the child can also afect the behavior the parent adopts [21]. For example, Paterson's coercion model suggests that both parent and child are active participants in their interactions [22], and the model proposes a four-step process of escape conditioning [23]. At irst, the parent commands the child to perform a behavior or scolds the child for their misbehavior.…”

Section: The Role Of Family Contextual Factors In Aggressive Behaviormentioning

confidence: 99%

Parent Training Interventions for Children and Adolescents with Aggressive Behavioral Problems

Muratori¹,

Levantini²,

Manfredi³

et al. 2018

Parenting - Empirical Advances and Intervention Resources

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Children who display early disruptive and aggressive behavior are also at greater risk for delinquency, mood and anxiety disorders, and substance use in the long term. As is the case for many forms of childhood psychopathology, a number of factors are associated with the emergence of aggressive and disruptive behavior, including family factors. Indeed, conduct problems during childhood are usually associated with peculiar parenting practices, such as increasingly coercive cycles of harsh parenting and noncompliance exhibited by child; insensitive and nonresponsive parenting; inconsistent, severe discipline and vague commands and directions; lack of parental warmth and involvement; and absence of parental monitoring and supervision. That is why behavioral parent trainings (BPTs) represent one of the gold standard interventions for conduct problems. The main goal of BPT is to decrease coercive interchanges and, consequently, children aggressive problems by teaching parents strategies in order to apply a more efective discipline. Therefore, the putative mechanism for change in youth behavior in BPT is change in parent behavior. Some of the most employed parent training interventions for aggressive behavior problems are presented.

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“…Os pais, em geral, não são contingentes no uso de reforçadores positivos para iniciativas pró-sociais (Dumas & Wahler, 1985) e fracassam no uso efetivo de técnicas disciplinares para enfraquecer os comportamentos desviantes (DeBaryshe, Patterson, & Capaldi, 1993). O efeito das práticas parentais ineficazes é permitir uma série de interações diárias, nas quais os membros da família inadvertidamente reforçam o comportamento coercitivo e os problemas de conduta da criança (Capaldi, Chamberlain, & Patterson, 1997). Em geral, a criança utiliza-se de comportamentos aversivos para interromper a solicitação ou exigência de um outro membro da família.…”

Section: Child-rearing Practices and Social Development Indicators Inunclassified

Práticas educativas maternas e indicadores do desenvolvimento social no terceiro ano de vida

Alvarenga¹,

Piccinini²

2009

Psicol. Reflex. Crit.

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ResumoO objetivo deste estudo foi investigar as relações entre as práticas educativas maternas e indicadores dos problemas de externalização e da competência social em crianças aos 30 meses de vida. Participaram do estudo 23 díades mãe-criança. No 30º mês de vida da criança foi realizada uma observação da interação mãe-criança para a avaliação das práticas educativas maternas, dos problemas de externalização e da competência social das crianças. Os resultados apóiam a literatura que relaciona práticas de orientação, controle assertivo e envolvimento parental positivo à competência social, e práticas coercitivas e permissivas aos problemas de externalização. Discute-se a relevância das práticas educativas parentais para a compreensão do desenvolvimento social, enfatizando a importância de práticas menos referidas na literatura, como a autorização de autonomia, a intrusividade e o controle ambíguo. Palavras-chave: Práticas educativas parentais; competência social; problemas de externalização. AbstractThe present work aimed at investigating relations between maternal child-rearing practices, externalizing behavior problems and social competence indicators of thirty-month-old children. The study involved 23 child-mother dyads. In the child's thirtieth month after birth, an observation of mother-child interaction was performed in order to evaluate maternal child-rearing practices, externalizing behavior problems and child social competence. The results support the literature about social development that relates child-rearing practices such as guidance, assertive control and positive parental involvement to social competence, and coercive and permissive practices to externalizing behavior problems. The work discusses the relevance of parental child-rearing practices for the comprehension of the social development, emphasizing the importance of child-rearing practices, such as autonomy authorization, intrusiveness and ambiguous control.

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Ineffective discipline and conduct problems in males: Association, late adolescent outcomes, and prevention

Cited by 43 publications

References 20 publications

Effects of a Universal Parenting Program for Highly Adherent Parents: A Propensity Score Matching Approach

Effects of a Universal Parenting Program for Highly Adherent Parents: A Propensity Score Matching Approach

Parent Training Interventions for Children and Adolescents with Aggressive Behavioral Problems

Práticas educativas maternas e indicadores do desenvolvimento social no terceiro ano de vida

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