Maternal Knowledge and Behaviors Regarding Discipline: The Effectiveness of a Hands-on Education Program in Positive Guidance

Saunders, Rachel; McFarland, Laura; Jacobvitz, Deborah; Hazen-Swann, Nancy L; Burton, Rosalinda Strano

doi:10.1007/s10826-012-9581-5

Cited by 13 publications

(10 citation statements)

References 40 publications

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“…The knowledge and attitudes regarding child discipline were significantly increased at 3 and 6 months among subjects who participated in the intervention program. These results are the same as those of another study, in which findings showed that the participants gained a better understanding of effective parenting techniques after an intervention program [28]. A slight decrease in knowledge and attitudes was noted at 6 months compared with 3 months in the intervention group.…”

Section: Discussionsupporting

confidence: 88%

Prevention of child physical and verbal abuse from traditional child discipline methods in rural Thailand

Rerkswattavorn

Chanprasertpinyo

2019

Heliyon

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Background: In rural areas of Thailand, physical and verbal abuse are accepted as child discipline strategies due to the strong influence of religious beliefs and social norms. Objective: To investigate the effects of a nonviolent parenting program on subject's knowledge and attitudes regarding physical and verbal abuse in child discipline. Participant: This randomized controlled trial enrolled the villagers who had children under care in a rural area of Thailand. Methods: This study was scheduled in the following three stages with 3-month intervals: before the program (P0); 3 months after the program (P1); and 6 months after the program (P2). We compared knowledge and attitude scores of subjects at each stage. Results: A total of 85 subjects were enrolled in this study: 50.6% (n ¼ 43) in the control group and 49.4% (n ¼ 42) in the intervention group. In the intervention group, the knowledge score increased after the intervention (P1), decreased 3 months later (P2), but was still higher than the score at P0 (p ¼ < 0.001). The attitude score increased after the intervention at P1 and was maintained at P2 (p ¼ < 0.001). In the control group, data did not demonstrate any difference regarding knowledge and attitude toward child discipline. Conclusions: The nonviolent parenting program was effective in increasing knowledge and changing attitudes in this study. The intervention can be applied effectively in rural communities because of its simplicity, ease of use, and no required technology.

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Section: Discussionsupporting

confidence: 88%

Prevention of child physical and verbal abuse from traditional child discipline methods in rural Thailand

Rerkswattavorn

Chanprasertpinyo

2019

Heliyon

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“…The technology-based intervention did not provide a direct mastery of infant and self-care skills, which is equally vital for promoting self-efficacy. In Saunders et al’s study [61], mothers who received hands-on practice improved faster and better incorporated those strategies into their parenting behaviors. Therefore, there is still a necessity for hands-on practice and positive live guidance from health care professionals, suggesting that technology-based interventions should be used as a supplementary tool to existing hospital care and not as a replacement [62].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Mothers’ Perceptions of a Technology-Based Supportive Educational Parenting Program (Part 2): Qualitative Study

Shorey¹,

Ng²

2019

J Med Internet Res

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Background Transitioning into parenthood can be stressful as parents struggle to cope with new parenting responsibilities. Although perinatal care in hospitals aims to improve parental outcomes, there is a general consensus that it is suboptimal and insufficient. Therefore, many studies have designed intervention methods to supplement support for parents during this stressful period. However, studies often focus on parental outcomes as indicators of their interventions’ success and effectiveness. Studies evaluating participants’ experiences and feedback are limited. Objective This study aimed to examine the experiences and perceptions of participants who participated in a supportive education parenting program intervention study. Methods A qualitative semistructured interview was conducted with 16 mothers (6 control and 10 intervention) from a randomized controlled trial. The supportive education parenting program received by the intervention group included 2 phone-based perinatal educational sessions, a phone-based educational session after childbirth, and a 1-month postpartum access to a mobile health app. The interviews were approximately 30- to 60-min long, audiotaped and transcribed verbatim, and analyzed using thematic analysis. Study findings were reported according to the Consolidated Criteria for Reporting Qualitative Research checklist. Results The 3 main themes evaluating mothers’ experiences and perceptions were generated: (1) changed perspective toward parenthood, (2) journey from pregnancy to after birth, and (3) a way forward. Mothers from the intervention group mostly had good perinatal experiences with sufficient support received, which elevated their emotional well-being and increased parenting involvement. Mothers in the control group, although satisfied with the hospital care received, were more stressed and shared a need for professional advice and extra support. Apart from technical enhancements, mothers also requested extended social support during early pregnancy up to 1 year postpartum, taking into consideration Asian cultural practices. Conclusions Mothers who received the intervention were overall satisfied with the support provided by the technology-based supportive educational parenting program. The success of the educational program in this study highlights the need to supplement standard care in hospitals with technology-based educational programs. Future research should include fathers’ perceptions to attain an in-depth understanding of overall participants’ experiences and needs in the future development of supportive and educational programs.

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“…For further analysis, measurements were therefore either aggregated to avoid dependence in the analysis (Borenstein, Hedges, Higgins & Rothstein, 2009) or outcomes were selected based on relevance for the current research question. Three of the 18 included studies investigated either two or more intervention types (e.g., Saunders et al, [2013] used oral instruction/advice and modelling) or examined the effects of different interventions on various undesired behaviors (e.g., Clark & Boyer, [1993] examined the effects of training in obedience and quality time interactions on separationrelated behaviors and other undesired behaviors).…”

Section: Meta-statistical Analysismentioning

confidence: 99%

We Don’t Train in Vain: A Systematic Review and Meta-Analysis of Human and Canine Caregiver Training

Pfaller-Sadovsky

Medina

Dillenburger

et al. 2019

Journal of Applied Animal Welfare Science

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A meta-analytic review was conducted to assess the current knowledge regarding caregiver training effectiveness for human-human and human-canine dyads. The results showed that most canine-related sources (66%; n=19) were case studies reporting a decrease of learner undesired behavior when using oral instruction/advice (21%; n=6). Most of the human-related research used singlecase designs (57%; n=26) reporting an increase in desired learner behavior (22%; n=10) when caregivers received multi-component training packages, including two or more approaches (17%, n=8). The meta-analysis of betweengroup-design studies (n=18) revealed that interventions had a large effect (Hedges' g=0.88, 95%CI [0.68-1.07]), with packages yielding a slightly larger moderate effect (Hedges' g=0.76, 95%CI [0.60-0.91]) than oral instruction/advice alone (Hedges' g=0.74, 95%CI [0.32-1,15]). Although the shown effectiveness of caregiver training is promising, the results should be interpreted cautiously. Due to the preponderance of case studies within caninerelated literature and the insufficient reporting of data across sources, only few studies could be included in the meta-analysis. Overall, more systematic and comparative research regarding the efficacy of caregivers in behavior change programs across species is needed. 174 words Keywords: systematic-review; human-dog relationship; caregiver-training; interventions qualitative nature. They often describe in great detail the assessment and/or treatment of one or more participants by integrating all information about the case into a unified and related idea or set of ideas (Sturmey, 2009; Virues-Ortega & Moreno-Rodriguez, 2008). Further, their interest is frequently related to reporting new findings that lack replication with group designs, hence, informing about new methods, novel applications of established techniques or unpredicted effects of assessments or treatments (Virues-Ortega & Moreno-Rodriguez, 2008). By contrast, SCDs are special adaptations of interrupted time-series designs and provide a strong basis for establishing causal, or functional, inference by (a) operationally defining the dependent variable; (b) conducting baseline measurements; and (c) replicating experimental conditions (e.g., A-B-A-B) with each subject (

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Maternal Knowledge and Behaviors Regarding Discipline: The Effectiveness of a Hands-on Education Program in Positive Guidance

Cited by 13 publications

References 40 publications

Prevention of child physical and verbal abuse from traditional child discipline methods in rural Thailand

Prevention of child physical and verbal abuse from traditional child discipline methods in rural Thailand

Evaluation of Mothers’ Perceptions of a Technology-Based Supportive Educational Parenting Program (Part 2): Qualitative Study

We Don’t Train in Vain: A Systematic Review and Meta-Analysis of Human and Canine Caregiver Training

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