The 1-2-3 Magic parenting program and its effect on child problem behaviors and dysfunctional parenting: A randomized controlled trial

Porzig-Drummond, Renata; Stevenson, Richard J.; Stevenson, Caroline

doi:10.1016/j.brat.2014.05.004

Cited by 31 publications

(12 citation statements)

References 26 publications

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“…These results are comparable to published effect sizes for the same or similar variables obtained for other self-directed parenting programs (Enebrink et al, 2012;Morawska & Sanders, 2006;Sanders et al, 2012). The effect sizes observed for the main outcome variables in the current study were somewhat lower than the effect sizes reported for the same variables for the therapist-assisted groupformat delivery of 1-2-3 Magic programs (Porzig-Drummond et al, 2014). Although a direct comparison between these studies cannot be made due to their different program designs, the pattern of difference in effect sizes across the outcome variables points to the possibility that delivery format might affect the degree to which 1-2-3 Magic programs reduce child problem behaviors and dysfunctional parenting.…”

Section: Measuresupporting

confidence: 76%

“…A parenting intervention could be affecting both child problem behavior and dysfunctional parenting directly, or it could be reducing dysfunctional parenting as a result of reducing disruptive child behaviors, or vice versa (Porzig-Drummond et al, 2014). In either case, it would be reasonable to interpret the results of the current study as being indicative of a relationship between the 1-2-3 Magic program intervention and a reduction in dysfunctional parenting and child problem behavior.…”

Section: Measurementioning

confidence: 80%

“…In small-group formats, this has included using video material and discussion (Bradley et al, 2003) and using excerpts of the videos and a manualized presentation based on the Australian version of the program (Flaherty & Cooper, 2010;based on Hawton & Martin, 2006). In large-group formats, we have previously used video material and discussion based on the speed-delivery format of the program (Porzig-Drummond, Stevenson, & Stevenson, 2014; based on Phelan, 2010b) as well as using video excerpts and manualized presentation (Porzig-Drummond et al, 2014;based on Hawton and Martin, 2011). However, the 1-2-3 Magic videos (Booth & Phelan, 2004a, 2004b are not only shown during therapistassisted program delivery.…”

mentioning

confidence: 99%

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Preliminary evaluation of a self-directed video-based 1-2-3 Magic parenting program: A randomized controlled trial

Porzig-Drummond

Stevenson

Stevenson³

2015

Behaviour Research and Therapy

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Section: Measuresupporting

confidence: 76%

Section: Measurementioning

confidence: 80%

mentioning

confidence: 99%

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Preliminary evaluation of a self-directed video-based 1-2-3 Magic parenting program: A randomized controlled trial

Porzig-Drummond

Stevenson

Stevenson³

2015

Behaviour Research and Therapy

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“…Study findings provide preliminary support for the value of considering sensory sensitivity along with attachment during parenting-related assessment, support and treatment to facilitate the development of favorable parenting styles. Currently, many parenting programs focus on the parent’s attachment system but not the parent’s sensory sensitivity to support the development of adaptive parenting styles and ultimately mitigate child behavioral difficulties [52, 53]. While it is plausible that sensory modulation strategies may be helpful to improve parenting styles, or that a parent’s sensory sensitivity may influence the capacity of parenting styles to change, further research is needed to elucidate these claims.…”

Section: Discussionmentioning

confidence: 99%

Sensory sensitivity and its relationship with adult attachment and parenting styles

et al. 2019

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Parenting styles vary in levels of both warmth and control, with evidence that type of parenting behavior is linked with social-emotional and other developmental outcomes for children. There are well-established associations between adult attachment and parenting styles. Given emerging evidence that people with different attachment patterns vary in how they receive and modulate sensory information, there are potential implications for parenting which have rarely received research attention. This cross-sectional study investigates the links between parenting style and parental sensory sensitivity, and the possible mediating role of parental sensory sensitivity in the relationship between adult attachment and parenting styles. A convenience sample of 155 parents of children aged 4–12 years old completed an online survey measuring: adult attachment (Experiences in Close Relationships-Modified 16-item Scale), sensory sensitivity (Highly Sensitive Persons Scale-Shortened Version), and parenting styles (Parenting Styles and Dimensions Questionnaire). Correlation, regression and mediation analyses were conducted. Analyses revealed that parents who reported more attachment insecurity also reported higher levels of parental sensory sensitivity, and more authoritarian and/or permissive (non-optimal) parenting styles. Parental sensory sensitivity was found to fully mediate the relationship between attachment avoidance and permissive parenting, and to partially mediate the relationship between attachment anxiety and both authoritarian and permissive parenting. This study represents the first quantitative evidence for associations between parental sensory sensitivity and parenting styles, and the mediating effect of parental sensory sensitivity on the known relationship between attachment insecurity and parenting. Awareness of a parent’s level of sensory sensitivity, in addition to his/her attachment style, may assist in developing effective strategies to meet both the parent’s and child’s needs and support the parent-child relationship.

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“…Indeed, it is often the case that the parents require support for themselves so that they can provide optimal support for their child with ADHD. Available parenting interventions for the management of ADHD in primary school–aged children include an eight-session parenting behavioral program [ 35 ], the New Forest Parenting Programme [ 36 ], 123 Magic [ 37 ], and the Triple P Positive Parenting Program [ 38 ]. These programs involve strategies that cover aspects such as the understanding of ADHD and the challenging behaviors associated with it, specific behavioral strategies that address parent-child interaction, the use of time-out strategies to reduce problematic behavior, how to manage child behavior in public, and school and maintenance issues.…”

Section: Introductionmentioning

confidence: 99%

ADHD: Is There an App for That? A Suitability Assessment of Apps for the Parents of Children and Young People With ADHD

Powell¹,

Parker²,

Harpin³

2017

JMIR Mhealth Uhealth

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BackgroundAttention-deficit hyperactivity disorder (ADHD) is a highly comorbid disorder that can impact significantly on the individual and their family. ADHD is managed via pharmacological and nonpharmacological interventions. Parents also gain support from parent support groups, which may include chat rooms, as well as face-to-face meetings. With the growth of technology use over recent years, parents have access to more resources that ever before. A number of mobile apps have been developed to help parents manage ADHD in their children and young people. Unfortunately many of these apps are not evidence-based, and little is known of their suitability for the parents or whether they are helpful in ADHD management.ObjectiveThe aim of this study was to explore the (1) parents’ views of the suitability of the top ten listed apps for parents of children and young people with ADHD and (2) the views of clinicians that work with them on the suitability and value of the apps.MethodsThe top 10 listed apps specifically targeted toward the parents of children and young people with ADHD were identified via the Google Play (n=5) and iTunes store (n=5). Interviews were then undertaken with 7 parents of children or young people with ADHD and 6 clinicians who specialize in working with this population to explore their opinions of the 10 apps identified and what they believe the key components are for apps to be suitable and valuable for this population.ResultsFour themes emerged from clinician and parent interviews: (1) the importance of relating to the app, (2) apps that address ADHD-related difficulties, (3) how the apps can affect family relationships, and (4) apps as an educational tool. Two additional themes emerged from the clinician interviews alone: monitoring ADHD symptoms and that apps should be practical. Parents also identified an additional theme: the importance of the technology. Overall, the characteristics of the current top 10 listed apps did not appear to match well to the views of our sample.ConclusionsFindings suggest that these apps may not fully meet the complex needs of this parent population. Further research is required to explore the value of apps with this population and how they can be tailored to their very specific needs.

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The 1-2-3 Magic parenting program and its effect on child problem behaviors and dysfunctional parenting: A randomized controlled trial

Cited by 31 publications

References 26 publications

Preliminary evaluation of a self-directed video-based 1-2-3 Magic parenting program: A randomized controlled trial

Preliminary evaluation of a self-directed video-based 1-2-3 Magic parenting program: A randomized controlled trial

Sensory sensitivity and its relationship with adult attachment and parenting styles

ADHD: Is There an App for That? A Suitability Assessment of Apps for the Parents of Children and Young People With ADHD

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