Training Parents in Behavioral Self‐management: An Analysis of Generalization and Maintenance

Journal of Family Psychology

2008

Self Cite

536

397

Parenting programs have considerable potential to improve the mental health and well-being of children, improve family relationships, and benefit the community at large. However, traditional clinical models of service delivery reach relatively few parents. A public health approach is needed to ensure that more parents benefit and that a societal-level impact is achieved. The Triple P-Positive Parenting Program is a comprehensive, multilevel system of parenting intervention that combines within a single intervention universal and more targeted interventions for high-risk children and their parents. With Triple P, the overarching goal is to enhance the knowledge, skills, and confidence of parents at a whole-of-population level and, in turn, to reduce the prevalence rates of behavioral and emotional problems in children and adolescents. The distinguishing features of the intervention and variables that influence its effective implementation are discussed. Self-regulation is a unifying concept that is applied throughout the entire system (e.g., to interactions between children, parents, service providers, and agencies involved in delivering the intervention). Challenges and future directions for the development of public health approaches to parenting are discussed.

mentioning

confidence: 99%

Triple P-Positive Parenting Program as a public health approach to strengthening parenting.

Journal of Family Psychology

2008

Self Cite

536

397

“…The addition of planned activities may have failed to produce significant group differences because of ceiling effects. Setting specific training procedures such as planned activities may be more useful when parents fail to spontaneously generalize their skills across home settings or when generalization to the community is required (Sanders & Glynn, 1981;Sanders, 1982). In previous research, planned activities training has tended to be used with parents who have failed to spontaneously generalize their skills to all relevant settings (Sanders, 1982).…”

Section: Discussionmentioning

confidence: 99%

“…This lack of consistent response by parents to training procedures has prompted researchers to identify marital, psychopathological, attitudinal, socioeconomic, and community contact variables that will discriminate families who are successful and unsuccessful in parent training (Griest & Wells, 1983;Wahler & Graves, 1983). Other research has shown that parents may have more difficulty in applying contingency management procedures in some settings than in others (Miller & Sloane, 1976;Sanders & Glynn, 1981). For example, some parents may require setting specific interventions to manage their children at mealtimes, bedtime, or on visits to the community such as shopping trips or dining out (Bauman, Reiss, Rogers, & Bailey, 1983;Sanders & Hunter, 1984).…”

mentioning

confidence: 99%

A comparison of the effects of child management and planned activities training in five parenting environments

Christensen

1985

J Abnorm Child Psychol

Self Cite

This study compared the effects of two procedures designed to enhance the extratraining effects of behavioral parent training. Twenty parents of oppositional children were randomly assigned to either a child management training condition or a combined child management plus planned activities condition. A further 10 nonproblem children and their parents served as a social validation group. Observations of both parent and child behavior were conducted in each of five home observation settings (breakfast time, kindy (kindergarten) or school exit, a structured playtime, bathtime, and bedtime). Both training procedures resulted in changes in both child oppositional and parent aversive behavior in all observation settings. In addition, desired positive parenting behaviors also improved in all settings. Treatment effects were maintained in all settings at 3-month follow-up. Comparisons between oppositional children following treatment and children in the social validation group showed that they each displayed similarly low levels of oppositional behavior in all settings. The implications of the results for facilitating generalized changes in behavioral parent training are discussed.Research into behavioral parent training has increasingly recognized the need to train parents in multiple skills such as prompting, instruction giving, praise, response-cost, extinction, and time-out to effectively modify oppositional behavior in the home (Forehand & Atkeson, 1977;. Furthermore, multifaceted training procedures (e.g., instructions, modeling, and differential feedback to parent following observation of parentchild interaction in either the clinic or the home) are required to achieve the above goal (Koegel, Glahn, & Nieminen, 1978;Sanders, 1982). However, some parents have considerably more difficulty than others in generalizing their newly acquired parenting skills from one setting, behavior, sibling, or time to another McMahon, Forehand, Griest, & Wells, 1981;Sanders & James, 1983;Wahler, 1980). This lack of consistent response by parents to training procedures has prompted researchers to identify marital, psychopathological, attitudinal, socioeconomic, and community contact variables that will discriminate families who are successful and unsuccessful in parent training (Griest & Wells, 1983;Wahler & Graves, 1983). Other research has shown that parents may have more difficulty in applying contingency management procedures in some settings than in others (Miller & Sloane, 1976;Sanders & Glynn, 1981). For example, some parents may require setting specific interventions to manage their children at mealtimes, bedtime, or on visits to the community such as shopping trips or dining out (Bauman, Reiss, Rogers, & Bailey, 1983;Sanders & Hunter, 1984). Clearly there is a continuing need to investigate the relative merits of different procedures for enhancing parents' application of behavioral skills across different parenting environments and over time.At least two alternative strategies have been documented in the literature...

“…Treatment outcome studies often report large effect sizes (Serketich & Dumas, 1996), with good maintenance of treatment gains (Forehand & Long, 1988). Treatment effects have been shown to generalize to school settings (McNeil, Eyberg, Eisenstadt, Newcomb, & Funderbunk, 1991) and to various community settings (Sanders & Glynn, 1981). Parents participating in these programs are generally satisfied consumers (Webster-Stratton, 1989).…”

Section: The Strengths and Limitations Of Parenting Interventionmentioning

confidence: 99%

Community-based parenting and family support interventions and the prevention of drug abuse

2000

Addictive Behaviors

This paper presents a model for the development of a comprehensive, multilevel, preventivelyoriented parenting and family support strategy to reduce family risk factors associated with drug abuse in young people. If parenting interventions are to make a significant impact at a population level on the prevalence of dysfunctional parenting practices, there is a need for an ecological approach to parenting support. Such an approach needs to target a variety of social contexts that are in a position to provide parents with access to evidence-based parenting interventions. The Triple P-Positive Parenting Program is discussed as an example of such an approach to illustrate the distinguishing features of a population level strategy. The core constructs underpinning the Triple P system include the promotion of parental self-regulation (self-sufficiency, self-efficacy, self-management, personal agency, and problem solving), through making parenting programs of adequate intensity widely available in the community through flexible delivery modalities (individual, group, telephone assisted and self-directed). The system comprises a tiered continuum of increasingly intensive parenting interventions ranging from media interventions with wide reach, to intensive behavioural family interventions with narrow reach for high-risk families where parenting problems are complicated by other factors including marital conflict, parental mood disturbance, and lack of social support. The scientific basis of the system of intervention and possible directions for future research is discussed.