scholarly journals The State of Parent Training: Program Offerings and Empirical Support

2009 ◽  
Vol 90 (3) ◽  
pp. 248-254 ◽  
Author(s):  
Patricia L. Kohl ◽  
Jennifer Schurer ◽  
Jennifer L. Bellamy
Keyword(s):  
Behavior Problems ◽  
Parent Training ◽  
Training Programs ◽  
Empirical Support ◽  
Child Behavior Problems ◽  
Parenting Skills ◽  
Parent Training Programs ◽  
Empirically Supported ◽  
Parent Training Program ◽  
Midwestern City

Parent training programs, with a range of empirical support, are available to improve parenting skills and reduce child behavior problems. Yet, little is known about programs provided in typical communities. This pilot study's purpose was to identify and describe parent programs–-and the agencies that provide them–-in one midsized Midwestern city. The sample included 21 program directors and 25 practitioners employed by 19 agencies. Data were gathered using structured phone interviews. Of the 35 programs represented, 37.1% were developed by the agency, while close to two thirds were previously developed interventions. Only a small number of the parent programs identified were classified into the category of strong empirical support; however, several included hallmarks often associated with empirically supported parent programs.

From Parent Training to Community Building

1997 ◽  
Vol 78 (2) ◽  
pp. 156-171 ◽  
Author(s):  
Carolyn Webster-Stratton
Keyword(s):  
Parent Training ◽  
Low Income ◽  
Community Involvement ◽  
Training Programs ◽  
Community Building ◽  
Support Networks ◽  
Group Cohesiveness ◽  
Parenting Skills ◽  
Parent Training Programs ◽  
Low Income Families

For low-income families, particularly, parent-training programs need to be broadened and offered in communities in order to reduce isolation and strengthen support networks of families. Such an approach will lead not only to better parenting and fewer child-behavior problems, but also to greater collaboration with schools and more community building on the part of parents and teachers. The author describes a parent-training program's evolution from an initial goal of improving parenting skills in order to reduce children's conduct problems and promote their social competence to the broader goals of strengthening parents' social support and increasing their school and community involvement. Community-building strategies and processes embedded in the program designed to promote group cohesiveness and support networks are highlighted.

How to Convince Parents to Stop Spanking Their Children

2017 ◽  
Vol 57 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Julia Hudnut-Beumler ◽  
Ashley Smith ◽  
Seth J. Scholer
Keyword(s):  
Child Abuse ◽  
Primary Prevention ◽  
Parent Training ◽  
Training Program ◽  
Training Programs ◽  
Health Problems ◽  
Spanish Speaking ◽  
Parent Training Programs ◽  
Parent Training Program

English- and Spanish-speaking parents of 1- to 5-year-old children were invited to view 5-10 minutes of parent training program, “Play Nicely,” as part of the well-child checkup. Key measures were parents’ plans to change how they discipline and, if they planned to use less spanking, how the program worked in their situation. Of 197 parents who participated, 128 (65.0%) planned to change how they discipline. Nineteen parents (9.6%) reported that they planned to spank less. The most common reasons for parents to plan to spank less were that the program taught other discipline options (12/19, 63.2%) and that the program taught that spanking was not recommended as a form of discipline (6/19, 31.6%). The majority of parents report that the program works because it offers alternatives to spanking. This study has implications for the development of parent training programs and the primary prevention of child abuse, violence, and other health problems.

scholarly journals Does Level of Engagement in a Digital Parent Training Program Impact Improvements in Parenting and Child Outcomes?

Iproceedings ◽  
10.2196/15104 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e15104
Author(s):  
Jenna Brager ◽  
Susan Breitenstein ◽  
Chakra Budhathoki ◽  
Deborah Gross
Keyword(s):  
Behavior Problems ◽  
Parent Training ◽  
Parenting Stress ◽  
Training Program ◽  
Child Behavior ◽  
Self Efficacy ◽  
Child Outcomes ◽  
Child Behavior Problems ◽  
Parent Training Program ◽  
Usage Metrics

Background Approximately 8% to 10% of children younger than 5 years of age experience emotional, behavioral, and social relationship problems. These children are more likely to exhibit poor social interactions, problematic parent–child relationships, and school related setbacks, thus reinforcing the need for early interventions such as parent training programs. The ezParent program is a tablet-based delivery adaptation of the group-based Chicago Parent Program, a program designed to address the needs of families raising young children in urban poverty. The growing interest in and adoption of mHealth has changed the way people receive and seek treatment and the way clinicians deliver care. Despite the usefulness of mHealth apps in helping people manage various aspects of health, people’s use of those technologies often lasts only for a short period of time. This suggests a need to delve more deeply into user behaviors. Objective The purpose of this study was to (1) classify levels of engagement by identifying individual usage of ezParent based on observed user activity (ie, “metadata”) and (2) examine whether levels of ezParent engagement is associated with changes in parenting and child behavior over time (ie, parenting stress, self-efficacy, warmth, follow through, punishment, child behavior problems and intensity). Methods This study used a single-group, pre- and posttest design with repeated measures follow-up. Survey measures were collected at baseline (T1), 12 weeks postbaseline (T2) and 24 weeks postbaseline (T3). The study included 92 parents with data collected from two pediatric primary care clinics based in two urban cities with a high proportion of low income and minority families: Chicago, Illinois (cohort 1) and Baltimore, Maryland (cohort 2). Engagement was conceptualized based on total number of modules completed, amount of time spent in the program, and number of skills saved by the parent. Each outcome variable was modeled using a separate mixed-effects model to determine the model of best fit and was analyzed across time and level of engagement. Results Overall, 78 parents logged in to the ezParent program. The data aggregation resulted in 41 parents categorized as high engagers (cohort 1 n=29; cohort 2 n=12) and 37 parents as low engagers (cohort 1 n=13; cohort 2 n=24). Significant differences were across all outcome variables: parenting stress (P<.05), self-efficacy (P<.05), warmth (P<.05), punishment (P<.05), follow-through (P<.05), child behavior intensity (P<.05), and child behavior problems (P<.05). Although parenting outcomes improved, improvements were not significantly associated with levels of engagement. Conclusions This study provides insight into engagement of parents participating in a digitally delivered parent training program. Although level of engagement was not associated with improvements in parenting and child outcomes, we were able to systematically identify and test key usage metrics to ope rationalize engagement. This indicates that further study may help researchers identify other usage metrics more indicative of engagement. By exploring usage data, researchers, app developers, and clinicians can better understand how users engage with future tablet-based interventions.

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