Evaluation of a foster parent intervention for foster children with externalizing problem behaviour

2016 ◽  
Vol 22 (3) ◽  
pp. 1216-1226 ◽  
Author(s):  
Frank Van Holen ◽  
Femke Vanschoonlandt ◽  
Johan Vanderfaeillie
Keyword(s):  
Foster Children ◽  
Foster Parent ◽  
Parent Intervention ◽  
Problem Behaviour ◽  
Externalizing Problem ◽  
Externalizing Problem Behaviour

Parent and child personality characteristics as predictors of negative discipline and externalizing problem behaviour in children

2004 ◽  
Vol 18 (2) ◽  
pp. 73-102 ◽  
Author(s):  
P. Prinzie ◽  
P. Onghena ◽  
W. Hellinckx ◽  
H. Grietens ◽  
P. Ghesquière ◽  
...  
Keyword(s):  
Five Factor Model ◽  
Population Sample ◽  
Personality Characteristics ◽  
Problem Behaviour ◽  
Problem Behaviours ◽  
Child Personality ◽  
Externalizing Behaviour ◽  
Externalizing Problem ◽  
The Impact ◽  
Externalizing Problem Behaviour

Negative discipline has been linked to childhood externalizing behaviour. However, relatively little attention has been given to the potential effect of individual personality characteristics of children and parents. Using the Five Factor Model, we examined the extent to which parents' and children's personality characteristics were related to parenting and children's externalizing behaviour in a proportional stratified general population sample (N=599) of elementary‐school‐aged children. Based on Patterson's macromodel of parenting, an initial model was built, hypothesizing that the impact of parents' and child's personality dimensions on externalizing problems was fully mediated by negative discipline. Results supported a modified model that added direct pathways between parent and child personality characteristics and externalizing problem behaviour. For the mother data, as well as for the father data, children's Extraversion and Imagination were positively related to children's externalizing problem behaviours. Children's Benevolence and Conscientiousness and parents' Emotional Stability were negatively related to externalizing problem behaviours. For the mother data, maternal Agreeableness was positively related to externalizing problem behaviours too. Copyright © 2003 John Wiley & Sons, Ltd.

Detecting Effects of the Indicated Prevention Programme for Externalizing Problem Behaviour (PEP) on Child Symptoms, Parenting, and Parental Quality of Life in a Randomized Controlled Trial

2009 ◽  
Vol 38 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Charlotte Hanisch ◽  
Inez Freund-Braier ◽  
Christopher Hautmann ◽  
Nicola Jänen ◽  
Julia Plück ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Parenting Practices ◽  
Intervention Group ◽  
Kindergarten Teachers ◽  
Prevention Programme ◽  
Problem Behaviour ◽  
Externalizing Problem ◽  
Externalizing Problem Behaviour ◽  
Parent Child

Background: Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3–6 years with externalizing behavioural problems. Aims: To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. Method: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. Results: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. Conclusions: Training effects were especially positive for parents who attended at least half of the training sessions. Abbreviations: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form

Assessment of problem behaviour by foster parents and their foster children

2010 ◽  
Vol 16 (1) ◽  
pp. 93-100 ◽  
Author(s):  
Johan Strijker ◽  
Simon van Oijen ◽  
Jana Knot-Dickscheit
Keyword(s):  
Foster Children ◽  
Foster Parents ◽  
Problem Behaviour

scholarly journals Effectiveness of the KEEP foster parent intervention during an implementation trial

2012 ◽  
Vol 34 (12) ◽  
pp. 2487-2494 ◽  
Author(s):  
Joseph M. Price ◽  
Scott C. Roesch ◽  
Natalia Escobar Walsh
Keyword(s):  
Foster Parent ◽  
Parent Intervention ◽  
Implementation Trial
Sign in / Sign up

Export Citation Format

Share Document