Beyond Kayaking – A qualitative investigation of parents and facilitators views regrading an outdoor, activity‐based, multi‐session parenting intervention program

2020 ◽  
Author(s):  
Yvonne K. Parry ◽  
Shelly Abbott ◽  
Matthew David Ankers ◽  
Lyall Willis ◽  
Teresa O'Brien
Keyword(s):  
Intervention Program ◽  
Parenting Intervention ◽  
Qualitative Investigation ◽  
Outdoor Activity

Development and Evaluation of a Parenting Intervention Program: Integration of Scientific and Practical Approaches

2003 ◽  
Vol 15 (3) ◽  
pp. 453-467 ◽  
Author(s):  
David Segal ◽  
Peter Y. Chen ◽  
Donald A. Gordon ◽  
Christoph D. Kacir ◽  
Julius Gylys
Keyword(s):  
Intervention Program ◽  
Parenting Intervention ◽  
Program Integration

scholarly journals How Do Mothers’ Parental Attributions Affect Child Outcomes from a Positive Parenting Intervention? A Mediation Study

2019 ◽  
Vol 51 (4) ◽  
pp. 597-608 ◽  
Author(s):  
Vilas Sawrikar ◽  
David J. Hawes ◽  
Caroline Moul ◽  
Mark R. Dadds
Keyword(s):  
Conduct Problems ◽  
Intervention Program ◽  
Child Outcomes ◽  
Parenting Intervention ◽  
Parental Attributions ◽  
Harsh Discipline ◽  
Causal Explanations ◽  
Child Conduct Problems ◽  
Pre Treatment ◽  
The Impact

AbstractProblematic parental attributions refer to negative causal explanations for child problem behaviour and are known to predict parenting intervention outcomes. This study examines alternative accounts of how mothers’ problematic parental attributions, operationalised as negative pre-treatment and change resistant parental attributions during treatment, may affect child behaviour outcomes from a parenting intervention program. Putative mediators included parental feelings about the child and use of harsh discipline. Participants were 163 families with children aged from 3 to 16 referred to specialist clinics for the treatment of conduct problems. Measures were collected as part of pre-treatment, post-treatment, and 3-month follow-up assessments. Mothers’ pre-treatment and change resistant parental attributions were associated with smaller improvements in parental feelings at the end of treatment which in turn were associated with greater use of harsh discipline. Greater use of harsh discipline was associated with greater conduct problems overall. Smaller improvements in parental feelings mediated the effects of pre-treatment and change resistant parental attributions on outcomes in mothers’ use of harsh discipline and mediated the effects of change resistant parental attributions on outcomes in child conduct problems. Smaller improvements in parental feelings about the child may act as a mechanism that explains the impact of problematic parental attributions on treatment outcomes.

scholarly journals Populations at Risk Across the Lifespan: Case Studies: Factors Influencing Mothers' Abilities to Engage in a Comprehensive Parenting Intervention Program

2010 ◽  
Vol 27 (5) ◽  
pp. 399-407 ◽  
Author(s):  
Elaine Williams Domian ◽  
Kathleen M. Baggett ◽  
Judith J. Carta ◽  
Stacia Mitchell ◽  
Edie Larson
Keyword(s):  
At Risk ◽  
Case Studies ◽  
Intervention Program ◽  
Parenting Intervention ◽  
Factors Influencing ◽  
Populations At Risk

Dissemination of a Parenting Intervention Program: How Much is Enough?

2006 ◽  
Author(s):  
Jaelyn R. Farris ◽  
Shannon S. Carothers ◽  
John G. Borkowski ◽  
Elizabeth J. Burke ◽  
Kerrie E. Glass
Keyword(s):  
Intervention Program ◽  
Parenting Intervention

MIXED-METHODS EVALUATION OF PARTICIPANT RECRUITMENT AND RETENTION IN THE MOM POWER PARENTING INTERVENTION PROGRAM

2017 ◽  
Vol 38 (4) ◽  
pp. 536-550 ◽  
Author(s):  
Lilia E. Mucka ◽  
Carolyn J. Dayton ◽  
Jamie Lawler ◽  
Rosalind Kirk ◽  
Emily Alfafara ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Intervention Program ◽  
Parenting Intervention ◽  
Participant Recruitment ◽  
Recruitment And Retention ◽  
Mixed Methods Evaluation

A Cognitive-Linguistic Intervention Program: Basic Concept Formation Level

1977 ◽  
Vol 8 (1) ◽  
pp. 23-32
Author(s):  
Gerald E. Chappell
Keyword(s):  
Basic Concept ◽  
Concept Formation ◽  
Intervention Program ◽  
Cognitive Linguistic ◽  
Basic Concepts ◽  
Linguistic Skills ◽  
Linguistic Intervention

Test-teach questioning is a strategy that can be used to help children develop basic concepts. It fosters the use of multisensory exploration and discovery in learning which leads to the development of cognitive-linguistic skills. This article outlines some of the theoretical bases for this approach and indicates possibilities for their applications in child-clinician transactions.

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