scholarly journals Parent training programmes can improve parenting skills in parents with intellectual disabilities

2020 ◽  
Vol 56 (1) ◽  
pp. 172-173
Author(s):  
Tamara May ◽  
Katrina Harris
Keyword(s):  
Parent Training ◽  
Intellectual Disabilities ◽  
Parenting Skills ◽  
Training Programmes ◽  
Parents With Intellectual Disabilities

A Role-Play Test of Parent–Child Interaction

1982 ◽  
Vol 10 (2) ◽  
pp. 146-161 ◽  
Author(s):  
Geoff Thorley ◽  
William Yule
Keyword(s):  
Parent Training ◽  
Role Play ◽  
Parenting Skills ◽  
Behaviour Modification ◽  
Training Exercise ◽  
Child Interaction ◽  
Test Instrument ◽  
Parent Child Interaction ◽  
Training Programmes ◽  
Parent Child

A test instrument is presented which utilises role-play techniques to assess parenting skills in terms of behaviour modification techniques. The validity of the test is confirmed by its ability to measure established parenting skills as well as those acquired in a parent training exercise. The test should prove to be particularly useful in evaluating parent training programmes.

Competent parents with natural children: Parent and child identities in manual-based parenting courses in Sweden

Childhood ◽  
2018 ◽  
Vol 25 (3) ◽  
pp. 369-384 ◽  
Author(s):  
Hetty Rooth ◽  
Katarina Piuva ◽  
Ulla Forinder ◽  
Maja Söderbäck
Keyword(s):  
Discourse Analysis ◽  
Parent Training ◽  
Parenting Skills ◽  
Subject Positions ◽  
Adult Control ◽  
Identity Constructions ◽  
Parenting Training ◽  
Training Courses ◽  
Training Programmes ◽  
Confessional Discourse

This article analyses identity constructions in two manual-based universal parenting training programmes in Sweden, Connect (U) and All Children in Focus (ABC). The analysis was performed with discourse analysis of oral messages during parent training courses. The findings revealed that the parents’ subject positions altered between troubled and good while the children’s subject positions altered between ambiguous and natural in a confessional discourse of uncertainty and competence. Conclusively, pastoral power operated to support parental self-reflexivity and adult control in a process to improve parenting skills.

scholarly journals A meta review on parent training and therapies studies

2020 ◽  
Vol 10 (1) ◽  
pp. 102-117
Author(s):  
Seyma Tuncay ◽  
Fusun Gokkaya
Keyword(s):  
Parent Training ◽  
Parent Education ◽  
Literature Search ◽  
Training Programs ◽  
Parenting Skills ◽  
Training Interventions ◽  
Meta Review ◽  
Training Programmes ◽  
The Relationship ◽  
Academic Search

This study aims to review the studies which are evaluated the efficacy of parent training and parent therapies. This article is a systematic review, and a literature search was performed for all published studies from March to July 2019 parent training programmes that report any retention and dropout data. To accomplish the purpose of the study, we compiled the studies from different databases including the following: Academic Search Complete, Science Direct, Medline, Scopus, Mendeley, PubMed, Crossref and Google Scholar, which published between 1998 and 2018. ‘Parent, parent training, parent training-efficacy, parent behaviour, parental behaviour, parent training interventions, parental, parenting, parent education and parenting skills’ words were used to identify the related studies. In designing the research, we discussed the research features of the participants and groups, training programs, sessions, therapists, methods, materials, measurements and results. A total of 23 studies met the search criteria. According to the reviewed results, after the parent training and therapies, parents moved away from violence and embraced more positive behaviours, and the violence of children decreased. As a result, it was seen that parent training and therapies contributed positively to the relationship between parent and child.   Keywords: Parent, parent training, parent therapies, parent education, parent training efficacy.  

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.

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.

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