Differential Contributions of Three Parenting Dimensions to Preschool Literacy and Social Skills in a Middle-Income Sample

Annemarie H. Hindman; Frederick J. Morrison

doi:10.1353/mpq.2012.0012

Differential Contributions of Three Parenting Dimensions to Preschool Literacy and Social Skills in a Middle-Income Sample

Merrill-Palmer Quarterly ◽

10.1353/mpq.2012.0012 ◽

2012 ◽

Vol 58 (2) ◽

pp. 191-223 ◽

Cited By ~ 50

Author(s):

Annemarie H. Hindman ◽

Frederick J. Morrison

Keyword(s):

Social Skills ◽

Middle Income ◽

Preschool Literacy ◽

Parenting Dimensions

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Child conduct problems and social skills in a middle-income country

The British Journal of Psychiatry ◽

10.1192/bjp.201.5.411 ◽

2012 ◽

Vol 201 (5) ◽

pp. 411-411

Author(s):

Rishab Gupta ◽

Siddharth Sarkar

Keyword(s):

Social Skills ◽

Conduct Problems ◽

Middle Income Country ◽

Income Country ◽

Middle Income ◽

Child Conduct Problems ◽

Child Conduct

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Reducing child conduct problems and promoting social skills in a middle-income country: cluster randomised controlled trial

The British Journal of Psychiatry ◽

10.1192/bjp.bp.111.096834 ◽

2012 ◽

Vol 201 (2) ◽

pp. 101-108 ◽

Cited By ~ 65

Author(s):

Helen Baker-Henningham ◽

Stephen Scott ◽

Kelvyn Jones ◽

Susan Walker

Keyword(s):

Social Skills ◽

Conduct Problems ◽

Child Behaviour ◽

Middle Income Country ◽

Middle Income ◽

Child Conduct Problems ◽

School Based Intervention ◽

School Based ◽

Cluster Randomised ◽

Child Conduct

BackgroundThere is an urgent need for effective, affordable interventions to prevent child mental health problems in low- and middle-income countries.AimsTo determine the effects of a universal pre-school-based intervention on child conduct problems and social skills at school and at home.MethodIn a cluster randomised design, 24 community pre-schools in inner-city areas of Kingston, Jamaica, were randomly assigned to receive the Incredible Years Teacher Training intervention (n = 12) or to a control group (n = 12). Three children from each class with the highest levels of teacher-reported conduct problems were selected for evaluation, giving 225 children aged 3–6 years. The primary outcome was observed child behaviour at school. Secondary outcomes were child behaviour by parent and teacher report, child attendance and parents' attitude to school. The study is registered as ISRCTN35476268.ResultsChildren in intervention schools showed significantly reduced conduct problems (effect size (ES) = 0.42) and increased friendship skills (ES = 0.74) through observation, significant reductions to teacher-reported (ES = 0.47) and parent-reported (ES = 0.22) behaviour difficulties and increases in teacher-reported social skills (ES = 0.59) and child attendance (ES = 0.30). Benefits to parents' attitude to school were not significant.ConclusionsA low-cost, school-based intervention in a middle-income country substantially reduces child conduct problems and increases child social skills at home and at school.

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Vietnam as a case example of school-based mental health services in low and middle income countries: Efficacy and effects of risk status

School Psychology International ◽

10.1177/0143034316685595 ◽

2016 ◽

Vol 38 (1) ◽

pp. 22-41 ◽

Cited By ~ 2

Author(s):

Hoang-Minh Dang ◽

Bahr Weiss ◽

Cao Minh Nguyen ◽

Nam Tran ◽

Amie Pollack

Keyword(s):

Mental Health ◽

Social Skills ◽

Low Risk ◽

Risk Status ◽

Middle Income ◽

Mental Health Functioning ◽

Middle Income Countries ◽

Health Functioning ◽

School Based ◽

Program Effects

The purposes of this study were to (a) assess the efficacy of a universal classroom-based mental health and social skills program for primary school students in Vietnam, and (b) given the universal nature of the intervention, assess outcomes as a function of risk status (high versus low). RECAP-VN is a semi-structured program that provides students with classroom social skills training, and teachers with in-classroom consultation on program implementation and classroom-wide behavior management. Project data were collected at three time-points across the academic year from 443 second grade students in regards to their social skills and mental health functioning, in the Vietnamese cities of Hanoi and Danang. Mental health functioning (emotional and behavioral mental health problems) was the ultimate outcome target (at Time 3), with social skills intermediate (at Time 2) outcomes targeted to improve mental health functioning. Significant treatment effects were found on both social skills and mental health functioning. However, although program effects on mental health functioning were significant for both low and high risk status groups, program effects on social skills were only significant for low risk status students, suggesting that different mechanisms may underlie program effects for high and low risk status students. Overall the results of this study, one of the first to assess directly the effects of a school-based program on mental health functioning in a low or middle income country, provide some support for the value of using school-based programs to address the substantial child mental health treatment gap found in low- and middle-income countries.

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