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Descriptors:
Intervention; Developmental Delays; Interaction; Quasiexperimental Design; Fidelity; Participant Characteristics; Outcomes of Treatment; Program Effectiveness; Generalization; Sustainability; Program Implementation; Literature Reviews; Meta Analysis; Behavior Change; Parenting Skills; Parenting Styles; Synthesis; Sample Size; Research Design; Interaction Process Analysis; At Risk Students; Emotional Response; Social Development; Interpersonal Communication; Journal Articles

Abstract:
The purpose of this article is to synthesize the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays with a focus on six dimensions: (a) the characteristics of participants, (b) the features of RII, (c) the measurement of treatment fidelity, (d) the overall effectiveness of RII as reflected by the percentage of studies reporting significant changes in adult or child outcomes, (e) the measurement of maintenance and generalization of RII effects, and (f) the social validity or level of acceptability. Through a search of articles from 1990 to 2010, the authors identified 26 studies (31 articles) employing group experimental or quasiexperimental designs incorporating these dimensions. Overall, the results of the reviewed studies indicated that implementation of RII resulted in significant positive changes in adults' responsive behaviors and children's emotional and social-communicative outcomes. Although the most frequently reported child outcomes were in the social-communication domain, the most consistently significant positive outcomes for parent and child outcomes were in the emotional domain. The authors identify several gaps in this literature and suggest areas where research is needed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Risk; Internet; Sexual Abuse; School Psychologists; Family Role; Counselor Role; Parent Responsibility; Counseling Services; Mass Media Effects; Mass Media Use; Influence of Technology; Youth Problems; Counseling Techniques; Caseworker Approach; Parenting Skills; Information Policy; Access to Information

Abstract:
As use of the Internet becomes more prevalent in society and daily living, there has been increased attention to the risks, especially threats that young people may face. One of these risks is online sexual solicitation, in which an individual contacts a minor over the Internet, generally with the intent of making face-to-face sexual contact. Today, with social networking sites and other ways for people to communicate, there is much greater access to youth. This access, in addition to reports of actual solicitations, has created a need for information regarding how to prevent threatening interactions and protect young people from the dangers of the Internet. The literature on the topic of online sexual solicitation or online victimization will often include issues related to creation, collection, and distribution of child pornography or even extend to general harassment or cyberbullying. The former is particularly significant to the topic of online sexual solicitation, as it is technically sexual abuse of a child facilitated by the Internet and because it has been proposed that pornography and child pornography may be used in solicitation, which will be discussed presently. However, this article will focus on those who solicit minors for sex via the Internet in an attempt to make face-to-face sexual contact. The article offers both technological and psychoeducational measures that parents should consider, as well as steps that school psychologists can take in addressing the issue. (Contains 6 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Play; Child Language; Child Rearing; Mothers; Fathers; Toddlers; Social Environment; Correlation; Parenting Skills; Middle Class; Language Usage; Child Behavior

Abstract:
Background: Little empirical research examines relations among the quality of both mothers' and fathers' social emotional and linguistic support of toddlers across multiple parent-child interaction contexts. Objective: The current study investigated the influence of parent gender (mother vs. father) and activity setting (structured task vs. free play) on parenting quality, toddlers' engagement and play behaviors, and parent-toddler language use. Methods: Sixty predominantly middle-class, two-parent families with toddlers participated. Mother-child and father-child dyads were observed in a laboratory setting during structured and free play sessions. Results: There were significant main effects, controlling for child age, of activity setting on parenting quality (cognitive scaffolding and negative behaviors), children's engagement with parents, play behaviors, and parent and child language use. There was no main effect of parent gender on the parent and child variables, except for parent language variables. Conclusion: Overall, free play rather than the structured task setting was associated with more favorable child and parent interactions, play, and language use. Implications for future research and practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Child Rearing; Mothers; Fathers; Longitudinal Studies; Correlation; Behavior Problems; Role; Children; Prediction; Discipline; Parenting Skills; Self Efficacy; Parent Attitudes

Abstract:
This longitudinal study examined the bidirectional associations between parents' sense of competence and children's externalizing problems, mediation of these associations by parenting behaviors, and differences between mothers and fathers concerning these associations. A sample of 551 families with children (49.9% girls; mean age = 7.83 years, SD = 1.08) participated. We found children's externalizing problems to predict parents' sense of competence 6 years later, both directly and, for mothers but not for fathers, indirectly through inept discipline. Parents' sense of competence did not predict children's externalizing problems, either directly or indirectly via parenting behaviors. Some differences were found between mothers and fathers in the associations between parenting behaviors and sense of competence. (Contains 3 tables, 1 figure and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Evidence; Child Welfare; Child Rearing; Parenting Skills; Program Costs; Parent Education; Cost Effectiveness; Attendance; Correlation; Labor Force; Delivery Systems; State Programs

Abstract:
Objectives: This article presents a cost-savings analysis of the statewide implementation of an evidence-informed parenting education program. Methods: Between the years 2005 and 2008, the state of Louisiana used the Nurturing Parenting Program (NPP) to impart parenting skills to child welfare-involved families. Following these families' outcomes through August 2010, increased program attendance was associated with significant reductions in substantiated incidences and re-reports of child maltreatment. Program costs and benefits (cost savings) were calculated using program, workforce, and administrative data. Results: The benefit-cost ratio of 0.87 demonstrates that the NPP approaches cost neutrality in a short time period, without the consideration of long-term benefits or benefits to other systems. Conclusion: Louisiana's child welfare department should be able to absorb all costs of statewide delivery of the NPP through observed reductions in repeat maltreatment. Targeted program delivery could potentially yield even greater savings. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Parent Child Relationship; Questionnaires; Depression (Psychology); Internet; Child Rearing; Disadvantaged Youth; Economically Disadvantaged; Mothers; Cognitive Restructuring; Behavior Modification; Therapy; Preschool Children; Measures (Individuals); Patients; Family Environment; Coding; Parenting Skills; Outcomes of Treatment; Symptoms (Individual Disorders); Clinical Diagnosis

Abstract:
Objective: Develop and pilot an Internet-facilitated cognitive-behavioral treatment intervention for depression, tailored to economically disadvantaged mothers of young children. Method: Mothers (N = 70) of children enrolled in Head Start, who reported elevated levels of depressive symptoms, were randomized to either the 8-session, Internet-facilitated intervention (Mom-Net) or delayed intervention/facilitated treatment-as-usual (DI/TAU). Outcomes were measured using the Beck Depression Inventory (BDI-II; Beck, Steer, & Brown, 1996); the Patient Health Questionnaire 9 (PHQ-9; Spitzer et al., 1999), Behavioral Observations of Parent-Child Interactions using the Living in Family Environments coding system (LIFE; Hops, Davis, & Longoria, 1995); the Dyadic Parent-Child Interaction Coding Systems (DPICS; Eyberg, Nelson, Duke, & Boggs, 2005); the Parent Behavior Inventory (PBI; Lovejoy, Weis, O'Hare, & Rubin, 1999); and the Parenting Sense of Competence scale (PSOC; Gibaud-Wallston & Wandersman, 1978). Results: Mom-Net demonstrated high levels of feasibility as indicated by low attrition and high program usage and satisfaction ratings. Participants in the Mom-Net condition demonstrated significantly greater reduction in depression, the primary outcome, at the level of both symptoms and estimates of criteria-based diagnoses over the course of the intervention. They also demonstrated significantly greater improvement on a questionnaire measure of parent satisfaction and efficacy as well as on both questionnaire and observational indices of harsh parenting behavior. Conclusions: Initial results suggest that the Mom-Net intervention is feasible and efficacious as a remotely delivered intervention for economically disadvantaged mothers. (Contains 1 figure, 5 tables, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Therapy; Adolescents; Statistical Analysis; Discipline; Outcomes of Treatment; Hypothesis Testing; Parenting Skills; Parenting Styles; Behavior Problems; Models; Prediction; Foreign Countries

Abstract:
Objective: The present study tested the hypothesis that improvements in parental sense of competence during multisystemic therapy (MST) lead to positive changes in parenting, which in turn lead to a decrease of adolescent externalizing problems. Mediational models were tested separately for 3 dimensions of parenting (positive discipline, inept discipline, and relationship quality) that are targeted in MST. Each model included "3-path mediation," in which 2 mediators (i.e., changes in parental sense of competence and parenting dimension) intervene sequentially between the independent (i.e., intervention status) and dependent variable (i.e., change in externalizing problems). Method: Participants in this randomized controlled trial were 256 adolescents and their families who received either MST (n = 147) or treatment as usual (n = 109). In addition to pre- and postintervention assessments, 5 monthly within-intervention assessments took place. Results: Both preintervention-postintervention comparison, through analysis of covariance, and comparison of trajectories during intervention, through latent growth modeling, showed that MST enhanced growth in parental sense of competence and positive discipline, led to no deterioration in relationship quality, and resulted in a decrease in adolescent externalizing problems. The results supported a sequential pattern of change for positive discipline: Changes in parental sense of competence predicted changes in positive discipline, which in turn predicted decrease in adolescent externalizing problems. No support was found for mediated effects of inept discipline and relationship quality. Conclusions: The results affirm the importance of directly targeting parental sense of competence and positive discipline in future interventions aimed at decreasing adolescent problem behavior. (Contains 4 figures, 2 tables, and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Custody; Reference Groups; Scores; Comparative Analysis; Measures (Individuals); Parenting Skills; Court Litigation; Personality Measures; Personality Traits

Abstract:
MMPI-2 scores from a parent competency sample (N = 136 parents) are compared with a previously published data set of MMPI-2 scores for child custody litigants (N = 508 parents; Bathurst et al., 1997). Independent samples t tests yielded significant and in some cases substantial differences on the standard MMPI-2 clinical scales (especially Scales 4, 8, 2, and 0), with the competency sample obtaining higher clinical scores as well as higher scores on F, F[subscript B], VRIN, TRIN, and L, but lower scores on K, relative to the custody sample. Despite the higher scores in the competency sample, MMPI-2 mean scores did not exceed the clinical cutoff (T greater than 65). Moreover, the present competency sample essentially replicates the MMPI-2 scores of a previously published competency sample, suggesting that the present findings are representative of that population. The present findings suggest that separate reference groups be used when conducting child custody vs. parental competency evaluations, as these appear to be distinct populations despite there being similarities in the testing circumstances. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Parent Child Relationship; Psychometrics; Child Rearing; Laboratories; Interrater Reliability; Validity; Parenting Skills; Young Children; Observation; Coding; Scores; Evaluation Methods; Longitudinal Studies

Abstract:
Investigations of contributors to and consequences of the parent-child relationship require accurate assessment of the nature and quality of parenting. The present study describes the development and psychometric evaluation of the Laboratory Parenting Assessment Battery (Lab-PAB), an observational rating system that assesses parenting behaviors during the early childhood years. Dyadic parent-child interaction was assessed observationally in a community sample of 154 families (154 mothers, 154 fathers, 154 biological children 3-6 years old). Parenting behaviors were rated with a comprehensive coding system that assessed a broad range of relevant constructs drawn from the literatures on parenting, attachment, affect, and interpersonal relationships. A series of psychometrically informed data reduction strategies ultimately yielded 5 parenting scales (Involvement, Positivity, Hostility, Intrusiveness, Discipline). Scores on the Lab-PAB parenting scales demonstrated adequate internal consistency and interrater reliability in our sample, as well as convergence with measures of related constructs. The use of this standardized observational measure has the potential to further future longitudinal investigations of the effects of parent-, child-, and family-level factors on the quality of parenting, and of parenting on child outcomes. (Contains 5 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Siblings; Mothers; Fathers; Parenting Skills; Attention Deficit Hyperactivity Disorder; Family Relationship; Clinical Diagnosis; Statistical Analysis; Parent Attitudes; Measures (Individuals); Stress Variables; Coping; Correlation

Abstract:
Objective: This study examines how the number of family members with ADHD affects other family members' perceived resources. Method: A total of 40 adolescents diagnosed with ADHD and their mothers, fathers, and adolescent siblings living in the household participated. Hierarchical linear modeling was used to analyze family-level data from a total of 130 participants. Results: Mothers reported more resources when only the target adolescent had ADHD and more nonsupportive factors when more than one member of the family had ADHD. Fathers reported more supportive factors when only one member of the family had ADHD. Conclusion: Parents reported greater resources and strengths when only one adolescent family member had ADHD; however, family members had varying viewpoints. The ADHD Family Scale examined issues specific to ADHD, compared with general family stress and resource scales, and may be a useful tool for examining the impact of ADHD on all members of a family. (Contains 9 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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