Swipe om te navigeren naar een ander artikel
Parent training programs such as the Triple P-Positive Parenting Program improve outcomes for both children and parents. However, many parents who need support still do not access parenting programs, with common barriers including time constraints and inconvenience. Group Triple P was designed to be delivered over 8 consecutive weeks, but in response to parent demands has been delivered in an adapted format (All-Day Group Triple P) at the Child and Family Psychology Clinic, the University of Queensland. All-Day Group Triple P consists of an 8-h all-day group followed by 4 weekly telephone calls, which is a more time-efficient and convenient delivery format for parents. This service-based evaluation examines the effectiveness of the Group Triple P when delivered as an all-day group followed by four telephone calls. Retrospective pre-post data from 2001 to 2011 collected during service delivery was analyzed. Participants were 159 mothers and 144 fathers. Significant improvements in child problems, parenting styles, parental adjustment, and parental disagreement were reported, with no improvement in parental relationship quality. Reliable and clinically significant improvements were demonstrated, and high levels of program satisfaction reported. This study highlights the potential benefits of providing more convenient and efficient services in order to reach more families in need.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Dumas, J. E., Nissley-Tsiopinis, J., & Moreland, A. D. (2006). From intent to enrolment, attendance, and participation in preventive parenting groups. Journal of Child and Family Studies, 16, 1–26. CrossRef
Eyberg, S. (1993). Consumer satisfaction measures for assessing parent training programs. In S. van de Creek, S. Knapp, T. L. Jackson (Eds.), Innovations for clinical practice, vol. 12. A source book. Sarasota, FL: Professional Resource Press.
Eyberg, S. M., & Pincus, D. (1999). ECBI Eyberg Child Behaviour Inventory and SESBI-R Sutter-Eyberg Student Behaviour Inventory—Revised, Professional Manual. Odessa, FL: Psychological Assessment Resources, Inc.
Ireland, J. L., Sanders, M. R., & Markie-Dadds, C. (2003). The impact of parent training on marital functioning: A comparison of two group versions of the Triple P-Positive Parenting Program for parents of children with early-onset conduct problems. Behavioural and Cognitive Psychotherapy, 31, 127–142. doi: 10.1017/S1352465803002017. CrossRef
Sanders, M. R. (2012). Development, evaluation, and multinational dissemination of the Triple-P Positive Parenting Program. Annual Review of Clinical Psychology, 8(11), 11.1–11.35.
Spoth, R., Redmond, C., Hockaday, C., & Shin, C. Y. (1996). Barriers to participation in family skills preventive interventions and their evaluations: A replication and extension. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 45(3), 247–254. doi: 10.2307/585496. CrossRef
Wierzbicki, M., & Pekarik, G. (1993). A meta-analysis of psychotherapy dropout. Professional Psychology: Research and Practice, 24, 190–195. CrossRef
- A Service-Based Evaluation of the Effectiveness of an All-Day Group Parenting Program
Cassandra L. Tellegen
- Springer US