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Parent Training: Implementation Strategies for Adventures in Parenting

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Abstract

Adventures in Parenting, an informational booklet published by the National Institute of Child Health and Human Development, offers five principles that parents can use to develop a mental model of parenting: Responding, Preventing, Monitoring, Mentoring, and Modeling (RPM3). The current study was designed to assess the differential impact of three intervention conditions utilizing Adventures in Parenting on knowledge of RPM3 principles. Significant intervention effects were found for measures of knowledge of RPM3 principles; the more intensive interventions (i.e., face-to-face groups and web-based sessions) were associated with increased knowledge of RPM3 principles over 3 months. Results are discussed in terms of their contribution to new approaches of parent education, particularly the use of web-based training. Editors’ Strategic Implications: Parent educators should review the promising findings regarding the RPM3 model. Preventionists, more broadly, may be interested in the effect of the program’s delivery mechanism, with a comparison of participants who were randomly assigned to web-based, group-based, and booklet only conditions.

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Acknowledgment

This research was supported by the Administration for Children and Families (ACF) of Health and Human Services (HHS), award # 90XP0056/01. The first and second authors were predoctoral trainees on NIH grant # HD-07184, and would like to acknowledge Christina Stile, John G. Borkowski, Sharon L. Ramey, and all other contributors to Adventures in Parenting.

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Authors and Affiliations

  1. Department of Human Relations, University of Oklahoma, 601 Elm Avenue, Norman, OK, 73019, USA

    Shannon Carothers Bert

  2. University of Notre Dame, Notre Dame, IN, USA

    Jaelyn R. Farris & John G. Borkowski

Authors
  1. Shannon Carothers Bert
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  2. Jaelyn R. Farris
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  3. John G. Borkowski
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Corresponding author

Correspondence to Shannon Carothers Bert.

Appendix A

Appendix A

RPM3 Multiple Choice Questionnaire

  1. 1.

    An appropriate response to your child’s behavior is: (p. 6)

    • a. reacting immediately to the behavior.

    • b. whatever response fits the situation.

    • c. ignoring the child’s attempts to get your attention.

    • d. doing whatever it takes to make the child behave they way you want him/her to.

  2. 2.

    The two parts of preventing risky or problematic behavior are: (p. 8)

    • a. childproofing your home & asking others for help when necessary.

    • b. setting limits for your child & punishing the child if he/she disobeys the rules.

    • c. spotting possible problems & reacting immediately to problematic behavior.

    • d. spotting possible problems & knowing how to work through the problem.

  3. 3.

    Deciding who cares for your child, choosing what your watches or listens to, and selecting who your child can play with are examples of: (p.12)

    • a. monitoring

    • b. mentoring

    • c. modeling

    • d. preventing

  4. 4.

    A ________is a person who provides support, guidance, friendship, and respect to a child. (p.16)

    • a. monitor

    • b. mentor

    • c. model

    • d. babysitter

  5. 5.

    Using your own words and actions to provide your child with examples of your beliefs, values, and attitudes is an example of: (p. 11)

    • a. monitoring

    • b. mentoring

    • c. modeling

    • d. preventing

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Bert, S.C., Farris, J.R. & Borkowski, J.G. Parent Training: Implementation Strategies for Adventures in Parenting . J Primary Prevent 29, 243–261 (2008). https://doi.org/10.1007/s10935-008-0135-y

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  • DOI: https://doi.org/10.1007/s10935-008-0135-y

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