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Effect of Parental Training in Managing the Behavioral Problems of Early Childhood

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Abstract

Objective

To examine the effect of parental training on disturbed behavior of early childhood cases presented to the pediatricians.

Methods

The patients who reported in pediatric OPD of the Himalayan Institute of Medical Sciences, Dehradun, with complaints of low learning, poor memory, vertigo, speech problem, stress, headache, depression, adjustment problems, aggression, and hostile behavior were included in the study. Children aged 3 through 6 (N = 60), were screened through PBQ (Preschool Behavior Questionnaire), DST (developmental screening Test), and Vineland Social Maturity Scale (VSMS). Children included in the study had an average range of developmental quotient 85–90 (mean DQ = 87.5). Range of social quotient was 40–45 (mean SQ = 42.5). Twenty four fortnightly sessions of ‘parental training’ using the model of ‘Mindful Parenting’ were conducted. Single group t test method was applied in order to see the difference in mean of pre and post assessment of PBQ.

Results

After concluding parental training (after 24 sessions), mean difference of total disturbed behavior was found to be significant (t value: 5.31 > .05) Similarly, the mean difference of hostile/aggressive behavior (t value: 10.2 > .05), anxious behavior (t value: 18.5 > .05), and hyperactive/distractible behavior (t value: 1.97 > .05) were found to be significant.

Conclusions

These results provide some evidence in favor of parental training in managing behavioral problems occurring in early childhood. Instead of putting the child immediately on medication, parents can get training and prepare a plan to understand and make a change in child’s behavior leading to better health.

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Acknowledgments

This research study would not have been possible unless our clients had supported us, specially the children, who with their loving and emerging smiles reinforced us to continue this research. We are greatly obliged to Larissa G. Duncan, J. Douglas Coatsworth, and Mark T. Greenberg for granting open access to use “Mindful Parenting” model for this study. We also pay our regards to Lenore Behar and Samual Stringfield for PBQ, Dr. J. Bharath Raj for DST, and Dr. A.J. Malin for VSMS. We are indebted to many of our colleagues to support us thought-out this work. At the last but not the lest, we would like to show our gratitude to the librarians, all other staff members of the department and authors of citied references who directly are indirectly helped us in this work.

Contributions

M S; Planning and designing of the study paper, assessment and conduction of parental training program. Assistance in statistical analysis report preparation and writing the paper, AG and BPK; Helped in planning the study paper, initial assessment and referral of the cases to the Psychiatry OPD for study, UT and VL; Helped in planning the study paper and initial assessment.

Conflict of Interest

None.

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Authors and Affiliations

  1. Department of Holistic Medicine & Psychiatry, H.I.H.T. University, Swami Ram Nagar, Jollygrant Doiwala, Dehradun, 248140, Uttrakhand, India

    Malini Srivastava

  2. Department of Pediatrics, H.I.H.T. University, Swami Ram Nagar, Jollygrant Doiwala, Dehradun, Uttrakhand, India

    Alpa Gupta & B. P. Kalra

  3. Department of Psychiatry, H.I.H.T. University, Swami Ram Nagar, Jollygrant Doiwala, Dehradun, Uttrakhand, India

    Uddip Talukdar & Vivek Lahan

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  1. Malini Srivastava
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  2. Alpa Gupta
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  4. B. P. Kalra
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  5. Vivek Lahan
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Correspondence to Malini Srivastava.

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Srivastava, M., Gupta, A., Talukdar, U. et al. Effect of Parental Training in Managing the Behavioral Problems of Early Childhood. Indian J Pediatr 78, 973–978 (2011). https://doi.org/10.1007/s12098-011-0401-5

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  • DOI: https://doi.org/10.1007/s12098-011-0401-5

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