Training parents as behavior therapists: A review

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Abstract

The following paper presents theoretical, empirical, and ethical rationales for the training of parents as behavior therapists for their own children. Thirty-four studies, ranging from single case studies to reports on large-scale, multi-family training programs, are critically reviewed, with primary emphasis on the nature and extent of parental involvement and responsibility, and on the level of methodological sophistication. Related papers are cited when appropriate. Further research and areas needing theoretical clarification are suggested, in relation to the future and expansion of this type of therapeutic intervention. In addition the implications of such an approach for both a “systems” model of child therapy and a prevention-oriented model of mental health services are discussed.

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  • Cited by (173)

    • Constance "Connie" Hanf (1917-2002): The Mentor and the Model

      2013, Cognitive and Behavioral Practice
      Citation Excerpt :

      Kazdin (1985) has noted three major factors contributing to the development of contemporary parent training models, specifically, “(1) the development of behavior modification techniques, especially reinforcement and punishment procedures based on operant conditioning, (2) the trend toward using paraprofessionals (including parents) to deliver mental health services, and (3) an awareness that utilizing parents as therapists could enhance the effectiveness of child therapy” (as cited by McMahon & Forehand, 2003, p. 21). As noted by McMahon and Forehand (2003), there are several advantages of parent training interventions over more traditional approaches to child therapy (Berkowitz & Graziano, 1972). First, given the importance of familial factors in the development and maintenance of child conduct problems, it is unlikely that clinically significant changes will occur when the child is treated “out of context.”

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