Citation

Hanisch C, Freund-Braier I, Hautmann C, Jänen N, Plück J, Brix G, Eichelberger I, Döpfner M. Behav. Cognit. Psychother. 2010; 38(1): 95-112.

Affiliation

University of Applied Sciences Düsseldorf, Germany. charlotte.hanisch@fh-duesseldorf.de

Copyright

(Copyright © 2010, British Association for Behavioural and Cognitive Psychotherapies, Publisher Cambridge University Press)

DOI

10.1017/S1352465809990440

PMID

19995467

Abstract

BACKGROUND: Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with externalizing behavioural problems. AIMS: To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. METHOD: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. RESULTS: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. CONCLUSIONS: Training effects were especially positive for parents who attended at least half of the training sessions. ABBREVIATIONS: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form.

Language: en