The Impact of Parent-Training on Parent-Perceived Child Disruptive Behaviors and Parent-Perceived Self-Efficacy

Autor/in	Pittman, Stephanie
Titel	The Impact of Parent-Training on Parent-Perceived Child Disruptive Behaviors and Parent-Perceived Self-Efficacy
Quelle	(2009), (221 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-5521-9
Schlagwörter	Hochschulschrift; Dissertation; Self Concept; Attention Deficit Disorders; Child Behavior; Program Effectiveness; Parent Materials; Self Efficacy; Rating Scales; Control Groups; Behavior Problems; Parent Education; Parenting Skills; Coping; Interviews; Books; Parent Attitudes; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbstkonzept; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Elternbrief; Self-efficacy; Selbstwirksamkeit; Rating-Skala; Parents education; Elternbildung; Elternschule; Bewältigung; Interviewing; Interviewtechnik; Book; Buch; Monographie; Monografie; Elternverhalten
Abstract	Raising a child with disruptive behaviors is taxing. It is trying. It is exhausting. Due to this, parents may begin to doubt their own effectiveness, or begin to think of their child as being defective in either personality or character (Whitman & Smith, 1991). Coping with such behaviors can precipitate a number of reactions in the family, creating a state of crisis in some families (Whitman & Smith, 1991). The purpose of this study was to determine effects of a treatment group versus control group on child behavior and parental efficacy as measured by standardized rating scales and parental interviews. More specifically, the impact of providing a structured program with formal prearranged goals, objectives and stages of training according to Russell Barkley's parent training program was compared to a control group of parents who were provided with a much more informal format that consisted of discussion of books which included, "Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood Through Adulthood" (Hallowell & Ratey, 1994) and "The Defiant Child: A Parent's Guide to Oppositional Defiant Disorder" (Riley, 1997) and dispersal of information pertaining to disruptive behaviors. The questions that guided this study were: (1) Did parent perceptions of child behavior differ between control and treatment groups as measured by pre and post measures of the Behavior Assessment System for Children-2, Adaptive Behavior Assessment System and parent interviews? and (2) Did parental self-efficacy regarding the interaction with their child differ between control and treatment groups as measured by pre and post measures of the "Tennessee Self Concept Scale-2" and parent interviews? Parental participants for both groups were selected on the basis of teacher recommendation of child behavior and parental interest in participating in such a project. Over the course of 10 weeks, results of standardized measures indicated no evidence of a different outcome between the two groups. However, qualitatively, there was an increase in positive perceptions of child behavior and parental self-efficacy in both groups according to results of parent interviews. Results suggest that effective interventions can involve a structured, behaviorally-oriented program as well as a more informal opportunity to converse in a safe and nurturing environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10