The prevention program for externalizing problem behavior (PEP) improves child behavior by reducing negative parenting: Analysis of mediating processes in a randomized controlled trial.

Autor/inn/en	Hanisch, Charlotte; Hautmann, Christopher; Plück, Julia; Eichelberger, Ilka; Döpfner, Manfred
Titel	The prevention program for externalizing problem behavior (PEP) improves child behavior by reducing negative parenting: Analysis of mediating processes in a randomized controlled trial. Gefälligkeitsübersetzung: Präventionsprogramm für externalisierendes Problemverhalten verbessert Verhalten des Kindes durch Reduktion negativer Erziehung: Analyse von vermittelnden Vorgängen in einer randomisierten kontrollierten Studie.
Quelle	In: The journal of child psychology and psychiatry, 55 (2014) 5, S. 473-484 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0021-9630; 1469-7610
DOI	10.1111/jcpp.12177
Schlagwörter	Erziehung; Elternverhalten; Externalisierung (Psychologie); Verhaltensstörung; Prävention; Strategie
Abstract	Analyzed data from a randomized controlled trial on the efficacy of the Prevention Program for Preschool Children with Externalizing Problem behavior (PEP), aiming to identify the mediating processes that account for the demonstrated positive treatment effects (improved parenting and child problem behavior). It is hypothesized that the relationship between treatment and child improvement is mediated by a decrease in negative parenting and increase in positive parenting and parental warmth. Parents of 155 children were randomly assigned to the PEP intervention group (n=91) or an untreated control group (n=64). Parents rated their child's problem behavior (Child Behavior Checklist, CBCL 1.5-5; Problem Checklist Attention-Deficit/Hyperactivity Disorder, PCL ADHD; Problem Checklist Oppositional Defiant Disorder, PCL ODD; German version of the Home Situation Questionnaire, HSQ) and their own parenting practices (German adaptations of the Parent Practices Scale, PPS; of the Parenting Scale, PS; and of the Problem Setting and Behavior Checklist, PSBC; Self-Efficacy Scale, SEFS) before and after PEP training. Parental warmth was assessed during standardized play situations (using the Coder Impressions Inventory, CII). Four mediation models were tested using structural equation modeling. Results show that changes in child externalizing problem behavior were most strongly mediated by reductions of negative parenting in difficult parenting situations. Increases in positive parenting also served as a mediator. Changes in parental warmth, parents' feeling of self-efficacy, and parental mental health (Depression Anxiety Stress Scale, DASS) did not play a mediating role in the association between PEP treatment and child behavior. It is concluded that the most important component in the PEP is to teach parents how to reduce dysfunctional parenting strategies in conflict situations. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3