A Review of the Research on Pinkston's Single-Parent Group Training Program

Autor/inn/en	Briggs, Harold E.; Cox, Wendell H.; Sharkey, Caroline N.; Briggs, Adam C.; Black, Michelle
Titel	A Review of the Research on Pinkston's Single-Parent Group Training Program
Quelle	In: Research on Social Work Practice, 26 (2016) 1, S.128-144 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731515592033
Schlagwörter	One Parent Family; Parent Education; Behavior Modification; Evidence Based Practice; Intervention; Young Children; Preadolescents; Parents; Parent Child Relationship; Compliance (Psychology); Correlation; Housework; Responsibility; Group Counseling; Family Environment; Literature Reviews; Program Effectiveness; Social Work + Suchen Sie Ihr Suchwort? Single parent family; Ein-Eltern-Familie; Parents education; Elternbildung; Elternschule; Behaviour modification; Verhaltensänderung; Frühe Kindheit; Pre-adolescence; Präadoleszenz; Eltern; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Hausarbeit; Verantwortungsübernahme; Zuständigkeit; Gruppenberatung; Familienmilieu; Soziale Arbeit
Abstract	Purpose: The purpose of this review is to chronicle the extent to which the Pinkston and colleagues model is utilized in single-parent training group (SPG) interventions in the home environment for children aged 5 to 12 or preadolescent school-aged children. Methods: Several databases were searched electronically and independent full reviews were conducted with N = 7 studies that met the inclusion criteria. Results: We identified the outcome measures of relevant studies of SPG interventions across five content themes: (1) rate of positive parent attention, (2) change in rate of negative parent attention, (3) change in rate of child compliance, (4) change in rate of child chore completion, and (5) change in nature of parent-child dyad. A review of the research provided empirical evidence that SPG interventions are effective in increasing positive parent-child social interactions, child compliance, and differential attention that correlates to the modification of problematic and oppositional child behaviors. Conclusions: The studies herein provide guidance and suggestions for future interventions utilizing SPG approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01