Impact of a School-Based Social Skills Training Program on Parent-Child Relationships and Parent Attitudes toward School

Autor/inn/en	Slotkin, Rebecca; Bierman, Karen L.; Jacobson, Linda N.
Titel	Impact of a School-Based Social Skills Training Program on Parent-Child Relationships and Parent Attitudes toward School
Quelle	In: International Journal of Behavioral Development, 47 (2023) 6, S.475-485 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slotkin, Rebecca) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/01650254231198031
Schlagwörter	Interpersonal Competence; Parent Child Relationship; Parent Attitudes; Skill Development; Social Development; Hierarchical Linear Modeling; Peer Relationship; Elementary School Students + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Peer-Beziehungen
Abstract	Developmental research suggests that peer rejection has negative spillover effects which strain parent-child relationships and parent attitudes toward the child's school. This study tested whether a school-based social skill training program could reverse these effects and improve parent-child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multiracial; 68% male; M[subscript age] = 8.1 years old) identified with sociometric social preference scores and randomized to intervention or control groups. Parents rated parent-child closeness and parent attitudes toward school at the start and end of the intervention year. Multilevel path analyses indicated that intervention improved parent-child closeness and, for children in the older grade levels only, enhanced parent attitudes toward the school. Additional analyses revealed that intervention effects on parent-child closeness were direct whereas effects on attitudes toward school were mediated by intervention-related increases in teacher support and peer liking. Implications for intervention design and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01