Can Emotional Language Skills Be Taught during Parent Training for Conduct Problem Children?

Autor/inn/en	Salmon, Karen; Dadds, Mark R.; Allen, Jennifer; Hawes, David J.
Titel	Can Emotional Language Skills Be Taught during Parent Training for Conduct Problem Children?
Quelle	In: Child Psychiatry and Human Development, 40 (2009) 4, S.485-498 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-009-0139-8
Schlagwörter	Emotional Intelligence; Play; Intervention; Preschool Children; Parents; Training; Language Skills; Behavior Problems; Control Groups; Parent Child Relationship; Child Development; Language Styles; Skill Development; Child Language + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Ausbildung; Language skill; Sprachkompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Sprachstil; Kompetenzentwicklung; Qualifikationsentwicklung; 'Children''s language'; Kindersprache
Abstract	To assess the effectiveness of providing training in elaborative, emotion rich reminiscing (emotional reminiscing, ER) as an adjunct to Parent Management Training (PMT) for parents of children (N = 38, M age = 56.9, SD = 15.8 months) with oppositional behaviors. "Control" parents received PMT and non-language adjunct intervention, child-directed play. All components of the intervention were manualized. Parents in both conditions received training in an abbreviated course of PMT. Parents in the ER condition additionally received brief training in discussing everyday past events with their child incorporating emotion labels and causes, "wh" questions, and detailed descriptive information. Parents in the "control" condition received training in allowing their child to lead during play sessions. Across both conditions, children's oppositional behaviors decreased between the beginning and end of training. Providing parents with training parents in an elaborative, emotion-rich reminiscing style resulted in greater parent and child use of elaborations and emotion references during shared conversations. Given findings in the literature of an association between parental emotion talk and children's emotional competence, developmental skills that are frequently compromised in oppositional children, the current pilot study has implications for interventions that broaden the focus of PMT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10