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Meta-Analyses: Key Parenting Program Components for Disruptive Child Behavior.
Journal of the American Academy of Child and Adolescent Psychiatry ( IF 13.3 ) Pub Date : 2018-11-26 , DOI: 10.1016/j.jaac.2018.07.900
Patty Leijten 1 , Frances Gardner 2 , G J Melendez-Torres 3 , Jolien van Aar 4 , Judy Hutchings 5 , Susanne Schulz 6 , Wendy Knerr 7 , Geertjan Overbeek 4
Affiliation  

OBJECTIVE Parenting programs are the recommended strategy for the prevention and treatment of disruptive child behavior. Similar to most psychosocial interventions, it is unknown which components of parenting programs (ie, parenting techniques taught) actually contribute to program effects. Identifying what parents need to be taught to reduce disruptive child behavior can optimize intervention strategies, and refine theories on how parenting shapes disruptive child behavior. METHOD In two meta-analyses, we updated the evidence-base for effectiveness of parenting programs delivered at various levels of prevention and treatment of disruptive behavior. We searched six databases (eg, PsycINFO, MEDLINE) for randomized trials and coded the parenting techniques taught in each program. We identified the techniques associated with program effects in general, and for prevention versus treatment, and immediate versus longer-term effects, specifically. RESULTS Parenting program effects on disruptive behavior gradually increased per level of prevention (universal d = -0.21, selective d = -0.27, indicated d = -0.55) and treatment (d = -0.69) (Meta-Analysis 1: 154 trials, 398 effect sizes). Three of 26 parenting techniques were associated with stronger program effects: positive reinforcement, praise in particular, and natural/logical consequences. Several additional techniques (eg, relationship building and parental self-management) were associated with stronger effects in treatment but weaker effects in prevention. No techniques were associated with stronger longer-term effects (Meta-Analysis 2: 42 trials, 157 effect sizes). CONCLUSION Positive reinforcement and nonviolent discipline techniques (eg, applying natural/logical consequences) seem to be key parenting program techniques to reduce disruptive child behavior. Additional techniques (eg, parental self-management skills) might improve program effects in treatment, but not in prevention.

中文翻译:

荟萃分析:破坏性儿童行为的重要育儿计划组成部分。

目标育儿计划是预防和治疗破坏性儿童行为的推荐策略。与大多数社会心理干预措施类似,还不清楚育儿计划的哪些组成部分(即所教的育儿技巧)实际上对计划的效果有所贡献。确定需要教给哪些父母以减少破坏性儿童行为的方法可以优化干预策略,并完善有关父母如何塑造破坏性儿童行为的理论。方法在两次荟萃分析中,我们更新了在预防和治疗破坏性行为的各个级别上实施的育儿计划有效性的证据基础。我们搜索了六个数据库(例如,PsycINFO,MEDLINE)以进行随机试验,并对每个程序中教授的育儿技术进行了编码。我们确定了总体上与计划效果相关的技术,尤其是针对预防与治疗以及即时与长期效果的技术。结果育儿计划对预防行为的预防水平(普遍d = -0.21,选择性d = -0.27,表明d = -0.55)和治疗(d = -0.69)逐渐增加(荟萃分析1:154试验,398)效果大小)。26种育儿技术中的三种与更强的计划效果有关:积极强化,特别是赞美和自然/逻辑后果。几种其他技术(例如,建立关系和父母自我管理)与治疗效果更强但预防效果更弱有关。没有任何技术与更强的长期效果相关联(Meta分析2:42个试验,157个效应量)。结论积极强化和非暴力纪律技巧(例如,施加自然/逻辑后果)似乎是减少孩子破坏性行为的关键育儿计划技巧。其他技术(例如父母的自我管理技能)可能会改善治疗方案的效果,但不能提高预防效果。
更新日期:2018-11-26
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