Article

Effectiveness of a Parent Training Program for Improving Children’s Social Behavior

3-C Institute for Social Development 1903 N. Harrison Ave., Suit 101 Cary NC 27513 USA; University of North Carolina at Chapel Hill FPG Child Development Institute Chapel Hill NC USA
Journal of Child and Family Studies (impact factor: 1.12). 04/2012; 16(5):660-670. DOI:10.1007/s10826-006-9114-1 pp.660-670

ABSTRACT We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio-emotional
problems. Participating families (N=42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social
skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment
was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional
functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge
predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in
the treatment of children’s socio-emotional problems and suggest methods for maximizing the impact of such an intervention.

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Keywords

child emotional
 
child social skills knowledge
 
children’s socio-emotional problems
 
conditions
 
efficacy
 
engaging parents
 
follow-up analyses
 
maximizing
 
no-treatment control
 
outcome measures
 
parent social problem
 
parent social skills training
 
parental attendance
 
parents
 
Participating families
 
school-aged children
 
social skills training program
 
two treatment groups
 

Melissa E DeRosier