Martinez CR Jr, Eddy JM. Effects of culturally adapted parent management training on Latino youth behavioral health outcomes

Oregon Social Learning Center, Eugene, OR 97401, USA.
Journal of Consulting and Clinical Psychology (Impact Factor: 4.85). 11/2005; 73(5):841-51. DOI: 10.1037/0022-006X.73.5.841
Source: PubMed


A randomized experimental test of the implementation feasibility and the efficacy of a culturally adapted Parent Management Training intervention was conducted with a sample of 73 Spanish-speaking Latino parents with middle-school-aged youth at risk for problem behaviors. Intervention feasibility was evaluated through weekly parent satisfaction ratings, intervention participation and attendance, and overall program satisfaction. Intervention effects were evaluated by examining changes in parenting and youth adjustment for the intervention and control groups between baseline and intervention termination approximately 5 months later. Findings provided strong evidence for the feasibility of delivering the intervention in a larger community context. The intervention produced benefits in both parenting outcomes (i.e., general parenting, skill encouragement, overall effective parenting) and youth outcomes (i.e., aggression, externalizing, likelihood of smoking and use of alcohol, marijuana, and other drugs). Differential effects of the intervention were based on youth nativity status.

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    • "Perhaps most notably, among historically underserved families, active practice of parenting skills, such as that used in PCIT, has been shown to be more effective than reading and discussion (Knapp & Deluty, 1989) A third aspect of PCIT that makes it promising as a preventive model for Latina/o families is that PCIT integrates aspects of interventions described by U.S. Latina/o populations as important and desirable. Prior research has identified several components of parenting programs that are important to U.S. Latina/o families such as a collaborative relationship between the interventionist and parent, the enhancement of the parent– child relationship, and the inclusion of multiple families in the intervention (McCabe & Yeh, 2009, Martinez & Eddy, 2005; Parra Cardona et al., 2009). PCIT places strong emphasis on a collaborative therapist-parent relationship (e.g., via coaching) and on strengthening the parent– child relationship, and can be effectively delivered in a group format (Niec, Yopp, Hemme, & Brestan, 2005). "
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    ABSTRACT: Left untreated, conduct problems can have significant and long-lasting negative effects on children's development. Despite the existence of many effective interventions, U.S. Latina/o children are less likely to access or receive evidence-based services. Seeking to build the foundation to address these service disparities, the current study used a Community-Based Participatory Research approach to examine U.S. Latina/o parents' perceptions of the need for interventions to prevent childhood disruptive behaviors in their community in general, and of an existing evidence-based intervention-parent-child interaction therapy (PCIT)-in particular. Results suggest that parents recognize a need for prevention resources in their community and value most of the core features of PCIT. Nevertheless, important directions for potential adaptation and expansion of PCIT into a prevention approach were identified. Results point to several goals for future study with the potential to ameliorate the unmet mental health needs experienced by U.S. Latina/o families with young children at risk for developing conduct problems. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
    Psychological Services 11/2014; 11(4):410-20. DOI:10.1037/a0036200 · 1.08 Impact Factor
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    • "For example, it is possible that intervention effects on parent-adolescent conflict, and ensuing adolescent outcomes, may be stronger for more acculturated adolescents because they are at greater risk for increased conflict as they transition from middle to high school. Although very few intervention studies have examined differential effects due to acculturation-related variables, initial findings with both adults and youth samples have highlighted subgroup differences that have important implications for future dissemination (Gonzales et al., 2012; Griner & Smith, 2006; Martinez Jr & Eddy, 2005). The current study contributes to this literature and also advances culturally-informed theory about the role of parent-adolescent conflict in Mexican American families. "
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    ABSTRACT: This randomized trial of a family-focused preventive intervention for Mexican American middle schoolers examined internalizing, externalizing, and substance use outcomes in late adolescence, 5 years after completing the intervention. Parent-adolescent conflict was tested as a mediator of these effects. The role of parent and adolescent acculturation in these pathways was also examined. There were 494 seventh-grade adolescents and their primary female caregivers randomized to receive either a 9-week multicomponent intervention or a brief workshop control group. Assessments were conducted at pretest, 2-year follow-up (9th grade), and 5-year follow-up (when most participants were in the 12th grade). The Bridges program significantly reduced mother-adolescent conflict measured in the 9th grade, with conflict mediating program effects on internalizing and externalizing symptoms, adolescent substance use, and diagnosed internalizing disorder in late adolescence. Mother and child acculturation were both significantly predictive of late adolescence outcomes. Contrary to hypotheses, neither mother nor child acculturation emerged as a significant predictor of mother-adolescent conflict, and the interaction of mother and adolescent acculturation was similarly not related to mother-adolescent conflict. Intervention effects were largely consistent across different levels of acculturation. These findings provide support for the efficacy of family-focused intervention during early adolescence, both in reducing mental health problems and substance use in the long term and in impacting parent-adolescent conflict processes that appear to play an important role in the development of later adjustment problems.
    Journal of Clinical Child & Adolescent Psychology 04/2014; 43(3):1-13. DOI:10.1080/15374416.2014.891228 · 1.92 Impact Factor
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    • "Study findings are additionally limited to mothers, as fathers were not eligible for participation. Despite the community agency's data on normative parenting roles in this population , future program evaluations should include and compare outcomes for fathers, consistent with other Latino-focused family-based interventions for child behavior problems (Martinez and Eddy 2005; McCabe and Yeh 2009). "
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    ABSTRACT: This paper reports on the development and piloting of the Madres a Madres (Mothers to Mothers) program, a new, community-based parent training program designed for immigrant Latina mothers and their children. Promotoras, or female community health workers of Latina background, delivered the program in a home visitation format. A total of 194 mothers and 194 focal children (87 male, 107 female) ages 7-12 were randomized to the intervention (113 mother-child dyads) or wait-list control condition (81 mother-child dyads) over the study period. Outcomes of interest were mother-reported parenting skills, broad family functioning, and child externalizing and internalizing behaviors. Data collection occurred at pretest, 3-month posttest, and 9-month follow-up periods. Multilevel growth models revealed increases in intervention mothers' reported parenting skills, family support, and family organization, and reductions in child internalizing behavior from pretest to follow-up, relative to the control condition. Outcomes did not vary by focal child age, gender, nativity status, or mother acculturative status (years in the United States). Findings are discussed in the context of future directions for research on the Madres a Madres program and on the implementation and dissemination of empirically-supported parent training practices to culturally diverse families.
    American Journal of Community Psychology 11/2013; 53(1). DOI:10.1007/s10464-013-9612-4 · 1.74 Impact Factor
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