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Parent management training-Oregon model: An intervention for antisocial behavior in children and adolescents

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Marion S Forgatch at Oregon Social Learning Center
Marion S Forgatch
Gerald R Patterson at Oregon Social Learning Center
Gerald R Patterson
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Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 159.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=180
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
1 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 160.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=181
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
2 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 161.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=182
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
3 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 162.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=183
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
4 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 163.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=184
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
5 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 164.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=185
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
6 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 165.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=186
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
7 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 166.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=187
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
8 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 167.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=188
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
9 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 168.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=189
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
10 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 169.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=190
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
11 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 170.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=191
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
12 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 171.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=192
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
13 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 172.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=193
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
14 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 173.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=194
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
15 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 174.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=195
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
16 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 175.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=196
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
17 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 176.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=197
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
18 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 177.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=198
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
19 of 20 10/16/2013 3:15 PM
Weisz, John R. (Editor); Kazdin, Alan E. (Editor). Evidence-Based Psychotherapies for Children and Adoles cents (2nd Edition).
New York, NY, USA: Guilford Press, 2010. p 178.
http://site.ebrary.com/lib/copley/Doc?id=10356632&ppg=199
Copyright © 2010. Guilford Press. All rights reserved.
May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.
Evidence-Based Psychotherapies for Children and Adolescents (2nd Edition) http://0-site.ebrary.com.sally.sandiego.edu/lib/copley/docPrint.action?en...
20 of 20 10/16/2013 3:15 PM
... Previously developed efficacious programs support the wellbeing of youth and the reduction of behavioral issues have utilized empirical research for their creation. Some of these well-known programs include elements of observational learning (such as behavior modeling) include the Triple P Positive Learning Program (Triple P; Sanders, 2012), Parent Management Training -Oregon Model (Forgatch & Patterson, 2010), Parent Child Interaction Therapy (Fernandez & Eyberg, 2009), and the Incredible Years Program (Webster-Stratton, 1998). Most of these programs focus on positive parenting approaches, and Triple P has had widespread, effective results (Sanders et al., 2014). ...
The Relationships Between Adolescent Anxiety Sensitivity, Parent Emotional Availability, and Gender in the Context of Adolescent Anxiety
Article
Full-text available
  • Feb 2025
  • J PSYCHOPATHOL BEHAV
Anxiety disorders often onset in adolescence and continue into adulthood. Multiple factors contribute to anxiety disorder development, such as parent emotional availability (EA) and adolescent anxiety sensitivity (AS). Previous research determined attachment is a similar construct to EA, and attachment is related to anxiety disorders. Moreover, EA is a more specific construct than attachment that can be targeted in therapy. It has been determined that adolescent attachment to parental figures contributes to anxiety, with AS mediating this relationship. The present research sought to determine if AS is one mechanism underlying the relationship between parent EA and adolescent anxiety, while exploring the moderating roles of parent and adolescent gender. In a Midwestern sample (13–19 years old), this study examined adolescent AS as a mediator of the relationship between perceived parent EA and adolescent anxiety, and gender as a potential moderator. Self-report data were collected from adolescents via Qualtrics. The findings supported the mechanism of adolescent AS as a mediator between perceived parent EA and adolescent anxiety. As AS emerges during adolescence, it is a pertinent treatment target for youth anxiety. Furthermore, this study underscores the significance of parent and adolescent gender and parental EA as treatment targets for adolescent anxiety. While targeting adolescent AS and enhancing parental EA can be beneficial for both male and female adolescents, focusing on parental EA may offer greater benefits for male adolescents. In sum, these findings can increase the efficacy of current parenting programs and further increase treatment outcomes for youth and families.
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... When children are referred to a psychotherapist for concerns related to disruptive behavior, treatment typically focuses on behavioral interventions, such as parent-child interaction training (PCIT; Brinkmeyer & Eyberg, 2003) or parent management training (PMT; Forgatch & Patterson, 2010). While these interventions are effective for some families, research indicates that a diversity of approaches is needed. ...
Regulation Focused Psychotherapy for Children (RFP-C) with Externalizing Behaviors: Comparing the Successful Case of "Jack," and the Unsuccessful Case of "Oliver"
Article
  • Jan 2025
Regulation Focused Psychotherapy for Children (RFP-C) is a manualized, time-limited, psychodynamic approach for children who experience challenges with emotion regulation and demonstrate externalizing behavior problems (Hoffman et al., 2016). In research settings, it takes place over ten weeks and includes 16 sessions with the child and four with the child’s parents. This protocol can be extended or modified in regular clinical practice. The current study utilized a dual case study method to analyze pretreatment and post-treatment measures and compare psychotherapy outcomes and process in RFP-C between a successful and an unsuccessful case. Data examined included (a) quantitative outcome measures; (b) case conceptualizations and clinical vignettes drawn from review of session videos; (c) post-treatment interviews with parent, child, and therapist; and (d) psychotherapy process codings of child and parent sessions. These data were employed to (a) identify differential psychotherapy processes; (b) assess parental defense mechanisms; (c) assess parental attachment classifications; and (d) evaluate therapist countertransference ratings. Results indicated that many variables contributed to successful versus unsuccessful treatment outcomes, including but not limited to (a) the child’s spontaneity; (b) the child’s active participation and emotional expression throughout treatment; (c) themes of child play; (d) the therapist’s countertransference; (e) the child and parental defense mechanisms; and (f) the parental attachment styles. Taken together, findings from this study contribute to the literature on therapeutic outcomes for children and families and highlight some of the essential characteristics of successful psychotherapy process. Limitations of the study and directions for future research are also discussed.
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... Currently, this includes 44 recruited practitioners, including 14 from the seven co-creation municipalities. In addition to training in SPARCK, all practitioners are trained in and actively practice Parent Management Training-Oregon model (PMTO) [45,46]. Some are also trained in other EBIs. ...
Implementation of a parent training intervention (SPARCK) to prevent childhood mental health problems: study protocol for a pragmatic implementation trial in Norwegian municipalities
Article
Full-text available
  • Dec 2024
  • TRIALS
Background Effective evidence-based interventions (EBI) are necessary to prevent and avoid negative life trajectories for children with mental health problems. Even though many EBIs prove effective when tested, few are successfully implemented and used in real-world clinical practice. As a result, many children and families do not receive the best care in due time or at all. To reduce this research-practice gap, a combined RCT and implementation study of Supportive Parents—Coping Kids (SPARCK), a parent training intervention to prevent childhood mental health problems, will be performed. This study protocol concerns the implementation part of the larger effectiveness-implementation project. Methods The study is a correlational multi-site implementation study of SPARCK performed alongside a two-armed RCT, in 24 Norwegian municipalities. A quantitative three-wave longitudinal web-based data collection will be conducted among SPARCK practitioners and leaders in relevant services. We will investigate the relations between theory-driven and empirical implementation determinants and implementation outcomes, measured by fidelity, acceptability, appropriateness, and feasibility. In addition, we will examine how these implementation determinants and outcomes are associated with the clinical outcomes of SPARCK. Discussion The current study will investigate implementation determinants and their relation to indicators of implementation success, while simultaneously investigating effectiveness of an intervention optimized to the needs of both the target group and relevant stakeholders. Together, this may improve clinical effect, contextual fit, implementation success, and reduce the time lag between research findings and application in real-world settings. Trial registration ClinicalTrials.gov NCT05800522. Registered on 2023.03.23.
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The impact of parental co-parenting on relational aggression in adolescents: the mediating role of peer relationships and self-control
Article
Full-text available
  • Apr 2025
Purpose To explore the impact of parental co-parenting on adolescents’ relational aggression, as well as the mediating roles of peer relationships and self-control. Method A self-reported questionnaire survey was conducted on 550 students from three junior high schools in Inner Mongolia using the Parental Coordinated Parenting Scale, Relational Aggression Scale, Self-Control Scale, and Peer Relationship Scale. Result Positive parental co-parenting is significantly negatively correlated with relational aggression, while negative co-parenting is significantly positively correlated with relational aggression. Positive co-parenting is significantly positively correlated with peer relationships and self-control, while negative parental co-parenting is significantly negatively correlated with peer relationships and self-control. Relational aggression is significantly negatively correlated with peer relationships and self-control, and peer relationships are significantly positively correlated with self-control. The direct effect of negative parental co-parenting on relational aggression is significant, and self-control, peer relationships, and the mediating effects of peer relationships and self-control in the relationship between parental co-parenting and relational aggression are all significant. Conclusion Parental co-parenting not only directly affects adolescents’ relational aggression but can also indirectly influence relational aggression through the mediating effects of peer relationships and self-control.
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Feasibility and Acceptability of Formats in a Comparative Effectiveness Trial of a Preventive Parenting Program
Article
Full-text available
Parenting can be challenging, and military parents face additional family stressors related to relocations and deployments. ADAPT4U is an evidence-based preventive parenting program specifically designed for military parents of school-aged children. This study examines the feasibility and acceptability of in-person group and telehealth versions of the program. We used quantitative and qualitative data in a concurrent embedded design. Quantitative data were analyzed using SPSS with regressions and ANOVAs. Qualitative data were thematically coded by multiple authors and then a consensus process was undertaken. Both conditions were highly satisfactory for participants, with in-person group rated slightly higher. Families were more likely to attend telehealth than group, both at all and for at least 50% of sessions. Telehealth participants rated more highly: helpfulness, the facilitator was understanding and responsive, and they would participate in a future parenting program based on their experience. Qualitative results reflected positive experiences both with the content and facilitators, and concerns or recommendations that often were directly addressed by the other format (e.g., suggestions by in-person group participants for a telehealth format). Consistent themes across formats included wanting children to be involved in the program and more follow-up after the end of the program. The ADAPT4U program is highly acceptable to participants, and providing multiple format options (in-person group and individual telehealth) will likely make it more feasible for parents to participate in a way that works best for them.
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Building the next generation of researchers: an “EPIC” student mentoring process
Article
  • Jan 2025
Purpose The purpose of this paper is to describe an intervention-based research mentoring opportunity for higher education students in health- and mental health-related disciplines. Design/methodology/approach This paper includes a retrospective case study to demonstrate the application of a unique research mentoring method with a voluntary interdisciplinary team of undergraduate and graduate students on a project funded by the National Institutes of Health in the United States of America. The research mentoring experience is described through a pedagogical approach based directly on the focal intervention under study (e.g. GenerationPMTO). Findings We present the process of an intervention-based model of research mentoring as a unique opportunity to build student research skills and provide exposure to evidence-based interventions applicable to general health populations. Findings demonstrate the research team’s success in forming a collaborative research mentoring environment, performing key research tasks effectively and making reliable fidelity ratings. Practical implications This paper provides novel insight into an isomorphic process using intervention-based research mentoring as a pedagogy to enhance students’ research skills and application. Originality/value Understanding effective research mentoring approaches can influence the trajectory for future generations of mental health researchers and scholars who may not otherwise be exposed to research in their clinical training programs or courses of study. This paper provides insight and recommendations for how mentors can engage higher education students intentionally in research opportunities using intervention-based research mentoring.
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Technology-Enabled Behavioral Parent Training
Chapter
  • Dec 2024
Behavior disorders, including oppositional defiant disorder, conduct disorder, and attention deficit hyperactivity disorder are some of the most common child mental health problems. Behavioral Parent Training (BPT) programs are the gold standard intervention for behavior disorders. BPT programs include several interventions that are all designed to target the coercive cycle in the parent-child dyad. As such, the parent is considered the primary change agent. Despite decades of research establishing the efficacy of these interventions, families often have difficulty engaging in these interventions to the extent necessary to be effective. In the past decade, researchers have been looking toward new technologies to enhance families’ access to and engagement in these interventions, and, in turn, the efficacy of these interventions in real-world settings. Technology-enabled BPT programs span from fully automated, self-guided interventions to adjunctive digital technologies to telehealth-delivered BPT programs. This chapter will provide an overview of these technology-enabled interventions, highlight the current research on technology-enabled BPT, discuss important cultural considerations, and provide a case example.
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