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Objectives: Parental responses to children’s negative emotions play a key role in developing emotional competence. Poor emotional competence has been linked to disruptive behavior problems in children. The Tuning in to Kids program is a new emotion-focused parenting intervention for preschoolers. The Tuning in to Kids aims to improve children’s behavior by changing mothers’ emotion socialization practices including teaching emotion coaching skills and reducing dismissing of children’s emotion. This study is an introductory evaluation of an 8-session group parenting program, Tuning into Kids, for mothers of preschool children with behavior problems in Iran. Methods: Fiftyfour children (aged 3 to 6), who were screened via preschools and agreed to participate in the research, were randomized into intervention or waitlist control condition. Mothers in the intervention group attended the six-sessions of the Tuning in to Kids program followed by two booster sessions at two-monthly intervals thereafter. Mothers completed the Eyberg Child Behavior Inventory, the Parent Emotional Style Questionnaire, and the General Health Questionnaire prior to the intervention, immediately following intervention completion, and at three months follow-up. Data were analyzed using repeated measures ANOVA in SPSS 22. Results: Mothers in the intervention group reported significantly less emotion dismissing and child behavior problems than controls at 3-month follow-up (P≤0.01); there were no significant differences for emotion coaching and maternal mental health in either condition (P≥0.05). Discussion: The Tuning in to Kids program appears to be a promising parenting intervention for mothers and children with disruptive behavior problems, offering a useful addition to usual programs used in Iran.
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269
I ranian R ehabilitation Journal
September 2017, Volume 15, Number 3
Research Paper: Reducing Children Behavior Problems: A
Pilot Study of Tuning in to Kids in Iran
Fateme Aghaie Meybodi1*, Parvaneh Mohammadkhani1, Abbas Pourshahbaz1, Behrooz Dolatshahi1, Sophie Havighur2
1. Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
2. Centre for Training and Research in Developmental Health, University of Melbourne, Melbourne, Auralia.
* Corresponding Author:
Fateme Aghaie Meybodi, PhD Student
Address: Department of Clinical Psychology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Tel: +98 (912) 8185618
E-mail: fateme.aghaie@yahoo.com
Objectives: Parental responses to children’s negative emotions play a key role in developing
emotional competence. Poor emotional competence has been linked to disruptive behavior
problems in children. The Tuning in to Kids program is a new emotion-focused parenting
intervention for preschoolers. The Tuning in to Kids aims to improve children’s behavior by
changing mothers’ emotion socialization practices including teaching emotion coaching skills
and reducing dismissing of children’s emotion. This udy is an introductory evaluation of an
8-session group parenting program, Tuning into Kids, for mothers of preschool children with
behavior problems in Iran.
Methods: Fiftyfour children (aged 3 to 6), who were screened via preschools and agreed
to participate in the research, were randomized into intervention or waitli control condition.
Mothers in the intervention group attended the six-sessions of the Tuning in to Kids program
followed by two booer sessions at two-monthly intervals thereafter. Mothers completed the
Eyberg Child Behavior Inventory, the Parent Emotional Style Queionnaire, and the General
Health Queionnaire prior to the intervention, immediately following intervention completion,
and at three months follow-up. Data were analyzed using repeated measures ANOVA in SPSS 22.
Results: Mothers in the intervention group reported signicantly less emotion dismissing and
child behavior problems than controls at 3-month follow-up (P≤0.01); there were no signicant
dierences for emotion coaching and maternal mental health in either condition (P≥0.05).
Discussion: The Tuning in to Kids program appears to be a promising parenting intervention
for mothers and children with disruptive behavior problems, oering a useful addition to usual
programs used in Iran.
A B S T R A C T
Article info:
Received: 25 Mar. 2017
Accepted: 02 Jul. 2017
Keywords:
Socialization, Emotion focused
therapy, Parenting, Child,
Mother child relations, Child
behavior disorders.
Citation:
Aghaie Meybodi F, Mohammadkhani P, Pourshahbaz A, Dolatshahi B, Havighur S. Reducing Children Behavior
Problems: A Pilot Study of Tuning in to Kids in Iran.
Iranian Rehabilitation Journal. 2017; 15(3):269-276.
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I ranian R ehabilitation Journal
September 2017, Volume 15, Number 3
1. Introduction
isruptive behavior problems in childhood
are characterized by aggressive, oppositional
deant, and hyperactive behaviors
[1]
and
can increase the risk for violence and sub-
ance abuse in adolescence and adulthood
[2]
. These behavior problems are aected by many factors
including decits in children’s emotional competence, espe-
cially problems in emotion regulation
[3]
. Emotion socializa-
tion is one of the principal factors contributing to children’s
emotional competence
[4]
.
Emotion socialization practices are determined by the be-
liefs of parents about their own expression and children’s
negative emotions
[5]
. Socialization is inuenced by the
way parents regulate and express their emotions, whether
they coach their children in underanding and regulating
emotion, and their reactions to children’s negative emotion
expression
[4]
. Emotion coaching and emotion dismissing
are two emotion socialization parenting yles described by
Gottman
[5]
. Emotion coaching parenting behaviors, such
as validating children’s emotions, develop the competencies
children need for managing their negative emotions
[6]
. In
contra, emotion dismissing parenting behaviors, such as
minimizing children’s emotions, can be an obacle for chil-
dren learning to regulate their negative emotions
[5]
.
The Tuning in to Kids (TIK) parenting program is an
intervention that targets emotion socialization [7]. TIK is
a group intervention for parents of preschoolers and has
been developed in Auralia. TIK concentrates on paren-
tal emotion socialization and helps parents learn emotion
coaching to enhance children’s behavior and emotion reg-
ulation. In addition, the program targets the parents’ own
emotion regulation so as to make parenting more respon-
sive and less reactive. As a result, it is expected that par-
ent–child relationships will improve, and child disruptive
behaviors will be prevented or reduced [5, 8].
Dierent research udies have proven the ecacy of the
TIK program in community and clinical samples of preschool
children
[9,
10]
. For example, Havighur and colleagues
[11]
evaluated TIK as an early intervention for preschool
children with behavior problems and found that parents in
the intervention condition reported less emotion dismissive-
ness and child behavior problems as well as greater emotion
coaching and empathy.
Objectives
Behavioral parenting programs are the mo commonly
used approach to address child disruptive behavior prob-
lems in Iran. Emotion-focused interventions such as TIK
are relatively new in the parenting literature, and the cur-
rent udy aimed to assess the ecacy of this promis-
ing approach on parenting practices and child behavior.
This udy is the r inveigation of TIK used in Iran. It
was hypothesized that the TIK program would increase
parent emotion socialization and reduce child behavior
problems.
2. Methods
Participants and sampling
Participants were 3-6 years old children with behav-
ior problems who attended preschools in Tehran dur-
ing 2016. The sample consied of 54 mothers (Mean
age=34.21 years, SD=4.79) with at lea one child
between 3.0 and 5.11 years of age (Mean age=4.33,
SD=0.93) recruited from 18 preschools in diverse low-
er- to upper-class socio-economic areas of Tehran. All
children (n=359) whose mothers expressed intere in
attending a parenting program and participating in the
research were screened using the Child Behavior Check-
li (CBCL) [12].
Inclusion criteria were having a 3-6 years old child
with behavior problem. Exclusion criteria included a
diagnosis of intellectual disability or pervasive develop-
mental disorder. Children (N=74: 21%) with a T score of
65 or higher on the externalizing subscale of the CBCL
were categorized as at risk and selected for this udy. Of
the 74 at-risk children, 54 children met the inclusion cri-
teria and their mothers were intereed in participating in
the parenting program. As six mothers did not complete
the program, nal analyses were conducted with 48 par-
ticipants. All mothers were married. Maternal education
ranged from non-completion of high school (2.1%) to
diploma (25%) and university education (73%). With re-
gard to employment, 87.5% of mothers were not in paid
work, and 12.5% were employed. Family income ranged
from less than one million Tomans to over 5 million To-
mans. All children lived with both parents, and 48% of
children had two or more siblings.
Procedure
The research was a pre-te and po-te, quasi-experi-
mental udy that included a control group and baseline,
immediate po-intervention, and 3-month follow-up
assessments. Prior to arting the udy, approval was
obtained from the research ethics committee of the Uni-
versity of Welfare and Rehabilitation Sciences, and all
mothers gave informed consent. Once recruited, the
D
Aghaie Meybodi F, et al. Reducing Children Behavior Problems: A Pilot Study of Tuning in to Kids in Iran. IRJ. 2017; 15(3):269-276.
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September 2017, Volume 15, Number 3
Aghaie Meybodi F, et al. Reducing Children Behavior Problems: A Pilot Study of Tuning in to Kids in Iran. IRJ. 2017; 15(3):269-276.
mothers were randomized into TIK intervention (n=27)
or waitli control condition (n=27) using a random
number table. Mothers in the intervention group art-
ed the TIK program shortly after baseline assessment.
The TIK program was oered to mothers in the waitli
control after the follow-up assessment was conducted.
Mothers completed queionnaires about their child’s
behavior problems as well as their emotion socialization
and mental health. Two mothers from the intervention
group and four mothers from control group dropped out
at po-intervention and follow-up.
The TIK program is a ructured, manualized group
parenting program that was led by two facilitators (PhD
udent), trained by the TIK r author (Havighur) who
also supervised the intervention delivery. Fidelity check-
lis were completed after each session to ensure the
program was delivered according to the manual. The fa-
cilitators delivered the TIK program for 120 minutes per
week for six weeks. Two booer sessions were oered at
two-monthly intervals after the initial six weeks. Three
months after the la booer session, follow-up data were
collected. The ve eps of emotion coaching parenting
[5] were taught via a set of psycho-education materials,
role plays, DVD demonrations, and home activities.
The focus of sessions was for parents to become aware
of emotions, reect and label emotions, and empathize
with their child. TIK addresses fears and worries, anger,
and problem solving for the children, and teaches emo-
tion regulation rategies for parents including relaxation,
self-care, and managing anger. Psycho-education includ-
ing information about children’s emotional competence
and the way dierent parenting yles contribute to the
development of emotion regulation skills were provided.
Parental meta-emotion, including parent’s family of ori-
gin experiences with emotions, was explored. Mothers
were also encouraged to allocate a specic time for dis-
cussion about negative emotions with their child.
Measures
Child Behavior Checklist
The Child Behavior Checkli (CBCL) [12] for pre-
school children was used to screen preschoolers for be-
havior problems. The CBCL has three domains: inter-
nalizing, externalizing, and total problems. CBCL is an
appropriate measure for screening child behavior prob-
lems. “Subclinical” (T-score ≥60) and “clinical” (T-score
≥63) cut-o points have been dened [12]. In the current
udy, a T-score ≥65 on externalizing was used to select a
sample at-risk. In the current udy, Cronbach’s alpha for
externalizing scores was 0.89.
Eyberg Child Behavior Inventory
The Eyberg Child Behavior Inventory (ECBI) [13] is
a 36-item parent-report scale of behavior problems and
was used in this udy as an outcome measure. This psy-
chometrically rong inventory has two components: an
Intensity score, which measures the frequency of behav-
iors, and the Problem score, which determines whether
the behavior is a problem or not. Many udies have used
the ECBI and shown it to have excellent internal consis-
tency, conruct validity, and convergent validity [14].
The problem score with Cronbach’s alpha of 0.92 was
used in the current udy as a parent-rated measure of
child behavior problems.
Parent Emotional Style Questionnaire
The Parent Emotional Style Queionnaire (PESQ)
[15] is a 21- item two-factor (Emotion Coaching and
Emotion Dismissing) scale that was adapted from the
14-item Maternal Emotional Styles Queionnaire [16]
to measure parent-reported emotion socialization. Par-
ents rated their beliefs about child’s worry, anger and
sadness. Cronbach’s alpha for Emotion Coaching ranged
from 0.78 to 0.84 and for Emotion Dismissing ranged
from 0.82 to 0.86 [11]. In the present udy, Cronbach’s
alpha for Emotion Dismissing was 0.83 and for Emotion
Coaching was 0.76.
General Health Questionnaire
The General Health Queionnaire (GHQ) [17] is a 28
item queionnaire with subscales of Severe Depression,
Anxiety and Insomnia, Social Dysfunction, and Somatic
Symptoms. The total score was used to assess the moth-
ers’ mental health. The measure has been shown to have
good conruct validity and clinical sensitivity [18, 19].
In the present udy, the Cronbach’s alpha for the GHQ
Total score was 0.86.
3. Results
Assumptions of normality and homoscedaicity were
examined. Sample characteriics were assessed using
independent t-te and chi-square for comparability be-
tween the intervention and wait li control conditions at
baseline. There were no signicant dierences between
the intervention and waitli participants on any socio-de-
mographic or outcome variable, suggeing the random-
ization had resulted in comparable groups. The means
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I ranian R ehabilitation Journal
September 2017, Volume 15, Number 3
and andard errors for all variables are reported in Table
1. Repeated measures ANOVA were used to analyze
the impact of the TIK program on mothers and children
(Table 2). Pairwise comparison was used to examine at
what time change occurred (i.e., either pre-intervention to
po-intervention or po-intervention to follow-up). Con-
dence intervals for pairwise comparison can be seen in
the three right hand columns of Table 1. Eect sizes were
also calculated using partial eta square (Table 2).
Repeated measures ANOVA showed a signicant in-
teraction between condition and time for ECBI problem
scores (Table 2), with a reduction for children in the in-
tervention group at po-intervention that continued at
follow-up (Table 1). There was also a signicant interac-
tion between condition and time for Emotion Dismissing
(Table 2). Mothers in the intervention condition reported
being less dismissive, whereas mothers in the control
condition did not change. Despite the fact that there were
no atiically signicant dierences between the two
conditions on the Emotion Coaching subscale, moth-
ers in the intervention condition showed a slight but not
signicant increase in emotion coaching. There were no
atiically signicant dierences between conditions
Table 1. Descriptive statistics and condence intervals
Measures
Pre-Inter-
venon
Post-Inter-
venon Follow-Up 95% Condence Interval
Mean (SE) Mean (SE) Mean (SE) Pre-Inter-
venon
Post-Inter-
venon Follow-Up
ECBI
Problem score
Intervenon 20.36(1.45) 15.00(1.20) 13.72(1.13) (17.73, 22.99) (12.90, 17.10) (11.25, 16.20)
Control 18.83(1.18) 17.91(0.87) 19.17(1.39) (16.08, 21.57) (15.72, 20.10) (16.59, 21.75)
PESQ
Emoon coaching
Intervenon 42.80(1.25) 44.60(1.38) 43.48(1.31) (40.58, 45.02) (42.17, 47.03) (41.01, 45.95)
Control 44.35(0.96) 43.87(1.02) 43.78(1.18) (42.04, 46.66) (41.34, 46.40) (41.21, 46.36)
Emoon dismiss-
ing
Intervenon 43.88(0.94) 39.44(1.36) 40.24(1.22) (41.79, 45.97) (37.02, 41.86). (37.89, 42.59)
Control 43.39(1.18) 43.43(1.04) 43.48(1.15) (41.22, 45.59) (40.91, 45.96) (41.03, 45.93)
GHQ
Mental health
Intervenon 25.52(1.99) 24.40(2.35) 23.08(1.75) (21.50, 29.54) (20.06, 28.74) (19.26, 26.90)
Control 22.91(2.09) 22.87(2.00) 23.13(2.14) (18.72, 27.11) (18.34, 27.40) (19.15, 27.11)
Control: n=23; Experiment: n=25; SE: Standard Error
Table 2. Repeated measures ANOVA results
Measures
Mauchly’s Test of Sphericity Group by Time Interacon (ANOVA)
Mauchly’s W Sig. F* df Sig. ES
ECBI Problem score 0.969 0.497 9.723 2, 92 0.000 0.174
PESQ
Emoon coaching 0.982 0.667 0.962 2, 92 0.386 0.020
Emoon dismissing 0.968 0.480 4.793 2, 92 0.010 0.094
GHQ
Total score 0.975 0.571 0.668 2, 92 0.515 0.014
Somac symptoms 0.969 0.497 2.314 2, 92 0.105 0.048
Anxiety and insomnia 0.937 0.231 0.993 2, 92 0.374 0.021
Social dysfuncon 0.963 0.427 0.492 2, 92 0.613 0.011
Severe depression 0.908 0.115 1.507 2, 92 0.227 0.032
* Sphericity Assumed. aES=Effect Size η2; 0.01=Small; 0.06=Medium; 0.14=Large effect
Aghaie Meybodi F, et al. Reducing Children Behavior Problems: A Pilot Study of Tuning in to Kids in Iran. IRJ. 2017; 15(3):269-276.
273
I ranian R ehabilitation Journal
September 2017, Volume 15, Number 3
for the total score or subscales of the GHQ. Mothers
who attended the intervention showed a slight reduction
in GHQ total scores that were not signicant (Table 1).
4. Discussion
The TIK program targets parent emotion socializa-
tion by addressing beliefs about negative emotions and
teaching the ve eps of emotion coaching. The goal
of this udy was to inveigate the ecacy of the TIK
program with mothers of preschoolers with behavior
problems in Iran. The evaluation showed that mothers
who attended TIK were signicantly less emotion dis-
missing with a moderate eect size, a nding consient
with original udies of the TIK program in Auralia [11,
15]. Emotion dismissing parenting has been found to be
detrimental to children’s emotional and behavioral de-
velopment [20], and so, reductions in this aspect of par-
enting are important. In contra to community samples
[15] and consient with previous clinical evaluations [9,
11] of TIK, in the current udy, mothers did not report
any increase in emotion coaching. Previous udies have
shown the expectancy bias aects parents’ reports on
emotion socialization queionnaires, especially emotion
socialization beliefs. Observation measures would have
improved reliability of the evaluation [15, 21].
According to the research literature, there is a link be-
tween emotion dismissive parenting and child disruptive
behaviors [3, 4, 20, 22]. While the TIK program is an
emotion-focused intervention and used few behavioral
rategies, mothers receiving TIK reported signicant
reductions in their children’s behavior problems with
a large eect size. It has been shown that dierent ver-
sions of TIK reduce behavior problems in a range of age
groups including toddlers [21], preschoolers [23], mid-
dle childhood and adolescence [24] with normal [10, 15,
25] and clinical [9, 11, 26] samples. Interventions that
aim to reduce children’s disruptive behaviors usually use
behavioral parenting rategies.
As TIK does not focus on behavior management, re-
duction in disruptive behavior problems is a signicant
outcome. One udy comparing TIK and a behavioral
parenting approach (Triple P) found both programs were
associated with signicant reductions in children’s dis-
ruptive behaviors [26]. The current udy supports the
theoretical model that parenting interventions, which
improve parent emotion socialization, can aect chil-
dren’s behavior. It has been found that reducing emo-
tion dismissing and increasing empathy can also directly
enhance children’s prosocial behavior [27]. The current
udy is also consient with previous research demon-
rating that behavioral interventions are not the only
method of enhancing child behavior; emotion-focused
programs are also eective.
TIK teaches parents to improve their anger manage-
ment, emotional self-care and responses to their own
emotions. In the current udy, mothers did not report
any changes in their well-being. This may be because the
main focus of TIK is on the child’s emotions. It is possi-
ble that mothers r change their responses to children’s
emotions rather than changing responses to their own
emotions. It may take longer for this learning to gener-
alize to improvements in their own emotion regulation.
One of the main limitations of the current udy con-
cerns parent-report measures. Evaluating parent emotion
socialization and children’s behavior across contexts and
raters using teacher report and observation methods would
reduce the eect of expectancy bias and oer a more reli-
able indicator of change. Future udies with observation
of children’s behavior are recommended. In the current
udy, we only used mothers’ reports on their parenting.
The results would be rengthened with a larger sample of
participants that involved both parents. We assessed
changes in mother and child outcomes at 3-month follow-
up. Extending follow-up for a longer period to the child
arting school would provide further ecacy of the pro-
gram in assiing children with this important transition.
5. Conclusion
The TIK program is a new Auralian group interven-
tion for parents of preschool children being teed for the
r time in Iran. TIK focuses on parental emotion social-
ization beliefs and practices and teaches parents emotion
coaching to improve children’s emotion regulation and
behavior. The ndings of this pilot trial sugge TIK ap-
pears to be a promising parenting intervention for moth-
ers and children with disruptive behavior problems, of-
fering a useful addition to programs usually used in Iran.
Acknowledgments
This paper is based on corresponding author’s PhD dis-
sertation. The dissertation title is "The patterns of moth-
er- child emotional interaction and the Eectiveness of
the Tuning in to Kids on mothers and Preschoolers with
behavior problems" that has been submitted in Depart-
ment of Clinical Psychology, University of Social Wel-
fare and Rehabilitation Sciences of Tehran. We thank the
a from all preschools for assiing in recruitment and
intervention delivery. We also thank to all the mothers
who participated in the current udy.
Aghaie Meybodi F, et al. Reducing Children Behavior Problems: A Pilot Study of Tuning in to Kids in Iran. IRJ. 2017; 15(3):269-276.
274
I ranian R ehabilitation Journal
September 2017, Volume 15, Number 3
Conict of Intere
The la author (Havighur) declares a conicts of in-
tere in that she may benet from the positive report of
the Tuning in to Kids program.
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... The increase in emotion coaching is consistent with earlier findings from Australia on the impact of TIK in preschoolers, both with a community trial (Havighurst et al., 2009 and with a selected sample of TIK with fathers (Wilson et al., 2016). In contrast to another recent pilot on the TIK study in Iran (Aghaie Meybodi et al., 2017), we found support for the hypothesis that the TIK intervention would lead to increased emotion coaching. Removing the three items on problem solving might have contributed to a more valid measure of emotion coaching. ...
... Removing the three items on problem solving might have contributed to a more valid measure of emotion coaching. However, while several other TIK studies have found that the main changes were reductions in parent emotion dismissiveness (Havighurst et al., 2009;Wilson et al., 2012Wilson et al., , 2016Aghaie Meybodi et al., 2017), the current study found no significant differences in parents' emotional dismissiveness between the conditions. Further, change in emotion dismissiveness across both groups was related to change in emotion coaching, but not to any of the other outcomes. ...
... Different versions of TIK have been shown to reduce externalizing problems (i.e., Havighurst et al., 2004Havighurst et al., , 2015aDuncombe et al., 2014;Lauw et al., 2014), and of these, one was with a large study conducted with preschool children from a population-based sample . Regarding smaller samples like the present pilot study, TIK has been shown to have an impact on externalizing problems in preschool children in the pilot study of Aghaie Meybodi et al. (2017). They, however, used a selected sample only including children with behavior problems, thus a sample expected to have a greater potential for change. ...
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Adequate emotion regulation in children is crucial for healthy development and is influenced by parent emotion socialization. The current pilot study aimed to test, for the first time in a Scandinavian population, whether an emotion-focused intervention, Tuning in to Kids (TIK), had positive effects on parent emotion-related socialization behaviors (ERSBs), and children's self-regulation, anxiety, and externalizing behavior problems. We conducted a controlled trial of the 6-week evidence-based TIK parenting program with 20 parents of preschool children aged 5–6 years and 19 wait-list controls. Assessments at baseline and 6 months after the intervention included parent-report questionnaires on parent ERSBs and child adjustment, as well as aspects of children's self-regulation assessed with two behavioral tasks, the Emotional Go/No-Go task (EGNG) and the AX-Continuous Performance Task (AX-CPT). Results showed a significant increase in reported parent emotion coaching behavior and an uncorrected significant decrease in parents' report of child externalizing problems in intervention participants compared to controls. The behavioral data showed an uncorrected significant improvement in child emotion discrimination in the control condition compared to the intervention condition, while measures of children's executive control improved from baseline to follow-up for both conditions but were not significantly different between conditions. These findings suggest that this emotion-focused parenting intervention contributed to improvement in parents' emotion coaching and their appraisal of child externalizing problems, while children's self-regulation showed mainly normative developmental improvements. Further research with a larger sample will be the next step to determine if these pilot findings are seen in an adequately powered study.
... Almost half of the studies (n = 14, 48.28 %) implemented fidelity measures. Fidelity and adherence to the program material was mostly monitored by supervisors (e.g., Miles et al., 2023;Somech & Elizur, 2012, 2018 and/or self-rated by the facilitators (e.g., Edrissi et al., 2019;Meybodi et al., 2017;Somech & Elizur, 2012). No study reported that a theory of change was formulated to guide program implementation. ...
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Parenting programs worldwide provide families with essential knowledge and skills to foster positive child development. Meta-analyses on the effectiveness of parenting programs for parent and child outcomes predominantly included families from so-called WEIRD (Western, Educated, Industrialized, Democratic) countries. Expanding upon existing meta-analyses, the current study focused solely on Middle East/North Africa (MENA) countries through a systematic search of the literature for records that evaluated the effectiveness of parenting programs delivered during early childhood (birth to eight years). A total of 395 effect sizes of parent outcomes and 190 effect sizes of child outcomes were obtained from 29 studies. Using multilevel meta-analytic models, the pooled effects suggested that parenting programs had a positive effect on parent (g = 1.01) and child outcomes (g = 1.43). An examination of publication bias suggested that the effects were robust. Moderator analyses showed trends suggesting that the overall effect may be influenced by program, study, and sample characteristics. Greater improvement of parent outcomes was not associated with greater improvement of child outcomes. Together, parenting programs may be promising support services for parents in MENA countries, with the potential of enhancing parenting and promoting psychosocial health and well-being for parents and children. Further implementation research is needed in MENA countries to increase knowledge about mechanisms and processes underlying effective parenting programs.
... Guru diharapkan dapat memberikan arahan dan bimbingan melalui kegiatan pembelajaran yang disampaikan karena guru sebagai sumber informasi (Jinot & Munirah, 2021). Sebagai seorang guru haruslah mengetahui dan mengenali karakteristik anak serta mampu memilih metode apa yang tepat yang akan digunakan dalam penyampaian materi sehingga anak dapat menyerap materi dengan baik dan maksimal (Meybodi, et al., 2017). Ada dua faktor kendala yang dapat mempengaruhi daya serap anak. ...
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Kedisiplinan anak usia dini dalam mengerjakan tugas sangat penting untuk melatih kemandirian. Orang tua mempunyai peranan penting dalam kehidupan perkembangan anak. Pola asuh anak memerlukan peran orang tua dalam menanamkan kedisiplinan. Penelitian bertujuan mengetahui bagaimana orang tua berperan dalam membentuk kedisiplinan anak, kendala apa yang dihadapi dalam membentuk kedisiplinan dan cara mengatasinya. Jenis penelitian pendekatan kualitatif. Pengumpulan data menggunakan teknik wawancara, observasi dan dokumentasi. Keabsahan data menggunakan triangulasi sumber dan metode. Cara analisis; reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian peranan orang tua yaitu menjalin komunikasi baik dengan guru, mengatur, membuat jadwal belajar, menyiapkan tempat, peralatan belajar, menghindarkan benda gangguan, memberikan contoh, memberikan pujian. Kendala yang dihadapi: kesibukan orang tua dan kurangnya waktu. Kedua kendala ekstern : pengaruh lingkungan dan handphone. Mengatasi kendala dengan mengatur waktu, memberikan penghargaan, mendampingi. kesimpulan orang tua memiliki peran penting membentuk kedisiplinan. Peneliti merekomendasikan kepada orang tua untuk menjaga komunikasi dengan anak meskipun orang tua sibuk
... In the Tuning in to Kids intervention programme carried out in Iran among fiftyfour toddlers over a period of three months, it was found that when mothers' emotional socialisation practices are changed, the disruptive behaviour problems of toddlers decrease (Meybodi, Mohammadkhani, Pourshahbaz, Dolatshahi & Havighurst, 2017). Socialisation is influenced by the ways parents and caregivers such as early childhood teachers regulate and express their emotions; it depends on how they coach their children in regulating their emotions and how they react to their children's negative emotional expressions (Eisenberg, Cumberland & Spinrad, 1998). ...
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p>This research was conducted to identify and examine the discipline strategies that early childhood teachers may adopt to deal with disruptive behaviours of toddlers. The research was a qualitative research design and a case study. Five early childhood teachers were selected using purposive sampling and 30 toddlers in a private early childhood centre. The data about the practice of discipline strategies by the teachers were gathered by a semi-structured interview schedule and non-participant observation was used to collect data from the toddlers. According to the results of the study, it was found that early childhood education teachers were adopting positive discipline to prevent behaviour problems. The strategies adopted are guidance, autonomy, creating positive relationships, effective planning of the learning environment, and emotion coaching. This research shed light on the shift in the discipline paradigm in the early childhood setting in Mauritius. Instead of adopting reactive and punitive strategies, the practitioners are adopting proactive and discipline which is more humanistic and egalitarian, particularly when the child should be given the best learning opportunities for their holistic development. The findings may serve as an eye-opener especially for the policy and decision-makers like the Ministry of Education, to rethink the current practices in the public early childhood settings. For further research, a comparative study may be done to examine the extent to which positive discipline may be implemented in the public early childhood centres of the country. Cette recherche a été menée pour identifier et examiner les stratégies disciplinaires que les enseignants de la petite enfance peuvent adopter pour faire face aux comportements perturbateurs des tout-petits. La recherche était une conception de recherche qualitative et une étude de cas. Cinq enseignants de la petite enfance ont été sélectionnés à l'aide d'un échantillonnage raisonné et 30 enfants en bas âge dans un centre privé de la petite enfance. Les données sur la pratique des stratégies disciplinaires par les enseignants ont été recueillies par un calendrier d'entretien semi-structuré et l'observation non participante a été utilisée pour recueillir des données auprès des tout-petits. D'après les résultats de l'étude, il a été constaté que les enseignants en éducation de la petite enfance adoptaient une discipline positive pour prévenir les problèmes de comportement. Les stratégies adoptées sont l'accompagnement, l'autonomie, la création de relations positives, la planification efficace de l'environnement d'apprentissage et le coaching émotionnel. Cette recherche met en lumière le changement de paradigme de la discipline dans le cadre de la petite enfance à Maurice. Au lieu d'adopter des stratégies réactives et punitives, les praticiens adoptent une discipline proactive et plus humaniste et égalitaire, en particulier lorsque l'enfant doit bénéficier des meilleures opportunités d'apprentissage pour son développement holistique. Les résultats peuvent ouvrir les yeux, en particulier pour les responsables politiques et les décideurs comme le ministère de l'Éducation, pour repenser les pratiques actuelles dans les milieux publics de la petite enfance. Pour des recherches plus poussées, une étude comparative peut être menée pour examiner dans quelle mesure une discipline positive peut être mise en œuvre dans les centres publics de la petite enfance du pays. Article visualizations: </p
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Objective This systematic review and meta-analysis investigates the effects of emotionally oriented parental interventions. Background Several emotionally oriented parental interventions have been developed during the last decade. Some of these have gained popularity and spread across several continents. The literature is growing and consists of qualitative studies; intervention only, quasi-experimental, case-control studies; and randomized controlled trials. They indicate effects for parents and children. However, no systematic review or meta-analysis has, to our knowledge, summarized the results. Method Using several search engines, we located 8,272 studies. After abstract and full-text screening, 33 studies were assessed for bias and included in the study. Outcomes for parents and children were extracted and combined into three constructs for parents and two for children. Meta-analyses were conducted for each construct to estimate the effect of the interventions using a robust Bayes meta-analysis. Results The results indicate the presence of a small to medium effect on parents' mental health, behavior, and use of emotionally oriented parenting, as well as on children's internalizing and externalizing difficulties. Most participants were recruited from the general population, and clinical settings were rare. The results show little evidence of publication bias. Conclusion There is evidence of a small to medium effect of emotionally oriented interventions on parents and children. Systematic review registration https://osf.io/un3q4/.
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This paper presents adolescent standardization data for a brief behavioral inventory of conduct problem behaviors. The 36‐item Eyberg Child Behavior Inventory (ECBI) was completed by parents of 13 through 16 year olds from samples of conduct‐problem and non‐conduct‐problem adolescents. Results indicate the ECBI is a reliable instrument for use with adolescents. Factor analysis suggests the ECBI is a unidimensional measure of the conduct problem construct. Preliminary validation data suggest the usefulness of the ECBI in discriminating between normal and conduct‐problem adolescents. Analyses show no differences due to age or sex of the adolescent or differences due to the sex of the parent completing the inventory, and no differences between high/and low‐socioeconomic groups. Results from the normative samples provide data on the non‐conduct‐problem adolescent as a guideline in defining reasonable therapeutic goals. The ECBI has previously been shown to provide a psychometrically sound instrument for use with children, and the present results extend, these findings to adolescents, suggesting the ECBI can be a valuable adjunct to self‐report, projective, and observational techniques in the multimethod assessment of conduct‐problem adolescents.
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Parent emotion socialization plays an important role in shaping emotional and behavioral development during adolescence. The Tuning in to Teens (TINT) program aims to improve parents' responses to young people's emotions with a focus on teaching emotion coaching. This study examined the efficacy of the TINT program in improving emotion socialization practices in parents and whether this reduced family conflict and youth externalizing difficulties. Schools were randomized into intervention and control conditions and 225 primary caregiving parents and 224 youth took part in the study. Self-report data was collected from parents and youth during the young person's final year of elementary school and again in their first year of secondary school. Multilevel analyses showed significant improvements in parent's impulse control difficulties and emotion socialization, as well as significant reductions in family conflict and youth externalizing difficulties. This study provides support for the TINT program in reducing youth externalizing behavior problems. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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This study evaluated the effectiveness of a multisystemic early intervention that included a comparison of an emotion- and behavior-focused parenting program for children with emerging conduct problems. The processes that moderated positive child outcomes were also explored. A repeated measures cluster randomized group design methodology was employed with three conditions (Tuning in to Kids, Positive Parenting Program, and waitlist control) and two periods (preintervention and 6-month follow-up). The sample consisted of 320 predominantly Caucasian 4- to 9-year-old children who were screened for disruptive behavior problems. Three outcome measures of child conduct problems were evaluated using a parent (Eyberg Child Behavior Inventory) and teacher (Strengths and Difficulties Questionnaire) rating scale and a structured child interview (Home Interview With Child). Six moderators were assessed using family demographic information and a parent-rated measure of psychological well-being (Depression Anxiety and Stress Scales short form). The results indicated that the multisystemic intervention was effective compared to a control group and that, despite different theoretical orientations, the emotion- and behavior-focused parenting programs were equally effective in reducing child conduct problems. Child age and parent psychological well-being moderated intervention response. This effectiveness trial supports the use of either emotion- or behavior-focused parenting programs in a multisystemic early intervention and provides greater choice for practitioners in the selection of specific programs.
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Parental responses to children's emotions influence children's emotion-related abilities. Tuning in to Toddlers (TOTS) is a new emotion-focused parenting program for parents of toddlers aged 18 to 36 months. It is based on the empirically tested Tuning in to Kids program that teaches parents how to emotion coach their children. In the current pilot study, an intervention-only sample of parents of typically developing toddlers attended a 6-session group program. At preprogram and postprogram, parents’ emotion-coaching and emotion-dismissing behaviors were assessed using self-report questionnaires and observation measures. Results showed significant increases in self-reported and observed emotion coaching behaviors and use of emotion talk after intervention. There was also a significant decrease in self-reported and observed emotion dismissing behaviors, and toddler externalizing behavior problems. Overall, findings provide preliminary support for TOTS and suggest its potential as a valuable intervention for supporting parents in their efforts to emotion coach their toddlers.