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Randomized controlled trial of a family problem-solving intervention.
Jane Drummond1, Darcy Fleming, Linda McDonald
1University of Alberta, Edmonton, Canada.
Clinical Nursing Research
|December 18, 2004
Summary
The cooperative family learning approach (CFLA) improved parent-child interactions and cooperative play, though direct measurement of family problem-solving was challenging. This approach shows potential for enhancing cooperative parenting behaviors.
Area of Science:
- Developmental Psychology
- Family Studies
- Behavioral Science
Background:
- Adaptive problem-solving is crucial for family health and development.
- Families with at-risk preschoolers face unique challenges.
- The cooperative family learning approach (CFLA) is an intervention designed to support these families.
Purpose of the Study:
- To evaluate the effect of CFLA on group family problem-solving.
- To assess CFLA's impact on cooperative parenting communication.
- To explore parental modeling of cooperative behavior during play.
Main Methods:
- A pretest-posttest experimental design was employed.
- Families were recruited from Head Start programs, including children with developmental delays.
- Direct behavioral observations measured family problem-solving and parent-child interactions.
Main Results:
- Few group family problem-solving behaviors were observed, with limited variability.
- Intervention parents significantly increased the duration of play and cooperative parent-child interactions.
- CFLA demonstrated potential in enhancing parental modeling of cooperative behavior during play.
Conclusions:
- CFLA shows promise in fostering cooperative parent-child interactions and play.
- Directly measuring complex group family problem-solving proved difficult.
- Further research is needed to refine measurement tools and explore CFLA's long-term impact.