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Does adding an emotion component enhance the Triple P-Positive Parenting Program?

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An enhanced parenting program (EETP) showed minimal advantage over the standard Group Triple P (GTP) for improving child behavior and emotion skills. Parents in the enhanced group discussed emotions more but gains were not sustained.

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Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Child behavior problems are a significant concern for families.
  • Parenting programs aim to improve child conduct and emotional development.
  • Emotion competence is crucial for children's social-emotional well-being.

Purpose of the Study:

  • To compare the efficacy of standard Group Triple P (GTP) with an Emotion Enhanced Triple P (EETP) for child behavior problems.
  • To investigate the impact of EETP on parents' emotion-related communication and children's emotion knowledge.
  • To assess the long-term effects of both interventions on child behavior and parent satisfaction.

Main Methods:

  • A pilot study randomly assigned families with 3-6 year olds with conduct problems to GTP or EETP.
  • EETP involved parents coaching emotion competence during child discussions.
  • Data collected included parent-child communication, child emotion knowledge, child behavior, and parent satisfaction.

Main Results:

  • Parents receiving EETP increased discussion of emotion labels and causes postintervention, but this effect diminished at follow-up.
  • EETP parents used more emotion coaching immediately and at follow-up.
  • No differences in children's emotion knowledge were observed between groups.
  • GTP showed greater postintervention improvement in disruptive behavior, with groups converging by follow-up.
  • Parent satisfaction was similar for both GTP and EETP.

Conclusions:

  • The Emotion Enhanced Triple P (EETP) demonstrated limited additional benefits over the standard Group Triple P (GTP).
  • While EETP enhanced parent emotion coaching, sustained advantages in child outcomes were not evident.
  • Further research may be needed to optimize parenting interventions for emotion competence and behavior problems.