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"What really happens in parent training?"

C Webster-Stratton1, M Herbert

  • 1Department of Parent and Child Nursing, University of Washington, Seattle 98195.

Behavior Modification
|October 1, 1993
PubMed
Summary
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This study details a collaborative parent-training program for managing conduct-disordered children. Therapists utilized six roles, and parents engaged with five coping themes for effective behavior management.

Area of Science:

  • Child Psychology
  • Family Therapy
  • Behavioral Science

Background:

  • Conduct-disordered children present significant challenges for families.
  • Parent-training programs are crucial for effective behavior management.
  • Understanding the therapeutic process is key to program efficacy.

Purpose of the Study:

  • To describe the therapeutic processes within a parent-training program.
  • To analyze therapist roles and parent coping themes.
  • To inform future interventions for families with conduct-disordered children.

Main Methods:

  • Analysis of over 100 hours of videotaped group therapy sessions.
  • Qualitative examination of therapist-parent interactions.
  • Identification of recurring therapist roles and parent themes.

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Main Results:

  • A collaborative model formed the basis of the therapeutic process.
  • Six therapist roles were identified: supportive relationship building, empowering, teaching, interpreting, leading/challenging, and prophesizing.
  • Five parent themes emerged: problem-solving, acceptance, empathy, self-acceptance, and self-care ('refueling').

Conclusions:

  • The parent-training program effectively utilized a collaborative approach.
  • Therapist roles and parent themes are integral to managing child behavior problems.
  • This model provides a framework for supporting families with conduct-disordered children.