Comparing an Emotion- and a Behavior-Focused Parenting Program as Part of a Multsystemic Intervention for Child Conduct Problems.

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.

An emotion-focused early intervention for children with emerging conduct problems.

This paper evaluates the real-world effectiveness of an emotion-focused, multi-systemic early intervention combining an emotion socialization parenting program with a child and school socio-emotional intervention for children with emerging conduct problems. Schools in lower socioeconomic areas of Victoria, Australia were randomized into intervention or wait-list control. Children in the first 4 years of elementary school were screened for behavior problems and those in the top 8 % of severity were invited to participate in the intervention. The study sample consisted of 204 primary caregivers and their children (Mage = 7.05, SD = 1.06; 74 % boys). Data were collected at baseline and 10 months later using parent and teacher reports and direct child assessment. Measures of parent emotion socialization, family emotion expressiveness, and children's emotion competence, social competence and behavior were administered. Results showed intervention parents but not controls became less emotionally dismissive and increased in empathy, and children showed better emotion understanding and behavior compared to control children. These outcomes lend support for an emotion-focused approach to early intervention in a real-world context for children with conduct problems.

The contribution of parenting practices and parent emotion factors in children at risk for disruptive behavior disorders.

The goal of this study was to examine the impact of different parenting characteristics on child disruptive behavior and emotional regulation among a sample of at-risk children. The sample consisted of 373 Australian 5- to 9-year-old children who were screened for serious behavior problems. Seven parenting variables based on self-report were evaluated, involving parenting practices, emotion beliefs and behaviors, emotion expressiveness, and mental health. Outcome variables based on parent/teacher report were child disruptive behavior problems and emotion regulatory ability. When entered simultaneously in a multiple regression analysis, inconsistent discipline, negative parental emotional expressiveness, and parent mental health demonstrated the strongest relationship to disruptive behavior problems and problems with emotion regulation. The data presented here elucidate multiple risk pathways to disruptive behavior disorders and can inform the design of prevention and early intervention programs.