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arent training Programs insight for Practitioners

Parent training Programs : insight for Department of Health and Human ServicesCenters for Disease control and Prevention Parent training Programs : insight for Department of Health and Human ServicesCenters for Disease Control and PreventionCoordinating Center for Environmental Health and Injury PreventionNational Center for Injury Prevention and ControlDivision of Violence PreventionAtlanta, Georgia2009 Parent training Programs : insight for Practitioners is a publication of the National Cen-ter for Injury Prevention and Control of the Centers for Disease Control and for Disease Control and Prevention Richard E.

The researchers began with thousands of peer-reviewed articles published in English from 1990–2002 that evaluated training programs for parents of children ages 0 to 7 years

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1 Parent training Programs : insight for Department of Health and Human ServicesCenters for Disease control and Prevention Parent training Programs : insight for Department of Health and Human ServicesCenters for Disease Control and PreventionCoordinating Center for Environmental Health and Injury PreventionNational Center for Injury Prevention and ControlDivision of Violence PreventionAtlanta, Georgia2009 Parent training Programs : insight for Practitioners is a publication of the National Cen-ter for Injury Prevention and Control of the Centers for Disease Control and for Disease Control and Prevention Richard E.

2 Besser, , Acting Director Coordinating Center for Environmental Health and Injury Prevention Henry Falk, , , Director National Center for Injury Prevention and Control Ileana Arias, , Director Division of Violence PreventionW. Rodney Hammond, , DirectorSuggested citation: Centers for Disease Control and Prevention. Parent training Programs : insight for Practitioners . Atlanta (GA): Centers for Disease Control; 2009. introductionThe Centers for Disease Control and Prevention (CDC) is currently conducting research and analyses to guide Practitioners in making evidence-based program decisions.

3 A meta-analysis of the current research literature on training Programs for parents with children ages 0 to 7 years old was recently conducted by CDC behavioral scientists. This docu-ment presents a summary of their parent training Programs exist throughout this country. Many of these Programs are widely used by child welfare services to improve the parenting practices of families referred for child maltreatment. Approximately 800,000 families receive such training each year (Barth et al. 2005). Despite variations in how they are comprised and delivered, the components associated with more effective or less effective parent training pro-grams have rarely been examined.

4 Through meta-analysis, researchers investigated strategies that were currently being used in many types of Programs . Rather than just assessing specific Programs , they focused on program components, such as content ( , communication skills) and delivery methods ( , role-playing, homework). By analyzing the components of evaluated parent train-ing Programs , researchers gained valuable information that could be applied to other such Programs . For example, components associated with more effective Programs could be integrated into existing ones, thereby minimizing costs, training needs, and other barriers that often discourage the adoption of evidence-based strategies.

5 Similarly, the compo-nents associated with less effective Programs may be elimi-nated to minimize the burden on Practitioners and families. This meta-analysis does not provide all the answers, but it does impart useful information to Practitioners working with families. CDC s continuing goal is to make science more accessible bridging the traditional gaps between researchers and Practitioners so we can generate discussion within the field and help foster change based on good is a meta-analysis and hoW did this one Work?

6 Meta-analysis allows researchers to examine a body of literature and draw quantitative conclusions about what it says. CDC researchers wanted to look at current parent train-ing Programs and their respective evaluations and draw conclusions as to which of their aspects (or components) are associated with better outcomes for children and parents. The meta-analysis process allowed researchers to take many different evaluations and aggre-gate all of their findings. The researchers began with thousands of peer-reviewed articles published in English from 1990 2002 that evaluated training Programs for parents of children ages 0 to 7 years old.

7 After eliminating those that did not meet the inclusion criteria, a resulting pool of 77 evaluations were included in the evaluation was treated like one case. Researchers then took the information and broke it down, coding each program s individual content and delivery components so that different aspects could be examined separately. Essentially, they disassembled packaged Programs into individual components to see which ones consistently appeared to work well across different Programs (See Components Table, Page 3).

8 The statistics from the meta-analysis are not included in this document, but they can be found with other details in the Journal of Abnormal Child Psychology, Volume 36, en-titled A meta-analytic review of components associated with parent training program effectiveness. In this document, we refer to effect sizes when describing whether a particular program component is associated with positive or negative outcomes. Each effect size represents the difference between treatment and comparison groups.

9 So, larger effect sizes mean that there were greater differences on outcome measures between parents who participated in a training program and those who did not. Smaller effect sizes mean there were little or no differences between parents who participated in a program and those who did Parent training ProgramsFor this meta-analysis, parent training was defined as a program in which parents actively acquire parenting skills through mechanisms such as homework, modeling, or practicing skills. The analysis did not include parent education Programs that only provide informa-tion through lectures, videos, etc.

10 This definition was based on decades of research show-ing that active learning approaches are superior to passive approaches ( , Arthur et al. 1998; Joyce & Showers 2002; Salas & Cannon-Bowers 2001; Swanson & Hoskyn 2001). Therefore, parent education Programs that seek to presumably change behavior but do not use an active skills acquisition mechanism were not included in this meta-analysis. Program comPonents examinedTables 1 and 2 list the components of parent training Programs examined in the meta-analy-sis and provide a description of each one.


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