Core Principles and Techniques of Positive Parenting

2017 ◽  
pp. 63-78
Keyword(s):  
Self Regulation ◽  
Positive Parenting ◽  
The Self ◽  
Support Programs ◽  
Triple P ◽  
Parenting Skills ◽  
Parenting Support ◽  
Raising Children ◽  
Optimal Development ◽  
Regulation Model

Positive parenting is an approach to raising children that aims to promote children’s optimal development. It concerns the activities of parenting that create a nurturing environment that will allow children to grow up healthy and responsible participants of a broader community. In this chapter, the five core principles of positive parenting that form the basis of Triple P are described as well as how these principles are operationalized into a range of specific parenting skills suitable for different developmental periods. The self-regulation model that acts as a central organizing framework for the provision of parenting support is reviewed along with guiding principles of program delivery, such as ensuring parents’ active participation, sufficiency, flexible tailoring and responsive delivery, and methods for supporting the generalization of skills. Finally, a number of myths about behaviorally informed parenting support programs are dispelled.

Delivering evidence-based parenting support in educational settings

2021 ◽  
pp. 1-16
Author(s):  
Matthew R. Sanders ◽  
Karyn L. Healy ◽  
Julie Hodges ◽  
Grace Kirby
Keyword(s):  
Peer Relationships ◽  
Parental Influence ◽  
Early Years ◽  
Support Programs ◽  
Major Influence ◽  
P System ◽  
Triple P ◽  
Evidence Based ◽  
High Quality ◽  
Parenting Support

Abstract Parent-child relationships influence learning throughout a child’s formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child’s schooling. Parenting has a pervasive influence on children’s language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.

Parenting Support and the School System

2017 ◽  
pp. 252-261
Author(s):  
Julie Hodges ◽  
Karyn L. Healy
Keyword(s):  
School Setting ◽  
Well Being ◽  
Shared Responsibility ◽  
The Self ◽  
Triple P ◽  
Management Skills ◽  
Factors Affecting ◽  
Parenting Support ◽  
Self Confidence ◽  
System P

Children’s academic and well-being outcomes are influenced by both the home and the school environments. This means that parents and schools have a shared responsibility for promoting children’s development. Research shows that when parents and schools work together, students, parents, and teachers all benefit. One way in which schools can engage parents in their child’s education is by offering parenting support through parenting programs like the Triple P—Positive Parenting Program. Triple P can assist parents to develop effective morning, afternoon, and bedtime routines and to help students gain the self-management skills and the self-confidence necessary to succeed at school. This chapter discusses strategies and considerations for successfully implementing Triple P in schools, taking into account the school setting, workforce, and factors affecting parent participation.

Development and testing of a self-regulation model for recurrent depression

2018 ◽  
Vol 25 (10-11) ◽  
pp. 1732-1742
Author(s):  
Bonnie M Hagerty ◽  
Melissa A Bathish ◽  
Emily Kuchman
Keyword(s):  
Depressive Symptoms ◽  
Standard Deviation ◽  
Self Regulation ◽  
The Self ◽  
Self Management ◽  
Illness Management ◽  
Recurrent Depression ◽  
Post Intervention ◽  
Regulation Model ◽  
Depression Intervention

Self-regulation is a strategy for self-management of depression. Study aims were to (1) describe development of an intervention based on metacognition and self-regulation, (2) test intervention feasibility and utility, and (3) determine its effectiveness in reducing depressive symptoms. The Self-Regulated Illness Management of Depression intervention was developed and taught to 22 participants with recurrent depression. There was no attrition 6 months post intervention. At 6 months, there was a significant decrease in depressive symptoms ( M = 10.21, standard deviation = 8.0), t(18) = 5.60, p < .001, and 73 percent of participants used Self-Regulated Illness Management of Depression frequently. Results indicated that Self-Regulated Illness Management of Depression was feasible and useful.

Self-Regulation and the Etiology of Sexual Deviance: Evaluating Causal Theory

2008 ◽  
Vol 23 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Jill D. Stinson ◽  
Judith V. Becker ◽  
Bruce D. Sales
Keyword(s):  
Path Analysis ◽  
Sexual Behaviors ◽  
Self Regulation ◽  
Causal Theory ◽  
The Self ◽  
Future Research ◽  
Sexual Deviance ◽  
Sex Offending ◽  
Antisocial Behaviors ◽  
Regulation Model

Recently introduced theories of sex offending, including the self-regulation model and the multimodal self-regulation theory, have implicated self-regulatory deficits as a key variable in the development of sexually inappropriate interests and behaviors. While dysregulation has been considered an important component of a variety of behavioral, emotional, and interpersonal disorders, sexual behaviors have rarely been conceptualized within this context. In this study, we have examined a number of variables linked to self-regulation and dysfunctional outcomes in a sample of 95 sex-offending men. Results of a path analysis demonstrated that self-regulatory deficits were significantly predictive of paraphilic and antisocial behaviors in this group. Implications for our understanding of the etiology of sexual deviance and future research in this area are discussed.

scholarly journals A Pilot Web Based Positive Parenting Intervention to Help Bipolar Parents to Improve Perceived Parenting Skills and Child Outcomes

2013 ◽  
Vol 42 (3) ◽  
pp. 283-296 ◽  
Author(s):  
Steven Jones ◽  
Rachel Calam ◽  
Matthew Sanders ◽  
Peter J. Diggle ◽  
Robert Dempsey ◽  
...  
Keyword(s):  
Intervention Group ◽  
Parenting Intervention ◽  
Child Behaviour ◽  
Positive Parenting ◽  
Behaviour Problems ◽  
Triple P ◽  
Parenting Skills ◽  
Web Based ◽  
Perceived Parenting ◽  
Child Behaviour Problems

Background: Children of bipolar parents are at elevated risk for psychiatric disorders including bipolar disorder. Helping bipolar parents to optimize parenting skills may improve their children's mental health outcomes. Clear evidence exists for benefits of behavioural parenting programmes, including those for depressed mothers. However, no studies have explored web-based self-directed parenting interventions for bipolar parents. Aims: The aim of this research was to conduct a pilot study of a web-based parenting intervention based on the Triple P-Positive Parenting Programme. Method: Thirty-nine self-diagnosed bipolar parents were randomly allocated to the web-based intervention or a waiting list control condition. Parents reported on their index child (entry criterion age 4–10 years old). Perceived parenting behaviour and child behaviour problems (internalizing and externalizing) were assessed at inception and 10 weeks later (at course completion). Fifteen participants (4 control group and 11 intervention group) did not provide follow-up data. Results: Levels of child behaviour problems (parent rated; Strengths and Difficulties Questionnaire) were above clinical thresholds at baseline, and problematic perceived parenting (self-rated; Parenting Scale) was at similar levels to those in previous studies of children with clinically significant emotional and behavioural problems. Parents in the intervention group reported improvements in child behaviour problems and problematic perceived parenting compared to controls. Conclusions: A web-based positive parenting intervention may have benefits for bipolar parents and their children. Initial results support improvement in child behaviour and perceived parenting. A more definitive study addressing the limitations of the current work is now called for.

An Investigation of the Self-Regulation Components Students Employ in the Physical Education Setting

2004 ◽  
Vol 23 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Gilles Kermarrec ◽  
John R. Todorovich ◽  
David S. Fleming
Keyword(s):  
Physical Education ◽  
School Achievement ◽  
Self Regulation ◽  
Cognitive Activity ◽  
The Self ◽  
Verbal Description ◽  
Physical Education Class ◽  
Qualitative And Quantitative ◽  
Verbal Data ◽  
Regulation Model

Research in educational psychology and sport psychology indicates that school achievement depends on students’ capacity to self-regulate their own learning processes. The purpose of this study was to investigate the self-regulation components employed by students in a natural physical education setting. Twenty-three French students, 14 and 15 years old, were videotaped during their regular physical education class as their teachers taught them a new skill. The students then watched a recording of their performance and provided the researcher with a verbal description of their cognitive activity during the lesson. Verbal data were then analyzed using both qualitative and quantitative techniques. The data revealed that the students employed a 17-component self-regulation model while learning a new skill in the natural physical education context. Three teaching models that emerged for eliciting the identified self-regulation components among students are also discussed.

scholarly journals Enhanced neural responses in specific phases of reward processing in individuals with Internet gaming disorder

2021 ◽  
Vol 10 (1) ◽  
pp. 99-111
Author(s):  
Lingxiao Wang ◽  
Guochun Yang ◽  
Ya Zheng ◽  
Zhenghan Li ◽  
Yue Qi ◽  
...  
Keyword(s):  
Self Regulation ◽  
Internet Gaming Disorder ◽  
Reward System ◽  
Reward Processing ◽  
The Self ◽  
Gaming Disorder ◽  
Internet Gaming ◽  
Reward Anticipation ◽  
Outcome Monitoring ◽  
Regulation Model

AbstractBackground and aimsInternet gaming disorder (IGD) has become a global health problem. The self-regulation model noted that a shift to reward system, whether due to overwhelming reward-seeking or impaired control, can lead to self-regulation failures, e.g., addiction. The present study focused on the reward processing of IGD, aiming to provide insights into the etiology of IGD. Reward processing includes three phases: reward anticipation, outcome monitoring and choice evaluation. However, it is not clear which phases of reward processing are different between individuals with IGD and healthy controls (HC).MethodsTo address this issue, the present study asked 27 individuals with IGD and 26 HC to complete a roulette task during a functional MRI scan.ResultsCompared with HC, individuals with IGD preferred to take risks in pursuit of high rewards behaviorally and showed exaggerated brain activity in the striatum (nucleus accumbens and caudate) during the reward anticipation and outcome monitoring but not during the choice evaluation.DiscussionThese results reveal that the oversensitivity of the reward system to potential and positive rewards in college students with IGD drives them to approach risky options more frequently although they are able to assess the risk values of options and the correctness of decisions properly as HC do.ConclusionsThese findings provide partial support for the application of the self-regulation model to the IGD population. Moreover, this study enriches this model from the perspective of three phases of reward processing and provides specific targets for future research regarding effective treatment of IGD.

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