How to Convince Parents to Stop Spanking Their Children

2017 ◽  
Vol 57 (2) ◽  
pp. 129-136 ◽  
Author(s):  
Julia Hudnut-Beumler ◽  
Ashley Smith ◽  
Seth J. Scholer
Keyword(s):  
Child Abuse ◽  
Primary Prevention ◽  
Parent Training ◽  
Training Program ◽  
Training Programs ◽  
Health Problems ◽  
Spanish Speaking ◽  
Parent Training Programs ◽  
Parent Training Program

English- and Spanish-speaking parents of 1- to 5-year-old children were invited to view 5-10 minutes of parent training program, “Play Nicely,” as part of the well-child checkup. Key measures were parents’ plans to change how they discipline and, if they planned to use less spanking, how the program worked in their situation. Of 197 parents who participated, 128 (65.0%) planned to change how they discipline. Nineteen parents (9.6%) reported that they planned to spank less. The most common reasons for parents to plan to spank less were that the program taught other discipline options (12/19, 63.2%) and that the program taught that spanking was not recommended as a form of discipline (6/19, 31.6%). The majority of parents report that the program works because it offers alternatives to spanking. This study has implications for the development of parent training programs and the primary prevention of child abuse, violence, and other health problems.

scholarly journals The State of Parent Training: Program Offerings and Empirical Support

2009 ◽  
Vol 90 (3) ◽  
pp. 248-254 ◽  
Author(s):  
Patricia L. Kohl ◽  
Jennifer Schurer ◽  
Jennifer L. Bellamy
Keyword(s):  
Behavior Problems ◽  
Parent Training ◽  
Training Programs ◽  
Empirical Support ◽  
Child Behavior Problems ◽  
Parenting Skills ◽  
Parent Training Programs ◽  
Empirically Supported ◽  
Parent Training Program ◽  
Midwestern City

Parent training programs, with a range of empirical support, are available to improve parenting skills and reduce child behavior problems. Yet, little is known about programs provided in typical communities. This pilot study's purpose was to identify and describe parent programs–-and the agencies that provide them–-in one midsized Midwestern city. The sample included 21 program directors and 25 practitioners employed by 19 agencies. Data were gathered using structured phone interviews. Of the 35 programs represented, 37.1% were developed by the agency, while close to two thirds were previously developed interventions. Only a small number of the parent programs identified were classified into the category of strong empirical support; however, several included hallmarks often associated with empirically supported parent programs.

Preventing Child Abuse: A Meta-Analysis of Parent Training Programs

2006 ◽  
Vol 16 (3) ◽  
pp. 251-262 ◽  
Author(s):  
Brad W. Lundahl ◽  
Janelle Nimer ◽  
Bruce Parsons
Keyword(s):  
Child Abuse ◽  
Parent Training ◽  
Training Programs ◽  
Meta Analysis ◽  
Parent Training Programs

The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

2019 ◽  
Vol 47 (2) ◽  
pp. 358-381
Author(s):  
Rebecca M. ALPER ◽  
Richard R. HURTIG ◽  
Karla K. MCGREGOR
Keyword(s):  
Randomized Controlled Trial ◽  
Parent Training ◽  
Training Program ◽  
Training Programs ◽  
Controlled Trial ◽  
Control Group ◽  
Language And Literacy ◽  
Randomized Controlled ◽  
Parent Training Programs ◽  
Control Perceptions

AbstractParent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and literacy parent training program. Thirty mother–child dyads (mother age 21–40; children 2;6–4;0) were assigned in parallel to the training or control group. The training was efficacious for mothers and children – training-group dyads made significantly greater gains in maternal strategy use, responsivity, and child print awareness than the control group. Gains were maintained one month post-training. Children whose mothers had more external baseline control perceptions identified significantly fewer print targets at baseline and made greater gains than those with more internal control perceptions. Future directions and implications are discussed.

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