Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

Community-acquired pneumonia subgroups and differential response to corticosteroids: a secondary analysis of controlled studies

BackgroundLatent class analysis (LCA) has identified subgroups with meaningful treatment implications in acute respiratory distress syndrome. We performed a secondary analysis of three studies to assess whether LCA can identify clinically distinct subgroups in community-acquired pneumonia (CAP) and whether the treatment effect of adjunctive corticosteroids differs between subgroups.MethodsLCA was performed on baseline clinical and biomarker data from the Ovidius trial (n=304) and STEP trial (n=727), both randomised controlled trials investigated adjunctive corticosteroid treatment in CAP, and the observational Triple p cohort (n=201). Analyses were conducted independently in two cohorts (Ovidius-TripleP combined and STEP trial). In both cohorts, differences in clinical outcomes and response to adjunctive corticosteroid treatment were examined between subgroups identified through LCA.ResultsA two-class model fitted both cohorts best. Class 2 patients had more signs of systemic inflammation compared to Class 1. In both cohorts, length of stay was longer and in-hospital mortality rate was higher in Class 2. In the Ovidius trial, corticosteroids reduced median length of stay in Class 2 (6.5 versus 9.5 days) but not in Class 1 (p-value for interaction=0.02). In the STEP trial, there was no significant interaction for length of stay. We found no significant interaction between class assignment and adjunctive corticosteroid treatment for secondary outcomes.ConclusionsIn two independent cohorts, LCA identified two classes of CAP patients with different clinical characteristics and outcomes. Given the different response to adjunctive corticosteroids in the Ovidius trial, LCA might provide a useful basis to improve patient selection for future trials.

Sharing Economy: For or against Sustainable Development

The development of sharing economy business models is one of the features of the digital economy. The issue of sustainable development has been of particular importance in the intensively developed theory of the sharing economy. However, methodological approaches for examining the relationship between the sharing economy and sustainable development need further investigation. Economic and mathematical models that allow for a quantitative estimate of the impact of the development of the sharing economy on the sustainable development goals achievement have to be enhanced. This contribution attempts to fill the indicated gap. We have examined the relationship between the sharing economy and the sustainable development goals achievement in three directions, namely by analyzing the prerequisites for the sharing economy emergence, by tracing the sharing economy theory evolution, and by investigating the quantitative impact of the sharing economy development on the sustainable development goals achievement. To determine the sharing economy’s impact on sustainable development, a three-dimensional indicator based on the triple-p concept was developed. The correlation between the sharing economy and the unemployment rate has been used as an indicator of the influence the sharing economy has on the social domain. The correlation between the sharing economy and waste generation has been used as an indicator of the influence the sharing economy has on the environmental domain. The correlation between the sharing economy and GDP has been used as an indicator of the influence the sharing economy has on the economic domain. As a result of the study, the insignificant influence of the development of the sharing economy on the achievement of the quantitative goals of sustainable development was established. The main reason for this is the lack of acceptable macroeconomic indicators. The rise of the digital economy has been made into standard macroeconomic indicators that are insufficient to assess the social, environmental, and economic areas of sustainable development. The existing problems of regulating the digital economy threaten its inherent positive features. The developed model can be used to diagnose the influence of the sharing economy on sustainable development goals achievement, and can also be finalized regarding the available statistical base.

Percepción de los efectos del programa de parentalidad positiva Triple P, según los adultos y sus hijos o niños bajo su cuidado, entre 8 y 12 años de edad

El objetivo de este estudio es describir los efectos del programa de parentalidad positiva Triple P, implementado en la comuna de Peñalolén en el año 2017, desde la perspectiva de los adultos participantes y de sus hijos o niños que se encuentran bajo su cuidado, entre 8 y 12 años de edad. Se utilizó la metodología cualitativa, realizando entrevistas semiestructuradas a 7 adultos y 7 niños que conformaron la muestra, analizando los datos a la luz de la teoría fundamentada. Los resultados indican que, entre los efectos del programa, se cuenta el aumento de conocimientos del adulto respecto de la parentalidad positiva, modificación de la comunicación establecida con el niño, ampliación de las estrategias disciplinarias, disminución de la situación problemática del niño y modificación de la percepción de la imagen tanto del adulto como del niño.

Delivering evidence-based parenting support in educational settings

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.

Effects and Moderators of Triple P on the Social, Emotional, and Behavioral Problems of Children: Systematic Review and Meta-Analysis

Background: Social, emotional, and behavioral problems in childhood are key predictors of persistent problem behaviors throughout the life courses of individuals. Early parental intervention training, as an important preventive measure, plays a critical role in improving the social, emotional, and behavioral (SEB) development of children.Method: We conducted a systematic review and meta-analysis to analyze the intervention effects of the latest literature on Triple P (Positive Parenting Program), which is a multilevel system that provides treatment and prevention for children at risk of social, emotional, and behavioral problems via parenting approaches to enhance the parenting knowledge, skills, and confidence of parents. Since the literature on Triple P from 1970 to 2012 has already been systematically reviewed, this study searched the literature from 2013 to 2020 from the Web of Science, EBSCO, ERIC, MEDLINE, CNKI, and Triple P Evidence-Base website using multiple search strategies. This study differs from the existing research by its inclusion criteria of studies that use experimental designs or quasi-experimental designs. A total of 37 studies were included in the final analysis, and STATA 16.0 was used for evaluation while RevMan 5.3 for risk of bias assessment.Results: The results show that Triple P can promote the social competence of children (SMD = 0.274) and prevent their emotional (SMD = −0.254) and behavioral problems (SMD = −1.38) to a certain extent. Simultaneously, the proximal effects on parents mainly included changing negative parenting styles (SMD = −0.46), reducing parenting conflicts (SMD = −0.311), and improving parenting efficacy and self-confidence (SMD = 0.419). The distal effects on parents included reducing the psychological adjustment problems of parents (SMD = −0.265), improving parent–child relationships, and reducing parent–child conflict (SMD = −0.714). However, the meta-analysis results did not show a significant effect of Triple P on improving the marital relationship quality and satisfaction of parents (SMD = 0.063). Components of the program intervention, including intervention level, service delivery format, service method, and program implementation setting, and the age of the children were crucial moderating factors on the outcomes of Triple P.Conclusion: This study systematically reviewed the latest Triple P intervention literature and found the significant effectiveness of Triple P on the SEB problems of children and parenting outcomes and the moderators of the effect size.

Pengaruh Penggunaan Model “Triple P” dalam Meningkatkan Keterampilan Berbicara Bahasa Inggris

Penelitian ini bertujuan untuk menganalisis dan menguji kebenaran hipotesis penelitian yang di uji meliputi: Pengaruh Penggunaan Model Triple P Terhadap Kemampuan Berbicara Bahasa Inggris Siswa Kelas XI SMAN 11 Kab. Tangerang. Penelitian digunakan dengan menggunakan metode Pre-Test dan Post-Test. Populasi adalah siswa kelas XI SMAN 11 Kabupaten Tangerang dengan besar sampel 30 siswa, dengan teknik Random Sampling Instrumen penelitian yang digunakan yaitu tes lisan dengan instruksi membuat teks analytical exposition dengan menggunakan model Triple P dalam keterampilan berbicara bahasa Inggris. Berdasarkan perhitungan yang di peroleh, sebesar 1,85 dari taraf signifikan = 0,05, sehingga dapat disimpulkan bahwa < , 1,04 < 1,85 berarti homogen. Sedangkan, dari hasil pengujian hipotesis diketahui bahwa ternyata ada pengaruh yang signifikan terhadap pembelajaran menggunakan model Triple P terhadap keterampilan berbicara bahasa Inggris siswa kelas XI SMAN 11 Kab. Tangerang dimana = 5,48 > = 1,699. Hal ini dikarenakan model Triple P mengarahkan siswa untuk lebih berani dan kreatif dalam kegiatan pembelajaran.

Effect of Baby Triple P or Positive Parenting Program on Mental Health and Mother-child Relationship in Mothers of Hearing-impaired Children

Objective: Hearing loss in children can affect the parent-child relationship and the mental health of parents, especially mothers as the children’s primary caregivers. Maternal mental health problems and challenges in the parent-child relationship can affect the rehabilitation process and the future of hearing-impaired children. Thus, the interventions to promote the parent-child relationship and mental health of parents, especially mothers, should be studied. Triple P or positive parenting program is one of these effective interventional programs. Recently, a new intervention called the Baby Triple P parenting program was developed based on the Triple P program. This study investigates the effect of the Baby Triple P positive parenting program on mental health and mother-child relationship in mothers of children with hearing impairment. Materials & Methods: This research is a quasi-experimental study with a pretest-posttest design using a control group. The participants were 24 mothers under 3 years old children with hearing impairment referred to the centers for families and children with hearing disabilities in Tehran, Iran, in 2019. They were selected using a convenience sampling method and then randomly divided into groups of intervention (n=12) and control (n=12). The intervention group received the Baby Triple P positive parenting program for 13 training 1-h sessions, one session per week. The control group did not receive any intervention. Both groups completed the mother-child relationship evaluation questionnaire and the symptom checklist-90-revised instrument before and after the intervention. The collected data were analyzed by the Mann-Whitney U test and independent sample t-test. Results: There was no significant difference between the two groups regarding mental health after the intervention (P>0.05). Among four components of the mother-child relationship, the Baby Triple P program had no significant effect on acceptance, overindulgence, and rejection (P>0.05), except on the overprotection component (P<0.05), which was significantly higher in the intervention group. Conclusion: There is a great need for early interventions for maternal mental health problems and challenges in mother-child relationships for mothers of children with hearing impairment. Although the Baby Triple P is a useful program, it is new for the parents of these children. Considering the unique needs of these children, more studies are needed to enrich the content of this program for the mothers of children with hearing loss to explore its various aspects.