Effectiveness of an attachment-based intervention for the assessment of parenting capacities in maltreating families: A randomized controlled trial

Even though Parenting Capacity Assessments (PCAs) are essential for child protection services to support placement decisions for maltreating families, presently no evidence-based PCA protocols are available. In this randomized controlled trial, we tested the quality of an attachment-based PCA protocol based on Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD). We recruited 56 parent-child dyads (M_age children = 3.48 years) in Dutch family residential clinics that conduct PCAs to support placement decisions. After pretest, families were randomized to receive the Regular Assessment Procedure (RAP) (n = 28), or an additional assessment based on VIPP-SD (n = 28). An immediate post-test and a 10-month follow-up were conducted. Multilevel models showed that therapists felt equally confident about their recommendations regarding child placement for both groups and that they equally often modified their initial placement recommendations. Moreover, children in the VIPP-SD group did not show fewer behavior problems and did not experience recurring child maltreatment less often than children in the RAP group. Thus, we found no evidence that PCAs incorporating the VIPP-SD protocol outperformed PCAs as usual. We discuss possible explanations why in the current study VIPP-SD did not seem to add to the quality of the RAP.     

Faire parler l’expérience étudiante en orientation pour soutenir la capabilité à s’orienter

The report built by the students to their vocational path has been little studied, whereas it is currently the subject of much political and societal attention. Based on the concepts of capabilities, student experience and life events, the study, conducted by questionnaire, mainly sought to better understand the guidance path lived, of 110 students enrolled in the second year of a degree in psychology in France (objective 1). Mobilizing, in order to compare (objective 2), two methods of textual analysis carried out in double blind, one automatic, other manual, the results show that the enunciation of the events having marked their trajectory and their current questioning in orientation testify of a reflexive activity in link with their capabilities. By mentioning rich past experiences, painful episodes of life, various influences and frequent readjustments, the events mentioned show a certain distance to oneself and a propensity to think about the future in relation to the past. Marked by speeches of uncertainty and fear concerning the capability and identity aspects, the academic choices to be made and the future vocational integration to be carried out, the student questions are mainly part of a short temporality. Capacitive devices in vocational guidance are discussed and extensions of analysis and research outlined.     

Prise en charge des troubles du comportement du jeune enfant par le programme Parent-Child Interaction Therapy (PCIT)

Behavioral disorders in preschool children have negative repercussions for families and children. Across the Atlantic, many Parent Management Training (PMT) programs have emerged over the last 40 years. These are evidence-based interventions, recommended for the management of children's behavioral disorders. Literature findings Parent-Child Interaction Therapy (PCIT), recently translated into French, is a PMT providing in-vivo coaching, based on attachment and behavioral theories. PCIT is structured into two distinct intervention phases: the child-directed interaction, and the parent-directed interaction. Each phase begins with a parental skill teach session, followed by in vivo coaching sessions, where parent and child dyads together. It is a brief therapy (14 sessions on average), individualized, and adapted to families' difficulties. Numerous studies and meta-analyses highlight high effect sizes, equal to or greater than existing PMT. Discussion Although PMT is a best-practice treatment for behavioral disorders, and although attrition rates are low compared to other forms of child psychotherapy, treatment retention remains a concern. Promising adaptations of PCIT are now also being studied: in-home, intensive, short format or remotely. Conclusion PCIT can therefore allow many professionals to develop a stronger repertoire of effective treatment for childhood behavior disorders.     

Parents,friends and immigrant youths' academic engagement: A mediation analysis

Parents and friends can help facilitate the academic engagement of newcomer immigrant youth during the early post-migration years. Using an accelerated longitudinal design and the integrative risk and resilience framework, we examined how parent home involvement and friendships were directly and indirectly associated with the development of newcomer immigrant youths' academic engagement. We used data from three waves (Years 3–5) of the Longitudinal Immigrant Student Adaptation study where a culturally diverse group of immigrant youth (N = 354, ages 10–17, M_timeinUS = 3.98 years, SD = 1.39) in the United States reported on their perceptions of parent home involvement (educational values and communication) and friendship (educational values and academic support) in Year 3 and on their academic engagement (behavioural and emotional) across 3 years. Findings showed high-stable behavioural and emotional engagement and direct positive associations between perceptions of parent home involvement and initial levels of behavioural and emotional engagement and between perceptions of friend educational values and initial levels of emotional engagement. Additionally, perceptions of parents' educational values indirectly contributed to initial levels of emotional engagement through positive associations with perceptions of friends' educational values. These findings can inform family–school partnerships and school-interventions targeting newcomer immigrant youths' engagement.     

Family Correlates of Comorbid Anxiety Disorders in Children with Attention Deficit/Hyperactivity Disorder

This study evaluated parental anxiety and parenting practices associated with comorbid Anxiety Disorders among children with Attention Deficit/Hyperactivity Disorder. Clinic-referred families (n=143) were diagnosed using DSM criteria. Parents and children completed measures of parenting practices. Comorbid anxiety in children was significantly associated with maternal anxiety, overprotectiveness, and a lack of positive parenting. The relative odds of comorbid anxiety appeared to be especially high when all three factors were present. These findings are consistent with theory linking those three family factors to the development of anxiety in all children. Implications for adjunctive treatment of anxiety that is comorbid with ADHD are discussed.     

Effectiveness of a Parent Training Program for Improving Children’s Social Behavior

We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio-emotional problems. Participating families (N = 42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in the treatment of children’s socio-emotional problems and suggest methods for maximizing the impact of such an intervention.     

Parent Stress and Coping: Waiting for a Child to Receive a Kidney Transplant

The current study examined the degree of parent stress and depression among mothers and fathers of children with end-stage renal disease (ESRD) listed for a kidney transplant, to determine whether demographic factors, stress, and coping would predict parent depression. Eighty-six mothers and 58 fathers of children with ESRD preparing for a kidney transplant completed standardized measures of parent stress related to the child’s chronic illness (PIP), coping style (Brief Cope), and depression (BDI-II). Information about the disease was obtained from the medical record. Maternal depression was predicted by having a lower family income, higher degree of parent stress associated with the child’s illness, and the use of avoidant coping strategies. Paternal depression was only predicted by higher parent stress. Illness related variables did not contribute significantly to the understanding of parent outcomes. Pre-transplant evaluations should screen for elevated levels of stress and depression, and develop interventions to help parents cope with their child’s renal disease.     

Parental influence on youth propensity to join the military

The purpose of this research was to apply the Theory of Planned Behavior (TPB) in a model of youths’ career choice intentions and parents’ recommendation intentions. Specifically, a TPB model was developed for youth-parent dyads and tested with SEM to examine parental influence on youth intentions as well as behavior. Results indicated that a modified TPB model is useful for describing how youth and parent beliefs translate into enlistment intentions and pre-enlistment behavior. The strongest impact parents appeared to have on their children was through efficacy beliefs, followed by the link between parents’ attitudes and youths’ normative beliefs. Implications for recruitment and outreach efforts are discussed.     

Effects of Parent’s Gender, Child’s Gender, and Parental Involvement on the Academic Achievement of Adolescents in Single Parent Families

We used a national database (Educational Longitudinal Study) to investigate the effects of parent’s gender, child’s gender, and parental involvement in school on the academic achievement of adolescents in single-parent families. A three way 2 × 2 × 2 (parent’s gender × child’s gender × parental involvement) MANCOVA was conducted with four student academic achievement indicators as dependent variables and SES as a covariate. The results indicated that parent gender and child gender interact with parent involvement to affect adolescents’ academic achievement differentially. Specifically, daughters who lived with highly involved single-fathers performed better academically than the other groups did. These findings suggest that researchers who study single-parents’ involvement in their adolescents’ academic achievement need to pay more attention to gender-specific effects.