Pathways Triple P‐Positive Parenting Program: Effects on Parent‐Child Relationships and Child Behavior Problems

This study examined the effects of Pathways Triple P (PTP), an early intervention program designed to promote positive parent‐child relationships. Sixty parents met the inclusion criteria of borderline to clinically significant relationship disturbance and child emotional and behavioral problems. They were randomly allocated into PTP or a wait‐list (WL) control group. PTP was delivered in a group format for 9 weeks and consisted of parent skills training and cognitive behavior therapy targeting negative attributions for child behavior. Significant intervention effects were found for improving parent‐child relationships and reducing behavior problems with gains maintained at 3‐month follow‐up. Limitations of the study and implications for future research are discussed.     

What Children Feel About Their First Encounter with Child and Adolescent Psychiatry

The first meeting in psychotherapeutic and psychosocial work, has a big impact on the continuation. It is a less explored research field. Children’s “voices” tend to come in the back-ground in family therapy and other settings. In a project at CAP (Child and Adolescent Psychiatry) the children’s views were collected in interviews with parents and therapists present. The grounded theory analysis process was used. The children addressed the importance of the therapist’s actions and positions in helping them to be able to communicate and to be in a dialogue. To be accepted and allowed to express feelings was important, and so was how the therapist managed to adjust to each person in the room and give space for various perspectives.     

基于GT和多面Rasch模型的结构化面试分析

该研究应用GT和多面Rasch模型对结构化面试数据进行分析,并提出一些建议针对某辅导员招聘面试数据,运用GT从宏观上分析应聘者、考官和项目所带来的总体误差大小,在此基础上,运用多面Rasch模型从微观上进一步探查考官严厉度、应聘者能力差异、项目难易度及侧面偏差．结果表明：1）GT分析表明应聘者产生的变异较大（90．65％）,说明面试可靠性较高,且当考官数为2时可靠性已较好.2）多面Rasch模型分析出了各侧面效应中的非拟合因素及交互效应中的偏差因素,表明面试误差主要来自考官间严厉度的差异及其自身一致性的不稳定。将GT与多面Rasch模型相结合分析面试数据不仅能测查出评价过程各方面的问题因素,并能更好地作整体把握。     

Combining Data from Parent Ratings and Parent Interview When Assessing ADHD

This study examined different methods of combining data from a well established rating scale – the Disruptive Behavior Disorders Rating Scale (DBDRS) – with data from a well established interview – the computerized self report version of the Diagnostic Interview Schedule for Children for DSM-IV (P-DISC-IV) – when examining parent report of ADHD. These measures were completed for 80 children who participated in a summer camp for children with disruptive behavior. Results showed significant overlap between the two diagnostic measures but parent report on the DBDRS was more highly associated with children’s camp behaviors than was parent report on the P-DISC-IV. In addition, combining ratings and interview data using an “either/or” rule was more highly associated with camp behavior than was combining data using a “both/and” rule. Results suggest there may be little additional value of adding data from parent self-report on the computerized version of the P-DISC-IV to behavior rating data.     

Effects of the Dads for Life intervention on interparental conflict and coparenting in the two years after divorce

The ability of parents to forge harmonious coparenting relationships following divorce is an important predictor of their children's long-term well-being. However, there is no convincing evidence that this relationship can be modified through intervention. A preventive intervention that we developed, Dads for Life (DFL), which targeted noncustodial parents as participants, has previously been shown in a randomized field trial to favorably impact child well-being. We explore here whether it also has an impact on mothers' and fathers' perceptions of coparenting and interparental conflict in the 2 years following divorce. Results of the latent growth curve models we evaluated showed that both mothers and fathers reported less conflict when the father participated in DFL as compared with controls. For the fathers, perceptions of coparenting did not change over time in either the DFL or control conditions. Alternatively, mothers' perceptions of support declined over time in the control group, whereas those whose ex-husbands participated in the DFL program reported significant positive growth change toward healthier coparenting. The positive findings for mothers' reports are particularly compelling because mothers were not the participants, and thus common alternative explanations are ruled out. The DFL intervention, then, offers courts a promising program to improve families' functioning after divorce.     

Assessing Children's Homework Performance: Development of Multi-Dimensional, Multi-Informant Rating Scales

Efforts to develop interventions to improve homework performance have been impeded by limitations in the measurement of homework performance. This study was conducted to develop rating scales for assessing homework performance among students in elementary and middle school. Items on the scales were intended to assess student strengths as well as deficits in homework performance. The sample included 163 students attending two school districts in the Northeast. Parents completed the 36-item Homework Performance Questionnaire — Parent Scale (HPQ-PS). Teachers completed the 22-item teacher scale (HPQ-TS) for each student for whom the HPQ-PS had been completed. A common factor analysis with principal axis extraction and promax rotation was used to analyze the findings. The results of the factor analysis of the HPQ-PS revealed three salient and meaningful factors: student task orientation/efficiency, student competence, and teacher support. The factor analysis of the HPQ-TS uncovered two salient and substantive factors: student responsibility and student competence. The findings of this study suggest that the HPQ is a promising set of measures for assessing student homework functioning and contextual factors that may influence performance. Directions for future research are presented.     

Direct and Indirect Pathways between Parental Constructive Behavior and Adolescent Affiliation with Achievement-Oriented Peers

We investigated the direct and indirect pathways through which parental constructive behavior may influence the adolescent’s affiliation with achievement-oriented peers. Using a longitudinal survey data set from nine California and Wisconsin high schools (from 9th through 12th grades, with an approximate age range from 14 through 18) structural equation models were estimated. Our longitudinal analyses confirmed an indirect effect from Time 1 parental constructive behavior and a direct effect from Time 2 parental constructive behavior on an increase in the perceived achievement orientation of friends at Time 2, net of the stability effect from the prior values of the perceived achievement orientation of friends at Time 1. A point to be emphasized is that parental influence on peer affiliation in late adolescence remains significant even as parental involvement in adolescents’ lives diminishes. In addition, the direct effect from Time 2 parental constructive behavior on the perceived achievement-orientation of friends appears stronger for boys than for girls.     

Predictors of changes in child behaviour following parent management training: Child,context, and therapy factors

This non‐randomised study examined a set of predictive factors of changes in child behaviour following parent management training (PMTO). Families of 331 Norwegian girls (26%) and boys with clinic‐level conduct problems participated. The children ranged in age from 3 to 12 years (M_age = 8.69). Retention rate was 72.2% at post‐assessment. Child‐, parent‐ and therapy‐level variables were entered as predictors of multi‐informant reported change in externalising behaviour and social skills. Behavioural improvements following PMTO amounted to 1 standard deviation on parent rated and ½ standard deviation on teacher rated externalising behaviour, while social skills improvements were more modest. Results suggested that children with higher symptom scores and lower social skills score at pre‐treatment were more likely to show improvements in these areas. According to both parent‐ and teacher‐ratings, girls tended to show greater improvements in externalising behaviour and social skills following treatment and, according to parents, ADHD symptomology appeared to inhibit improvements in social skills. Finally, observed increases in parental skill encouragement, therapists' satisfaction with treatment and the number of hours spent in therapy by children were also positive and significant predictors of child outcomes.     

Improving the interview skills of college students using behavioral skills training

Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self‐evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All participants acquired targeted skills, but we observed some individual differences. Participants were satisfied with training outcomes and rated the procedures as acceptable. Furthermore, ratings from university staff who provide interview training indicated that training improved performance across several skills for the majority of participants.     

People with intellectual disability who are ageing: Perceived needs assessment

Background/Objective: Ageing and progressive increase in life expectancy in people with intellectual disability present significant challenges. The present study is to examine the needs that arise in the aging process of this population. To detect these needs is fundamental to ensure personal wellbeing; almost no psychometrically sound instruments have been developed. Method: A structured interview was developed and evaluated by a panel of 20 experts to obtain evidence of content validity. The interview was then applied to 1,173 people with intellectual disability. The ages ranged from 35 to 80 (M = 52.27; SD = 7.5). Results: The interview consisted of 93 items evaluating four areas: perceived needs, personal problems, future perspectives, and solutions required. The results demonstrated the proximity and relationship of the various needs evaluated. In addition it was observed that those with intellectual disability who were older, male and users of residential services tended to indicate more needs, problems, and required more solutions. Conclusions: The instrument has adequate evidence of validity, allowing the evaluation of specific needs of people with intellectual disability. The results advocate the design of transversal intervention policies in order to effectively meet the needs and requirements of this population.