Using Behavioral Skills Training to Promote the Generalization of Parenting Skills to Problematic Routines

Research has demonstrated the efficacy of a behavioral parent training program for skills acquisition; however, few studies have examined the extent to which those skills generalize to the home or the effect that they have on child behavior. A multiple baseline across participants design was used to assess (a) caregiver accuracy with implementation of three parenting skills, and (b) the effects of the parenting skills on child behavior. Results demonstrated that three caregiver participants successfully generalized parenting skills taught during behavioral skills training (BST) to naturally occurring routines, and the behavior of each caregiver's child improved following BST.     

Evaluation of a Parent‐Based Intervention for At‐Risk Adolescents

This study evaluated the effectiveness of a parent‐based intervention, the Parent Project, among 84 parents of at‐risk youth. Results indicated improvements in child management, family involvement, parent–child affective quality, substance use rules communication, and parental self‐efficacy at a 10‐week follow‐up.     

Observing,playing and supporting development: Anna Freud’s toddler groups past and present

This paper describes an approach to working therapeutically with parents and toddlers in groups as practiced at the Anna Freud Centre. By intervening early to prevent later disturbance, the parent–toddler groups continue the tradition begun by Anna Freud in the Jackson Nursery in Vienna, the War Nurseries in and around London, and the Hampstead Clinic following the Second World War. Common features include the commitment to working with children and their parents, to observation, training and research, and to finding techniques that address developmental needs, delays and disturbances. Just as children select the specific therapeutic elements they need from a classical child analytic setting, parents and toddlers select what they need from what Anna Freud described as the various ‘therapeutic possibilities’ provided by the parent–toddler groups. The parent–toddler relationship is supported during a period which is crucial for future development, difficulties are identified and addressed before they become entrenched, and, where necessary, timely referrals are made to clinical services on the basis of the trusting relationships developed between the staff and parents in the groups.     

Combined cognitive and parent training interventions for adolescents with ADHD and their mothers: A randomized controlled trial

This study examined the individual and combined effects of two nonpharmacological treatments for attention deficit/hyperactivity disorder (ADHD): Cogmed working memory training (CWMT) for adolescents and behavioral parent training (BPT) for mothers. Ninety-one adolescents (ages 11–15) and their mothers were randomized to one of four CWMT and BPT treatment and active control (placebo) group combinations of 5-week interventions. At pre- and posttest, mothers and teachers completed rating forms, and adolescents completed neuropsychological measures of working memory (WM). Individual intervention effects showed that treatment CWMT significantly improved WM spans, whereas there were no significant differences for treatment or control BPT on reports of parent-related outcomes. Combined treatment effects indicated an overall pattern of greatest improvements for the control CWMT/treatment BPT group, as compared to the other three groups, on adolescent WM deficit, behavioral regulation problems, and global executive deficit. Most significant effects for outcomes were main effects of improvements over time. A combination of CWMT and BPT did not result in increased treatment gains. However, potential effects of combined treatment may have been masked by greater perceived benefits arising from lack of struggle in the nonadaptive, CWMT active control condition. Future combined intervention research should focus on specific, theoretically driven WM deficits among individuals with ADHD, should include possible adaptations to the standard CWMT program, should examine effectiveness of cognitive treatments combined with contextual interventions and should utilize appropriate control groups to fully understand the unique and combined effects of interventions.     

Does parental mental health moderate the effect of a telephone and internet‐assisted remote parent training for disruptive 4‐year‐old children?

This study explores the moderators affecting the success of an Internet‐based and telephone assisted remote parent training intervention and compares them to an educational control group. We prospectively identified 464 parents who reported at a health check that their 4‐year‐old children showed elevated levels of externalizing behavior. The moderators explored included parental attention deficit and hyperactivity disorder (ADHD) and parental distress. The dependent variables were child externalization scores and self‐reported parenting skills. The measures were completed at baseline, six and 12‐months follow‐up. The 232 families randomized to active treatment received 11 Internet‐based training sessions with weekly phone calls from a coach. The other 232 families had access to a website that provided general positive parenting advice and one 45‐minute phone‐call from a coach. Using hierarchical linear models, we explored if the parental ADHD or parental distress modified the treatment effects on child externalizing behavior or parenting skills. The results showed that none of the independent variables moderated intervention effects on child externalizing behavior or parenting skills. The lack of significant moderator effects could have been due to the treatment's personalization, the format's flexibility and adaptability to when and how the parents wanted to complete the sessions or the relatively low levels of ADHD and parental distress among the participants.     

The Efficacy of Child Parent Relationship Therapy for Adoptive Families: A Replication Study

This randomized controlled replication study examined the effectiveness of child parent relationship therapy (CPRT) with 49 adoptive families. Statistically significant improvement and large treatment effects for child behavior problems, parent–child relationship stress, and parents' empathic interactions with their children indicated the effectiveness of CPRT over treatment as usual. Findings confirm Carnes‐Holt and Bratton's ( 2014 ) results and provide strong support for CPRT as a responsive intervention for adoptive families.     

口腔颌面部鳞状细胞癌的综合序列治疗

口腔颌面部鳞状细胞癌(鳞癌)在头颈部肿瘤的发病和治疗中占有重要地位,综合序列治疗的概念和理论逐渐成为口腔颌面部鳞癌治疗的指导原则。本文对口腔颌面部鳞癌综合序列治疗所包含的手术治疗、放射治疗、化学治疗及生物治疗从临床治疗策略上进行分析、讨论,以期促进口腔颌面部鳞癌综合序列治疗原则在临床获得更好地应用。     

Universal parental support for parents of adolescents: Who wants municipality‐based parental support and in what form?

Parenting a child through adolescence can be a challenge for many parents; adolescents go through notable developmental, physical, and psychological changes that affect the relationships around them. Most parents find parental support during these years important. These young people's relationships with their parents are important to their mental health, but although parental support is universally available to parents of younger children, it is still scarce for parents of adolescents. The aim of this study was to explore what factors are associated with interest in universal parental support through telephone interviews and questionnaires with 223 parents of 13‐ to 17‐year‐olds. Parents’ interest in parental support was linked to their own anxious mood, their lower perceived parental capacity, their perception of the child as having psychiatric problems, the parents’ perception of their adolescents’ openness about things and their perception of the adolescent's overall difficulties in daily life due to psychiatric symptoms. The results show that lighter forms of support such as lectures or seminars were more appealing to parents with higher social status. Offering community‐based individual counseling and leader‐led parent training groups therefore has the potential to reach parents with difficulties more equally, while offering support only through lectures and seminars could increase the inequality between parents in different social situations.