The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Brendan F Andrade - One of the best experts on this subject based on the ideXlab platform.
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Parenting skills and Parent readiness for treatment are associated with child disruptive behavior and Parent Participation in treatment
Behavior Therapy, 2015Co-Authors: Brendan F Andrade, Dillon T Browne, Alex R NaberAbstract:Abstract Objective Parent management training programs for Parents of children with disruptive behaviors are efficacious treatments; however, in order to maximize efficiency it is necessary to develop approaches to understand which Parents are most likely to participate in treatment. Accordingly, the present study used a person-centered methodology to determine clinically relevant Parenting profiles that capture the breadth of Parents’ readiness to engage in Parenting treatment, and their self-reported Parenting skills. Further, identified profiles were compared on the severity of children’s behavior problems and used to predict Participation in Parent management training. Method One hundred and forty-three Parents completed assessments at an urban children’s mental health clinic. Parents were given measures to assess personal readiness to participate in Parenting treatment, Parenting skills, and child behavior. A subset of these Parents participated in Parent management training. Results Three profiles emerged that differed in Parents’ treatment readiness and level of skills. Forty-one percent of Parents were classified as “ready.” They showed relatively higher rates of inconsistent discipline, but also somewhat higher levels of positive Parenting. Thirty-nine percent of Parents were classified as “less in need.” These Parents reported relatively less inconsistent discipline and poor supervision skills and greater positive Parenting. Finally, approximately 20% of Parents were classified as “almost ready.” They showed high levels of inconsistent discipline and poor supervision skills, and low levels of positive Parenting. Almost ready and ready Parents reported the most problems with their children’s behavior. Further, Parents classified as less in need participated in the fewest treatment sessions. Conclusions Consideration of Parent readiness and skills, in addition to symptom severity, may inform clinical decision making and screening procedures.
Alex R Naber - One of the best experts on this subject based on the ideXlab platform.
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Parenting skills and Parent readiness for treatment are associated with child disruptive behavior and Parent Participation in treatment
Behavior Therapy, 2015Co-Authors: Brendan F Andrade, Dillon T Browne, Alex R NaberAbstract:Abstract Objective Parent management training programs for Parents of children with disruptive behaviors are efficacious treatments; however, in order to maximize efficiency it is necessary to develop approaches to understand which Parents are most likely to participate in treatment. Accordingly, the present study used a person-centered methodology to determine clinically relevant Parenting profiles that capture the breadth of Parents’ readiness to engage in Parenting treatment, and their self-reported Parenting skills. Further, identified profiles were compared on the severity of children’s behavior problems and used to predict Participation in Parent management training. Method One hundred and forty-three Parents completed assessments at an urban children’s mental health clinic. Parents were given measures to assess personal readiness to participate in Parenting treatment, Parenting skills, and child behavior. A subset of these Parents participated in Parent management training. Results Three profiles emerged that differed in Parents’ treatment readiness and level of skills. Forty-one percent of Parents were classified as “ready.” They showed relatively higher rates of inconsistent discipline, but also somewhat higher levels of positive Parenting. Thirty-nine percent of Parents were classified as “less in need.” These Parents reported relatively less inconsistent discipline and poor supervision skills and greater positive Parenting. Finally, approximately 20% of Parents were classified as “almost ready.” They showed high levels of inconsistent discipline and poor supervision skills, and low levels of positive Parenting. Almost ready and ready Parents reported the most problems with their children’s behavior. Further, Parents classified as less in need participated in the fewest treatment sessions. Conclusions Consideration of Parent readiness and skills, in addition to symptom severity, may inform clinical decision making and screening procedures.
Kathy Dowell - One of the best experts on this subject based on the ideXlab platform.
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the effects of Parent Participation on child psychotherapy outcome a meta analytic review
Journal of Clinical Child and Adolescent Psychology, 2010Co-Authors: Kathy Dowell, Benjamin M OglesAbstract:Forty-eight child psychotherapy outcome studies offering direct comparisons of an individual child treatment group to a combined Parent–child/family therapy treatment group were included in this meta-analytic review. Results indicate that combined treatments produced a moderate effect beyond the outcomes achieved by individual child treatments, with an average weighted effect size that is within the medium range (d = 0.27). Moderator analysis indicated that, compared to non-cognitive-behavioral individual child treatments, cognitive-behavioral individual child treatments were closer in effectiveness to the overall more effective treatments that included Parent Participation. Results suggest that including Parents in the psychotherapeutic treatment of children adds benefits beyond the outcomes achieved by individual child therapies. More research is needed on factors affecting Parents' engagement and consistent Participation in child psychotherapy treatment and on clinician's utilization of Parents as ther...
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The effects of Parent Participation on child psychotherapy outcome: A meta-analytic review
2010Co-Authors: Kathy DowellAbstract:THE EFFECTS OF Parent Participation ON CHILD PSYCHOTHERAPY OUTCOME: A META-ANALYTIC REVIEW A dissertation presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Kathy A. Dowell March 2005
Benjamin M Ogles - One of the best experts on this subject based on the ideXlab platform.
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the effects of Parent Participation on child psychotherapy outcome a meta analytic review
Journal of Clinical Child and Adolescent Psychology, 2010Co-Authors: Kathy Dowell, Benjamin M OglesAbstract:Forty-eight child psychotherapy outcome studies offering direct comparisons of an individual child treatment group to a combined Parent–child/family therapy treatment group were included in this meta-analytic review. Results indicate that combined treatments produced a moderate effect beyond the outcomes achieved by individual child treatments, with an average weighted effect size that is within the medium range (d = 0.27). Moderator analysis indicated that, compared to non-cognitive-behavioral individual child treatments, cognitive-behavioral individual child treatments were closer in effectiveness to the overall more effective treatments that included Parent Participation. Results suggest that including Parents in the psychotherapeutic treatment of children adds benefits beyond the outcomes achieved by individual child therapies. More research is needed on factors affecting Parents' engagement and consistent Participation in child psychotherapy treatment and on clinician's utilization of Parents as ther...
Audrey A. Trainor - One of the best experts on this subject based on the ideXlab platform.
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Reexamining the promise of Parent Participation in special education: An analysis of cultural and social capital
Anthropology & Education Quarterly, 2010Co-Authors: Audrey A. TrainorAbstract:Highly regulated Parent Participation in special education requires both Parents and teachers to use cultural and social capital relative to education legislation, disability, and Parenting. Examined through a Bourdieuian analytical lens, data from focus groups and individual interviews with families provide examples of the salience of disability in the acquisition and use of cultural and social capital in educational contexts, serving to both reify dominance and support individual agency. [special education, Bourdieu, cultural capital, disability]
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Educators' Expectations of Parent Participation: The Role of Cultural and Social Capital
Multiple Voices for Ethnically Diverse Exceptional Learners, 2010Co-Authors: Audrey A. TrainorAbstract:Developing educators' attitudes toward and skills in working with families is vital, given both legislative mandates and the different and potentially difficult experiences with homeschool collaboration for families. This study explores 17 educators' expectations of Parents' acquisition and use of cultural and social capital through focus group interviews. Results indicate that teachers considered disability acknowledgement and acceptance of disabilityrelated information to be essential capital for Parent Participation. Increasing educators' understanding of the role of capital can augment teachers'positive attitudes toward Parents, their ability to engage them in productive home-school collaboration, and their skills as advocates for students with disabilities and their families.
