Parent training of toddlers in day care in low-income urban communities
Parent training of toddlers in day care in low-income urban communities
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DOI：
10.1037/0022-006x.71.2.261
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发表时间：
2003-04-01
影响因子：
5.9
通讯作者：
Grady, J
中科院分区：
文献类型：
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作者：
Gross, D;Fogg, L;Grady, J
作者对为芝加哥低收入有色人种家庭提供服务的日托中心的2-3岁儿童的家长（n = 208）和教师（n = 77）进行了为期12周的家长培训计划。11个中心被随机分配到4个条件中的一个：（a）家长和教师培训（PT + TT），（B）家长培训（PT），（c）教师培训（TT）和（d）等待名单控制（C）。在控制父母压力后，PT和PT + TT父母报告了更高的自我效能感和更少的强制性纪律，并观察到比C和TT父母有更多的积极行为。在高风险行为问题组的幼儿中，实验条件下的幼儿比对照组表现出更大的改善。大多数效果在一年后保留。当父母直接接受培训时，收益最大。
The authors tested a 12-week parent training program with parents (n = 208) and teachers (n = 77) of 2-3-year-olds in day care centers serving low-income families of color in Chicago. Eleven centers were randomly assigned to I of 4 conditions: (a) parent and teacher training (PT + TT), (b) parent training (PT), (c) teacher training (TT), and (d) waiting list control (C). After controlling for parent stress, PT and PT + TT parents reported higher self-efficacy and less coercive discipline and were observed to have more positive behaviors than C and TT parents. Among toddlers in high-risk behavior problem groups, toddlers in the experimental conditions showed greater improvement than controls. Most effects were retained I year later. Benefits were greatest when parents directly received training.