Abstract
This study examined which method is most effective in supporting parents to use positive guidance techniques, a lecture-based only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. In this sample of 49 mother–child dyads, results indicated that the cognitive understanding of the use of positive guidance over time of the participants in the lecture-based only versus the lecture-based plus hands-on groups did not significantly differ. However, both groups improved in their cognitive understanding of positive guidance over time. Results also indicated that the behavioral use of positive guidance over time of the participants in both groups significantly differed. Further investigation revealed that, although the two groups did not differ in their behavioral use of positive guidance before the program, the lecture-based plus hands-on group improved over time whereas the lecture-based only group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in either group on participants’ behavioral use of positive guidance. Findings showed that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. The results have implications for early childhood professionals working with parents to address children’s behavior issues, as well as for the design of parent-support programs.
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Saunders, R., McFarland-Piazza, L., Jacobvitz, D. et al. Maternal Knowledge and Behaviors Regarding Discipline: The Effectiveness of a Hands-on Education Program in Positive Guidance. J Child Fam Stud 22, 322–334 (2013). https://doi.org/10.1007/s10826-012-9581-5
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DOI: https://doi.org/10.1007/s10826-012-9581-5