Suchergebnisse

AbstractResearch in child development suggests that parents' emotional competence and emotion socialization practices are related to children's emotional functioning, including child internalizing difficulties. This research has not yet been translated into intervention or prevention programs targeting parents of older children and adolescents. The current study examined the efficacy of the Tuning in to Teens parenting program in improving emotion socialization practices in parents of preadolescents and reducing youth internalizing difficulties. Schools were randomized into intervention and control conditions. Data were collected from 225 parents and 224 youth during the young person's final year of elementary school (sixth grade) and again 10 months later in their first year of secondary school (seventh grade). Multilevel analyses showed significant improvements in parental emotion socialization and reductions in youth internalizing difficulties for the intervention condition. This study provides support for the efficacy of the TINT parenting program with a community sample.

We investigated outcomes of Dads Tuning In to Kids, a new seven‐session group program targeting paternal emotion‐socialization practices, which are related to children's social and emotional functioning. In a randomized control trial with 162 fathers of children between 3 and 6 years of age, intervention fathers (n = 87) and waitlist control fathers (n = 75) completed questionnaires at baseline (pre‐program) and 10 weeks later (post‐program). Compared to control fathers, intervention fathers statistically increased in empathy, encouragement of emotion expression, and parenting efficacy, and decreased in emotion‐dismissing beliefs, dismissive reactions to children's negative emotions, and hostile parenting responses. They also reported improved child behavior. These findings offer preliminary support for this program for fathers.

ObjectiveTo evaluate Tuning in to Kids (TIK), an emotion‐focused parenting program for mothers and preschool children with disruptive behavior problems in Iran.BackgroundDisruptive behaviors occur in approximately 23% of Iranian children and are associated with poorer emotional competence. The TIK parenting program was used to improve children's emotion competence and behavior by focusing on parent emotion socialization practices and emotion‐coaching skills.MethodFifty‐four children (3–6 years of age) were screened for behavior problems and randomly assigned to intervention or waitlist control conditions. Mothers in the intervention condition attended a six‐session version of the TIK program with two booster sessions at 2‐month intervals. Mothers completed questionnaires assessing children's behavior and emotional competence as well as parents' emotional socialization and emotion regulation at preintervention, postintervention, and 3‐month follow‐up.ResultsCompared with those in the control condition, mothers in the intervention condition reported statistically lower emotion dismissive parenting, child behavior problems, and emotion lability, as well as more emotion coaching.ConclusionTIK shows promise as a way of enhancing parent emotion socialization resulting in improved child behavior and emotional competence in children with disruptive behavior problems.ImplicationsThe findings suggest the program is a useful addition to existing parenting programs used in Iran.

AbstractFathers play an important role in shaping their children's emotional competence although most literature has focused on the influence of mothers. Dads Tuning in to Kids (Dads TIK) is a parenting program that teaches fathers to coach their children in learning about emotions, while also helping fathers increase awareness and regulation of their own emotions. A randomized controlled efficacy trial of Dads TIK was conducted with a community sample of 162 fathers of a 4‐year‐old child attending preschool in Melbourne, Australia. Those allocated to the intervention attended a seven‐session manualized group program. Questionnaires were completed by fathers, the fathers' partners and the children's teachers at baseline and 6‐month follow‐up. Results were that fathers in the intervention condition but not control condition reported significant increases in emotion socialization, parenting satisfaction and efficacy, and reductions in their children's difficult behaviors. Partners of fathers in the intervention condition reported reductions in their own emotion dismissing parenting and improvements in psychological well‐being. Partners and teachers reported significant improvements in children's behavior across both intervention and control conditions. These findings suggest a father‐focused program appears to lead to changes in fathers' emotion socialization skills that may have benefits for partners' functioning and children's behavior.

Objectives: Parenting is central to children's optimal development and accounts for a substantial proportion of the variance in child outcomes, including up to 40% of child mental health. Parenting is also one of the most modifiable, proximal, and direct factors for preventing and treating a range of children's problems and enhancing wellbeing. To determine the effectiveness of new approaches to parenting intervention, and to evaluate how to optimise reach and uptake, sufficient funding must be allocated for high quality research. Method: We reviewed funding awarded by the National Health and Medical Research Council (NHMRC) and Australian Research Council (ARC) for parenting intervention research during 2011-2020. Results: Parenting intervention research received 0.25% of the NHMRC and ARC research budgets. Conclusions: There is a substantial mismatch between the funding of parenting intervention research and the impact of improved parenting on short- and long-term child outcomes. To rectify this, it is critical that Australian Government funding schemes include parenting interventions as priority areas for funding. Implications for public health: Changes in allocation of funding to parenting research will support the establishment of evidence for the effective development, implementation and dissemination of parenting interventions to maximise health outcomes for children and their families.