期刊
JOURNAL OF CONSULTING AND CLINICAL PSYCHOLOGY
卷 71, 期 2, 页码 261-278出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/0022-006X.71.2.261
关键词
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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.
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