Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children

Autor/inn/en	Reid, M. Jamila; Webster-Stratton, Carolyn; Hammond, Mary
Titel	Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children
Quelle	In: Journal of Clinical Child and Adolescent Psychology, 36 (2007) 4, S.605-620 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-4416
Schlagwörter	Elementary School Students; Intervention; Disadvantaged Schools; Mothers; Interpersonal Competence; Problem Solving; Curriculum Development; Parent Education; Family Programs; High Risk Students; Student Diversity; Comparative Analysis; Student Behavior; Behavior Problems; Self Control; Emotional Response; School Readiness; Washington + Suchen Sie Ihr Suchwort? Mother; Mutter; Interpersonale Kompetenz; Problemlösen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Parents education; Elternbildung; Elternschule; Family program; Familienprogramm; Problemschüler; Student behaviour; Schülerverhalten; Selbstbeherrschung; Emotionales Verhalten; Readiness for school; School ability; Schulreife
Abstract	The Incredible Years parent and classroom interventions were evaluated for the first time in elementary schools. Culturally diverse, socioeconomically disadvantaged schools were randomly assigned to intervention or control (CON). In intervention schools, all children received a 2-year classroom intervention beginning in kindergarten. In addition, indicated children were randomly assigned to also receive parent training (PT + CR) or only the classroom intervention (CR). PT + CR mothers reported that, following intervention, children showed fewer externalizing problems and more emotion regulation than CR or CON children. Observations showed that child-mother bonding was stronger in the PT + CR condition than in the CON condition, and PT + CR mothers were significantly more supportive and less critical than CR or CON mothers. Teachers reported that PT + CR mothers were significantly more involved in school and that children in the PT + CR and the CR conditions had significantly fewer externalizing problems than in the CON condition. (Contains 4 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10