TY - JOUR
T1 - Maternal Knowledge and Behaviors Regarding Discipline
T2 - The Effectiveness of a Hands-on Education Program in Positive Guidance
AU - Saunders, Rachel
AU - Piazza, Laura
AU - Jacobvitz, Deborah
AU - Hazen-Swann, Nancy
AU - Burton, Rosalinda
N1 - Imported on 12 Apr 2017 - DigiTool details were: month (773h) = April, 2013; Journal title (773t) = Journal of Child and Family Studies. ISSNs: 1062-1024;
PY - 2013/4
Y1 - 2013/4
N2 - 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.
AB - 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.
KW - Open access version available
KW - Discipline
KW - Parent education
KW - Positive guidance
U2 - 10.1007/s10826-012-9581-5
DO - 10.1007/s10826-012-9581-5
M3 - Article
SN - 1062-1024
VL - 22
SP - 322
EP - 334
JO - Journal of Child and Family Studies
JF - Journal of Child and Family Studies
IS - 3
ER -