Effects of Multimodal Parenting Group Program on School-aged Children Behaviors and Parents.

• Main Authors: Ching-Hui Hsu, 許淨惠
• Other Authors: Lin, Josh
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/48501103367757991621

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 100 === Parenting group program is one of the most important strategies for reducing children’s problem behaviors. Previous studies have indicated that such programs can improve many aspects of family life. However, there are few effective parenting programs available for school-age children in Taiwan. The main purpose of this study is to develop a multimodal parenting group program based on behavior theory, social-cognitive theory, and Adlerian theory, and with inputs from children development concepts, emotion management skills, and household management skills as well. This program provides effective and positive parenting skills for parents with 7 to 10-year-old children. Its effects on children and parental behaviors will be evaluated afterward. 　The independent variable of this research is parenting group, and the dependent variables are parenting stress, parenting self-efficacy, parenting satisfaction, and child behavior. The research is pretest-posttest group designed, and the subjects were 16 parents in Northern Taiwan. They were assigned randomly to the experimental group and the control group. The experimental group (N=8) participated in the multimodal parenting group program, which was held 2.5 hours a week for six continuous weeks. Follow-up test was conducted 12 weeks after the last group session. The control group (N=8) received the same treatment after conducting the research. 　The effect of the parenting group was assessed quantitatively and qualitatively. Quantitative data was acquired according to the “Parent Stress Index-Short Form”, “Parenting Self-Efficacy Scale”, “Parenting Satisfaction Scale”, and “Child Behavior Check List” and was analyzed by One-Way Analyses of covariance (ANCOVA) and t test; qualitative data was obtained from the “Group Feedback Form” from each session and “Individual Interview” after the group ended, and these data were analyzed as the evidence and supplement of research effects. 　　Quantitative data suggests that the experimental group showed immediate and follow-up effects of lowering parenting stress and Children’s problem behaviors elevating parenting satisfaction. However, the “social/moral” subscale of “Parenting Self-Efficacy Scale” showed immediate and follow-up effects, whereas the “Parenting Self-Efficacy Scale”, “Interpersonal skills” subscales of “Parenting Self-Efficacy Scale” showed only follow-up effects. Based on the qualitative data, three key important factors were identified which affect immediate and follow-up effects, namely “the design of group program”, such as acquisition and practice of parenting knowledge, skills and the understanding of children; “the effects of parenting group”, such as universality, vicarious learning, importing information, reflection and self-awareness; “other factors”, such as the effects of leader, personal or environmental factors. Following the aforementioned concepts, a nicely designed program can lead to effective and positive parenting attitude and behaviors as well as enable parents to regain control and polish their coping skills. In summary, the result suggests that multimodal parenting group program is an effective treatment for behaviors of school-age children and parents. Finally, the results and findings of the study were discussed, and recommendations for application and future research were addressed.