Abstract
There is a paucity of research considering the effect of behavioral family intervention (BFI) on parenting knowledge and the
relative importance of both knowledge and parent confidence in reducing parenting dysfunction and problematic child behavior
is unclear. In this study ninety-one parents (44 mothers, 47 fathers) of children aged 2–10 years completed an evidence-based
BFI and were assessed at pre and post-intervention on knowledge of effective parenting strategies, parenting confidence, parent
dysfunction, and reported intensity of externalised child behavior. Results showed that at pre-intervention parents higher
in education (N = 57) demonstrated greater knowledge than those lower in education (N = 34). Relative to baseline, parents in both groups significantly improved their knowledge and confidence, reduced their
dysfunction and reported less externalised child behavior. Effect sizes for the latter two variables were similar for both
groups, however for parents higher in education the effect for confidence was larger than knowledge. Change in level of dysfunction
explained the largest amount of unique variance in change to externalised child behavior. Results suggest that for optimal
outcomes for parenting and child behavior management more knowledgeable parents may benefit from interventions that focus
on practice and consolidation of already learned skills in order to increase confidence whereas for less knowledgeable parents
the teaching of new skills and strategies, alongside increasing confidence, are important.
relative importance of both knowledge and parent confidence in reducing parenting dysfunction and problematic child behavior
is unclear. In this study ninety-one parents (44 mothers, 47 fathers) of children aged 2–10 years completed an evidence-based
BFI and were assessed at pre and post-intervention on knowledge of effective parenting strategies, parenting confidence, parent
dysfunction, and reported intensity of externalised child behavior. Results showed that at pre-intervention parents higher
in education (N = 57) demonstrated greater knowledge than those lower in education (N = 34). Relative to baseline, parents in both groups significantly improved their knowledge and confidence, reduced their
dysfunction and reported less externalised child behavior. Effect sizes for the latter two variables were similar for both
groups, however for parents higher in education the effect for confidence was larger than knowledge. Change in level of dysfunction
explained the largest amount of unique variance in change to externalised child behavior. Results suggest that for optimal
outcomes for parenting and child behavior management more knowledgeable parents may benefit from interventions that focus
on practice and consolidation of already learned skills in order to increase confidence whereas for less knowledgeable parents
the teaching of new skills and strategies, alongside increasing confidence, are important.
- Content Type Journal Article
- Category Original Paper
- Pages 1-10
- DOI 10.1007/s10826-011-9548-y
- Authors
- Leanne Winter, School of Psychology, Parenting and Family Support Centre, The University of Queensland, Brisbane, QLD 4072, Australia
- Alina Morawska, School of Psychology, Parenting and Family Support Centre, The University of Queensland, Brisbane, QLD 4072, Australia
- Matthew R. Sanders, School of Psychology, Parenting and Family Support Centre, The University of Queensland, Brisbane, QLD 4072, Australia
- Journal Journal of Child and Family Studies
- Online ISSN 1573-2843
- Print ISSN 1062-1024