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Utilizing an Empirically-Supported Parenting Intervention in Rural Community Settings: an Investigation of Effectiveness, Mediators of Change, and Dropout

Hellenthal, Rebecca L.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258073725

Abstract Details

2009, Doctor of Philosophy (PhD), Ohio University, Clinical Psychology (Arts and Sciences).
This project investigated the effectiveness of a behavioral parent training program utilizing empirically-supported parenting techniques (Barkley, 1997) with low-income families in a Mental Health Professional Shortage Area (U.S. Department of Health and Human Services, 2007), an underserved and understudied population. In addition, the study examined mediators of treatment effectiveness and factors associated with premature dropout. The overarching goals of the parenting intervention were to improve parent-child relationships and to prevent and/or reduce child behavior problems (e.g., noncompliance, oppositionality) through effective parenting practices. In all, eight parenting groups were facilitated by masters-level mental health clinicians across three Southeastern Ohio counties in non-clinical settings. Fifty-seven parents completed both the pre- and post-intervention questionnaires. Paired samples t-tests revealed that parents who attended at least four of eight sessions reported improved child behavior, increased family cohesion, enhanced parenting competence, increased sense of social reassurance of worth, reduced parenting stress, and more consistent discipline practices. The parents did not report a significant change with regard to perceived social guidance. However, the changes made by parents who continued in the program were not significantly different from those who attended three or fewer sessions. Parent age was the only variable related to premature dropout, such that younger parents were more likely to drop out before attending at least four sessions. Treatment satisfaction and change in parenting self-efficacy, reassurance of worth, and parenting stress were not found to be mediators of the relationship between attendance and change in parenting practices. Further, reduction in inconsistent discipline was not found to mediate the relationship between attendance and change in child behavior. Results from this investigation will help to inform future behavioral treatments for noncompliant children in this region, and particularly parenting groups.
John Garske, PhD (Committee Chair)
Christine Gidycz, PhD (Committee Member)
Julie Owens, PhD (Committee Member)
Karen Carlson, PhD (Committee Member)
106 p.
Behaviorial Sciences; Mental Health; Psychology
parent training; rural; Appalachia; child; disruptive behavior; prevention; at risk populations; community; low income; dropout; mediators; effectiveness

Recommended Citations

Citations

  • Hellenthal, R. L. (2009). Utilizing an Empirically-Supported Parenting Intervention in Rural Community Settings: an Investigation of Effectiveness, Mediators of Change, and Dropout [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258073725

    APA Style (7th edition)

  • Hellenthal, Rebecca. Utilizing an Empirically-Supported Parenting Intervention in Rural Community Settings: an Investigation of Effectiveness, Mediators of Change, and Dropout. 2009. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258073725.

    MLA Style (8th edition)

  • Hellenthal, Rebecca. "Utilizing an Empirically-Supported Parenting Intervention in Rural Community Settings: an Investigation of Effectiveness, Mediators of Change, and Dropout." Doctoral dissertation, Ohio University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1258073725

    Chicago Manual of Style (17th edition)

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© 2009, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.