This component analysis used meta-analytic techniques to synthesize the results of 77 published evaluations of parent training programs (i.e., programs that included the active acquisition of parenting skills) to enhance behavior and adjustment in children aged 0-7. Characteristics of program content and delivery method were used to predict effect sizes on measures of parenting behaviors and children's externalizing behavior. After controlling for differences attributable to research design, program components consistently associated with larger effects included increasing positive parent-child interactions and emotional communication skills, teaching parents to use time out and the importance of parenting consistency, and requiring parents to practice new skills with their children during parent training sessions. Program components consistently associated with smaller effects included teaching parents problem solving; teaching parents to promote children's cognitive, academic, or social skills; and providing other, additional services. The results have implications for selection and strengthening of existing parent training programs.

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A Meta-analytic Review of Components Associated with Parent Training Program Effectiveness

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National Council for Curriculum and Assessment

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1314&context=psychfacpub

Pathways to self-esteem in late adolescence: the role of parent and peer attachment, empathy, and social behaviours.

Age and gender differences in risky driving: The roles of positive affect and risk perception

This study investigated child and early adolescent relationships with parents and peers within the theoretical framework of attachment. A cross-sectional sample of 279 fourth, sixth, and eighth graders completed two self-report measures assessing attachment to parents and friends. Fourth graders described more trusting and communicative relationships with parents than sixth or eighth graders. Older early adolescents turned to peers to fulfill attachment functions of proximity seeking and safe haven more often than children, although all participants reported that parents primarily served secure base functions. Females reported more trust, communication, and overall attachment to peers than males. Grade, sex, and views of attachment relationships to parents and peers predicted the introduction of friends into the attachment hierarchy. Participants who viewed relationships with parents as less secure were more likely to select peers to fulfill attachment functions. The important and complementary roles of parents and peers and their implications are discussed.

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Parent and Peer Attachment in Late Childhood and Early Adolescence.

Gender differences and areas of common concern in the driving behaviors and attitudes of adolescents

This study explored the relative influence of adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends on three measures of self-esteem. The sample consisted of 493 New Zealand adolescents ranging from 13 to 19 years of age. Two dimensions of the attachment relationship were assessed: the utilization of emotional support and proximity, and the quality of affect. The major findings were as follows: utilization of emotional support and proximity from mothers, fathers, and friends was minimally related to overall self-esteem, coping abilities, and social competence. The quality of affect toward mothers and fathers was significantly related only to social competence. These findings suggest that adolescent self-esteem is more strongly associated with the quality of affect toward parents and friends than with the utilization of these target figures for support or proximity. The notion that parents and friends may contribute to different facets of self-esteem is discussed.

Adolescent Attachment to Parents and Friends in Relation to Aspects of Self-Esteem.

This study explored changes in New Zealand adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends. The main findings revealed that from early to late adolescence: Males and females remained stable in their quality of affect toward their mothers. With increasing age, females utilized their mothers for support and proximity more, whereas males utilized their mothers for support and proximity less. With increasing age, males and females rated their quality of affect toward their fathers as lower and utilized their fathers for support and proximity less. Females had a higher quality of affect toward friends than males regardless of age, but both males and females increased their utilization of friends for support and proximity over age. Further analyses revealed that Pacific Island adolescents utilized their mothers less for support and proximity than European/Pakeha adolescents. Adolescents from one-parent families utilized their fathers less for support and proximity and had a lower quality of affect toward him than adolescents from two-parent families. These findings suggested that substantial changes take place in attachment relationships from early to late adolescence and highlighted the need for research to differentiate between the sex of adolescent and sex of parent dyads in order to examine adolescents' affective relationships effectively.

Adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends

An Erratum has been published for this article in Infant and Child Development 10(4) 2001, 241.

This paper compares the language development of pre-school children born to teenage (n=22) and comparison mothers (n=20) and examines the extent to which differences in language development can be explained by social background, child and parenting factors. Mothers and children were assessed at home using a range of measures, including a structured interview, the language scales of the Child Development Inventory, the HOME Inventory, and videotaped mother-child interaction. Results showed that children of teenage mothers perform significantly poorer than children of comparison mothers on measures of expressive language and language comprehension. Subsequent analyses showed that these differences are largely explained by differences in the parenting behaviour of teenage and comparison mothers. Specifically, maternal verbal stimulation and intrusiveness accounted for the relationship between teenage motherhood and children's poorer language comprehension, while maternal intrusiveness and involvement with the child account for the relationship between teenage motherhood and children's poorer expressive language development. These findings highlight the importance of early mother–child interaction for children's language development. Copyright © 2001 John Wiley & Sons, Ltd.

Language development of pre‐school children born to teenage mothers

Three studies were carried out to investigate the impact of participation in the Home Instruction Programme for Preschool and Year One Youngsters (HIPPY) on New Zealand children's reading ability, school readiness and school behaviour. In study 1, scores on a Reading Diagnostic Survey were obtained for 77 six‐year‐old HIPPY children and 704 six‐year‐old non‐HIPPY children. In study 2, 29 HIPPY children who had recently entered school and 29 control children were assessed using four subsections of the Metropolitan Readiness tests. In the third study the Behavioural Academic Self Esteem Scale (BASE) was completed by teachers for the HIPPY and control children in study 2 as well as all their classmates. HIPPY children were found to show consistently better performance on all of the measures used and the differences reached statistical significance on three of the six sub‐tests of the Reading Diagnostic Survey and the BASE scale.

Jeff Field

Papers

Gender differences and areas of common concern in the driving behaviors and attitudes of adolescents

Adolescent Attachment to Parents and Friends in Relation to Aspects of Self-Esteem.

Adolescents' perceptions of their attachment relationships with their mothers, fathers, and friends

Language development of pre‐school children born to teenage mothers

A Promising Start: An Evaluation of the HIPPY Program in New Zealand