Adverse childhood experiences and the onset of chronic disease in young adulthood.

In the mid-1980s, Heckhausen and Gollwitzer set out to analyze how people control their actions (see Heckhausen, Gollwitzer, & Weinert, 1987). They quickly realized that breaking action control down into different phases greatly benefited its understanding. Heckhausen and Gollwitzer’s analysis was heavily influenced by the work of Kurt Lewin (e.g., Lewin et al., 1944), for whom there was never any doubt that motivational phenomena can only be properly understood and analyzed from an action perspective that distinguishes the processes of goal setting from those of goal striving, an insight that went unheeded for several decades. Accordingly, Heckhausen and Gollwitzer (1987) proposed the “Rubicon”model of action phases, which describes the course of action as a temporal, linear path starting with a person’s wishes or desires and ending with the evaluation of the action outcomes achieved. The model was designed to raise and help answer the following questions: How do people select their goals? How do they plan the execution of goal striving? How do they enact these plans? Moreover, how do they evaluate their accomplishments? According to the Rubicon model, a course of action involves a phase of deliberating the desirability and feasibility of one’s wishes at the outset in order to arrive at a binding decision regarding which of them one wants to pursue as a goal (pre-decisional phase), a phase of planning concrete strategies for achieving this goal Practical Summary

Changing Behavior Using the Model of Action Phases

The Handbook of Behaviour Change

Changing Behavior Using the Theory of Planned Behavior

https://research.bangor.ac.uk/portal/files/22748793/2019_Evidence_base.pdf

The evidence base for routine enquiry into adverse childhood experiences: A scoping review.

Evaluation of an intervention promoting emotion regulation skills for adults with persisting distress due to adverse childhood experiences.

Positive Discipline is a type of parenting program based on the work of Alfred Adler and Rudolph Dreikurs and designed to teach important life skills in a manner that is respectful and encouraging. It is based on the best-selling books by Dr. Jane Nelsen and coauthors Lynn Lott, Cheryl Erwin, and others. These books and Positive Discipline parenting are firmly rooted in Adlerian psychology, which emphasizes the goal of belonging and significance in all individuals, and the need for kindness and firmness in parenting children. In previous research, a 7-item measure was adapted to represent some of the most emphasized aspects of Positive Discipline. This measure, the Positive Discipline Parenting Scale (PDPS), was found to have a sustained increase following 7-week parenting workshops. In this study, we examine the reliability and validity of the scale using an initial community sample (n = 107), and an online Internet sample (n = 123). Factor loadings and reliability were examined in both samples, as well as convergent and divergent validity. The measure was found to be positively correlated with authoritative parenting style and parental sense of reward, and negatively correlated with authoritarian style and parental stress. The measure may be useful as a tool for program evaluation, or for assessing a theoretical relationship between Positive Discipline style parenting and other variables of interest. Language: en

Positive Discipline Parenting Scale: Reliability and Validity of a Measure

The Effectiveness of Positive Discipline Parenting Workshops on Parental Attitude and Behavior

In this study, a community sample of parents attending free 7-week Positive Discipline parenting workshops were recruited, as well as a non-randomized community control. Both samples consisted of primarily Hispanic parents with similar demographic information and attrition rates (initial N = 91), as well as children of similar age (mean age 6.89 and 6.95 years) and gender. Parenting stress, parenting style, and parent-reported child adaptive behavior were assessed at baseline and after three months. Longitudinal analysis was performed using mixed-effects regression modeling. Results indicate that attendance in Positive Discipline parenting workshops was related to a decrease in authoritarian parenting style, a decrease in permissive parenting style, and a decrease in parental stress. It was also related to an increase in child academic competence, and a decrease in externalizing-hyperactive behavior (both parent-report). These results suggest that positive discipline parenting workshops may alter parenting style and may positively impact children of parents who attend.

/pdf/effectiveness-of-positive-discipline-parenting-program-on-1hzskb35qb.pdf

Paul Carroll

Papers

Evaluation of an intervention promoting emotion regulation skills for adults with persisting distress due to adverse childhood experiences.

Positive Discipline Parenting Scale: Reliability and Validity of a Measure

The Effectiveness of Positive Discipline Parenting Workshops on Parental Attitude and Behavior

Effectiveness of Positive Discipline Parenting Program on Parenting Style, and Child Adaptive Behavior.