Exploring Parent Participation in a Parent Training Program for Children's Aggression: Understanding and Illuminating Mechanisms of Change
Bibliographic record
Abstract
PROBLEM: Controlled trials have demonstrated that parents of children experiencing high levels of aggression benefit greatly from parent training programs. Several programs have shown a decrease in parental stress, an increase in parental confidence, and higher levels of prosocial behavior in children as shown by outcomes based on quantitative measures. However, less attention has been paid to the views and experiences of parents themselves about the impact of such programs on themselves, their children, and their parent-child relationships. METHODS: The purpose of this qualitative study was to elicit and explore parents' perceptions of the effectiveness of the Incredible Years Parent Training Program. Following their participation in the Incredible Years Program, 37 parents completed a semistructured interview and completed demographic questionnaires. Data were analyzed employing a content analysis of the transcripts and descriptive statistics of the demographic data. FINDINGS: Parents strongly valued the support offered within the group therapy process, reporting a decrease in their stress levels, an increase in their confidence, as well as observing positive changes in their children and in the parent-child relationship. CONCLUSIONS: The findings of this research illuminate possible underlying mechanisms for these observed changes. Specifically, when parents feel accepted, supported, and not blamed by healthcare professionals, they seem to be able to engage in self-reflection specifically related to their parenting styles. In turn, their ability to reflect in the group and make sense of their own thoughts, feelings, and behaviors seems to have a positive influence on the process of change in themselves, their children, and in their relationships with their children and other family members.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".