Effectiveness of a Parental Training Programme to Enhance Parent-child Relationship and Reduce Harsh Parenting Practices and Parental Stress in the Preparation of Children for Transition to Primary School
Effectiveness of a Parental Training Programme to Enhance Parent-child Relationship and Reduce Harsh Parenting Practices and Parental Stress in the Preparation of Children for Transition to Primary School: A Randomized Controlled Trial
調査の概要
詳細な説明
Introduction Transition creates a time of vulnerability for the child, the parents and their relationship. Failure to adjust to the transition, on the part of either parents or children, might place the family in a psychological devastating position. There is an imperative need to develop and evaluate appropriate interventions for parents so that they can contribute to helping their children enjoy a smooth passage to a pleasurable learning life in primary school.
Aim The aims of this study were to test the effectiveness of a parental training programme to enhance parent-child relationship and reduce harsh parenting practices and parental stress in the preparation of children for transition to primary school.
Methods A randomized controlled trial, two-group pre-test and repeated post-test, between-subjects design was employed. The method of simple complete randomization was adopted. Recruitment and data collection were conducted during the summer in 2009. Participants were recruited through referrals from the Hong Kong Sheung Kung Hui Welfare Council in Tung Chung. Written consent was obtained from parents after they were told the purposes of the study and agreed to participate. Parents were told that they were under no obligation to participate, could withdraw from the study with impunity at any time and were assured of the confidentiality of the data to be collected.
After they had signed consent forms, a research assistant collected demographic and baseline data from parents. Data collection was divided into three phases: at the time of recruitment (pre-intervention), at six weeks and three months after the intervention. Parents were asked to respond to the Chinese version of the parental acceptance-rejection scale, parental stress scale, and self-report scale on parent-child relationship in respect of the transition from kindergarten to primary school.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Hong Kong、中国
- Hong Kong Sheng Kung Hui Tung Chung Integrated Services
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参加基準
適格基準
就学可能な年齢
- 子
- 大人
- 高齢者
健康ボランティアの受け入れ
受講資格のある性別
説明
Inclusion Criteria:
- must be able to read and write Chinese
- must have had primary school education or above
Exclusion Criteria:
- with identified cognitive and learning problems were excluded, as also were children with such problems
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：支持療法
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：独身
武器と介入
参加者グループ / アーム |
介入・治療 |
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プラセボコンパレーター：Placebo Control
Parents had no intervention except that an information leaflet for parents on helping children to adapt the new primary school life published by Education Bureau was given to each parent in the control group at the end of data collection.
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Parents had no intervention except that an information leaflet for parents on helping children to adapt the new primary school life published by Education Bureau was given to each parent in the control group at the end of data collection.
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実験的：parental training programme
The parental training programme was run in small groups of 8 to 12 parents over four consecutive weeks.
They consisted of four group sessions, each lasting about two hours.
The major focus of the parental intervention included teaching parents: (1) to use more active listening skills, (2) to engage less in harsh parenting practices, (3) to use more praise and encouragement and (4) to set reasonable expectations in the rearing of their children.
Each session was started with revision of skills or concepts discussed in previous sessions, therefore, each session built on the previous session.
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In the experimental group, parents participated in the parental training programme approximately one month before the start of the academic year in primary school.
Two social workers, who have minimum five- year experience in giving family counselling,implemented the interventions.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Change of Self-reported Parent-Child Relationship at 6 weeks from baseline
時間枠：6 weeks
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The parent-child relationship of the participants was measured by using a self-reporting method consisting of two items, with one asking 'How satisfied are you with the parent-child relationship?"
and the other 'As a parent, how satisfied are you with yourself?'
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6 weeks
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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Self-reported Parent-Child Relationship at baseline
時間枠：baseline, 0 week ( just before the start of intervention)
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The parent-child relationship of the participants was measured by using a self-reporting method consisting of two items, with one asking 'How satisfied are you with the parent-child relationship?"
and the other 'As a parent, how satisfied are you with yourself?'
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baseline, 0 week ( just before the start of intervention)
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Change of Self-reported Parent-Child Relationship at 3 months from baseline
時間枠：3 months
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The parent-child relationship of the participants was measured by using a self-reporting method consisting of two items, with one asking 'How satisfied are you with the parent-child relationship?"
and the other 'As a parent, how satisfied are you with yourself?'
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3 months
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Perceived Parental Aggression Scale at baseline
時間枠：baseline, 0 week ( just before the start of intervention)
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It measures harsh parenting, i.e. physical or verbal aggression towards children
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baseline, 0 week ( just before the start of intervention)
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change of Perceived Parental Aggression Scale at 6 weeks from baseline
時間枠：6 weeks
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It measures harsh parenting, i.e. physical or verbal aggression towards children
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6 weeks
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change of Perceived Parental Aggression Scale at 3 months from baseline
時間枠：3 months
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It measures harsh parenting, i.e. physical or verbal aggression towards children
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3 months
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Parental Stress at baseline
時間枠：baseline, 0 week ( just before the start of intervention)
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we assess a parent's subjective feelings of strain, difficulty and dissatisfaction in reaction to stressors in the parent-child relationship
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baseline, 0 week ( just before the start of intervention)
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change of Parental Stress at baseline at 6 weeks from baseline
時間枠：6 weeks
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we assess a parent's subjective feelings of strain, difficulty and dissatisfaction in reaction to stressors in the parent-child relationship
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6 weeks
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change of Parental Stress at baseline at 3 months from baseline
時間枠：3 months
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we assess a parent's subjective feelings of strain, difficulty and dissatisfaction in reaction to stressors in the parent-child relationship
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3 months
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協力者と研究者
捜査官
- 主任研究者：William Ho Cheung Li, PhD、The School of Nursing, The University of Hong Kong
出版物と役立つリンク
研究記録日
主要日程の研究
研究開始
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (見積もり)
学習記録の更新
投稿された最後の更新 (見積もり)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
その他の研究ID番号
- ND789
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