These figures suggest that, although there was a small increase in ECBI intensity scale scores at 12 months, improvements in mental health and
behaviour in intervention group children were largely maintained over time.
Not exact matches
The increased socioeconomic inequalities
in breastfeeding observed
in the
intervention group supports the argument that population
intervention strategies could inadvertently exacerbate, rather than mitigate, socioeconomic inequalities, particularly when the
intervention aims to change individual
behaviours rather than targeting «upstream» structural changes.25 Our results are also compatible with an observational study from Brazil reporting that breastfeeding rates increased first among the socioeconomically better - off, followed by increases among the poor, over a 20 - year period of active breastfeeding promotion campaigns
in Brazil.26
In the
intervention group, parenting skills as well as the child's disruptive
behaviour, ADHD symptoms, anxiety, sleep problems and empathy improved significantly when compared with the control
group and the results were permanent throughout the 12 - month follow - up.
This took place with the aid of a standardized questionnaire (on the basis of a Social Responsiveness Scale — SRS),
in which 65
behaviour patterns were evaluated by the parents before the start of
group therapy, at the end of the
intervention as well as three months after the end of the
intervention in order to measure stability.
Of a number of published evidence reviews on strategies for preventing childhood obesity, 8 — 15 only one published
in 2007 has focused on environmental influences of obesity - related dietary
behaviours in children and young people (aged 3 — 18 years).15 It found consistent associations between parental influences (parental food intake and education) and obesity
in this age
group.15 The early years are a priority population for
intervention strategies for two reasons.
The meta - analysis of parent - reported child
behaviour shown
in figure 2 included eight studies.36 45 48 52 55 58 59 The analysis showed a small but significant effect on child
behaviour (d = 0.14; 95 % CI 0.03 to 0.26) favouring the
intervention group.
Care and development / Care for others / Care for the caregivers / Care, learning and treatment / Care leavers / Care work / Care workers (1) / Care workers (2) / Care workers (3) / Care workers (4) / Care worker role / Care workers (1983) / Care worker turnover / Caregiver roles / Caregiver's dilemma / Carers (1) / Carers (2) / Carers support
groups / Caring / Caring and its discontents / Caring for carers / Caring for children / Caring interaction / Caring relationships / Carpe minutum / Casing / Cause and behavior / Causes of stress / Celebrate / Challenging
behaviours / Challenging children and A. S. Neill / Change (1) / Change (2) / Change and child care workers / Change
in world view / Change theory / Changing a child's world view / Changing
behaviour / Child, active or passive / Child Advocacy / Child and youth care (1) / Child and youth care (2) / Child and youth care and mental health / Child and youth care education / Child and youth care work unique / Child
behaviour and family functioning / Child care and the organization / Child care workers (1) / Child Care workers (2) / Child care workers (3) / Child care workers: catalysts for a future world / Childcare workers
in Ireland / Child carers / Child health
in foster care / Child
in pain / Child perspective
in FGC / Child saving movement / Child's perspective / Child's play / Child's security / Children and power / Children and television / Children
in care / Children
in state care / Children of alcoholics (1) / Children of alcoholics (2) / Children today / Children who hate (1) / Children who hate (2) / Children who hate (3) / Children who were
in care / Children whose defenses work overtime / Children's ability to give consent / Children's emotions / Children's feelings / Children's grief / Children's homes / Children's homes
in UK / Children's rights (1) / Children's rights (2) / Children's rights (3) / Children's stress / Children's views (1) / Children's views (2) / Children's views on smacking / Children's voices / Children's work and child labour / Choices
in caring / Choices for youth / Circular effect behavior / Clare Winnicott / Class teacher / Classroom meetings / Clear thought / Client self - determination / Clinical application of humour / Coaching approach / Coercion / Coercion and compliance (1) / Coercion and compliance (2) / Cognitive - behavioral
interventions and anger / Cognitive skills / Collaboration / Commissioner for children / Commitment to care / Common needs / Common profession?
I am your neighbour / Ideas about the family / Ideals and limitations / Identities / Identity and relationship / Identity vs role confusion / Image of social care / Immediacy / Impediments to permanency / Importance of cooperation / Importance of fathers / Impulsivity and irrational beliefs /
In - between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too lo
In - between / Including families / Inclusion / Independent living / Independent living skills / Indications for treatment / Individual and residential treatment / Individual antisepsis / Individual demands / Individual differences / Individual experiences / Individual recognition / Individual sessions / Individuals and
groups / Indoor noise / Indulging the deprived child / Inner pain / Inner world / Innovative book / Insecure attachment / Inside kid / Institutional care
in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting behaviour / Interpretive systems / Inter-staff relationships / Intervention environment / Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too lo
in Germany / Interactive learning / Intercultural relationships / Interest contagion / Intergenerational programs / Intergenerational theory / Intergenerational work / Internal / external control / Interpersonal dependence / Interpersonal responses / Interpretation as interference / Interpreting
behaviour / Interpretive systems / Inter-staff relationships /
Intervention environment /
Interventions / Interview / Intimate familiarity / Introducing supervision / Intuitive decision - making / Investment
in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too lo
in relationships / Invisible suffering / Involvement of families / Involving families / Involving young people / Irish view / Irrational acceptance / Isibindi project / Isolation rooms / I've been an adult too long
Nevertheless, an advantage persisted
in the Watch, Wait and Wonder
intervention group in relation to mothers» comfort dealing with infant
behaviours and their ratings of parenting stress which improved more
in this
group from the end of treatment to follow - up.
This finding is consistent with the results of other studies, 34 and many service providers are trying to find ways to encourage fathers to attend parenting programmes.35 Reports of difficulty sustaining
behaviour change over time and the desire for further support have also been reported previously.9, 33 Continuing support to the
group from both volunteers and professionals has been proposed as well as flexible, open access, non-structured sources of support.37 Previous studies have also suggested that 30 — 50 % of families who take part
in parenting programmes are likely to show no benefit because of other events
in their lives, and may therefore need more than a single
intervention.36
The block randomised design was chosen because it is a more practical design to use for trials of health promoting
interventions delivered
in groups.26 Only parents of children whose
behaviour fell
in the worst half of the distribution were invited to take part because of concerns about documenting change
in population samples using instruments designed to identify and measure change
in clinical populations.
Our observation that the improvement
in both the ECBI intensity score, a measure based primarily on problem
behaviours, and the SDQ (conduct) scores was significantly greater
in the
intervention than the control
group provides confidence that the
intervention was effective, at least as far as these aspects of children's mental health was concerned.
The main aim of the trial was to detect a difference between the control and
intervention groups in the changes observed
in the Eyberg child
behaviour inventory intensity score.
The fact that the decline
in scores on both measures
in the
intervention group was maintained over the six months following the
intervention suggests that the
intervention had an enduring effect on
behaviour.
The mean (raw) externalising
behaviour scores were similar
in the
intervention and control
groups at 18 months (mean 12.1 (SD 6.9) v 11.9 (6.8); adjusted mean difference 0.16, 95 % confidence interval − 1.01 to 1.33; P = 0.79) and 24 months (mean 11.9 (SD 7.2) v 12.9 (7.4); adjusted mean difference − 0.79, − 2.27 to 0.69; P = 0.30).
Group parenting programmes have been shown to have a positive impact on the mental health of children and parents
in the short term.9 — 12 Positive results have been obtained from randomised controlled trials and other studies with parents of children with clinically defined
behaviour disorders, 9,13,14 children at high risk of
behaviour problems, 9,15 and to a lesser extent with normal populations.16, 17 They have also been obtained
in trials of
interventions for parents and children of different ages.18, 19 The number of trials carried out
in the UK is small.13, 15,20,21 A recent systematic review concluded that these programmes are effective
in the long term, 12 but most of the trials on which this review was based used a waiting list control design, and as a result outcome data are not reported on the control
groups beyond 6 months.
The SDQ prosocial subscale, measuring increases
in the child's positive
behaviours, showed a benefit
in the
intervention group at both immediate and six month follow ups.
According to Meys5 (a child psychiatrist
in private practice with extensive experience of treating young sex offenders and their families), effective
interventions include peer
group therapy, cognitive
behaviour therapy, the social skills approach,
group therapy, and multisystemic therapy — including individual, family, and peer relationships.
The
intervention was effective
in decreasing overactive, oppositional, and aggressive
behaviour compared to the control
group.
My colleagues and I have focused our research program on parent support of vulnerable
groups and have found, through the use of randomized control trials, that systematic
interventions directed at parenting
behaviours improve parental contingency
in low - income parents and
in adolescent mothers.12, 13 Similarly, we have found that systematic
intervention on family problem - solving
behaviour, what Trivette and Dunst call participatory help - giving practice, also improves contingency of parent - child interactions.14
The use of schema therapy informed formulation within sex offender
group treatment allows for the expansion of the
intervention, helping participants to understand the origins of their offending
behaviour in unmet childhood needs and the development of maladaptive offence relate modes of functioning.
Parental
behaviour — The ratio of praise to inappropriate commands increased threefold
in the
intervention group but fell by a third
in the controls (table 3).
In the present study, from a developmental perspective young children's behaviour becomes more regulated overall from the toddler to preschool period.17 Families in the intervention group have time to practise and therefore could consolidate new parenting skills from the anticipatory guidance programme over tim
In the present study, from a developmental perspective young children's
behaviour becomes more regulated overall from the toddler to preschool period.17 Families
in the intervention group have time to practise and therefore could consolidate new parenting skills from the anticipatory guidance programme over tim
in the
intervention group have time to practise and therefore could consolidate new parenting skills from the anticipatory guidance programme over time.
MCI Ireland's primary school programme has adapted the principles of the Protective
Behaviours programme to deliver to communities or
groups that local service agencies identified as
in need of
intervention.
Compared with the passive control
group, those
in the
intervention group showed significantly better post-training scores on measures of IQ, inhibition, test anxiety and teacher - reported
behaviour, attention and emotional symptoms.
Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive
behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems
in the early school years, poor peer interactions, unusual or bizarre
behaviour in the classroom, high teacher ratings of dissociative
behaviour and internalizing symptoms
in middle childhood, high levels of teacher - rated social and behavioural difficulties
in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented
in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based
intervention should focus on preventing and / or reducing disorganized attachment.
A recent random assignment
intervention study examined whether mothers» responsive
behaviours could be facilitated and whether such
behaviours would boost young children's learning.6 To also examine the most optimal timing for
intervention (e.g. across infancy versus the toddler / preschool period versus both), families from the
intervention and non-
intervention groups were re-randomized at the end of the infancy phase, to either receive the responsiveness
intervention in the toddler / preschool period or not.22 The
intervention was designed to facilitate mothers» use of key
behaviours that provided affective - emotional support and those that were cognitively responsive, as both types of support were expected to be necessary to promote learning.
Six months later, mothers from the
intervention group showed more positive interaction
behaviours, and their infants had superior Bailey Mental and Motor scores, as well as more positive interaction
behaviours than subjects
in the control
group [75].