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Ramos G, Woller M, Quetsch L, Girard E, Barnett M, Montoya A, Le K, Reyes Y, Chavira D, Villodas M, Lau A. Trajectories of Change in Parent-Child Interaction Therapy Outcomes in Latinx Families: Implications for Cultural Adaptation. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY : THE OFFICIAL JOURNAL FOR THE SOCIETY OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY, AMERICAN PSYCHOLOGICAL ASSOCIATION, DIVISION 53 2024:1-15. [PMID: 39287980 DOI: 10.1080/15374416.2024.2395272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/19/2024]
Abstract
OBJECTIVE Parent-Child Interaction Therapy (PCIT) is a parenting program in which caregivers must achieve "skill criteria" in using Do Skills and avoiding Don't Skills to complete treatment. Despite PCIT's emphasis on these skills, little is known about how Latinx caregivers acquire these Western-based parenting practices and whether cultural mismatches lead to inequities in outcomes. This study compared the trajectories of change in PCIT skills and treatment outcomes of Latinx and non-Latinx White families. METHOD We analyzed weekly treatment data from 64 families (20.3% Spanish-speaking Latinx, 51.6% English-speaking Latinx, 28.1% non-Latinx White) served in community clinics. Caregivers were mostly females (95.3%), on average 35.13 years old, and lived in poverty (77.6%). PCIT skills were coded using the Dyadic Parent-Child Interaction Coding System, and child behavior problems were reported using the Eyberg Child Behavior Inventory. RESULTS Latinx and non-Latinx White caregivers acquired Do Skills similarly during treatment. In contrast, some Latinx caregivers began treatment using significantly more Don't Skills and needed more sessions to achieve some aspects of PCIT skill criteria compared with non-Latinx White caregivers. Latinx families also experienced similar or even more pronounced reductions in child behavior problems than non-Latinx White families. There were no significant differences in the percentage of caregivers who achieved PCIT skill criteria or left treatment prematurely. CONCLUSIONS This study provides evidence that strictly defined PCIT skill criteria may lead to inequities in treatment length for some Latinx families. Informed by these findings, we propose data-driven adaptations to improve the cultural fit of PCIT for Latinx groups.
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Affiliation(s)
- Giovanni Ramos
- Department of Psychological Science, University of California, Irvine
| | - Michael Woller
- Department of Psychology, University of California, Los Angeles
| | | | - Emma Girard
- School of Medicine, University of California, Riverside
| | - Miya Barnett
- Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara
| | - Amanda Montoya
- Department of Psychology, University of California, Los Angeles
| | - Kenny Le
- Department of Psychology, University of Central Florida
| | - Yazleen Reyes
- Department of Psychological Science, University of California, Irvine
| | - Denise Chavira
- Department of Psychology, University of California, Los Angeles
| | | | - Anna Lau
- Department of Psychology, University of California, Los Angeles
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Massey J, Tsianakas V, Gordon A, Sadler N, Robert G. Co-designing complex therapy interventions with parents as partners in the care of children with cerebral palsy: An Experience-based Co-design study in England. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 151:104793. [PMID: 38924956 DOI: 10.1016/j.ridd.2024.104793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 06/07/2024] [Accepted: 06/19/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND Parents of children with hemiplegic cerebral palsy are increasingly involved in therapy intervention delivery. Enhancing the ways that parents are supported in delivery is key to optimising outcomes. This study aimed to refine an existing programme in England to better support parents partnering in their child's intervention delivery. METHODS AND PROCEDURES Experience-based Co-design (EBCD) fostered collaboration between parents and therapists to identify shared improvement priorities and develop solutions. The study included eighteen interviews and sixteen co-design meetings involving twenty parents and eight therapists in total. Intervention development followed the MRC Framework for developing and evaluating complex interventions. OUTCOMES AND RESULTS Themes from parent and therapist interviews informed priority setting for the co-design work. Three key shared priorities emerged a) accessing rehabilitation; b) fostering partnership and c) parent learning. Aligned with these priorities, three mixed parent and therapist co-design teams produced a) a parent booklet; an education outline for healthcare professionals; b) partnership principles; adaptations to intervention logbooks c) an online parent education session. CONCLUSIONS AND IMPLICATIONS Engaging parents and therapists in a structured co-design process using EBCD yielded innovative interventions supporting parents in delivering therapy for children with hemiplegia. This collaborative approach is anticipated to enhance programme implementation and effectiveness.
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Affiliation(s)
- Jill Massey
- Evelina London Children's Hospital, Guys and St Thomas' NHS Foundation Trust, Westminster Bridge Road, London SE1 7EH, UK; Florence Nightingale School of Nursing Midwifery and Palliative Care, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK.
| | - Vicki Tsianakas
- Florence Nightingale School of Nursing Midwifery and Palliative Care, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK
| | - Anne Gordon
- Evelina London Children's Hospital, Guys and St Thomas' NHS Foundation Trust, Westminster Bridge Road, London SE1 7EH, UK; Florence Nightingale School of Nursing Midwifery and Palliative Care, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK
| | | | - Glenn Robert
- Florence Nightingale School of Nursing Midwifery and Palliative Care, James Clerk Maxwell Building, 57 Waterloo Road, London SE1 8WA, UK
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Piccolo A, De Domenico C, Di Cara M, Settimo C, Corallo F, Leonardi S, Impallomeni C, Tripodi E, Quartarone A, Cucinotta F. Parental involvement in robot-mediated intervention: a systematic review. Front Psychol 2024; 15:1355901. [PMID: 39049952 PMCID: PMC11267593 DOI: 10.3389/fpsyg.2024.1355901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Accepted: 06/17/2024] [Indexed: 07/27/2024] Open
Abstract
Introduction Over the years, the conceptual approach to pediatric rehabilitation has reevaluated the parent's role in the therapeutic process, considering parental involvement as a necessary condition for the effectiveness of the intervention. In the field of pediatric intervention, the therapeutic use of robots represents a growing clinical interest, but the feasibility and applicability of these robotic interventions, including those involving parents, remain unclear. This systematic review aims to investigate parental involvement in robot-mediated interventions (RMI) for children and adolescents in the current literature. Our main goal is to analyze and summarize all existing studies to discuss and draw future research directions and implications for clinical practice. Method After collecting results from 1,106 studies, the studies selected were analyzed using thematic analysis. The literature review was conducted in accordance with the PRISMA guidelines by searching databases such as PubMed and Web of Science until 07 February 2023. Studies that met the following inclusion criteria were included: (1) the use of a robot as a therapeutic-rehabilitation tool and (2) the presence/involvement of parents/caregivers in child-robot therapeutic sessions. Results A total of 10 articles were included. The extracted data included study design, participant characteristics, type of robot used, outcome measures, aim, and type of intervention. The results reveal that parental involvement in RMI could be feasible and useful in improving intervention efficacy, particularly in improving the child's social-communicative abilities and the caregiver's educational skills. Discussion RMI intervention with parental participation could be a useful therapeutic strategy in pediatrics. However, to date, few studies have investigated this specific topic, and the reported results may enhance future research to understand its effectiveness in specific areas of use. Systematic review registration identifier: CRD42024553214.
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Ramos G, Lorenzo NE, Garcia D, Bagner DM. Skill Change Among Latinx Families in a Behavioral Parenting Intervention: The Interactive Effect of Caregiver Language Preference and Acculturation. JOURNAL OF LATINX PSYCHOLOGY 2023; 11:175-188. [PMID: 37810445 PMCID: PMC10557956 DOI: 10.1037/lat0000226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/10/2023]
Affiliation(s)
- Giovanni Ramos
- Department of Psychology, University of California, Los Angeles
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McKee LG, Yang Y, Highlander A, McCall M, Jones DJ. Conceptualizing the Role of Parent and Child Emotion Regulation in the Treatment of Early-Onset Behavior Disorders: Theory, Research, and Future Directions. Clin Child Fam Psychol Rev 2023; 26:272-301. [PMID: 36385585 DOI: 10.1007/s10567-022-00419-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/31/2022] [Indexed: 11/18/2022]
Abstract
Behavior disorders (BDs) are common and costly, making prevention and early-intervention a clinical and public health imperative. Behavioral Parent Training (BPT) is the standard of care for early-onset (3-8 years old) BDs, yet effect sizes vary and wane with time suggesting the role of underlying factors accounting for variability in outcomes. The literature on emotion regulation (ER), which has been proposed as one such underlying factor, is reviewed here, including a brief overview of ER, theory and research linking ER, externalizing symptoms, and/or BDs, and still largely preliminary work exploring the role of parent and child ER in BPT outcomes. Research to date provides clues regarding the interrelationship of ER, BDs, and BPT; yet, determining whether adaptations to BPT targeting ER are necessary or useful, for whom such adaptations would be most important, and how those adaptations would be implemented requires addressing mixed findings and methodological limitations. To guide such work, we propose a conceptual model elucidating how standard BPT may impact ER and processes linked to ER, which we believe will be useful in organizing and advancing both basic and applied research in future work.
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Affiliation(s)
- Laura G McKee
- Department of Psychology, Georgia State University, Atlanta, GA, USA
| | - Yexinyu Yang
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, 27599, USA
| | - April Highlander
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, 27599, USA
| | - Madison McCall
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, 27599, USA
| | - Deborah J Jones
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, 27599, USA.
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Fleming GE, Neo B, Briggs NE, Kaouar S, Frick PJ, Kimonis ER. Parent Training Adapted to the Needs of Children With Callous-Unemotional Traits: A Randomized Controlled Trial. Behav Ther 2022; 53:1265-1281. [PMID: 36229121 DOI: 10.1016/j.beth.2022.07.001] [Citation(s) in RCA: 19] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 05/06/2022] [Accepted: 07/07/2022] [Indexed: 11/22/2022]
Abstract
Callous-unemotional (CU) traits designate a distinct subgroup of children with early-starting, stable, and aggressive conduct problems. Critically, traditional parenting interventions often fail to normalize conduct problems among this subgroup. The aim of this study was to test whether parent-child interaction therapy (PCIT) adapted to target distinct deficits associated with CU traits (PCIT-CU) produced superior outcomes relative to standard PCIT. In this proof-of-concept trial, 43 families with a 3- to 7-year-old child (M age = 4.84 years, SD = 1.12, 84% male) with clinically significant conduct problems and elevated CU traits were randomized to receive standard PCIT (n = 21) or PCIT-CU (n = 22) at an urban university-based research clinic. Families completed five assessments measuring child conduct problems, CU traits, and empathy. Parents in both conditions reported good treatment acceptability and significantly improved conduct problems and CU traits during active treatment, with no between-group differences. However, linear mixed-effects models showed treatment gains in conduct problems deteriorated for children in standard PCIT relative to those in PCIT-CU during the 3-month follow-up period (ds = 0.4-0.7). PCIT-CU shows promise for sustaining improvements in conduct problems for young children with conduct problems and CU traits, but requires continued follow-up and refinement.
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Chavira DA, Ponting C, Ramos G. The impact of COVID-19 on child and adolescent mental health and treatment considerations. Behav Res Ther 2022; 157:104169. [PMID: 35970084 PMCID: PMC9339162 DOI: 10.1016/j.brat.2022.104169] [Citation(s) in RCA: 21] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 07/14/2022] [Accepted: 07/22/2022] [Indexed: 12/15/2022]
Affiliation(s)
- Denise A Chavira
- University of California Los Angeles, Department of Psychology, USA.
| | - Carolyn Ponting
- University of California Los Angeles, Department of Psychology, USA; University of California San Francisco, Department of Psychiatry and Biobehavioral Sciences, USA
| | - Giovanni Ramos
- University of California Los Angeles, Department of Psychology, USA
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8
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Ragni B, Boldrini F, Mangialavori S, Cacioppo M, Capurso M, De Stasio S. The Efficacy of Parent Training Interventions with Parents of Children with Developmental Disabilities. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:9685. [PMID: 35955038 PMCID: PMC9367974 DOI: 10.3390/ijerph19159685] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Revised: 07/31/2022] [Accepted: 08/02/2022] [Indexed: 06/15/2023]
Abstract
Parenting children with developmental disabilities (DD) can be generally characterized by a considerable psychological burden. The effects on parental and familial psychological well-being and, consequently, on children's developmental outcomes should not be underestimated, especially in early childhood. The current review aims to advance our understanding of the key factors (e.g., formats, sample characteristics, research design) that characterize parent training interventions, and that could be related to their outcomes, to guide researchers and clinical practitioners to develop and provide efficient programs. Studies were identified via an Internet search from three electronic databases, following PRIMSA guidelines. Studies published until November 2021 were taken into account. The initial search yielded a total of 2475 studies. Among them, 101 studies were fully reviewed. Finally, ten of the studies, which met all the inclusion criteria, formed the basis for this review. Participants' characteristics, main features of the interventions (i.e., study design, structure, and contents), outcome variables and treatment efficacy were deeply examined and discussed. Key factors of parent training interventions with parents of children affected by DD are enlightened, to guide researchers and clinicians in the design and implementation of tailored specific programs, aimed to sustain parenting and foster children's developmental outcomes, from early stages of life.
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Affiliation(s)
- Benedetta Ragni
- Department of Human Studies, LUMSA University, Piazza delle Vaschette, 101, 00193 Rome, Italy
| | - Francesca Boldrini
- Department of Human Studies, LUMSA University, Piazza delle Vaschette, 101, 00193 Rome, Italy
| | - Sonia Mangialavori
- Department of Pathophysiology and Transplantation, University of Milano, 20122 Milan, Italy
| | - Marco Cacioppo
- Department of Human Studies, LUMSA University, Piazza delle Vaschette, 101, 00193 Rome, Italy
| | - Michele Capurso
- Department of Philosophy, Social Sciences & Education, University of Perugia, 06123 Perugia, Italy
| | - Simona De Stasio
- Department of Human Studies, LUMSA University, Piazza delle Vaschette, 101, 00193 Rome, Italy
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9
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Lorenzo NE, Bagner DM. Impact of a Behavioral Parenting Intervention in Infancy on Maternal Emotion Socialization. Child Psychiatry Hum Dev 2022; 53:469-478. [PMID: 33634375 PMCID: PMC8387489 DOI: 10.1007/s10578-021-01142-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/08/2021] [Indexed: 10/22/2022]
Abstract
Research has demonstrated the effect of parent emotion socialization on later child emotion development and behavior. Given these findings, the goal of the present study was to examine the effect of an early parenting intervention on a component of emotion socialization: parent emotion talk. We also examined the indirect effect of behaviorally-based parenting skills on the relation between the intervention and parent emotion talk. Participants were 58 mothers and their 12- to 15-month-old infant. Families were randomly assigned to standard pediatric primary care or a brief in-home intervention targeting parenting skills to promote positive infant behavior. Families completed assessments at baseline, post-intervention, and a 3-month follow-up. Assessments included a 10-min infant-led play task, which was coded for parent emotion talk. Results demonstrated a significant effect of the intervention on parent emotion talk. Specifically, mothers in the intervention group displayed a higher frequency of parent emotion talk at post-intervention. Indirect effects of behaviorally-based parenting skills were significant, demonstrating that increases in behaviorally-based parenting skills at the post-intervention led to increases in parent emotion talk at the follow-up. Findings highlight the effect of a brief, home-based behavioral parenting intervention with infants on maternal emotion socialization.
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Affiliation(s)
- Nicole E. Lorenzo
- University of Maryland, Human Development & Quantitative Methodology, College Park, MD, USA
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10
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Sawrikar V, Plant AL, Andrade B, Woolgar M, Scott S, Gardner E, Dean C, Tully LA, Hawes DJ, Dadds MR. Global Workforce Development in Father Engagement Competencies for Family-Based Interventions Using an Online Training Program: A Mixed-Method Feasibility Study. Child Psychiatry Hum Dev 2021; 54:758-769. [PMID: 34800248 PMCID: PMC10140122 DOI: 10.1007/s10578-021-01282-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/01/2021] [Indexed: 10/19/2022]
Abstract
Global access to practitioner training in the clinical engagement of fathers in family-based interventions is limited. The current study evaluated the feasibility of training practitioners in Canada and UK using online training developed in Australia by examining improvements in practitioner confidence and competence in father engagement, training satisfaction, qualitative feedback, and benchmarking results to those from an Australian sample. Practitioners were recruited to participate in a 2-h online training program through health services and charity organisations. The online program required practitioners to watch a video and complete self-reflection exercises in a digital workbook. Pre- and post-training measures were collected immediately before and after the online training program. The results indicated significantly large improvements in self-reported confidence and competence in engaging fathers following training, with levels of improvement similar to those found in Australia. Training satisfaction was high and qualitative feedback suggested providing local resources and increasing representation of social diversity could improve training relevance in local contexts. The findings suggest online training in father engagement can contribute to global workforce development in improving practitioners' skills in engaging fathers in family-based interventions.
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Affiliation(s)
- Vilas Sawrikar
- Department of Clinical Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK.
| | - Alexandra L Plant
- Department of Clinical Psychology, School of Health in Social Science, University of Edinburgh, Edinburgh, UK
| | - Brendan Andrade
- Centre for Addiction and Mental Health, Toronto, ON, Canada.,Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | - Matt Woolgar
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, King's College London, London, UK
| | - Stephen Scott
- Department of Child and Adolescent Psychiatry, Institute of Psychiatry, King's College London, London, UK
| | | | | | - Lucy A Tully
- School of Psychology, Faculty of Science, University of Sydney, Sydney, NSW, Australia
| | - David J Hawes
- School of Psychology, Faculty of Science, University of Sydney, Sydney, NSW, Australia
| | - Mark R Dadds
- School of Psychology, Faculty of Science, University of Sydney, Sydney, NSW, Australia
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11
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Heflin BH, Heymann P, Coxe S, Bagner DM. Impact of Parenting Intervention on Observed Aggressive Behaviors in At-Risk Infants. JOURNAL OF CHILD AND FAMILY STUDIES 2020; 29:2234-2245. [PMID: 34334999 PMCID: PMC8323770 DOI: 10.1007/s10826-020-01744-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Aggressive behaviors in early childhood persist through childhood and adolescence and result in negative outcomes. However, studies assessing aggressive behaviors in early childhood have focused primarily on parent report. Additionally, the effects of parenting interventions and associated parenting skills on early observed aggression have not been examined. In the present study, we examined the direct effect of a brief, in-home adaptation of Parent-Child Interaction Therapy, the Infant Behavior Program (IBP), on observed frequency of aggressive behaviors and global ratings of aggression in infants ages 12 to 15 months. Additionally, we examined behaviorally-based parenting skills as a mechanism by which the IBP impacted observed infant aggressive behaviors. Sixty infants with elevated levels of behavior problems were randomized to receive the IBP or standard pediatric primary care. Infants receiving the IBP demonstrated a significant decrease in the observed frequency of aggressive behaviors during infant-led play across a 3-month follow-up. Furthermore, the intervention led to decreases in parental use of don't skills (i.e., directive and negative parent statements), which, in turn, led to decreases in the frequency of observed aggressive behaviors at a 3-month follow-up. However, effects were not maintained at a 6-month follow-up. Results provide preliminary evidence for the efficacy of a brief parenting intervention on reducing the frequency of infant aggressive behaviors, including the indirect effect of the IBP on the frequency of aggressive behaviors through reductions in parenting skills. The study highlights the importance of targeting negative parenting practices to decrease subsequent aggressive behaviors in early childhood.
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Affiliation(s)
| | | | - Stefany Coxe
- Florida International University, Miami, FL, USA
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12
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Feng C, Cao J, Li Y, Wu H, Mobbs D. The pursuit of social acceptance: aberrant conformity in social anxiety disorder. Soc Cogn Affect Neurosci 2019; 13:809-817. [PMID: 29986075 PMCID: PMC6123523 DOI: 10.1093/scan/nsy052] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2018] [Accepted: 06/28/2018] [Indexed: 01/10/2023] Open
Abstract
The defining pathological features of social anxiety disorder primarily concern the social landscape, yet few empirical studies have examined the potentially aberrant behavioral and neural patterns in this population using socially interactive paradigms. We addressed this issue by investigating the behavioral and neural patterns associated with social conformity in patients with social anxiety disorder. We recorded event-related potentials when healthy subjects (n = 19), and patients with social anxiety disorder (n = 20) made attractiveness judgements of unfamiliar others, while at the same time, being exposed to congruent/incongruent peer ratings. Afterwards, participants were asked to rerate the same faces without the presence of peer ratings. When compared with healthy controls, social anxiety disorder patients exhibited more positive attitudes to unfamiliar others and conformed more with peers-higher feedback. These behavioral effects were in parallel with neural responses associated with social conflict in the N400 signal, showing higher conformity to peers-higher feedback compared with peers-lower or peers-agree feedback among social anxiety disorder patients. Our findings provide evidence on the behavioral and neural patterns of social anxiety disorder during social interactions, and support the hypothesis that individuals with social anxiety disorder are more motivated to pursue social acceptance and possibly avoid social rejection.
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Affiliation(s)
- Chunliang Feng
- College of Information Science and Technology, Beijing Normal University, China.,State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China
| | - Jianqin Cao
- Department of Nursing, Harbin Medical University, Daqing, China
| | - Yingli Li
- Department of Nursing, Harbin Medical University, Daqing, China
| | - Haiyan Wu
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China.,Department of Psychology, University of Chinese Academy of Sciences, Beijing, China.,Division of Humanities and Social Sciences and Computation and Neural Systems Program, California Institute of Technology, Pasadena, CA, USA
| | - Dean Mobbs
- Division of Humanities and Social Sciences and Computation and Neural Systems Program, California Institute of Technology, Pasadena, CA, USA
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13
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Morningstar M, Garcia D, Dirks MA, Bagner DM. Changes in parental prosody mediate effect of parent-training intervention on infant language production. J Consult Clin Psychol 2018; 87:313-318. [PMID: 30589352 DOI: 10.1037/ccp0000375] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVE Parent-training interventions to reduce behavior problems in young children typically coach parents on the content of their speech, but rarely assess parents' prosody during parent-child interactions. Infant-directed speech helps shape the parent-infant relationship and promote language development, which predicts adaptive behavioral outcomes in children. The current study examined (a) the effect of a parent-training intervention on parents' vocal cues in interactions with their infant and (b) whether parental prosody mediated the impact of the intervention on infant language production. METHOD Sixty families with 12- to 15-month-old infants (47% female; 95% of Hispanic/Latino ethnicity) participated in the Infant Behavior Program (IBP), a brief home-based adaptation of Parent-Child Interaction Therapy, or received standard pediatric care. Speech analysis was performed on mothers' (n = 40) utterances during infant-led play pre- and postintervention. Infants' number of utterances spoken during play was assessed at pre- and postintervention, and at 3- and 6-month follow-ups. RESULTS Mothers who received the IBP spoke with greater pitch range and slower tempo postintervention, when controlling for baseline prosody. Change in these vocal cues, which are typical of infant-directed speech, mediated the effect of the intervention on infants' word production after 6 months. CONCLUSIONS Interventions targeting the content of parents' speech during parent-infant interactions may lead to changes in parental prosody, which may be beneficial for infants' language development. Impaired linguistic abilities in infancy are strongly associated with behavior problems in later childhood; thus, these findings highlight a potential mechanism for intervention efficacy in promoting positive socioemotional and behavioral outcomes. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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14
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Kimonis ER, Fleming G, Briggs N, Brouwer-French L, Frick PJ, Hawes DJ, Bagner DM, Thomas R, Dadds M. Parent-Child Interaction Therapy Adapted for Preschoolers with Callous-Unemotional Traits: An Open Trial Pilot Study. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2018; 48:S347-S361. [DOI: 10.1080/15374416.2018.1479966] [Citation(s) in RCA: 41] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
| | | | - Nancy Briggs
- Mark Wainwright Analytical Centre (Stats Central), The University of New South Wales
| | | | - Paul J. Frick
- Department of Psychology, Louisiana State University
- Learning Sciences Institute of Australia, Australian Catholic University
| | | | | | - Rae Thomas
- Faculty of Health Sciences and Medicine, Bond University
| | - Mark Dadds
- School of Psychology, University of Sydney
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15
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Ramos G, Blizzard AM, Barroso NE, Bagner DM. Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families. JOURNAL OF CHILD AND FAMILY STUDIES 2018; 27:268-279. [PMID: 29456439 PMCID: PMC5813840 DOI: 10.1007/s10826-017-0881-7] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
In the U.S., there is a growing Latino population, in which parents primarily speak Spanish to their children. Despite the evidence that language preference is associated with level of acculturation and influences parenting practices in these families, no study has compared how Spanish-and English-speaking Latino families acquire and utilize the skills taught during parent-training programs such as Parent-Child Interaction Therapy (PCIT). Twenty-seven mother-infant Latino dyads received a home-based adaptation of the Child-Directed Interaction (CDI) phase of PCIT as part of a larger randomized control trial. Most infants were male (63%), and their average age was 13.7 months (SD = 1.43). Most families (52%) lived below the poverty line. The Dyadic Parent-Child Interaction Coding System-Third Edition (DPICS-III) was employed to evaluate PCIT skills at baseline and post-treatment, as well as at 3- and 6-month follow-up, assessments. We conducted multiple linear regression analyses among Spanish-speaking (55%) and English-speaking (45%) families to examine differences in acquisition and utilization of do and don't skills at each assessment while controlling for mother's education. Results yielded no group differences in the acquisition rate of do or don't skills at any time point. However, Spanish-speaking mothers used significantly more don't skills than English-speaking mothers at each assessment. Specifically, Spanish-speaking families used significantly more commands at baseline, post-treatment, and the 6-month followup assessments, as well as more questions at post-treatment and at the 6-month follow-up assessments. These findings highlight the importance of addressing cultural values such as respeto to ensure culturally robust parent-training programs for Latino families.
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Affiliation(s)
- Giovanni Ramos
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL 33199, USA
| | - Angela M Blizzard
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL 33199, USA
| | - Nicole E Barroso
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL 33199, USA
| | - Daniel M Bagner
- Department of Psychology, Florida International University, 11200 SW 8th Street, Miami, FL 33199, USA
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