Detecting effects of the indicated prevention Programme for Externalizing Problem behaviour (PEP) on child symptoms, parenting, and parental quality of life in a randomized controlled trial.
BACKGROUND
Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3-6 years with externalizing behavioural problems.


OBJECTIVE
To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life.


METHODS
Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth.


RESULTS
In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers.


CONCLUSIONS
Training effects were especially positive for parents who attended at least half of the training sessions.


BACKGROUND
CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form.
Hanisch
Charlotte
C
University of Applied Sciences Düsseldorf, Germany. charlotte.hanisch@fh-duesseldorf.de
Freund-Braier
Inez
I
Hautmann
Christopher
C
Jänen
Nicola
N
Plück
Julia
J
Brix
Gabriele
G
Eichelberger
Ilka
I
Döpfner
Manfred
M
D000374:Aggression / Q000523:psychology; D001289:Attention Deficit Disorder with Hyperactivity / Q000175:diagnosis / Q000517:prevention & control / Q000523:psychology; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000175:diagnosis / Q000517:prevention & control* / Q000523:psychology; D002648:Child; D002653:Child Behavior Disorders / Q000175:diagnosis / Q000517:prevention & control* / Q000523:psychology; D002675:Child, Preschool; D004493:Education; D005260:Female; D005500:Follow-Up Studies; D005858:Germany; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology*; D010552:Personality Assessment; D011788:Quality of Life / Q000523:psychology*