The present report accomplishes three goals. First, to provide an empirical rationale for placing parental monitoring of children's adaptations as a key construct in development and prevention research. Second, to stimulate more research on parental monitoring and provide an integrative framework for various research traditions as well as developmental periods of interest. Third, to discuss current methodological issues that are developmentally and culturally sensitive and based on sound measurement. Possible intervention and prevention strategies that specifically target parental monitoring are discussed.

Parental monitoring and the prevention of child and adolescent problem behavior: a conceptual and empirical formulation.

This paper outlines the theoretical and empirical foundations of a unique multilevel parenting and family support strategy designed to reduce the prevalence of behavioral and emotional problems in preadolescent children. The program known as Triple P-Positive Parenting Program is a multilevel system of family intervention, which provides five levels of intervention of increasing strength. These interventions include a universal population-level media information campaign targeting all parents, two levels of brief primary care consultations targeting mild behavior problems, and two more intensive parent training and family intervention programs for children at risk for more severe behavioral problems. The program aims to determine the minimally sufficient intervention a parent requires in order to deflect a child away from a trajectory towards more serious problems. The self-regulation of parental skill is a central construct in the program. The program uses flexible delivery modalities (including individual face-to-face, group, telephone assisted, and self-directed programs) to tailor the strength of the intervention to the requirements of individual families. Its multidisciplinary, preventive and community-wide focus gives the program wide reach, permitting the targeting of destigmatized access points through primary care services for families who are reluctant to participate in parenting skills programs. The available empirical evidence supporting the efficacy of the program is discussed and its implications for research on dissemination are discussed.

Triple P-Positive Parenting Program: towards an empirically validated multilevel parenting and family support strategy for the prevention of behavior and emotional problems in children.

A Brief History of the Oregan Model, Gerald R. Patterson et al The Early Development of Coercive Family Process, Gerald R. Patterson Social Contextual Factors and Competence in Early Development, Leslie D. Leve et al Reinforcement and Coercion Mechanisms in the Development of Antisocial Behaviour - The Family, James Snyder and Mike Stoolmiller Reinforcement and Coercion Mechanisms in the Development of Antisocial Behaviour - Peer Relationships, James Snyder Contextual Risk Across the Early Life Span and Association With Antisocial Behaviour, D.M. Capaldi et al A Developmental Model For Early-and Late-Onset Delinquincy, Gerald R. Patterson and Karen Yoerger Coercive Family Processes and Adolescent Depression, Betsy Davis et al Interventions For Antisocial Behaviour, John B. Reid and J. Mark Eddy Multidimensional Treatment Foster Care - Applications of the OSLC Intervention Model to High-Risk Youth and Their Families, Patricia Chamberlain et al Preventative Efforts During the Elementary School Years - The "Linking the Interests of Families and Teachers" Project, John B. Reid and J. Mark Eddy. (Part contents).

Antisocial behavior in children and adolescents: A developmental analysis and model for intervention.

Thomas J. Dishion and Elizabeth A. Stormshak describe their family-centered, ecological approach, which engages children, adolescents, and their families; may be used as a periodic preventive checkup and as a more intensive intervention; and may be delivered in community settings such as schools in order to have the greatest public health impact. The authors demonstrate how they examine psychopathology in children and adolescents in the context of the ecology (families, peer groups, communities, and schools) in which they live. They present their empirically derived approach and illustrate how developmentally and culturally relevant interventions are shaped. An ecological approach works within a health maintenance teamwork. Given individual variation in vulnerability to environmental stress, periodic assessments and interventions are used to prevent, treat, or reduce harm associated with problem behavior and emotional distress. The literature reveals promising findings, in that the highest-risk youth are more likely to respond well to ecologically based interventions.

Intervening in Children's Lives: An Ecological, Family-Centered Approach to Mental Health Care

Behavioral parent training (BPT) is one of the empirically supported psychosocial treatments for ADHD Over many years and in many studies, BPT has been documented to improve both child ADHD behavior and maladaptive parenting behavior In some studies, BPT has also been found to result in benefits in additional domains, such as parenting stress and child classroom behavior However, the BPT literature on children selected as having ADHD lags behind research conducted on BPT for children selected as having oppositional defiant and conduct disorders (ODD and CD, respectively) with regard to examination of factors that may limit treatment attainment, compliance, and outcomes, such as single parenthood, parental psychopathology, and child comorbidity Because of the high degree of comorbidity between ADHD and ODD/CD, it is difficult to separate the two BPT literatures The parameters of BPT (eg format and setting), parent factors, and child factors that may contribute to treatment outcomes for families of children with ADHD are reviewed here and recommendations for future BPT research in the area of ADHD are made

Enhancements to the behavioral parent training paradigm for families of children with ADHD: review and future directions

https://espace.library.uq.edu.au/view/UQ:119919/UQ_AV_119919.pdf

Designing effective behavioral family interventions for stepfamilies

The interpersonal context within behavioral family intervention is a potentially important determinant of therapy outcome. This paper highlights the importance of identifying and explicating specific consultation skills associated with successful clinical outcomes. The discussion of assessment findings with families is an important phase of therapy for laying the foundations for skill training. These discussions are important in developing a working relationship with the family and for creating appropriate expectations of therapy process and outcome. A guided participation model of information transfer is described and illustrated with examples from the author’s work with families of behaviourally disturbed children. Commonly encountered difficulties are highlighted and possible solutions to individual consultation problems are proposed. Specific suggestions are made for enhancing therapy outcome with difficult to treat families and those at high risk of dropping out of therapy. Implications of this work for research into the mechanism of change in behavioral family intervention are discussed.

Discussing assessment findings with families: A guided participation model of information transfer

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Designing effective behavioral family interventions for stepfamilies

Discussing assessment findings with families: A guided participation model of information transfer