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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

Published online by Cambridge University Press:  08 December 2009

Charlotte Hanisch ,
Inez Freund-Braier ,
Christopher Hautmann ,
Nicola Jänen ,
Julia Plück ,
Gabriele Brix ,
Ilka Eichelberger  and
Manfred Döpfner
Charlotte Hanisch*
Affiliation:
University of Applied Sciences Düsseldorf, Germany
Inez Freund-Braier
Affiliation:
University of Cologne, Germany
Christopher Hautmann
Affiliation:
University of Cologne, Germany
Nicola Jänen
Affiliation:
University of Cologne, Germany
Julia Plück
Affiliation:
University of Cologne, Germany
Gabriele Brix
Affiliation:
University of Cologne, Germany
Ilka Eichelberger
Affiliation:
University of Cologne, Germany
Manfred Döpfner
Affiliation:
University of Cologne, Germany
*
Reprint requests to Charlotte Hanisch, University of Applied Sciences, Department of Psychology, Universitaetsstraße, Düsseldorf 40225, Germany. E-mail: [email protected]
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Abstract

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

Keywords

Preventionexternalizing problem behaviourpreschool childrenparenting
Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 38 , Issue 1 , January 2010 , pp. 95 - 112
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2009

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