An exploration of the sequential cascade of changes in parenting practices engendered by Parent Management Training – Oregon
The goal of this research is to better understand the sequencing and timing of changes in parenting behaviors engendered by PMTO, and the transactional interaction among those changes. Focusing on the treatment group, the increases in positive parenting at 12 months post baseline facilitate better subsequent monitoring and lower subsequent levels of coercive parenting, and lower levels of coercive parenting facilitates better monitoring. In terms of ensuring more effective and efficient interventions, it appears that PMTO's current curriculum of introducing positive parenting skills prior to effort to reduce coercive parenting is congruent with the sequencing of changes in parenting found in this study. This supports the idea that positive parenting is a core, prerequisite process for other changes. Skill building focused on positive involvement in the home, skill encouragement, and problem solving are parenting practices taught earlier in PMTO than practices aimed at improving monitoring.
Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology