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Detecting Effects of the Indicated Prevention Programme for Externalizing Problem Behaviour (PEP) on Child Symptoms, Parenting, Parental Quality of Life in a Randomized Controlled Trial

NCJ Number
Behavioural and Cognitive Psychotherapy Volume: 1 Issue: 38 Dated: January 2010 Pages: 95-112
Charlotte Hanisch; Inez Freund-Braier; Christopher Hautmann; Nicola Janen; Julia Pluck; Gabriele Brix; Ilka Eichelberger; Manfred Dopfner
Date Published
January 2010
18 pages
This study evaluated the effects of the Prevention Program for Externalizing Problem Behavior (PEP) on child problem behavior, parenting practices, parent-child interactions, and parental quality of life.

Behavioral parent training is effective in improving child disruptive behavioral problems in preschool children by increasing parenting competence. The PEP is a group training program for parents and kindergarten teachers of children ages 3-6 years with externalizing behavioral problems. In the current evaluation of PEP, parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a non-treated control group (n = 64). researchers rated children's problem behavior 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. The evaluation found that in the intention to treat analysis, mothers of the intervention group described less disruptive child behavior 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 behavior problems by their kindergarten teachers. Training effects were especially positive for parents who attended at least half of the training sessions. (publisher abstract modified)