Date of Award:

5-2007

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Gretchen Gimpel Peacock

Committee

Gretchen Gimpel Peacock

Abstract

Parent training combined with problem solving skills training has been proposed as a comprehensive treatment for childhood oppositional behaviors, poor child social skills, and parental stress. The current study compared Parent Training + Problem Solving Skills Training with a Parent Training + nondirective condition. Parents of 32 children first attended Parent Training. After the parents completed Parent Training, children were randomly assigned to individual therapy in either a Problem Solving Skills Training condition or a nondirective condition. Data comparisons between the groups were made at postindividual therapy and at 6-week follow-up. Results indicated that children in the Problem Solving Skills Training condition improved more than their counterparts regarding parent-reported, parent-observed, and child-reported social skills. Children in the Problem Solving Skills Training condition also improved more than children in the non-directive condition on parent-observed oppositional behaviors; however, children in the non-directive condition demonstrated more improvement than their Problem Solving Skills Training counterparts on parent-reported measures of oppositional behaviors. There were no differences between the groups regarding parental stress. The clinical implications and limitations of these findings are discussed.

Checksum

5eeffa541a78ea6c576003d5d170e6da

Included in

Psychology Commons

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