Before entering the course of treatment, the degree of "destructive behavior" of children is coded into three categories: clinical type, non-clinical type and mixed type. If there are target children with obvious behavioral problems with high barriers, or the pretreatment score of standardized measurement of problem behavior is obviously within the clinical range, the study will code such children as "clinical". If the data of behavior problems are recruited from general community samples, or there are no high obstacles, the code is "non-clinical". If the target children have no behavioral problems, but the reported data show that one but not all children have obvious behavioral problems and have high obstacles, then they will be coded as "mixed classes".
Finally, the percentage of participating single-parent families is coded. According to these data, this study is divided into single-parent families with relatively high or low proportion. In all studies, the top 33% of single-parent families are coded as "high proportion", and all other studies are coded as "low proportion".
1.3.2. Characteristics of parent training program
Our coding of parent training programs has six characteristics:
(A) theoretical basis
(b) the person receiving treatment.
(3) Parents' training methods,
The rigidity of research.
For the follow-up data of the research report, we also made the following coding:
The length of the follow-up evaluation period, and
(f) Whether the follow-up evaluation includes the control group.
Parents' training program is guided by theory, explaining the reasons, supporting conditions and improving conditions related to children's destructive behavior. Although we find that the theoretical basis and intervention strategies of parent training programs are diverse, we divide parent training programs into "behavioral" and "non-behavioral" interventions. Serketich and Dumas (1996) well outlined the assumptions of behavior planning. For the coding of parents' training plan, we adopted their third hypothesis, which pointed out: "The purpose of treatment shifts with the social emergency, so that children's prosocial behavior can be actively strengthened by parents, while their aversion behavior is punished or ignored." (page 172). If the research includes more interventions to supplement social emergency education, it will still be coded as a behavior plan.
Our sample includes 14 studies, and the training focuses on non-social emergency intervention measures; These studies are regarded as "non-behavioral plans". The "non-behavior plan" emphasizes the importance of healthy parent-child communication (for example, empathy listening without interruption), respect for others, democratic paternalism, child-centered cognition and solving parent-child problems. In our sample, four studies are directly based on "parental efficacy training" (PET, Gordon, 1970), and two studies are based on "parental efficacy system training" (STEP Dinkmeyer & ampMcKay, 1976), while other studies emphasize non-behavioral strategies without specific affiliation. Compared with the meta-analysis of Cedar and Levant (1990). Because the current research has stricter research norms and standards, non-behavioral research is rarely included.
The codes of patients receiving treatment are: parents only, parents and children, and multi-system category. In most cases, parents are the single recipients of intervention. However, some programs also provide additional treatment for target children, such as pediatric treatment. If children accompany their parents to attend parent training, and the children themselves have not received treatment, the study of this situation is also coded into the category of "only parents". We divide the main modes of parent training into three categories: collective, individual and self-guidance. Some studies combine two of the three categories and code them into "mixed" categories accordingly. The training mode of "group" and "individual" categories is very clear. In contrast, the "self-directed" parent training mode is not common, and it also includes different intervention measures, such as asking parents to read parent training manuals, watching parent training videos, and using computer programs to participate in parent training.
Each study is coded in a 7-point system with strict methods. As for the equivalence between the treatment group and the control group, a study can get 2 points (that is, random distribution =2 points, equivalence = 1 point, no mention or unequivalence =0 point). For the features that learn from each other, if the learning contains a feature, the learning will get "1", and if it does not, it will get "0". The characteristics of other studies include the use of multiple evaluation methods (self-report and observation methods), the clarity of the description of treatment intervention, whether necessary statistical data have been included, whether standardized or recognized measurement methods have been used, and whether treatment manuals have been used.
Evaluating the durability of parental training will be coded according to the number of months between the end of treatment and the post-treatment evaluation point. The coding of follow-up results is divided into two time periods: 1 to June or July to1February.
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Socioeconomic status: Socioeconomic status