25/02/2013 OVERVIEW Emotion competence in conduct PROMOTING CHILD - PDF document

25/02/2013 OVERVIEW  Emotion competence in conduct PROMOTING CHILD DEVELOPMENTAL problem children COMPETENCIES THROUGH PARENTAL PARTICIPATION IN TRIPLE P: A PILOT STUDY  Parental emotion coaching  Does adding an emotion coaching component boost the effects of Group Cassandra K. Dittman – University of Queensland Triple P? Karen Salmon – Victoria University of Wellington Matthew R. Sanders – University of Queensland Project supported by a Victoria University of Wellington Research Fund Name of presentation Month 2009 Name of presentation Month 2009 EMOTION COMPETENCE IN THE DEVELOPMENT OF CONDUCT PROBLEM CHILDREN EMOTION COMPETENCE  Children with conduct problems show  Parental use of ‘emotion coaching’ poor performance in: associated with better adjustment in children • Knowledge of emotion terms and labels  Helpful parent behaviours include: • Understanding the causes of emotions • Active acknowledgement of their child’s • Recognising that particular situations can evoke different emotions in different people emotions (e.g., labelling, validation) • • Regarding emotional displays as incidental Understanding that people can experience teaching opportunities (e.g., verbal coaching) mixed emotions •  Argued to impact children’s social and Modelling and prompting constructive ways of expressing and coping with emotions emotional functioning Name of presentation Month 2009 Name of presentation Month 2009 Denham et al., 1997; Gottman et al., 1997 THE IMPORTANCE OF THE IMPACT OF BFIs ON CONVERSATION DEVELOPMENTAL OUTCOMES  Family discussions about everyday  BFI efficacy research focuses on events play a key role in the development observable behaviours of emotion competence  Yet, conduct problems in children are  ‘Reminiscing conversations’ provide a also associated with deficits in: perfect context for parental emotion • Emotion understanding and competence* coaching • Emotional and behavioural regulation  Emotion coaching skills have • Social problem-solving skills successfully been taught to parents with  Very little research on the impact of BFI positive effects for children’s emotion on these broader developmental skills competence Name of presentation Month 2009 Name of presentation Month 2009 Wareham & Salmon, 2006 1

25/02/2013 TRIPLE P AND THE CURRENT PROJECT CHILD DEVELOPMENT Does Triple P have  An RCT comparing the effects of Group positive effects on Triple P with ‘Emotion Enhanced’ Group child emotion Triple P on: competence? • Parental use of emotion coaching skills • Child emotion competence • Child disruptive behaviour, use of ineffective Or do we need to parenting strategies and parenting confidence develop specially  Outcomes assessed at post-intervention targeted adjunctive and 4-month follow up interventions? Name of presentation Month 2009 Name of presentation Month 2009 THE INTERVENTION PARTICIPANTS CONDITIONS  N = 35 (GTP = 23, EETP = 19)  Group Triple P  Two trial sites in New Zealand: Auckland and • 8-session program Wellington • Content delivered as per manual  Target child • 3 to 6 years (mean = 59 months)  Emotion Enhanced Triple P • 57% male, 43% female • Embedded teaching of emotion • 73% with clinical level conduct problems coaching skills within sessions 2 and 4  Families • Parent mean age = 36.67 years • ‘ ”Amped up” relevance of strategies to • 64% two-parent biological; 17% sole-parent; social-emotional development through 10% step-family example, emphasis and tweaking of • 88% completed high school, 62% university activities educated Name of presentation Month 2009 Name of presentation Month 2009 MEASURES FINDINGS  Parent-child conversations about past events. Coded for: • Parental labelling of emotions, discussion of Did the EE causes, coaching and constructive feedback intervention • Child labelling of emotions and discussion of causes successfully enhance  Emotion competence • 3 x Denham’s tasks: affect knowledge task, parental emotion mixed emotions task, causes task coaching skills?  Regular battery of Triple P intervention measures • ECBI, SDQ, PS, PTC, DASS Name of presentation Month 2009 Name of presentation Month 2009 2

25/02/2013 FINDINGS: IMPACT ON FINDINGS PARENTAL COACHING SKILLS Parental Labelling of Parental Coaching Emotions and and Constructive Causes Feedback Yes, the EE 12 1.8 intervention did 10 1.5 8 1.2 successfully enhance 6 0.9 parental emotion 4 0.6 2 0.3 d = .78 d = .1.08 coaching skills. 0 0 Group EE TP Group EE TP TP TP Pre Post Pre Post Name of presentation Month 2009 Name of presentation Month 2009 FINDINGS: IMPACT ON CHILD FINDINGS BEHAVIOUR ECBI Intensity 160 But, did the 140 CLINICAL 120 CUT-OFF enhancement 100 80 boost the effects 60 40 of Group TP? d = 1.16 20 0 Group TP EE TP Pre Post Name of presentation Month 2009 Name of presentation Month 2009 FINDINGS: IMPACT ON CHILD FINDINGS: IMPACT ON CHILD EMOTION COMPETENCE SOCIAL FUNCTIONING Child Labelling of Child Emotion SDQ Peer Problems SDQ Prosocial Emotions and Competence Behaviour 3 Causes (AKT + MET) 8 2.5 3.5 55 7.5 3 2 7 50 2.5 6.5 1.5 45 2 6 1.5 1 5.5 40 1 5 0.5 35 d = .74 d = .10 d = .12 d = .41 0.5 4.5 0 30 0 4 Group EE TP Group EE TP Group EE TP Group EE TP TP TP TP TP Pre Post Pre Post Pre Post Pre Post Name of presentation Month 2009 Name of presentation Month 2009 3

25/02/2013 FINDINGS: IMPACT ON FINDINGS: IMPACT ON PARENTING PARENTAL CONFIDENCE Parenting Scale Total PTC Setting Self PTC Behaviour Self Efficacy Efficacy 4 100 100 3.5 90 90 3 80 80 70 70 2.5 60 60 2 50 50 40 40 1.5 30 30 1 20 20 d = .41 d = .15 d = .12 10 10 0.5 0 0 0 Group EE TP Group EE TP Group TP EE TP TP TP Pre Post Pre Post Pre Post Name of presentation Month 2009 Name of presentation Month 2009 FINDINGS SUMMARY & IMPLICATIONS  Parents can be trained to use emotion coaching with their children  However, the benefit of doing so, above and No, the beyond what can be gained through delivery of a regular BFI, is questionable enhancement did  CAVEAT: pilot data with a small sample not boost the  Future research questions: • Are specially targeted adjuncts to BFIs effects of Group TP. needed to enhance particular developmental outcomes in children? • What developmental outcomes are already promoted through the enhancement of positive parenting by BFIs like Triple P? Name of presentation Month 2009 Name of presentation Month 2009 4