Does self-directed and web-based support for parents enhance the effects of viewing a reality television series based on the Triple P – Positive Parenting Programme? / Matthew R. SANDERS in Journal of Child Psychology and Psychiatry, 49-9 (September 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-9 (September 2008) . - p.924-932 Titre : Does self-directed and web-based support for parents enhance the effects of viewing a reality television series based on the Triple P – Positive Parenting Programme? Type de document : Texte imprimé et/ou numérique Auteurs : Matthew R. SANDERS, Auteur ; Rachel CALAM, Auteur ; Marianne DURAND, Auteur ; Tom LIVERSIDGE, Auteur ; Sue Ann CARMONT, Auteur Année de publication : 2008 Article en page(s) : p.924-932 Langues : Anglais (eng) Mots-clés : Parent-training conduct-problems media-intervention prevention Index. décimale : PER Périodiques Résumé : Background: This study investigated whether providing self-directed and web-based support for parents enhanced the effects of viewing a reality television series based on the Triple P – Positive Parenting Programme. Method: Parents with a child aged 2 to 9 (N = 454) were randomly assigned to either a standard or enhanced intervention condition. In the standard television alone viewing condition, parents watched the six-episode weekly television series, 'Driving Mum and Dad Mad'. Parents in the enhanced television viewing condition received a self-help workbook, extra web support involving downloadable parenting tip sheets, audio and video streaming of positive parenting messages and email support, in addition to viewing the television series. Results: Parents in both conditions reported significant improvements in their child's disruptive behaviour and improvements in dysfunctional parenting practices. Effects were greater for the enhanced condition as seen on the ECBI, two of the three parenting indicators and overall programme satisfaction. However, no significant differences were seen on other measures, including parent affect indicators. The level of improvement was related to number of episodes watched, with greatest changes occurring in families who watched each episode. Improvements achieved at post-intervention by parents in both groups were maintained at six-month follow-up. Online tip sheets were frequently accessed; uptake of web-based resources was highest early in the series. Conclusions: The value of combining self-help approaches, technology and media as part of a comprehensive public health approach to providing parenting support is discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01901.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Does self-directed and web-based support for parents enhance the effects of viewing a reality television series based on the Triple P – Positive Parenting Programme? [Texte imprimé et/ou numérique] / Matthew R. SANDERS, Auteur ; Rachel CALAM, Auteur ; Marianne DURAND, Auteur ; Tom LIVERSIDGE, Auteur ; Sue Ann CARMONT, Auteur . - 2008 . - p.924-932. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-9 (September 2008) . - p.924-932 Mots-clés : Parent-training conduct-problems media-intervention prevention Index. décimale : PER Périodiques Résumé : Background: This study investigated whether providing self-directed and web-based support for parents enhanced the effects of viewing a reality television series based on the Triple P – Positive Parenting Programme. Method: Parents with a child aged 2 to 9 (N = 454) were randomly assigned to either a standard or enhanced intervention condition. In the standard television alone viewing condition, parents watched the six-episode weekly television series, 'Driving Mum and Dad Mad'. Parents in the enhanced television viewing condition received a self-help workbook, extra web support involving downloadable parenting tip sheets, audio and video streaming of positive parenting messages and email support, in addition to viewing the television series. Results: Parents in both conditions reported significant improvements in their child's disruptive behaviour and improvements in dysfunctional parenting practices. Effects were greater for the enhanced condition as seen on the ECBI, two of the three parenting indicators and overall programme satisfaction. However, no significant differences were seen on other measures, including parent affect indicators. The level of improvement was related to number of episodes watched, with greatest changes occurring in families who watched each episode. Improvements achieved at post-intervention by parents in both groups were maintained at six-month follow-up. Online tip sheets were frequently accessed; uptake of web-based resources was highest early in the series. Conclusions: The value of combining self-help approaches, technology and media as part of a comprehensive public health approach to providing parenting support is discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01901.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Web-based integrated bipolar parenting intervention for parents with bipolar disorder: a randomised controlled pilot trial / Steven H. JONES in Journal of Child Psychology and Psychiatry, 58-9 (September 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1033-1041 Titre : Web-based integrated bipolar parenting intervention for parents with bipolar disorder: a randomised controlled pilot trial Type de document : Texte imprimé et/ou numérique Auteurs : Steven H. JONES, Auteur ; Jelena JOVANOSKA, Auteur ; Rachel CALAM, Auteur ; Laura D. WAINWRIGHT, Auteur ; Helen VINCENT, Auteur ; Ozgur ASAR, Auteur ; Peter J. DIGGLE, Auteur ; Rob PARKER, Auteur ; Rita LONG, Auteur ; Matthew SANDERS, Auteur ; Fiona LOBBAN, Auteur Article en page(s) : p.1033-1041 Langues : Anglais (eng) Mots-clés : Bipolar disorder  web-based intervention  parenting intervention  parents  randomised controlled trial Index. décimale : PER Périodiques Résumé : Background People with bipolar disorder (BD) experience additional parenting challenges associated with mood driven fluctuations in communication, impulse control and motivation. This paper describes a novel web-based self-management approach (Integrated Bipolar Parenting Intervention; IBPI) to support parents with BD. Method Parents with BD with children aged 3–10 years randomised to IBPI plus treatment as usual (TAU) or waitlist control (WL). IBPI offered 16 weeks access to interactive self-management information concerning BD and parenting issues. Feasibility was through recruitment, retention and web usage. Clinical outcomes were assessed at baseline, 16, 24, 36 and 48 weeks. Trial Registration Number: ISRCTN75279027. Results Ninety seven participants were recruited with 98% retention to end of intervention and 90% to final follow-up (56%–94% data analysed of retained participants; higher rates for observer measures). 77% of IBPI participants accessed the website (53% accessed parenting modules). Child behaviour, parenting sense of competence and parenting stress improved significantly in IBPI compared to WL to end of intervention, sustained to 48 weeks. Impacts of IBPI on family functioning, parent mood and time to mood relapse were not significant. Conclusions Online self-management support for parents with BD is feasible, with promising improvements in parenting and child behaviour outcomes. A definitive clinical and cost-effectiveness trial is required to confirm and extend these findings. En ligne : http://dx.doi.org/10.1111/jcpp.12745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317 [article] Web-based integrated bipolar parenting intervention for parents with bipolar disorder: a randomised controlled pilot trial [Texte imprimé et/ou numérique] / Steven H. JONES, Auteur ; Jelena JOVANOSKA, Auteur ; Rachel CALAM, Auteur ; Laura D. WAINWRIGHT, Auteur ; Helen VINCENT, Auteur ; Ozgur ASAR, Auteur ; Peter J. DIGGLE, Auteur ; Rob PARKER, Auteur ; Rita LONG, Auteur ; Matthew SANDERS, Auteur ; Fiona LOBBAN, Auteur . - p.1033-1041. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1033-1041 Mots-clés : Bipolar disorder  web-based intervention  parenting intervention  parents  randomised controlled trial Index. décimale : PER Périodiques Résumé : Background People with bipolar disorder (BD) experience additional parenting challenges associated with mood driven fluctuations in communication, impulse control and motivation. This paper describes a novel web-based self-management approach (Integrated Bipolar Parenting Intervention; IBPI) to support parents with BD. Method Parents with BD with children aged 3–10 years randomised to IBPI plus treatment as usual (TAU) or waitlist control (WL). IBPI offered 16 weeks access to interactive self-management information concerning BD and parenting issues. Feasibility was through recruitment, retention and web usage. Clinical outcomes were assessed at baseline, 16, 24, 36 and 48 weeks. Trial Registration Number: ISRCTN75279027. Results Ninety seven participants were recruited with 98% retention to end of intervention and 90% to final follow-up (56%–94% data analysed of retained participants; higher rates for observer measures). 77% of IBPI participants accessed the website (53% accessed parenting modules). Child behaviour, parenting sense of competence and parenting stress improved significantly in IBPI compared to WL to end of intervention, sustained to 48 weeks. Impacts of IBPI on family functioning, parent mood and time to mood relapse were not significant. Conclusions Online self-management support for parents with BD is feasible, with promising improvements in parenting and child behaviour outcomes. A definitive clinical and cost-effectiveness trial is required to confirm and extend these findings. En ligne : http://dx.doi.org/10.1111/jcpp.12745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317

---

1 (1 - 2 / 2)