The “Hidden” technology of effective parent consultation: a guided participation model for promoting change in families

Sanders, Matthew R. and Burke, Kylie (2013) The “Hidden” technology of effective parent consultation: a guided participation model for promoting change in families. Journal of Child and Family Studies, 23 7: 1289-1297. doi:10.1007/s10826-013-9827-x


Author Sanders, Matthew R.
Burke, Kylie
Title The “Hidden” technology of effective parent consultation: a guided participation model for promoting change in families
Journal name Journal of Child and Family Studies   Check publisher's open access policy
ISSN 1062-1024
1573-2843
Publication date 2013-09-18
Sub-type Article (original research)
DOI 10.1007/s10826-013-9827-x
Volume 23
Issue 7
Start page 1289
End page 1297
Total pages 9
Place of publication New York, NY, United States
Publisher Springer
Collection year 2014
Language eng
Abstract Parenting interventions based on social learning principles are amongst the most effective interventions available to prevent and manage social, emotional and behavioral problems in children and adolescents. The most successful programs employ active skills training methods (modeling, rehearsal, practice, feedback and homework) to teach new parenting skills. However, effective parent consultation also involves a broader range of interpersonal and process skills such as building a collaborative relationship, facilitating parent receptivity to new ideas or skills, managing within session resistance, and important micro skills associated with clinical tasks such as promoting parents self-regulation, independent problem solving and autonomy. This paper aims to articulate the "hidden" technology of effective parent consultation and identify implications for research on mechanisms of change in parenting interventions and practitioner training.
Keyword Parent consultation
Parenting
Triple P
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print: 18 September 2013.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Psychology Publications
 
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Created: Wed, 26 Mar 2014, 03:03:24 EST by Mrs Alison Pike on behalf of School of Psychology