Parenting from the outside-in: a paradigm shift in parent training?

Mazzucchelli, Trevor G. and Sanders, Matthew R. (2014) Parenting from the outside-in: a paradigm shift in parent training?. Behaviour Change, 31 2: 102-109. doi:10.1017/bec.2014.4

Author Mazzucchelli, Trevor G.
Sanders, Matthew R.
Title Parenting from the outside-in: a paradigm shift in parent training?
Journal name Behaviour Change   Check publisher's open access policy
ISSN 2049-7768
Publication date 2014-06-01
Year available 2014
Sub-type Article (original research)
DOI 10.1017/bec.2014.4
Open Access Status
Volume 31
Issue 2
Start page 102
End page 109
Total pages 8
Place of publication Cambridge, United Kingdom
Publisher Cambridge University Press
Language eng
Subject 3205 Experimental and Cognitive Psychology
3203 Clinical Psychology
Abstract It has recently been asserted that a paradigm shift is emerging in the delivery of parenting programs. Specifically, it has been suggested that interventions from the field of interpersonal neurobiology represent sophisticated alternatives to positive parenting interventions based on social learning models and behavioural principles, and better reflect how contemporary practitioners consider parenting. We examine this assertion, dispel a number of myths, and conclude that characterisations of positive parenting programs are frequently misleading and do not adequately reflect contemporary models of practice. There is little justification to support the claim that the field should abandon this 'paradigm'. Indeed, there has been a considerable expansion in the evidence base supporting positive parenting programs and the emergence of a public health framework that blends universal and indicated interventions that can greatly increase the reach and lower the costs of delivering parenting interventions.
Keyword Attachment
Behavioural family intervention
Parenting programs
Parent training
Positive parenting
Positive parenting program
Triple P
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Psychology Publications
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