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THE EFFECTS OF PARENT TRAINING/SUPPO...

Florida Institute of Technology.

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THE EFFECTS OF PARENT TRAINING/SUPPORT GROUPS ON SELF-ESTEEM, DEVIANT BEHAVIOR, AND MOTHER-CHILD RELATIONSHIP.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	THE EFFECTS OF PARENT TRAINING/SUPPORT GROUPS ON SELF-ESTEEM, DEVIANT BEHAVIOR, AND MOTHER-CHILD RELATIONSHIP./
Author:	DEL VALLE, PATRICIA R.
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 47-08, Section: B, page: 3503.
Contained By:	Dissertation Abstracts International47-08B.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8617386

THE EFFECTS OF PARENT TRAINING/SUPPORT GROUPS ON SELF-ESTEEM, DEVIANT BEHAVIOR, AND MOTHER-CHILD RELATIONSHIP.
DEL VALLE, PATRICIA R.

THE EFFECTS OF PARENT TRAINING/SUPPORT GROUPS ON SELF-ESTEEM, DEVIANT BEHAVIOR, AND MOTHER-CHILD RELATIONSHIP. - 124 p.

Source: Dissertation Abstracts International, Volume: 47-08, Section: B, page: 3503.

Thesis (Ph.D.)--Florida Institute of Technology, 1986.

The instruments used in this study were as follows: Coopersmith Self-Esteem Inventory, Mother-Child Relationship Inventory, Behavior Problem Checklist, Walker Problem Behavior Identification Checklist, and TOPS Parent Group Questionnaire.Subjects--Topical Terms:

626632
Education, Adult and Continuing.

THE EFFECTS OF PARENT TRAINING/SUPPORT GROUPS ON SELF-ESTEEM, DEVIANT BEHAVIOR, AND MOTHER-CHILD RELATIONSHIP.
LDR:03386nam 2200289 a 45 001 856378
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035 $a (UMI)AAI8617386
035 $a AAI8617386
040 $a UMI $c UMI
100 1 $a DEL VALLE, PATRICIA R. $3 1023171
245 1 4 $a THE EFFECTS OF PARENT TRAINING/SUPPORT GROUPS ON SELF-ESTEEM, DEVIANT BEHAVIOR, AND MOTHER-CHILD RELATIONSHIP.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 47-08, Section: B, page: 3503.
502 $a Thesis (Ph.D.)--Florida Institute of Technology, 1986.
520 $a The instruments used in this study were as follows: Coopersmith Self-Esteem Inventory, Mother-Child Relationship Inventory, Behavior Problem Checklist, Walker Problem Behavior Identification Checklist, and TOPS Parent Group Questionnaire.
520 $a This study investigated whether or not a five-week, parent training/support group for parents of severely emotionally handicapped children significantly increased parents' self-esteem. A secondary purpose was to examine the relationship between the group and dimensions of the mother-child relationship. A third objective was to study the effects of the group upon deviant child behaviors. Last, the gender of the parent and the group setting were examined.
520 $a The specific hypotheses tested were: (1) There will be a significant difference at the .05 level between the parents' pre and post group participation scores of total self-esteem on the Coopersmith Self-Esteem Inventory. (2) There will be a significant difference at the .05 level between the parents' pre and post group participation total scores of child behavior on the Walker Problem Behavior Identification Checklist (WPBIC). (3) There will be a significant difference at the .05 level between the parents' pre and post group participation total scores for deviant child behavior on the Behavior Problem Checklist (BPC). (4) There will be a significant difference at the .05 level between the mothers' pre and post group participation scores on the Acceptance (A) Subscale on the Mother-Child Relationship Evaluation (MCRE). (5) There will be a significant difference at the .05 level between the mothers' pre and post group participation scores on the Rejection (R) Subscale on the Mother-Child Relationship Evaluation (MCRE).
520 $a The first hypothesis was rejected. However, hypotheses two and three, relating to parents' reported child deviant behavior, were confirmed. Additionally, hypotheses regarding mother-child relationship showed the mother's Acceptance score of the child improved while the Rejection Subscale showed improvement but not at a statistically significant level.
520 $a It was suggested that the clinic setting had more positive impact upon parents than the school setting. Also, male participants evidenced more statistically significant gains than female participants. In conclusion, the TOPS training/support group questionnaires indicated, in both settings, an overwhelming majority of parents responded that the group offered them information about parenting skills and provided needed support.
590 $a School code: 0473.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Psychology, General. $3 1018034
690 $a 0516
690 $a 0621
710 2 $a Florida Institute of Technology. $3 718970
773 0 $t Dissertation Abstracts International $g 47-08B.
790 $a 0473
791 $a Ph.D.
792 $a 1986
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8617386