Mechanisms of Change in a Self-Help Parenting Program for Child Behavioral Difficulties: the Role of Unsupportive Parenting

Abstract

Self-help parenting programs that are aimed at reducing child behavioral difficulties may be effective and accessible alternatives to face-to-face parenting programs. Insight into the mechanisms of change for such programs is important to enhance their effectiveness. The goal of this study was to examine whether changes in supportive and unsupportive parenting (measured by the Parenting Practices Interview; PPI) and parenting sense of competence (measured by the Parenting Sense of Competence scale; PSOC) mediated the effects of a self-help parenting program on child behavioral difficulties. A total of 110 families were randomized to a 15-week self-help program or waitlist. Outcomes and mediators were measured at pre-, mid- and post-measurement. Outcomes were parent-rated child behavioral difficulties, assessed by the Eyberg Child Behavior Inventory, Intensity Scale (ECBI-I), and ecologically momentary assessments (EMA) of child behavior problems. Results showed that reductions in unsupportive parenting significantly mediated reductions in child behavioral difficulties assessed with the ECBI-I. We did not find this mediating effect for the EMA. Supportive parenting and parenting sense of competence did not mediate changes in child behavioral difficulties. Although future research into self-help parent training should provide insight into possible reciprocal interactions between changes in parents and children, reducing unsupportive parenting practices may play a key role in reducing child behavioral difficulties.