東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The effectiveness of parent-child as...

Ip Ngan, Wai Yan.

FindBook

Google Book

Amazon

博客來

The effectiveness of parent-child assertive communication training program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effectiveness of parent-child assertive communication training program./
作者:	Ip Ngan, Wai Yan.
面頁冊數:	139 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.
Contained By:	Dissertation Abstracts International76-02B(E).
標題:	Clinical psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640269
ISBN:	9781321255881

The effectiveness of parent-child assertive communication training program.
Ip Ngan, Wai Yan.

The effectiveness of parent-child assertive communication training program. - 139 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.

Thesis (Ph.D.)--Alliant International University, 2014.

This item must not be sold to any third party vendors.

A nonrandom sample of 23 pairs of Chinese immigrant parents and their American-born children (ages 8.8 to 11) were recruited to measure the effectiveness of a 5-week Parent-Child Assertive Communication Training (PC-ACT) program. Using a quasi-experimental Interrupted Time-Series design, both the parents and their child were assessed five weeks before the training (Baseline 1), immediately before the training (Baseline 2), and right after the training (Post-Intervention). The Baseline 2 assessment and the actual training started on the 5th week. Participants were recruited from the normal population in the San Gabriel Valley area of Los Angeles County, California. At the three measurement times, parents were administered the Parenting Relationship Questionnaire (PRQ; Kamphaus & Reynolds, 2006), the Family Functioning Measure (FFM; Wagner et al., 2010), and the Children's Action Tendency Scale (CATS; Deluty, 1979). (The revised CATS questions asked the parents how they thought their child would respond to each vignette). Parents also completed a general information questionnaire, a program evaluation, and process evaluation to measure their understanding of the lesson content. Children were administered the FFM (adapted slightly for children) and the CATS at the three measurement times; they also completed a program evaluation. The study hypothesized a greater difference between Baseline 2 and the Post Intervention scores than between the Baseline 1 and Baseline 2 scores. All mean T-scores of the four PRQ subscales (Communication, Discipline Practices, Involvement and Parenting Confidence) reported within normal range. Within the intervention period, PRQ Involvement and Parenting Confidence scores significantly changed in direction consistent with the program's effectiveness; however, the PRQ Communication and Discipline Practices scores did not change significantly. With slight differences, parents and children demonstrated similar patterns on the subscales of CATS, i.e., significantly increasing scores in Assertiveness, and significantly decreasing scores in both Aggressiveness and Submissiveness. These findings support the effectiveness of the PC-ACT program. The slightly adapted FFM did not appear sensitive enough for Chinese American children. Most of the parents and children evaluated the PC-ACT program very positively. There is a need to develop formal psychometric evaluations and evidence-based parenting programs for Chinese Americans.

ISBN: 9781321255881Subjects--Topical Terms:

524863
Clinical psychology.

The effectiveness of parent-child assertive communication training program.
LDR:03471nmm a2200301 4500 001 2063692
005 20151028114505.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321255881
035 $a (MiAaPQ)AAI3640269
035 $a AAI3640269
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ip Ngan, Wai Yan. $3 3178232
245 1 4 $a The effectiveness of parent-child assertive communication training program.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.
500 $a Adviser: Terece S. Bell.
502 $a Thesis (Ph.D.)--Alliant International University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a A nonrandom sample of 23 pairs of Chinese immigrant parents and their American-born children (ages 8.8 to 11) were recruited to measure the effectiveness of a 5-week Parent-Child Assertive Communication Training (PC-ACT) program. Using a quasi-experimental Interrupted Time-Series design, both the parents and their child were assessed five weeks before the training (Baseline 1), immediately before the training (Baseline 2), and right after the training (Post-Intervention). The Baseline 2 assessment and the actual training started on the 5th week. Participants were recruited from the normal population in the San Gabriel Valley area of Los Angeles County, California. At the three measurement times, parents were administered the Parenting Relationship Questionnaire (PRQ; Kamphaus & Reynolds, 2006), the Family Functioning Measure (FFM; Wagner et al., 2010), and the Children's Action Tendency Scale (CATS; Deluty, 1979). (The revised CATS questions asked the parents how they thought their child would respond to each vignette). Parents also completed a general information questionnaire, a program evaluation, and process evaluation to measure their understanding of the lesson content. Children were administered the FFM (adapted slightly for children) and the CATS at the three measurement times; they also completed a program evaluation. The study hypothesized a greater difference between Baseline 2 and the Post Intervention scores than between the Baseline 1 and Baseline 2 scores. All mean T-scores of the four PRQ subscales (Communication, Discipline Practices, Involvement and Parenting Confidence) reported within normal range. Within the intervention period, PRQ Involvement and Parenting Confidence scores significantly changed in direction consistent with the program's effectiveness; however, the PRQ Communication and Discipline Practices scores did not change significantly. With slight differences, parents and children demonstrated similar patterns on the subscales of CATS, i.e., significantly increasing scores in Assertiveness, and significantly decreasing scores in both Aggressiveness and Submissiveness. These findings support the effectiveness of the PC-ACT program. The slightly adapted FFM did not appear sensitive enough for Chinese American children. Most of the parents and children evaluated the PC-ACT program very positively. There is a need to develop formal psychometric evaluations and evidence-based parenting programs for Chinese Americans.
590 $a School code: 1634.
650 4 $a Clinical psychology. $3 524863
650 4 $a Asian American studies. $3 2122841
650 4 $a Developmental psychology. $3 516948
690 $a 0622
690 $a 0343
690 $a 0620
710 2 $a Alliant International University. $b Los Angeles, CSPP. $3 1678473
773 0 $t Dissertation Abstracts International $g 76-02B(E).
790 $a 1634
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640269