The Effectiveness of the Systematic Training for Effective Parenting (STEP) for Enhancing the Parenting Behaviors Among Parents of Adolescents
Dados Bibliográficos
| ID | 21638485 |
|---|---|
| Autores | Rytis Pakrosnis (0000-0001-7817-1502, Vytautas Magnus University, autor correspondente), Raimonda Strazdienė (0009-0002-6931-1168, Vytautas Magnus University), Jolita Jonynienė (0009-0009-4192-3905, Lithuanian University of Health Sciences) |
| Ano | 2025 |
| Data de publicação | 2025-10-17 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | The Family Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 1066-4807 • E-ISSN: 1552-3950 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/10664807251384183 |
| OpenAlex | W4415295681 |
| Idioma | EN |
| Referências citadas | 43 |
Due to the changing society, the demand for parenting training is growing and many programs have been developed. Based on Alfred Adler's Individual psychology approach, the Systematic Training for Effective Parenting (STEP) is one of the well-established programs used worldwide. However, despite many outcome studies of parenting programs in general and STEP in particular, only a few address parents of adolescents and changes in their parenting behaviors, especially its positive aspects. Thus, the present study aimed to fill this gap by evaluating the changes in parenting behaviors and involvement in adolescents’ schoolwork among parents of 12- to 14-year-old adolescents during the STEP/Teen program. A quasi-experimental study design with pre- and post-test evaluations and a no-intervention comparison group was used. The outcome was measured using the Multidimensional Assessment of Parenting Scale (MAPS) and the Parents’ Choice of Involvement Questionnaire. Results revealed that after participation in the STEP/Teens parenting program, overall scores of positive and negative parenting behaviors and most of their aspects improved significantly in the intervention group and were significantly larger than in the comparison group with medium effect sizes. However, after participating in the STEP/Teen program there was no significant change in parental involvement in adolescents’ schoolwork. Finally, in the intervention group, there was a relationship between the magnitude of change in some of the outcome measures and participants’ age, referral type, and the need for other psychosocial services. These findings and implications for practice are further discussed in the article
Parent training · Parenting skills · Positive parenting · Psychosocial · Referral · Child and Adolescent Psychosocial and Emotional Development · Family and Disability Support Research · Parental Involvement in Education
The Triple P-Positive Parenting Program
Parent Involvement in Homework
Predicting homework effort
A Meta-analytic Review of Components Associated with Parent Training Program Effectiveness
Meta-Analyses
Parental Involvement
Do online parenting programs create change?
The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives
The association between teacher‐student relationship and academic achievement
Effects of Parenting Programs on Child Maltreatment Prevention
The Identity Project intervention in Germany
Adolescent Behavioral, Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success
Correlates of Identity Configurations
Parental Involvement in Adolescents’ Learning and Academic Achievement
Divergence Between Adolescent and Parental Perceptions of Conflict in Relationship to Adolescent Empathy Development
Parent–Adolescent Conflict as Sequences of Reciprocal Negative Emotion
Parental involvement in middle school
Mother–adolescent conflict as a mediator between adolescent problem behaviors and maternal psychological control
A Longitudinal Examination of Perceived Parent Behavior and Positive Youth Development
Relationship between parent involvement and academic achievement through metacognitive strategies
Parenting styles revisited
Parental Influence and Academic Achievement among Middle School Students
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |