This study examined the effectiveness of two behavioral parent-training teaching models on the acquisition of six parenting skills (play, praise, tangible rewards, effective commands, ignoring, and time-out). One method focused more on didactic instruction with video modeling using the Incredible Years manualized treatment, while the other method focused more exclusively on rehearsal and structured feedback. Participants were 32 parents with children aged between I month and 20 years from the Central Valley region of California that participated in a group parent-training program. Structured role-plays with corresponding task analyses were used to assess parent skill integrity. Baseline scores were compared to the 1-week follow-up assessment scores. Results indicated that scores for the 32 participants significantly improved from baseline to the follow-up assessment for each of the six skills. The percentage of participants that reached mastery criterion at follow-up was significantly higher for the rehearsal and structured feedback method across each of the six skills. Statistical analyses revealed that there was a significant interaction between teaching method and assessment time for the skill play, rehearsal and structured feedback method improving more than didactic instruction and video modeling.

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Behavoral Parental Training, BPT, är en stödinsats där föräldrar till barn som ofta hamnar i konflikter lär sig strategier som minskar både föräldrars stress och barnens risk för sociala problem. Denna uppsats frågar vilka kvalitéer som kännetecknar föräldrarnas lärande genom BPT och vill därför studera, beskriva och förstå detta lärande. Lärande förstås här som en förändrad relation till en del av omvärlden. Utifrån forskningsansatsen och metodologin ”kontextuell analys” görs en fallbaserad studie där 2 kursledare och 4 deltagare delar sina erfarenheter i kvalitativa intervjuer. När fallen jämförs framträder en dominerande bild av föräldrar som förändrat beteende, tankar och känslor och fått en mer positiv syn på sig själva och färre konflikter i relation till sina barn. Dessa förändringar kommer ur samtal, instruktioner, praktiska läxor och andra aktiviteter. Ett fall avviker då det endast visar ett begränsat lärande och att variationen är större än vad som enkelt låter sig generaliseras.

When making financial planning, most people would allocate their assets into different accounts according to its usage, such as setting up education account and retirement account. It seems human nature to adopt segregated accounts for financial planning and it is argued that segregated accounts planning method serves the function of self-control. However, segregated accounts planning method violates standard finance theory that would suffer investment efficiency with unnecessary losses. This article focuses on analyzing financial planning methods of integrated account and segregated accounts in the point of view of behavioral finance. The finding is that integrated account planning method would not only help achieve financial efficiency but help people overcome psychological bias.