Thesis (M. Soc. Sc.)--University of Hong Kong, 2004.

Thesis (M.S.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 78 p. : col. ill. Includes abstract. Includes bibliographical references (p. 48-59).

Thesis (Ph. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 169 p. Includes abstract. Includes bibliographical references (p. 50-62).

Thesis (M. Soc. Sc.)--University of Hong Kong, 2004. / Also available in print.

published_or_final_version / Social Work / Master / Master of Social Sciences

The purpose of this study was to explore parental views on the efficacy of parent-child interaction therapy. Research indicates that early intervention and prevention is essential when treating children with disruptive behaviors. Intervening at an early age prevents the disruptive behaviors from progressing into more complex disorders that can occur in the teenage and adult years. This study utilized a quantitative method to better understand if parents identified as parent-child interaction therapy as effective. This study consisted of 29 parent-child dyads that had completed parent-child interaction therapy and reported their satisfaction with parent-child interaction therapy through the use of parent-stress index scores. Results indicated that parent-child interaction therapy was viewed as successful by parents. However, success of parent-child interaction therapy is only applicable to certain domains that were chosen in this study; limiting the generalizability of overall success of parent-child interaction therapy. Parent-child interaction therapy has shown success in strengthening the parent-child dyad and decreasing disruptive behaviors such as distractibility and hyperactivity. It is recommended that parent-child interaction therapy continue to be utilized by professionals and focus on all the domains rather than selected domains.

Benchmarking offers community practitioners more systematic judgments about research effectiveness when control groups are not feasible, while also providing a standard for program transportability from clinical to community settings. The purpose of the current study was to outline the necessary decisions, calculations, and strengths and limitations of applying benchmarking methodologies to a behavioral parent training (BPT) program, a field in which benchmarking remains relatively underutilized. The implementation of in-home Parent-Child Interaction Therapy (PCIT), an evidence-based practice shown to be successful in reducing child maltreatment and neglect, was evaluated as a case study of the application of benchmarking. Of those parents that completed in-home PCIT, a significant reduction was seen for pre-post ECBI scores. Six randomized controlled trials (RCTs) were established as benchmarks based on similarity in parent and child demographics as well as use of the ECBI as a primary measure. Effect sizes of each benchmark study were aggregated to create a single benchmark effect size for treatment and control groups, respectively. The effect size of the current study was found to be significantly superior to the control benchmark effect size but not significantly equivalent to the treatment benchmark effect size. Although the current study demonstrates the use of benchmarking in community research, the need for further guidelines is critical for researchers.

Thesis (Ph. D.)--University of North Texas, May, 2007. / Title from title page display. Includes bibliographical references.

Thesis(M.S.)--Auburn University, 2006. / Abstract. Includes bibliographic references.

Dissertation (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes bibliographic references.