The goal of this research is to better understand the sequencing and timing of changes
in parenting behaviors engendered by PMTO, and the transactional interaction among those
changes. Focusing on the treatment group, the increases in positive parenting at 12 months post
baseline facilitate better subsequent monitoring and lower subsequent levels of coercive
parenting, and lower levels of coercive parenting facilitates better monitoring. In terms of
ensuring more effective and efficient interventions, it appears that PMTO's current curriculum of
introducing positive parenting skills prior to effort to reduce coercive parenting is congruent with
the sequencing of changes in parenting found in this study. This supports the idea that positive
parenting is a core, prerequisite process for other changes. Skill building focused on positive
involvement in the home, skill encouragement, and problem solving are parenting practices
taught earlier in PMTO than practices aimed at improving monitoring. / Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/5153 |
| Date | 12 1900 |
| Creators | Reed, Andrea Catherine |
| Contributors | Snyder, James J. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
| Format | ix, 72 p. |
| Rights | Copyright Andrea Catherine Reed, 2011. All rights reserved |
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