Evaluating a Self-Determination Theory-Based Preventive Parenting Consultation: The Parent Check-In

• Published in: Journal of child and family studies 2019-03, Vol.28 (3), p.732-743
• Main Authors: Allen, Elizabeth S., Grolnick, Wendy S., Córdova, James V.
• Format: Article
• Language: English
• Subjects: Autonomy; Behavioral Science and Psychology; Child and School Psychology; Child Rearing; Childhood; Control Groups; Effect Size; Efficacy; Elementary Education; Elementary Schools; Father-child relations; Feasibility; Help seeking behavior; Intervention; Locus of control; Motivation; Original Paper; Parent participation; Parent School Relationship; Parental control; Parental stress; Parenthood education; Parenting skills; Parents & parenting; Psychological distress; Psychology; Self determination; Social Sciences; Sociology; Validity
• ISSN: 1062-1024; 1573-2843
• DOI: 10.1007/s10826-018-01309-0

Objectives Parent training is the treatment of choice for many childhood problems; yet there are notable gaps among available treatments related to access, content, and target age-range. This study examined the feasibility and initial effects of the Parent Check-In, a two-session preventive intervention based on Self-Determination Theory. The intervention was designed to enhance parents’ motivation and promote parenting skills on dimensions of autonomy support, structure, and involvement. Methods Twenty-eight parents (27 mothers, 3 fathers, 2 participating as couples) of elementary school-age children (ages 8–12) participated in a pilot study with an intervention/waitlist control design. Results Results revealed that the Parent Check-In attracted parents from a range of families in varying degrees of distress, including several first-time treatment-seekers. Relative to a waitlist control group (n = 8), participants who received the Parent Check-In (n = 20) showed significantly greater increases in parental internal locus of control, autonomy support, and structure provision at a two-week follow-up. Effect sizes were moderate to large. Both groups showed improvements in parent involvement. Intervention effects on parenting stress and sense of efficacy were not significant. Conclusions Preliminary evidence supports the efficacy of the Parent Check-In. Future directions for the development and validation of the intervention are discussed.