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| Author(s): |
Elisa Rachel Pisani Altafim
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Ribeirão Preto. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Medicina de Ribeirão Preto (PCARP/BC) |
| Defense date: | 2017-05-10 |
| Examining board members: |
Maria Beatriz Martins Linhares;
Sonia Regina Loureiro;
Luzia Iara Pfeifer;
Olga Maria Piazentin Rolim Rodrigues;
Lucia Cavalcanti de Albuquerque Williams
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| Advisor: | Maria Beatriz Martins Linhares |
| Abstract | |
The main objective of the present randomized waiting list control study was to examine the efficacy of the ACT Raising Safe Kids Parenting Program (ACT Program), a universal prevention intervention against child maltreatment and violence, to improve mothers\' parenting practices and reduce child behavior problems. ln addition, the study had the following objectives: to verify the maintenance of the positive changes in mothers\' parenting practices and child behavior in the intervention group (IG) at the three to four months followup assessment; to analyze the changes in the parenting practices and child behavior of the waiting list control group (CG) after their participation in the ACT program; to evaluate the ACT program (participation and learning, facilitators, contents and strategies ), according to the mothers\' perception. The participants were 81 mothers of 3- to 8-year-old (IG, n = 40; CG, n = 41 ). Another caregiver of the child was included in the study as a second informer about child behavior (n = 67). The study was conducted in a family health center and two schools, one public and one philanthropic. Mothers\' parenting practices was assessed by the ACT Evaluation Questionnaire (Positive Discipline, Emotional/Behavior Regulation and Communication scales ), the child behavior was evaluated by the Strengths and Difficulties Questionnaire (SDQ) and to evaluate the program components (participation and learning, facilitators, contents and strategies) the ACT Program Evaluation Questionnaire was used. Both groups participated in the ACT program at different moments. The IG participated in the immediate intervention after the first evaluation (1st evaluation [pre-intervention]; ACT intervention; 2nd evaluation [post-intervention]; 3rd evaluation after 3-4 months [follow-up]. The CG acted first as a control group and participated in the ACT intervention only after the IG finished the intervention (1st evaluation; eight-week waiting period; 2nd evaluation [preintervention ]; ACT intervention; 3rd evaluation [post-intervention]). First, the ANOVA repeated-measures with mixed model was used to compare the 1st and 2nd evaluations of both groups. Then, the IG 2nd evaluation (post-intervention) and 3rd evaluation (follow-up) were compared. Subsequently a comparison was made between the 2nd (pre-intervention) and 3rd evaluation (post-intervention) of the CG. For the within group comparisons the Student\'s t-test for paired samples was used. The results showed that, after participation in the ACT program, IG mothers reported improvements in their parenting practices (positive discipline, emotional/behavioral regulation and communication) and the mother and the other caregiver reported a decreasing in the child behavior problems. During the waiting period the CG did not report changes in their parenting practices and the child behavior. After the mothers of CG participated in the intervention, improvements were also observed in the three parenting practices scales and in the child behavior. The improvements in the parenting practices and child behavior were maintained at the 3-4 months follow-up assessment. Regarding the ACT program components the mothers positively evaluated the participation and learning, the facilitators, the contents, and the strategies of the intervention. ln conclusion, the ACT Program was efficacy to improve mothers\' positive parenting practices and to reduce child behavior problems in a Brazilian sample. (AU) | |
| FAPESP's process: | 12/25293-8 - EVALUATING THE EFICACY OF A PREVENTIVE INTERVENTION IN PARENTING EDUCATION PRACTICES |
| Grantee: | Elisa Rachel Pisani Altafim |
| Support Opportunities: | Scholarships in Brazil - Doctorate |