| Title |
Exploring the Impact of Parental Psychopathology and Emotion Regulation on Evidence-Based Parenting Interventions: A Transdiagnostic Approach to Improving Treatment Effectiveness
|
|---|---|
| Published in |
Clinical Child and Family Psychology Review, April 2013
|
| DOI | 10.1007/s10567-013-0132-4 |
| Pubmed ID | |
| Authors |
Ashley C. Maliken, Lynn Fainsilber Katz |
| Abstract |
Parenting interventions, particularly those categorized as parent management training (PMT), have a large evidence base supporting their effectiveness with most families who present for treatment of childhood behavior problems. However, data suggest that PMTs are not effective at treating all families who seek services. Parental psychopathology has been identified as one important factor moderating their effectiveness, yet few PMTs pay explicit attention to the role of parental psychopathology in treatment. Given growing support for a transdiagnostic model of psychopathology, which posits that disruptions in emotions and emotion regulation (ER) may underlie various forms of psychopathology, one way to address the impact of parental psychopathology on PMT may be by targeting parental ER. This paper will review the available literature on PMT and parental psychopathology, as well as existing evidence on relations between ER and both parental psychopathology and parenting behaviors. The limited research on PMTs that include explicitly parent-focused components will be reviewed, and suggestions for augmenting existing PMT curricula by including intervention around parental ER will be presented. |
Mendeley readers
The data shown below were compiled from readership statistics for 280 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | 1% |
| United Kingdom | 1 | <1% |
| Australia | 1 | <1% |
| Unknown | 275 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 59 | 21% |
| Student > Master | 39 | 14% |
| Researcher | 28 | 10% |
| Student > Bachelor | 26 | 9% |
| Student > Doctoral Student | 25 | 9% |
| Other | 49 | 18% |
| Unknown | 54 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 160 | 57% |
| Social Sciences | 27 | 10% |
| Medicine and Dentistry | 12 | 4% |
| Nursing and Health Professions | 7 | 3% |
| Arts and Humanities | 2 | <1% |
| Other | 7 | 3% |
| Unknown | 65 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 May 2022.
All research outputs
#7,916,538
of 23,854,458 outputs
Outputs from Clinical Child and Family Psychology Review
#247
of 376 outputs
Outputs of similar age
#67,094
of 199,921 outputs
Outputs of similar age from Clinical Child and Family Psychology Review
#4
of 4 outputs
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