Parenting Adolescents Wisely (PAW) Program

(Also known as the Parenting Wisely Program)

OVERVIEW

The CD-ROM Parenting Adolescents Wisely (PAW) program was designed to improve the parenting behaviors of parents of young adolescents. The CD-ROM intervention included a series of short video vignettes of problematic child behaviors (such as a child not doing his homework) and allowed parents to interact with these vignettes by choosing a possible solution from a list. The parent's chosen solution is then played out and the parent can see how well or poorly the chosen solution worked. This CD-ROM program was developed at the University of Ohio and its effectiveness has been studied multiple times with different populations, and study designs. It was designed to reduce barriers of cost, transportation, provider training and social stigma for families, while providing a family-focused intervention. In general, the PAW or Parenting Wisely (PW) program has been found to reduce problematic child behaviors.

DESCRIPTION OF PROGRAM

Target population: The Parenting Adolescents Wisely (PAW) program is designed to encourage positive parenting behaviors

The PAW program is a computer-assisted interactive videodisc program (available on laserdisc and CD-ROM) designed to teach teenage parents communication skills, problem solving skills, speaking respectfully, and assertive discipline in the context of working with children. The program uses video vignettes, quizzing, and feedback in order to teach effective parenting skills. The program uses nine 2 to 3 minute video scenarios (i.e., children not doing chores, not completing chores satisfactorily, not complying with parental requests to get off the telephone or turn down the volume of music, not completing homework, sibling aggression, associating with peers that parents feel will be bad influences, and speaking disrespectfully) to teach parents appropriate parenting skills (e.g., using "I statements"). The vignettes include two-parent, single parent, and stepfamilies. The children in the vignettes are pre-teen and teenagers and the scenes are representative of African American, Asian, Caucasian, and Hispanic families. After the presentation of each scenario, the parents are presented with several possible solutions in a multiple choice format and the program provides feedback based on the solution selected. In addition to the videodisc program, participants are also given a workbook which outlines the scenarios and reviews solutions. Finally, an optional component brings the participants together to discuss the application of the parenting skills taught in the program in a discussion group. The program requires participants to have a minimal literacy level and usually takes 2 to 3 hours to complete.

EVALUATIONS OF PROGRAM

Lagges, A.M. & Gordon, D.A. (1999). Use of an interactive laserdisc parent training program with teenage parents. Child and Family Behavior Therapy 21(1), 19-37.

Evaluated population: The study sample consisted of fifty pregnant or parenting adolescents in a high school sponsored program, GRADS (Graduation, Reality, and Dual Role Skills), designed to educate adolescent parents on subjects such as prenatal care and child care, help them deal with issues faced by adolescent parents, and plan for their future. The sample was drawn from eight classes of GRAD students located in one county in Ohio. The study participants were all female, and mostly Caucasian, single, and living with their parents. The average reported family income was $15,000 to $20,000. The average age of the participants was 16.9, and they had an average of 11 years of education.

Approach: The researchers randomly assigned participants in 8 GRAD classes to either an experimental group or a control group. Data were collected on parenting knowledge, parenting attitude, parenting self-efficacy, quality and quantity of time spent with their children, the frequency of spanking their children, and their empathy with children subjected to coercive parenting. Additionally, participants were asked to respond to four parenting scenarios which were coded based on use of effective parenting skills. Data were collected prior to the PAW program and again 8 weeks after the program.

Results: Participants in the experimental group (i.e., PAW program participants) increased their parenting skills and their belief in their ability to apply adaptive parenting over coercive parenting, when compared with control participants. The researchers concluded that the PAW program was effective for improving parenting skill and parenting self-efficacy. Since these differences were measured 8 weeks after the end of the program, the researchers suggest that gains from the PAW program are retained.

Limitations of the study were that several of the measures used (i.e., parental attitudes questionnaire and parenting knowledge test) were designed for studies of the PAW program and thus have limited psychometric validation. Second, the study did not address behavior change but rather self-reported measures were collected. Additionally, the sample is small and not nationally representative, and results of perceptions and beliefs may not generalize beyond this population. Further, the study excluded men from the analyses and does not account for the program influence on fathers. Finally, the program did not randomly assign participants but rather randomly assigned classes to a treatment or control group.

Kacir, C.D. & Gordon, D.A. (1999). Parenting Adolescents Wisely: The effectiveness of an interactive videodisk parent training program in Appalachia. Child and Family Behavior Therapy (21)4, 1-22.

Evaluated population: The study sample consisted of 38 mothers of children from middle and high schools in Appalachian southern Ohio. Children in the study were between the ages of 12 and 18 with an average age of 14. 19 of the children were male and 14 were currently or previously involved with child protective services. 6 of the children had been to juvenile court. Mothers in the study were Caucasian, with a mean age of 40, and with a median household income of $10,001 to $20,000. Slightly more than half of the mothers were married and the rest were single or divorced.

Approach: Participants were randomly assigned to either a treatment or control group. Measures consisted of parent self-report questionnaires. Data were collected on parent perceptions of child behavior problems, how well parents implement parenting skills, and parenting knowledge. The treatment group received the PAW program and was allowed to work at their own pace, taking up to three sessions. The median number of sessions was three, and the average time to complete the PAW program was two weeks. Data were collected from participants prior to the PAW program and again one month after completing the program. Data on parenting behaviors and parent perceptions of child behavior problems were collected again between three and five months after completion of the PAW program.

Results: At the one-month follow-up, mothers in the PAW group reported an increased knowledge of parenting practices and lower frequency of child problem behaviors when compared with the control group. The lower frequency of child behavior problems was alsoseen at the four-month follow-up. However, no significant differences were found on parent self-report of parenting practices. Overall, the effect size for all three measures was .46. The researchers concluded that the PAW program was a good way to teach parents in rural Appalachia parenting skills as well as reduce child behavior problems.

Limitations of this study were that the outcomes were measured indirectly through parent self-report and only one reporter, the parent, provided data. In addition, two of the measures used (i.e., parental attitudes questionnaire and parenting knowledge test) were designed for studies of the PAW program and thus have limited psychometric validation. Finally, the study only examined outcomes at 1 and 4 month follow-ups; therefore longer term generalizations cannot be made.

Woodruff, C.M., Gordon, D.A., & Lobo, T.R. (1999). Reaching high-risk families through home-based parent training: A comparison of interactive CD-ROM and self-help parenting programs. Manuscript submitted for publication. Athens: University of Ohio.

Evaluated population: The study sample consisted of 80 parents and their children who were enrolled in fourth, fifth or sixth grade at schools in rural Southeastern Ohio. The families were from rural Appalachia and had low-income and low-education levels.

Approach: The parents were randomly assigned to one of two treatments: Parenting Wisely (PW) or Principles of Parenting (POP), a set of pamphlets designed to improve parenting skills; thus, there is not a no-treatment control group. Parents completed a series of scales measuring parental depression, family functioning, child behavior, and their children completed scales measuring parental involvement in school and family and academic self concept three times during the study: once before parents received their assigned treatment, again six weeks after the treatment, and again six months after parents had received the treatment. Participants receiving the PW treatment completed the CD-ROM program in a single 2-hour session, while participants receiving the POP treatment read the pamphlets given them, which took approximately 1.5-2 hours.

Results: The treatment groups for both of the parenting programs reported lower levels of parental depression and improved family functioning at the six-week follow up. Participants in both programs also reported slight improvements in child behavior, and these improvements were maintained through the six-month follow-up. Though there were few significant differences in the efficacy of the POP and PW programs, parents who used the PW program reported larger improvements in child behavior than POP parents.

Rather than use a no-treatment or delayed-treatment control group, this study used another type of parenting intervention as a treatment for the control group. This study design makes it difficult to ascertain the true benefits of the PAW program; however, the researchers note that other studies have addressed this question. Further, the measure of child self-concept may have been an inappropriate measure as many of the children had difficulties understanding and answering the scale's questions.

Segal, D., Chen, P. Y., Gordon, D. A., Kacir, C. D., & Gylys, J. (2003). Development and evaluation of a parenting intervention program: Integration of scientific and practical approaches. International Journal of Human-Computer Interaction, 15(3), 453-467.

Evaluated Population: 42 parents in three outpatient mental health clinics. All parents had children with behavior problems who were 11 to 18 years old. The parents' mean age was 42 years. The income reported by 86% of parents was less than $25,000. 90% of parents were female and 45% were single parents.

Approach: Parents were randomly assigned to either a noninteractive videotape (NV) or interactive media (IM) treatment group. There was no control nontreatment group in this study which limits potential evaluations of the effectiveness of the program. Parents in the NV group watched a 1.5 hour video which demonstrated positive and negative solutions to 9 behavior problems. Parents in the IM group navigated a computer program made up of the same 9 behavior problems and solutions. On average, it took parents 2.5 hours to complete the computer program. Data were then collected from parents on scales designed to measure learning of parenting skills, intervention usefulness, child adjustment, child behaviors, and parental discipline strategies. Results pertaining to child-outcomes, child adjustment and behavior, will be discussed in this review.

Results: In both IM and NV treatment groups, parents reported fewer instances of child misconduct after the intervention. Likewise, in both treatment groups, parents reported that their children exhibited fewer negative behaviors after the intervention. Parents in the NV group reported more positive behaviors in their children after the intervention.

SOURCES FOR MORE INFORMATION

Link to program curriculum: http://www.familyworksinc.com/

References

Gordon, D.A. (2003). Intervening with troubled youth and their families: Functional Family Therapy and Parenting Wisely. In J. McGuire (Ed.) Treatment and Rehabilitation of offenders. Sussex, England: John Wiley and Sons.

Kacir, C.D. & Gordon, D.A. (1999). Parenting Adolescents Wisely: The effectiveness of an interactive videodisk parent training program in Appalachia. Child and Family Behavior Therapy (21)4, 1-22.

Lagges, A.M. & Gordon, D.A. (1999). Use of an interactive laserdisc parent training program with teenage parents. Child and Family Behavior Therapy 21(1), 19-37.

O'Neill, H. & Woodward, R. (2002). Evaluation of the Parenting Wisely CD-ROM Parent-Training Programme: An Irish replication. Irish Journal of Psychology 23(1-2), 62-72.

Program categorized in this guide according to the following:

Evaluated participant ages: 10-12 years old / Program age ranges in the Guide: mid-childhood

Program components: parent or family component; community/media campaign

Measured outcomes: behavioral problems

KEYWORDS: Parenting, Behavioral Problems, Adolescents (12-17), Community or Media Campaign, Parent or Family Component, Middle Childhood (6-11), Teen Parents, White or Caucasian, Social and Emotional Health, Parenting Self-Efficacy, Juvenile Offenders, Rural, Young Adults (18-24), Middle School, Depression, Parental Involvement, Academic Self Concept, Mental Health, and Disciplinary Measures.

Program information last updated 3/14/07

		© Child Trends 2004