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PARENT TRAINING TO REDUCE PROBLEM BEHAVIORS OVER THE TRANSITION TO HIGH SCHOOL: TESTS OF INDIRECT EFFECTS THROUGH IMPROVED EMOTION REGULATION SKILLS
` TABLE OF CONTENTS
Cover page
Title page
Certification – – – – – – – – i
Dedication – – – – – – – – – ii
Acknowledgement – – – – – – – iii
Abstract – – – – – – – – – v
Table of contents – – – – – – – – vi
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study – – – – – 1
1.2 Statement of Problem – – – – – – 7
1.3 Purpose of the study – – – – – 8
1.4 Objective of the Study – – – – – – 9
1.4 Research Questions – – – – – – 10
1.5 Research Hypothesis – – – – – – 10
1.6 Significance of the Study – – – – – 11
1.7 Scope of the study – – – – – – 11
1.8 Limitation of the study – – – – –
1.9 Definition of Terms – – – – – 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction – – – – – – – 14
2.2 The Theoretical frame Work – – – – – 21
2.3 conceptual frame work
2.4 empirical review
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction – – – – – – – 82
3.2 Area of the study – – – – – – 82
3.3 Research Design – – – – – – 82
3.4 Sample and sampling techniques – – – – 83
3.5 Population of the study – – – – – 84
3.6 Procedure for Data Collection – – – – 85
3.7 Method of Data Analysis – – – – – 85
CHAPTER FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
4.1 Introduction – – – – – – – 87
4.2 Presentation of Data – – – – – 87
4.3 Data Analysis – – – – – – – 88
4.4 Testing of Hypothesis – – – – – 91
4.5 Discussion and summary of findings – – 94
CHAPTER FIVE:
INTRODUCTION, SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.0 Introduction – – – – – – – 98
5.1 Summary – – – – – – – 99
5.2 Conclusion – – – – – – – – 100
5.3 Recommendations – – – – – – 101
REFERENCES
Appendix
Questionnaire
Abstract
Adolescent problem behaviors are costly for individuals and society. Promoting the self-regulatory functioning of youth may help prevent the development of such behaviors. Parent-training and family intervention programs have been shown to improve child and adolescent self-regulation. This study helps fill gaps in knowledge by testing for indirect effects of the Common Sense Parenting® (CSP) program on reduced substance use, conduct problems, and school suspensions through previously identified short-term improvements in parents’ reports of their children’s emotion regulation skills. Over two cohorts, 321 low income families of 8th graders were enrolled and randomly assigned to either the standard CSP program, an adapted CSP Plus program, or a minimal-contact control condition. Pretest, posttest, 1-year follow-up, and 2-year follow-up survey assessments were completed by parents and students with 94% retention. Intent-to-treat multivariate path analyses were conducted. Neither intervention had statistically significant total effects on the three targeted adolescent outcomes. CSP, but not CSP Plus, had statistically significant indirect effects on reduced substance use and school suspensions at the 1-year follow-up as well as conduct problems and school suspensions at the 2-year follow-up through increased child emotion regulation skills at posttest. Findings provide some support for emotion regulation as one pathway through which the intervention was associated, indirectly, with reduced substance use, conduct problems, and school suspensions among at-risk students over the high school transition.
