Parenting groups, how long is enough? The efficacy of a community-run Parents Plus Early Years Program as a preschool parenting intervention of modifiable duration

Evidence shows that low-intensity community parenting interventions are effective in addressing child behavioral problems. This study aims to examine the effectiveness of the Parents Plus Early Years (PPEY) parenting intervention delivered as a single workshop or a seven-week course to a non-clinical community sample by trained preschool practitioners. A between groups, repeated measures, matched pairs design was used. 121 parents of preschool aged children participated in a PPEY seven-week course (N=89) or a single workshop (N=32). Participants were compared pre-intervention and seven weeks later on measures of child difficulties and prosocial behavior and parental satisfaction and stress. A paired samples t-test found that parents reported the seven-week intervention significantly improved child prosocial behavior. Both group formats significantly improved child difficulties, parental satisfaction, and stress. The seven-week group demonstrated significantly greater improvement in parental stress and satisfaction than the workshop group. Effect sizes showed that while both groups were beneficial, the seven-week group produced greater parent-reported gains. Findings suggest that single session parenting workshops are beneficial, though the longer courses are likely to facilitate a greater magnitude of change. Further study using a control group and follow-up testing is suggested

Parenting groups, how long is enough? The efficacy of a community-run Parents Plus Early Years Program as a preschool parenting intervention of modifiable duration

Evidence shows that low-intensity community parenting interventions are effective in addressing child behavioral problems. This study aims to examine the effectiveness of the Parents Plus Early Years (PPEY) parenting intervention delivered as a single workshop or a seven-week course to a non-clinical community sample by trained preschool practitioners. A between groups, repeated measures, matched pairs design was used. 121 parents of preschool aged children participated in a PPEY seven-week course (N=89) or a single workshop (N=32). Participants were compared pre-intervention and seven weeks later on measures of child difficulties and prosocial behavior and parental satisfaction and stress. A paired samples t-test found that parents reported the seven-week intervention significantly improved child prosocial behavior. Both group formats significantly improved child difficulties, parental satisfaction, and stress. The seven-week group demonstrated significantly greater improvement in parental stress and satisfaction than the workshop group. Effect sizes showed that while both groups were beneficial, the seven-week group produced greater parent-reported gains. Findings suggest that single session parenting workshops are beneficial, though the longer courses are likely to facilitate a greater magnitude of change. Further study using a control group and follow-up testing is suggested

Modifying executive function and self-regulatory behaviours in developmental dyslexia: cognitive and neural bases of response inhibition

Dyslexia is characterised by impaired reading, but socio-emotional problems typically co-occur (1). It is also associated with response inhibition (RI) impairments at the behavioural (2,3) and neural levels as indexed by reduced response-inhibition related P3 amplitude (4). Studies have shown that variability in RI is predictive of the severity of reading and socio-emotional problems in dyslexia (2,5), suggesting that RI may underpin these issues. RI appears modifiable at the behavioural and neural levels with training (6,7). Therefore, RI training may improve RI (behavioural & neural), and reduce reading and socio-emotional problems in dyslexia. No study to date has explored whether RI is modifiable in dyslexia and whether training transfers to reduced symptoms

The Meaning of Voices in Understanding and Treating Psychosis: Moving Towards Intervention Informed by Collaborative Formulation

From a medical perspective, hearing voices is perceived as a symptom of mental illness and their content as largely irrelevant. The effectiveness of antipsychotic medication has made it central to the treatment of psychosis. However pharmacological treatment alone is rarely sufficient for this disabling condition. This review examined the feasibility of formulating an understanding of the meaning of voices in psychosis to inform intervention. Examination of the literature demonstrated the need for a paradigm shift to a recovery model, drawing on biopsychosocial factors in formulating an understanding of the meaning of voices in the context of a person’s life. Providing the opportunity to talk about their experiences may aid the development of an interpersonally coherent narrative representing opportunities for psychological growth. Findings have implications for treatment planning and assessment of outcome. Collaborative formulation regarding the subjective meaning of voices may aid in understanding their development and maintenance and guide intervention. Hearing voices with reduced negative effects on wellbeing and functioning may reduce distress and improve quality of life even in the presence of voices. CFT, CBT, Relating Therapy and Open Dialogue may be effective in applying these principles. Findings are limited by the lack of controlled studies. Further controlled studies and qualitative explorations of individual experiences are recommended