PMID- 29603723
OWN - NLM
STAT- MEDLINE
DCOM- 20181012
LR  - 20181012
IS  - 2044-8279 (Electronic)
IS  - 0007-0998 (Linking)
VI  - 88
IP  - 2
DP  - 2018 Jun
TI  - Training of parental scaffolding in high-socio-economic status families: How do 
      parents of full- and preterm-born toddlers benefit?
PG  - 300-322
LID - 10.1111/bjep.12218 [doi]
AB  - BACKGROUND: Preterm children have an increased risk regarding self-regulation 
      development. Given the strong link between parenting behaviour (i.e., scaffolding 
      and sensitivity) and children's self-regulation, parental training presents a 
      promising way to counteract the negative consequences of preterm birth. AIMS: We 
      explored the effectiveness of parental training by comparing a basic scaffolding 
      training and a combined scaffolding/sensitivity training to an active 
      treatment-control group (stress management). Basic and combined treatments should 
      increase parents' domain-specific self-efficacy (DSSE) and beliefs on parental 
      co-regulation and the promotion of learning (BCL) more than the control treatment 
      should. No such differences were expected for parents' domain-general 
      self-efficacy (DGSE). We examined whether parents of preterm and full-term 
      children benefitted equally from training conditions. SAMPLE(S): A total of 87 
      parents of full-term and 35 parents of preterm toddlers (24-36 months of age, 
      corrected for prematurity) participated. METHODS: Based on a quasi-experimental 
      pre-test-post-test follow-up design, parents were randomly assigned to 
      treatments. A multimethod approach was applied, including self-report, 
      parent-child interactions, and standardized behavioural tasks. The presented 
      study is limited to questionnaire data on parents' DGSE, DSSE, and BCL. RESULTS: 
      An overall increase resulted from pre- to post-test and/or follow-up. Parents' 
      BCL changed significantly stronger in the combined training than in the control 
      group. Parents of preterm and full-term children benefitted equally from basic 
      and combined training. CONCLUSIONS: The combined training enhanced BCL among 
      parents of full-term and preterm children the most. If such training also yields 
      improvement on the behavioural level, this finding will advance preterm 
      aftercare.
CI  - (c) 2018 The British Psychological Society.
FAU - Gartner, Kim Angeles
AU  - Gartner KA
AUID- ORCID: 0000-0002-7537-3501
AD  - Institute for Education Studies, Heidelberg University, Germany.
FAU - Vetter, Verena Clara
AU  - Vetter VC
AD  - Clinic I, Division of Neuropediatrics and Metabolic Medicine, Centre for 
      Pediatric and Adolescent Medicine, University Hospital Heidelberg, Germany.
FAU - Schaferling, Michaela
AU  - Schaferling M
AD  - Clinic I, Division of Neuropediatrics and Metabolic Medicine, Centre for 
      Pediatric and Adolescent Medicine, University Hospital Heidelberg, Germany.
FAU - Reuner, Gitta
AU  - Reuner G
AD  - Clinic I, Division of Neuropediatrics and Metabolic Medicine, Centre for 
      Pediatric and Adolescent Medicine, University Hospital Heidelberg, Germany.
FAU - Hertel, Silke
AU  - Hertel S
AD  - Institute for Education Studies, Heidelberg University, Germany.
LA  - eng
PT  - Journal Article
DEP - 20180330
PL  - England
TA  - Br J Educ Psychol
JT  - The British journal of educational psychology
JID - 0370636
SB  - IM
MH  - Child
MH  - Child, Preschool
MH  - Female
MH  - Humans
MH  - Infant
MH  - Male
MH  - *Parent-Child Relations
MH  - Parenting/*psychology
MH  - Parents/*psychology
MH  - Self Efficacy
MH  - Social Class
MH  - Stress, Psychological/*psychology
MH  - Surveys and Questionnaires
OTO - NOTNLM
OT  - beliefs
OT  - early childhood
OT  - parental training
OT  - preterm
OT  - scaffolding
OT  - self-regulation
EDAT- 2018/04/01 06:00
MHDA- 2018/10/13 06:00
CRDT- 2018/04/01 06:00
PHST- 2017/05/31 00:00 [received]
PHST- 2017/11/06 00:00 [revised]
PHST- 2018/04/01 06:00 [pubmed]
PHST- 2018/10/13 06:00 [medline]
PHST- 2018/04/01 06:00 [entrez]
AID - 10.1111/bjep.12218 [doi]
PST - ppublish
SO  - Br J Educ Psychol. 2018 Jun;88(2):300-322. doi: 10.1111/bjep.12218. Epub 2018 Mar 
      30.