(PS12-17) Clinicians Perspectives on Parents in Behavioral Parent Training

Abstract Text: Existing research supports the influence of parenting practices on children’s behavior as well as on the efficacy of parent training interventions in improving child behavior and positive parent-child interactions. Behavioral parent training (BPT) treatment programs are evidence-based intervention methods focused on adjusting maladaptive parenting practices and preventing the development of disruptive behavior in children (Lundahl et al., 2005). Previous research has examined known barriers to treatment success which primarily consist of demographic and logistical factors. Few studies have identified clinicians’ perspectives of parental qualities that may influence treatment success or positive outcomes. This has hindered the development of improvements to existing evidence-based treatment models of behavioral parent training.
For this study, interviews were conducted with 12 licensed psychologists who specialize in parent training therapy. Interview questions focused on gaining insight into the clinician’s experience of working with parents whose children exhibit disruptive behavior, and their suggestions to overcome treatment obstacles. These questions aimed to assess parent qualities that therapists have found to be influential to the success of treatment. The Auerbach and Silverstein (2003) grounded theory method was used to code and analyze the interviews to generate a theoretical narrative. The study examined the various aspects of parent training that may benefit from modifications to the proposed models of treatment. The collected data confirmed much of the previously published literature regarding situational treatment barriers and challenges with treatment implementation. In addition, this study contributed a new perspective to the body of literature by including parent-focused challenges and the influences of parental mental illness, parent motivation, and family dynamics. These data have implications for clinicians working with difficult parents. Results suggest that the primary barriers that clinicians have encountered in parent training work include external factors, treatment variables, clinician’s input, and largely, the temperament and emotion regulation skills of participating parents. Specific recommendations are made to maximize parent engagement and address issues preventing parents from reliable participation in parent training. These results present clinical limitations to existing methods of parent training therapy and provide clinically informed suggestions to increase overall parent engagement in BPT programs.