Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Originalia

Kurzzeiteffekte des indizierten Präventionsprogramms für Expansives Problemverhalten (PEP) auf das elterliche Erziehungsverhalten und auf das kindliche Problemverhalten

Published Online:September 01, 2006https://doi.org/10.1026/1616-3443.35.2.117

Abstract

Zusammenfassung.Theoretischer Hintergrund: Verhaltenstherapeutisch orientierte Elterntrainings haben sich bei der Behandlung von Kinder mit ausgeprägten expansiven Verhaltensauffälligkeiten bewährt. Das Präventionsprogramm für Expansives Problemverhalten (PEP) wurde vor dem Hintergrund entwickelt, eine Verminderung des kindlichen Verhaltensauffälligkeiten in der Familie und im Kindergarten über eine Verbesserung der Erziehungskompetenzen der Eltern und der Erzieherinnen zu erreichen. PEP richtet sich schwerpunktmäßig an die Eltern und Erzieherinnen drei- bis sechsjähriger als expansiv auffällig indizierter Kinder. Fragestellung: Verbessert eine Teilnahme an PEP das elterliche Erziehungsverhalten und werden expansive Verhaltensauffälligkeiten der Kinder reduziert? Methode: Von 60 drei- bis sechsjährigen Kindern nahmen sowohl die Erzieherinnen als auch die Mütter am PEP-Training teil. 65 Kinder dienten als nicht-behandelte Kontrollgruppe. Erhoben wurden das Erziehungsverhalten der Mütter und das kindliche Problemverhalten aus Sicht der Mütter und der Erzieherinnen. Ergebnisse: Nach der Intervention zeigten sich in der Interventionsgruppe eine Verminderung des Problemverhaltens und eine Verbesserung des elterlichen Erziehungsverhaltens. In der Interventions- nicht aber in der Kontrollgruppe nahm aber der Anteil an Familien deutlich ab, die zu Beginn der Studie über unterdurchschnittlich gute Erziehungskompetenzen verfügten. Veränderungen von Erziehungs- und Problemverhalten wiesen eine signifikante Korrelation auf. Schlussfolgerungen: PEP ist somit geeignet, die elterliche Erziehungskompetenz zu steigern und darüber eine Reduktion kindlicher Verhaltensauffälligkeiten zu erreichen.


Short-term effects of the indicated Prevention Programme for externalizing Problem Behaviour (PEP)

Abstract.Theoretical background: Parent management trainings aim at improving child disruptive behaviour problems by increasing parents’ parenting practises and have been proven to be effective for preschool children. The prevention programme for externalizing problem behaviour (PEP) is a group training for parents and kindergarten teachers of 3-6 year old children with externalizing problems. The article evaluates the short-term outcome of PEP with respect to parental parenting strategies and child problem behaviour. Method: Parents and kindergarten teachers of 60 children were trained, 65 families served as a non-treated control group. Parents and teachers rated children’s problem behaviour before and after the PEP training, and parents reported on their parenting practises at pre- and post-intervention. Results: In the intervention group parenting practises improved and externalizing problems decreased. Changes in both variables were significantly correlated. Conclusions: PEP is proven to be effective in reducing externalizing problem behaviour through improvement of parenting practices.

Literatur

  • Achenbach, T. M., Rescorla, L. A. (2000). Manual for the ASEBA Preschool Forms & Profiles. Burlington, VT: University of Vermont Department of Psychiatry. First citation in articleGoogle Scholar

  • Amt für Kinder, Jugend und Familie - Jugendhilfeplanung Köln (2000). Sozialraumanalyse in Köln; Datenkatalog, Wohnbereiche mit besonderem Jugendhilfebedarf, Indexvergleich. Köln: Stadtjugendamt. First citation in articleGoogle Scholar

  • Arbeitsgruppe Deutsche Child Behavior Checklist (1998). Elternfragebogen über das Verhalten von Kindern und Jugendlichen; deutsche Bearbeitung der Child Behavior Checklist (CBCL 4-18). Einführung und Anleitung zur Handauswertung. 2. Auflage mit deutschen Normen, bearbeitet von M. Döpfner, J. Plück, S. Bölte, P. Melchers & K. Heim. Köln: Arbeitsgruppe Kinder-, Jugend- und Familiendiagnostik (KJFD). First citation in articleGoogle Scholar

  • Arbeitsgruppe Deutsche Child Behavior Checklist (2002). Elternfragebogen für Klein- und Vorschulkinder (CBCL 1½-5). Köln: Arbeitsgruppe Kinder-, Jugend- und Familiendiagnostik (KJFD). First citation in articleGoogle Scholar

  • Arbeitsgruppe Deutsche Child Behavior Checklist (2002). Fragebogen für Erzieherinnen von Klein- und Vorschulkinder (C-TRF 1½-5). Köln: Arbeitsgruppe Kinder-, Jugend- und Familiendiagnostik (KJFD). First citation in articleGoogle Scholar

  • Arnold, D. S., O’Leary, S. G., Wolff, L. S., Acker, M. M. (1993). The parenting scale: A measure of dysfunctional parenting in dcipline situations. Psychological Assessment , 5, 137–144. First citation in articleCrossref, Google Scholar

  • Barkley, R. A., Shelton, T. L., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., Metevia, L. (2000). Multi-method psycho-educational intervention for pre-school children with disruptive behavior: preliminary results at post-treatment. Journal of Child Psychology and Psychiatry , 41, 319–332. First citation in articleCrossref, Google Scholar

  • Biedermann, J., Faraone, S. V., Milberger, S., Doyle, A. (1993). Diagnoses of attention-deficit hyperactivity disorder from parent predict diagnoses on teacher reports. Journal of the American Academy of Child and Adolescent Psychiatry , 32, 315–317. First citation in articleCrossref, Google Scholar

  • Bongers, I., Koot, H. M., van der Ende, J., Verhulst, F. C. (2004). Developmental trajectories of externalizing behaviors in childhood and adolescence. Child Development , 75, 1523–1537. First citation in articleCrossref, Google Scholar

  • Bor, W., Sanders, M. R., Markie-Dadds, C. (2002). The effect of the Triple P-positive parenting program on preschool children with co-occurring disruptive behavior and attentional/hyperavtive difficulties. Journal of Abnormal Child Psychology , 30, 571–587. First citation in articleCrossref, Google Scholar

  • Brestan, E. V., Eyberg, S. M. (1998). Effective psychosocial treatments of conduct-disordered children and adolescents: 29 years, 82 studies, and 5,272 kids. Journal of Clinical Child Psychology , 27, 180–189. First citation in articleCrossref, Google Scholar

  • Campbell, S. B. (1995). Behavior problems in preschool children: A review of recent research. Journal Child Psychology Psychiatry , 36, 113–149. First citation in articleCrossref, Google Scholar

  • Crnic, K., Low, C. (2002). Everyday stresses and parenting. In H. Bornstein (Ed.), Handbook of parenting (Band 5, pp. 243-268). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.. First citation in articleGoogle Scholar

  • Conduct Problems Prevention Research Group (2004). The effects of the Fast Track Program an serious problem out-comes at the end of elementary school. Journal of Clinical Child and Adolsencent Psychology , 33, 650–661. First citation in articleCrossref, Google Scholar

  • Dadds, M. R., Schwartz, S., Sanders, M. R. (1987). Marital discord and treatment outcome in the treatment of childhood conduct disorders. Journal of Consulting and Clinical Psychology , 55, 397–403. First citation in articleCrossref, Google Scholar

  • DeGarmo, D., Patterson, G. R., Forgatch, M. S. (2004). How do outcome in a specified parent training intervention maintain or wane over time?. Prevention Science , 5, 73–89. First citation in articleCrossref, Google Scholar

  • Döpfner, M., Berner, W., Fleischmann, T., Schmidt, M. H. (1993). Verhaltensbeurteilungsbogen für Vorschulkinder (VBV). Weinheim: Beltz. First citation in articleGoogle Scholar

  • Döpfner, M., Frölich, J., Lehmkuhl, G. (2000). Hyperkinetische Störungen. Leitfaden Kinder und Jugendpsychotherapie, Band 1. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Döpfner, M., Lehmkuhl, G. (2000). Diagnostik-System für psychische Störungen im Kindes- und Jugendalter nach ICD-10 und DSM-IV (DISYPS-KJ) (2. Aufl.). Bern: Huber. First citation in articleGoogle Scholar

  • Döpfner, M., Lehmkuhl, G. (2002). Die Wirksamkeit von Kinder- und Jugendlichenpsychotherapie. Psychologische Rundschau , 53, 184–193. First citation in articleLink, Google Scholar

  • Döpfner, M., Schürmann, S., Frölich, J. (2002). Therapieprogramm für Kinder mit hyperkinetischem und oppositionellem Problemverhalten (THOP). (3. Aufl.). , Weinheim: Beltz, Psychologie Verlags Union. First citation in articleGoogle Scholar

  • Döpfner, M., Breuer, D., Schürmann, S., Wolff Metternich, T., Rademacher, C., Lehmkuhl, G. (2004). Effectiveness of an adaptive multimodal treatment in children with Attention Deficit Hyperactivity Disorder - global outcome. European Child & Adolescent Psychiatry , 13 (supplement 1), I/117–I/129. First citation in articleGoogle Scholar

  • Hartup, W. W. (2005). The development of aggression. Developmental origins of aggression. R. E. Tremblay, W. W. Hartup & J. Archer. New York, The Guilford Press. First citation in articleGoogle Scholar

  • Heinrichs, N., Hahlweg, K., Bertram, H., Kuschel, A., Naumann, S., Harstick, S. (2006). Die langfristige Wirksamkeit eines Elterntrainings zur universellen Prävention kindlicher Verhaltensstörungen: Ergebnisse aus Sicht der Mütter und Väter. Zeitschrift für Klinische Psychologie und Psychotherapie , 35, 72–86. First citation in articleLink, Google Scholar

  • Johnston, C., Mash, E. J. (1989). A measure of parenting satisfaction and efficacy. Journal of Clinical Child Psychology , 18, 167–175. First citation in articleCrossref, Google Scholar

  • Loeber, R., Green, S. M., Lahey, B. B., Stouthamer-Loeber, M. (1991). Differences and similarities between children, mothers, and teachers as informants on disruptive child behavior. Journal of Abnormal Child Psychology , 19, 75–95. First citation in articleCrossref, Google Scholar

  • Martinez, C. R., Forgatch, M. S. (2001). Preventing problems with boys’ noncompliance: Effects of a parent training intervention for divorcing mothers. Journal of Consulting and Clinical Psychology , 69, 416–428. First citation in articleCrossref, Google Scholar

  • Miller Brotman, L., Klein, R. G., Kamboukos, D., Brown, E. J., Coard, S. I., Sosinsky, L. S. (2003). Preventive intervention for urban, low-income preschoolers at familial risk for conduct problems: a randomized pilot study. Journal of Clinical Child and Adolsencent Psychology , 32, 246–257. First citation in articleCrossref, Google Scholar

  • Miller, Y. (2001). Erziehung von Kindern im Kindergartenalter: Erziehungsverhalten und Kompetenzüberzeugungen von Eltern und der Zusammenhang zu kindlichen Verhaltensstörungen. Unveröffentlichte Diplomarbeit, TU Braunschweig. First citation in articleGoogle Scholar

  • Mitsis, E. M., McKay, K. E., Schulz, K. P., Newcorn, J. H., Halperin, J. M. (2000). Parent-teacher concordance for DSM-IV attention-deficit/Hyperactivity disorder in a clinic-referred sample. Journal of the American Academy of Child and Adolescent Psychiatry , 39, 308–313. First citation in articleCrossref, Google Scholar

  • Muñoz, R. F., Mrazek, P. J., Haggerty, R. J. (1996). Institute of Medicine report on prevention of mental disorders. American Psychologist , 51, 1116–1122. First citation in articleCrossref, Google Scholar

  • National Advisory Mental Health Council Workgroup on Mental Disorders Prevention Research, National Institute of Mental Health (2001). Priorities for prevention research at NIMH. [On-line]. Prevention & Treatment , 4, Article 17–. First citation in articleGoogle Scholar

  • Nixon, R. D. V. (2002). Treatment of behavior problems in preschoolers: A review of parent training programs. Cinical Psychology Review , 22, 525–546. First citation in articleCrossref, Google Scholar

  • Patterson, G. R., DeGarmo, D., Forgatch, M. S. (2004). Systematic change in families following prevention trials. Journal of Abnormal Child Psychology , 32, 621–633. First citation in articleCrossref, Google Scholar

  • Patterson, G. R., Forgatch, M. S. (1995). Predicting future clinical adjustment from treatment outcome and process variables. Psychological Assessment , 7, 275–285. First citation in articleCrossref, Google Scholar

  • Plück, J., Wieczorrek, E., Wolff Metternich, T., Döpfner, M. (2006). Präventionsprogramm für Expansives Problemverhalten (PEP). Ein Manual für Eltern- und Erziehergruppen. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Rubin, K. H., Burgess, K. B. (2002). Parents of aggressive and withdrawn children. In M. H. Bornstein (Hrsg.), Handbook of parenting (Band 1, S. 383-418). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.. First citation in articleGoogle Scholar

  • Sanders, M. R., Markie-Dadds, C., Tully, L. A., Bor, W. (2000). The Triple P-Positive parenting program: A comparision of enhanced, standard, and self-directed behavioral familiy intervention for parents of children with early onset conduct problems. Journal of Consulting and Clinical Psychology , 68, 624–640. First citation in articleCrossref, Google Scholar

  • Schuhmann, E. M., Foote, R. C., Eyberg, S. M., Boggs, S. R., Algina, J. (1998). Efficacy of a parent-child interaction therapy: interim report of a randomized trial with short-term maintenance. Journal of Clinical Child Psychology , 27, 34–45. First citation in articleCrossref, Google Scholar

  • Serketich, W. J., Dumas, J. E. (1996). The effectiveness of behavioral parent training to modify antisocial behavior in children: A meta-analysis. Behavior Therapy , 27, 171–186. First citation in articleCrossref, Google Scholar

  • Sheeber, L. B., Johnson, J. H. (1994). Evaluation of a temperament-focused, parent-training program. Journal of Clinical Child Psychology , 23, 249–259. First citation in articleCrossref, Google Scholar

  • Shelton, T. L., Barkley, R. A., Crosswait, C., Moorehouse, M., Fletcher, K., Barrett, S., Jenkins, L., Metevia, L. (2000). Multimethod psychoeducational intervention for preschool children with disruptive behavior: two-year post-treatment follow-up. Journal of Abnormal Child Psychology , 28, 253–266. First citation in articleCrossref, Google Scholar

  • Sonuga-Barke, E., Thompson, M., Delay, D., Laver-Bradbury, C. (2004). Parent training for attention deficit/hyperactivity disorder: Is it effective when delivered as routine rather than as specialist care?. British Journal of Clinical Psychology , 43, 449–457. First citation in articleCrossref, Google Scholar

  • Tabachnick, B. G., Fidell, L. F. (1996). Using multivariate statistics (3.Ed..). New York: Harper Collins. First citation in articleGoogle Scholar

  • Webster-Stratton, C. (1994). Advancing videotape paret training: a comparison study. Journal of Consulting and Clinical Psychology , 62, 583–593. First citation in articleCrossref, Google Scholar

  • Webster-Stratton, C., Hammond, M. (1997). Training children with early-onset conduct problems: a comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology , 65, 93–109. First citation in articleCrossref, Google Scholar

  • Webster-Stratton, C. (1998). Preventing Conduct Problems in Head Start Children Strengthening Parenting Competencies. Journal of Consulting and Clinical Psychology , 66, 715–730. First citation in articleCrossref, Google Scholar

  • Webster-Stratton, C., Reid, M. J., Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in head start. Journal of Clinical Child Psychology , 30, 283–302. First citation in articleCrossref, Google Scholar

  • Webster-Stratton, C., Reid, M. J., Hammond, M. (2004). Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology , 33, 105–124. First citation in articleCrossref, Google Scholar

  • Wolff Metternich, T., Döpfner, M. (2000). Oppositionelle Verhaltensstörungen im Vorschulalter. Kindheit und Entwicklung , 9, 30–39. First citation in articleLink, Google Scholar

  • Wolff Metternich, T., Plück, J., Wieczorrek, E., Freund-Braier, I., Hautmann, C., Brix, G., Döpfner, M. (2002). PEP-Präventionsprogramm für drei- bis sechsjährige Kinder mit expansivem Problemverhalten. Kindheit und Entwicklung , 11, 98–106. First citation in articleLink, Google Scholar

  • Wolraich, M. L., Lambert, W. E., Bickman, L., Simmons, T., Doffing, M. A., Worley, K. A. (2004). Assessing the impact of parent and teacher agreement on diagnosing attention-deficit hyperactivity disorder. Developmental and Behavioral Pediatrics , 25, 41–47. First citation in articleCrossref, Google Scholar