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Übersicht

Elternverhalten als Schutzfaktor gegen aggressives und oppositionelles Verhalten der Kinder?

Bestandsaufnahme und praktische Schlussfolgerungen

Published Online:February 26, 2018https://doi.org/10.1026/0942-5403/a000247

Abstract

Zusammenfassung. Elternverhalten spielt in Theorien zur Entstehung externalisierenden Verhaltens eine wichtige Rolle und Elterntrainings werden als Maßnahme zur Prävention und Verringerung der Symptome empfohlen. Im vorliegenden Review wird die empirische Basis dieser Theorien und Empfehlung überprüft. Effekte des Elternverhaltens auf längsschnittliche Veränderungen der Symptome sind im Mittel sehr gering. Kleine bis moderate Effekte findet man, wenn man Veränderungen externalisierender Symptome in Folge von Veränderungen des Elternverhaltens (durch Elterntrainings) analysiert. Hier sind sogar große Effekte zu erwarten bei vorab deutlich erhöhten externalisierenden Symptomen und Defiziten im Elternverhalten. Diskutiert werden Gründe für diese unterschiedlichen Effekte und Schlussfolgerungen für die Praxis.


Parenting as Protective Factor Against Aggressive and Oppositional Behavior of Children? Stock Taking and Practical Conclusions

Abstract. Parenting behaviors or styles play an important role in theories on the development and maintenance of externalizing problems (aggressive, delinquent, or oppositional behavior) such as in the general theory of crime or in coercion theory. In addition, parenting training programs have been recommended as important means for preventing or reducing externalizing problems in childhood and adolescence. The present review assessed the empirical base for these theoretical suggestions and recommendations, mainly by use of meta-analytic evidence. Cross-sectional studies show, on average, small negative associations between parental warmth, behavioral control (such as monitoring, rule setting), autonomy support, and authoritative parenting and externalizing symptoms (with correlations of about r = .15), while harsh control (e. g., use of physical punishment), psychological control (trying to direct the child’s behavior by manipulating his or her feelings), as well as authoritarian, permissive, and neglectful parenting are related to higher symptom levels. These cross-sectional associations are, in part, based on the effects of externalizing problems on parenting. Cross-lagged associations of initial parenting with change in externalizing symptoms show a similar trend but tend to be very small (r < .10), with initial parental behaviors or parenting styles explaining less than 0.5 % of the variance of change in the dependent variable at posttest. Thus, rather stable parenting practices or styles will likely produce very few new changes of externalizing problems in the near future. The situation changes when improvements in parenting (after parenting training) affect externalizing symptoms. Participation in such training tends to explain about 4 % of the variance of the change in externalizing problems, with changes in parenting mediating most of the training effect. Parenting training can even have large effects, explaining about 40 % of the variance of externalizing problems at posttest if the children initially had high levels of these problems and the parents had difficulties in managing these symptoms. The present paper discusses reasons for the systematic difference in the effect sizes of longitudinal and intervention studies. In addition, differential practical recommendations are provided for families with different degrees of child externalizing problems and positive parenting. Parents already showing rather high levels of parental warmth and behavior control or authoritative parenting, respectively, should be encouraged to maintain these behaviors even if new effects of these parental practices are not visible. While these families may also derive a small benefit from participation in parenting training, such training is strongly recommended in the case of elevated externalizing problems and parental problems with child management. Here, training with parents tends to produce effects similar to the effects of cognitive-behavioral therapy with the child.

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