Effectiveness of the Positive Discipline Program Applied to Parents of Preschool Children: A Randomized-Controlled Trial Study Notes
Effectiveness of the Positive Discipline Program
Article Information
Authors: Hatice Dayılar Candan, RN, PhD; Satı Doğan, RN, PhD
Affiliations:
Izmir Atatürk Training and Education Hospital, Izmir, Turkey
Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, Ege University, Izmir, Turkey
Article History:
Received: 17 February 2023
Revised: 7 June 2023
Accepted: 7 June 2023
Available online: xxxx
Abstract
Background:
Widespread use of the Positive Discipline Program internationally with limited evidence-based studies.
This study investigates the experimental results of the Positive Discipline Program.
Method:
Conducted as a randomized-controlled study with three groups: Intervention, Active Control, and Non-contact Control.
Sample of 72 parents with children aged 3-6 years.
The intervention group underwent an 8-session online Positive Discipline Program; the active control group attended an online free interaction program; the non-contact control group had no intervention.
Results:
Increased cooperation between parents and children in the intervention group after training.
Decreased authoritarian attitudes and increased democratic attitudes in parents.
Enhanced parent–child communication and listening skills in both intervention and active control groups. Increased problem-solving skills and sensitivity noted in the intervention group.
Conclusion:
The Positive Discipline Program effectively improves parenting attitudes, problem-solving skills, and parent-child relationships, serving as evidence for its positive contributions to child-rearing.
Implications for practice:
The program can assist parents with preschool, school-aged, and adolescent children in addressing various developmental and educational challenges.
Introduction
Demographics of Children:
Children and adolescents make up nearly a quarter of the world’s population; 10%–20% face mental health issues (UNICEF, 2020; WHO, 2020).
Children must grow in healthy environments for future well-being (WHO, 2017; WHO, 2020).
Learning in Early Childhood:
Rapid learning occurs from birth, establishing lifelong habits (Lillard et al., 2017).
Positive discipline fosters respect, openness to criticism, and patience, crucial for adult social relations (Blake et al., 2007).
Family's Role in Development:
The family environment strongly influences children’s mental, social, physical, and emotional development (Li et al., 2021; Sahithya et al., 2019).
Adler’s Theory:
Alfred Adler emphasizes family and social systems as integral to child development and advocates for parental education to prevent emotional issues (Adler, 1998; Bettner, 2020).
Need for Effective Parenting:
Parenting requires understanding psychological and sociocultural influences on child development (Sahithya et al., 2019).
The introduction highlights that positive discipline fosters respect, openness to criticism, and patience, which are crucial for adult social relations. It also mentions that rapid learning occurs from birth, establishing lifelong habits, and that the family environment strongly influences a child's development.
Parenting Attitudes and Discipline
Prevalence of Negative Parenting Techniques:
Many parents adopt passive, neglectful, or punitive methods which lead to behavioral issues in children (Cuartas et al., 2019; Dede Yildirim & Roopnarine, 2019; Rodriguez & Wittig, 2019).
Consequences of Authoritarian Styles:
Harsh parenting correlates with problematic behaviors; warm parenting relationships foster child protection against behavioral issues (Moreno-Ruiz et al., 2018; Pinquart, 2017).
Effective Disciplinary Strategies:
Cognitive, socio-emotional, and executive skills should guide interactions to foster appropriate behavior (Juffer & Bakermans-Kranenburg, 2018).
Rationale for Positive Discipline Program:
A parent education model grounded in individual psychology to promote effective communication and discipline strategies (Nelsen, 2019).
Core Elements of the Program:
Based on Adlerian principles, fostering self-discipline, cooperation, problem-solving, and emotional support in children (Nelsen, 2006).
Global Implementation:
Implemented in various countries, including the U.S., Canada, and Israel (Bettner, 2014; McVittie & Best, 2009).
Importance of Mental Health in Children
Turkish Mental Health Action Plan:
Emphasizes preventive mental health with a focus on holistic approaches for children (Republic of Turkey Ministry of Health, 2020).
Role of Psychiatric Nurses:
Essential in conducting parent educational programs and identifying child-rearing necessities (Houlihan et al., 2013).
Study Design and Methodology
Research Hypotheses:
H1: Positive Discipline Program will positively affect parenting attitudes and parental communication (communication with children).
Design & Participants:
Randomized-controlled trial with intervention, active control, and non-contact control groups, conducted online over a period of 2 years (May 2020 - May 2022).
Initial population: 653 parents; final study sample: 72 parents meeting inclusion criteria.
Randomization Method:
Full randomization to limit bias, with group assignment and blind assignment by a non-researcher.
Data Collection Tools
Personal Information Form:
19 items created based on relevant literature.
Parental Attitude Scale (PAS):
38-item scale assessing democratic, authoritarian, and tolerant attitudes in parenting (reliabilities: Democratic Attitude 0.81; Authoritarian 0.69; Tolerant 0.65).
Assessment of Parenting Attitudes of Couples Scale (APACS):
50-item scale assessing parenting attitudes based on mutual observations with four dimensions (range of reliabilities: 0.70+).
Parent-Child Communication Scale (PCCS):
27-item scale assessing communication qualities (dependable scores: Sensitivity 0.60; Unhindered Listening 0.87).
Research Implementation
Researcher Background:
Family counselor and psychiatric nurse trained in Positive Discipline methodology. Conducted in-depth pilot studies to ensure program coherence.
% Programme Structure: 8 online sessions focusing on practical and theoretical applications in positive discipline.
Adjunct Programming:
The active control group participated in non-structured discussions; non-contact group had no intervention.
Data Evaluation Metrics:
Various statistical tests (ANOVA, Chi-square, t-tests) used in data analysis.
Results
Demographics of Participants:
Mean parental age: 36.6±3.8; majority in nuclear family structures, with varying levels of education.
Child-raising Attitude Outcomes:
PAS analysis indicating positive shifts in democratic attitudes and reduced authoritarian perceptions in the intervention group.
Parent-Child Communication Enhancements:
Increases observed in Unhindered Listening, Openness to Sharing, and Sensitivity across groups.
Discussion
Effectiveness Evaluation:
Results substantiate the Positive Discipline Program’s capability to enhance parenting styles, decrease harsh discipline, and foster positive interactions within family dynamics.
Cultural Considerations:
Highlighted the need for culturally tailored applications of the program.
Long-Term Implications:
Positive Discipline's sustained influence on family relationship dynamics and child development highlights its potential efficacy in fostering supportive parenting environments.
Limitations and Recommendations
Study Limitations:
Online format may limit participation diversity; imbalance in gender participation (more mothers than fathers).
Future Recommendations:
Promote broader implementation of Positive Discipline; engage more fathers in participatory formats; assess program results in wider populations.
Conclusion
The Positive Discipline Program demonstrated significant efficacy in improving parenting attitudes and encouraging sustainable positive changes in parent-child dynamics. As a result, it contributes greatly to child mental health and establishes a framework for future programs aimed at enhancing family relations and child development.