Coping With Conduct-Problem Children: Parents Gaining Knowledge and Control

Approximately two thirds of all children re- of conduct-problem chilldren typically lack certain ferred to mental health agencies are labeled con- fundamental parenting skills. For example, reports duct disordered or oppositional (IKazdin, 1985). have indicated that parents of aggressive: children Moreover, the prevalence of such disorders is in- exhibit fewer positive behaviors, are more violent creasing, creating a need for service that far ex- and critical in their discipline, are more permissive, ceeds available personnel and resources. Specific and often fail to monitor their children's behaviors diagnostic criteria have been developed: such chil- (Kazdin, 1985; Loebelr ik Dishion, 1983; Patterson dren typically exhibit antisocial behavior-that is & Stouthamer-Loeber, 1984). Consequently, parent lying, cheating, stealing, firesetting, fighting, oppo- training programs have been developed that focus sitional behaviors, and noncomplia~ice to parental on teaching parents to use specific reinforcement requests-at abnormal rates. The need to help fam- and nonviolent punishment skills (Forehand & ilies of conduct-problelm children is particularly ur- McMahon, 1981; Kazdin, 1985; Patterson, 1984). gent, for these aggressive children are at increased Reviews of such parent itraining programs based on risk for being abused by their parents (Reid, Ta- one-to-one therapy have g~enerally supported their plin, & Loeber, 1981), as well as for school drop- effectiveness (Kazdin, 1985). In a series of studies out, alcoholism, drug abuse, juvenile delinquency, (Webster-Stratton, 1981, 1984; Webster-Stratton, adult crime, antisocial personality, marital disrup- Hollinsworth, & Kolpacoflr, 1989) we have shown tion, interpersonal problems, and poor physical that therapist-led parenit group discussion training health (Kazdin, 1985; Loeber, 19185; Loeber & based on videotape modeling (GDVM) was both Dishion, 1983; Robins, 1981). Thus, in the absence cost-efficient and effective in improving parenting of treatment, the long-term outlook for conduct- attitudes and behaviors, and in reducing child conproblem children is poor. In response tab the large duct problems. Even an individually self-adminisnumbers of children with conduct problems and tered videotape parent traiining program (IVM) rethe shortage of professional manpower, there has sulted in significant improvements im parent been increasing emphasis on training parents to be reports and parent-cElld interactions ~(Webstertherapists for their own children. An additional, Stratton, in press; Webster-Stratton, Kolpacoff, & less circumstantial rationale for such an approach Hollinsworth, 1988). Irk spite of the documented is provided by research indicating tlhat the parents effectiveness of various types of parent training programs, the literature coi~tains little discussion of A more complete description of the parent training program the actual process of charnge brought about by such that was the subject of this research, includiing another paper intervention programs. h large body of research to describing the therapist role, is available from1 Carolyn Webster- date has been quantitative in nature, focusing on