Comorbidity , gender , age , number of sessions , duration , intervention type , setting , medication use or dropout percentage did not influence the effect of treatment .
CONCLUSIONS Psychological treatments have a small effect in reducing parent- , teacher- and observer-rated CD problems  in children and adolescents with clinical CD problems/diagnosis .
There is not enough evidence to support one specific psychological treatment over another .
Many reports failed to provide detailed information to allow optimization of psychological treatment strategies
BACKGROUND This meta- analysis evaluates the efficacy of nonpharmacological treatments for conduct disorder ( CD ) problems in children and adolescents , based on child , parent and teacher report .
Detecting effects of the indicated prevention Programme for Externalizing Problem behaviour (PEP) on child symptoms, parenting, and parental quality of life in a randomized controlled trial.
BACKGROUND Behavioural parent training is effective in improving child  disruptive behavioural problems in preschool children by increasing parenting competence . The indicated Prevention Programme for Externalizing Problem behaviour ( PEP ) is a group training programme for parents and kindergarten teachers of children aged 3 - 6 years with externalizing behavioural problems . AIMS To evaluate the effects of PEP on child problem behaviour , parenting practice s , parent-child interactions , and parental quality of life . METHOD Parents and kindergarten teachers of 155 children were r and omly assigned to an intervention group ( n = 91 ) and a nontreated control group  ( n = 64 ) . They rated children 's problem behaviour before and after PEP training ; parents also reported on their parenting practice s and quality of life . St and ardized play situations were video-taped and rated for parent-child interactions , e.g. parental warmth . RESULTS In the intention to treat analysis , mothers of the intervention group described less disruptive child behaviour and better parenting strategies , and showed more parental warmth during a st and ardized parent-child interaction . Dosage analyses confirmed these results for parents who attended at least five training sessions . Children were also rated to show less behaviour problems by their kindergarten teachers . CONCLUSIONS Training effects were especially positive for parents who attended at least half of the training sessions . ABBREVIATIONS CBCL : Child Behaviour Checklist ; CII : Coder Impressions Inventory ; DASS : Depression anxiety Stress Scale ; HSQ : Home-situation Question naire ; LSS : Life Satisfaction Scale ; OBDT : observed behaviour during the test ; PCL : Problem Checklist ; PEP : prevention programme for externalizing problem behaviour ; PPC : Parent Problem Checklist ; PPS : Parent Practice s Scale ; PS : Parenting Scale ; PSBC : Problem Setting and Behaviour checklist ; QJPS : Question naire on Judging Parental Strains ; SEFS : Self-Efficacy Scale ; SSC : Social Support Scale ; TRF : Caregiver-Teacher Report Form
Comorbidity , gender , age , number of sessions , duration , intervention type , setting , medication use or dropout percentage did not influence the effect of treatment .
CONCLUSIONS Psychological treatments have a small effect in reducing parent- , teacher- and observer-rated CD problems  in children and adolescents with clinical CD problems/diagnosis .
There is not enough evidence to support one specific psychological treatment over another .
Many reports failed to provide detailed information to allow optimization of psychological treatment strategies
BACKGROUND This meta- analysis evaluates the efficacy of nonpharmacological treatments for conduct disorder ( CD ) problems in children and adolescents , based on child , parent and teacher report .