O treinamento de pais como um instrumento de intervenção

Abstract

Researches have pointed to an increase in the number of parents with deficits in educational skills seeking child psychological care due to the presence of dysfunctional behaviors in their children. Due to this, the objective of this research is to investigate the effectiveness of Parental Training through a randomized Clinical Trial, with an explanatory and experimental nature. The inclusion criteria adopted were being 18 years old or over; be a father, mother or legal guardian of children or adolescents who are between 4 and 18 years old and have child behavioral complaints. The exclusion criteria adopted were participating in psychotherapy during the research period and the child or adolescent being diagnosed with a developmental disorder. Six people participated in the research, aged between 26 and 44, parents of children aged between 7 and 13. Among the participants, 3 belonged to the experimental group and 3 to the control group. The Google Online Form was used so that volunteers could register and for an initial screening to be carried out, according to the inclusion and exclusion criteria. Parent Training took place in 8 face-to-face meetings, lasting 1h30 each, in which participants underwent a psychoeducation process on child development and parental educational practices and their consequences. In addition, a battery of tests was applied before the beginning and after the end of the research, namely: Parental Styles Inventory (IEP), Paternal and Maternal Educational Practices, Parental Educational Social Skills Interview Script (RE-HSE-P) and the Strengths and Difficulties Questionnaire (SDQ). In general, the results found were the acquisition of positive educational practices, a reduction in negative educational practices and a reduction in child behavioral problems. In relation to the control group, no significant changes were found in general. Therefore, it was concluded that Parent Training is an effective method for adapting educational practices and intervening in children's dysfunctional behaviors.