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Meta-Analysis
. 2011 Mar 16;2011(3):CD002964.
doi: 10.1002/14651858.CD002964.pub2.

Individual and group based parenting programmes for improving psychosocial outcomes for teenage parents and their children

Jane Barlow  1 , Nadja Smailagic, Cathy Bennett, Nick Huband, Hannah Jones, Esther Coren
Affiliations
Meta-Analysis

Individual and group based parenting programmes for improving psychosocial outcomes for teenage parents and their children

Jane Barlow et al. Cochrane Database Syst Rev. .

Abstract

Background: Parenting programmes are a potentially important means of supporting teenage parents and improving outcomes for their children, and parenting support is a priority across most Western countries. This review updates the previous version published in 2001.

Objectives: To examine the effectiveness of parenting programmes in improving psychosocial outcomes for teenage parents and developmental outcomes in their children.

Search strategy: We searched to find new studies for this updated review in January 2008 and May 2010 in CENTRAL, MEDLINE, EMBASE, ASSIA, CINAHL, DARE, ERIC, PsycINFO, Sociological Abstracts and Social Science Citation Index. The National Research Register (NRR) was last searched in May 2005 and UK Clinical Research Network Portfolio Database in May 2010.

Selection criteria: Randomised controlled trials assessing short-term parenting interventions aimed specifically at teenage parents and a control group (no-treatment, waiting list or treatment-as-usual).

Data collection and analysis: We assessed the risk of bias in each study. We standardised the treatment effect for each outcome in each study by dividing the mean difference in post-intervention scores between the intervention and control groups by the pooled standard deviation.

Main results: We included eight studies with 513 participants, providing a total of 47 comparisons of outcome between intervention and control conditions. Nineteen comparisons were statistically significant, all favouring the intervention group. We conducted nine meta-analyses using data from four studies in total (each meta-analysis included data from two studies). Four meta-analyses showed statistically significant findings favouring the intervention group for the following outcomes: parent responsiveness to the child post-intervention (SMD -0.91, 95% CI -1.52 to -0.30, P = 0.04); infant responsiveness to mother at follow-up (SMD -0.65, 95% CI -1.25 to -0.06, P = 0.03); and an overall measure of parent-child interactions post-intervention (SMD -0.71, 95% CI -1.31 to -0.11, P = 0.02), and at follow-up (SMD -0.90, 95% CI -1.51 to -0.30, P = 0.004). The results of the remaining five meta-analyses were inconclusive.

Authors' conclusions: Variation in the measures used, the included populations and interventions, and the risk of bias within the included studies limit the conclusions that can be reached. The findings provide some evidence to suggest that parenting programmes may be effective in improving a number of aspects of parent-child interaction both in the short- and long-term, but further research is now needed.

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Conflict of interest statement

  1. Jane Barlow ‐ None known

  2. Nadja Smailagic ‐ None known

  3. Cathy Bennett ‐ I am employed by Systematic Research Ltd. and I received a consultancy fee for my contributions to this review

  4. Nick Huband ‐ None known

  5. Hannah Jones ‐ None known

  6. Esther Coren ‐ None known

Figures

1
1
Risk of bias summary: review authors' judgements about each risk of bias item for each included study.
1.1
1.1. Analysis
Comparison 1 Parent training versus control: parental psychosocial outcomes (psychosocial health), Outcome 1 Depressive symptoms (BDI).
2.1
2.1. Analysis
Comparison 2 Parent training versus control: parental psychosocial outcomes (parenting skills, various scales), Outcome 1 Knowledge of parenting skills (PKT).
2.2
2.2. Analysis
Comparison 2 Parent training versus control: parental psychosocial outcomes (parenting skills, various scales), Outcome 2 General knowledge of general child development (KIDI) ‐ total number correctly answered items (combined intervention).
2.3
2.3. Analysis
Comparison 2 Parent training versus control: parental psychosocial outcomes (parenting skills, various scales), Outcome 3 General knowledge of general child development (KIDI) ‐ total number of incorrectly answered items (combined intervention).
2.4
2.4. Analysis
Comparison 2 Parent training versus control: parental psychosocial outcomes (parenting skills, various scales), Outcome 4 General knowledge of general child development (KIDI) ‐ total number of 'not sure' answered items (combined intervention).
3.1
3.1. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 1 Maternal attitude toward mealtime communication ‐ (AYCEQ).
3.2
3.2. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 2 Parenting attitude towards belief in the value of adaptive rather than coercive practice (PAQ).
3.3
3.3. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 3 Maternal attitude toward identity in parental role (NPIS) ‐ Semantic Differential Measure ‐ Myself as Mother (SD‐Self).
3.4
3.4. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 4 Maternal attitude toward identity in parental role (NPIS) ‐ Semantic Differential Measure ‐ My Baby (SD‐Baby).
3.5
3.5. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 5 Self‐confidence in infant care (PS‐CS).
3.6
3.6. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 6 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Lack of parent child role reversal ‐ (audiovisual only).
3.7
3.7. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 7 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Appropriate developmental expectation of children ‐ (audiovisual only).
3.8
3.8. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 8 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Empathic awareness towards children's needs ‐ (audiovisual only).
3.9
3.9. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 9 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Non ‐ belief in corporal punishment ‐ (audiovisual only).
3.10
3.10. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 10 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Total score ‐ passive learning (audiovisual only).
3.11
3.11. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 11 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Appropriate developmental expectation of children ‐ passive learning (audiovisual only).
3.12
3.12. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 12 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Empathic awareness towards children's needs ‐ passive learning (audiovisual only).
3.13
3.13. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 13 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Non belief in corporal punishment ‐ passive learning (audiovisual only).
3.14
3.14. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 14 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Lack of parent child role reversal ‐ passive learning (audiovisual only).
3.15
3.15. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 15 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Total score ‐ active learning.
3.16
3.16. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 16 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Appropriate developmental expectations of children ‐ active learning.
3.17
3.17. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 17 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Empathic awareness towards children's needs ‐ active learning.
3.18
3.18. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 18 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Non belief in corporal punishment ‐ active learning.
3.19
3.19. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 19 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Lack of parent child role reversal ‐ active learning.
3.20
3.20. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 20 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Appropriate developmental expectations of children (combined intervention).
3.21
3.21. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 21 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Empathic awareness (combined intervention).
3.22
3.22. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 22 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Lack of parent‐child role reversal (combined intervention).
3.23
3.23. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 23 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Non belief in corporal punishment (combined intervention).
3.24
3.24. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 24 Parenting attitudes towards the self/self esteem in parental role (RSES) ‐ parent self esteem (combined intervention).
3.25
3.25. Analysis
Comparison 3 Parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role, various scales), Outcome 25 Parenting attitudes towards the self/self esteem in parental role (RSES) self denigration ‐ parent self esteem (combined intervention).
4.1
4.1. Analysis
Comparison 4 Parent training versus control: parental psychosocial outcomes (parent interaction with child, various scales), Outcome 1 Maternal interactions, mealtime communication (independent data) ‐ (PCERA) (modified).
4.2
4.2. Analysis
Comparison 4 Parent training versus control: parental psychosocial outcomes (parent interaction with child, various scales), Outcome 2 Maternal interactions, parent child teaching interaction (NCATS) ‐ Mother's subscale (independent data).
4.3
4.3. Analysis
Comparison 4 Parent training versus control: parental psychosocial outcomes (parent interaction with child, various scales), Outcome 3 Maternal interactions, parent child teaching interaction (NCATS) Mother's Cognitive Growth Fostering subscale (independent data).
4.4
4.4. Analysis
Comparison 4 Parent training versus control: parental psychosocial outcomes (parent interaction with child, various scales), Outcome 4 Maternal interactions, parent child feeding interaction (NCAFS) ‐ Parent subscale (independent data).
4.5
4.5. Analysis
Comparison 4 Parent training versus control: parental psychosocial outcomes (parent interaction with child, various scales), Outcome 5 Maternal interactions, parent child teaching interaction (NCATS) ‐ Parent subscale (independent data).
5.1
5.1. Analysis
Comparison 5 Parent training versus control: child health and development outcomes (cognitive development, various scales), Outcome 1 Infant cognitive and language development Bzoch‐League REEL (Receptive Language Score).
5.2
5.2. Analysis
Comparison 5 Parent training versus control: child health and development outcomes (cognitive development, various scales), Outcome 2 Infant cognitive and language development Bzoch‐League REEL (Expressive Language Score).
5.3
5.3. Analysis
Comparison 5 Parent training versus control: child health and development outcomes (cognitive development, various scales), Outcome 3 Infant cognitive and language development UTLD.
5.4
5.4. Analysis
Comparison 5 Parent training versus control: child health and development outcomes (cognitive development, various scales), Outcome 4 Infant cognitive and developmental functioning (Bayley MDI).
6.1
6.1. Analysis
Comparison 6 Parent training versus control: child health and development outcomes (child interaction with parent, various scales), Outcome 1 Infant responsiveness to mother, parent child teaching interaction (NCATS) ‐ Baby's subscale.
6.2
6.2. Analysis
Comparison 6 Parent training versus control: child health and development outcomes (child interaction with parent, various scales), Outcome 2 Infant responsiveness to mother, parent child teaching interaction (NCATS) ‐ Infant responsiveness to parent subscale.
6.3
6.3. Analysis
Comparison 6 Parent training versus control: child health and development outcomes (child interaction with parent, various scales), Outcome 3 Infant responsiveness to mother, parent child teaching interaction (NCATS) ‐ Child subscale.
7.1
7.1. Analysis
Comparison 7 Parent training versus control: combined parent‐child relationship (combined parent‐child interaction, various scales), Outcome 1 Parent ‐ child relationship, parent child teaching interaction, (NCATS) ‐ Total score ‐ independent data.
7.2
7.2. Analysis
Comparison 7 Parent training versus control: combined parent‐child relationship (combined parent‐child interaction, various scales), Outcome 2 Parent ‐ child relationship, parent child teaching interaction, (NCATS) ‐ Total score ‐ independent data.
7.3
7.3. Analysis
Comparison 7 Parent training versus control: combined parent‐child relationship (combined parent‐child interaction, various scales), Outcome 3 Parent ‐ child relationship, parent child feeding interaction (NCAFS) ‐ Total score ‐ independent data.
7.4
7.4. Analysis
Comparison 7 Parent training versus control: combined parent‐child relationship (combined parent‐child interaction, various scales), Outcome 4 Parent ‐ child relationship, parent child teaching interaction (NCATS) ‐ Contigency ‐ independent data.
7.5
7.5. Analysis
Comparison 7 Parent training versus control: combined parent‐child relationship (combined parent‐child interaction, various scales), Outcome 5 Parent ‐ child relationship, parent child feeding interaction (NCAFS) ‐ Contingency ‐ independent data.
8.1
8.1. Analysis
Comparison 8 Meta‐analysis of parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role), (AAPI), Outcome 1 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Appropriate developmental expectation of children ‐ (audiovisual intervention only).
8.2
8.2. Analysis
Comparison 8 Meta‐analysis of parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role), (AAPI), Outcome 2 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Lack of empathic awareness ‐ (audiovisual only).
8.3
8.3. Analysis
Comparison 8 Meta‐analysis of parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role), (AAPI), Outcome 3 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Non‐belief in corporal punishment ‐ (audiovisual intervention only).
8.4
8.4. Analysis
Comparison 8 Meta‐analysis of parent training versus control: parental psychosocial outcomes (parent sense of competence in the parenting role), (AAPI), Outcome 4 Parenting attitudes towards child rearing in parental role (AAPI) ‐ Lack of parent child role reversal ‐ (audiovisual intervention only).
9.1
9.1. Analysis
Comparison 9 Meta‐analysis of parent training versus control: parental psychosocial outcomes (parent interaction with child) (NCATS), Outcome 1 Maternal interactions, parent child teaching interaction (NCATS) ‐ Parent subscale.
9.2
9.2. Analysis
Comparison 9 Meta‐analysis of parent training versus control: parental psychosocial outcomes (parent interaction with child) (NCATS), Outcome 2 Follow up (random effects model).
10.1
10.1. Analysis
Comparison 10 Meta‐analysis of parent training versus control: child health and development outcomes, (child interaction with parent) (NCATS ‐ Baby's subscale), Outcome 1 Child/Parent Interaction ‐ Infant responsiveness to mother ‐ NCATS (Baby's subscale).
11.1
11.1. Analysis
Comparison 11 Meta‐analysis Parent training versus control: combined parent‐child relationship (combined parent‐child interaction) (NCATS), Outcome 1 Parent ‐ child relationship (parent‐child teaching interaction, (NCATS) ‐ Total score).
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Update of

References

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References to other published versions of this review

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