Active Parenting of Teens: Families in Action

Evidence Rating:
Promising – One investigate Promising - One study

Program Goals/Theory
Active Parenting of Teens: Families in Action is a family-based alcohol-, tobacco-, and other drug (ATOD) abuse–prevention module that targets families with children entering center school. The specific goals of Active Parenting of Teens: Families in Action are to 1) boost youths’ certain connection to their families and their schools, 2) boost their certain counterpart relations, 3) foster adverse attitudes toward a use of ATODs, and 4) boost self-esteem. The goals for relatives are really similar: 1) boost certain connection to their families; 2) boost certain impasse in their children’s schools; and 3) foster adverse attitudes toward a use of ATODs by minors.

The module is formed on a amicable developmental indication that emphasizes a contributions of family, school, and peers to girl growth and proposes that if a girl holds with prosocial people and amicable groups he or she is reduction expected to use ATODs. The module teaches a multiple of ubiquitous life skills and amicable insurgency techniques and provides opportunities for youths to use these skills. It also incorporates modules compelling self-esteem, given Active Parenting of Teens: Families in Action staff hypothesized that youths who feel good about themselves are some-more expected to feel that they can attain in propagandize and make friends.

Target Population
The module serves both relatives and their children, privately concentrating on families with children entering center propagandize or between a ages of 11 and 14. The module can be used with both males and females.

Program Activities
The Active Parenting of Teens: Families in Action module includes several components or modules, that foster youths’ connection to their family, school, and prosocial peers. These residence a far-reaching operation of topics, including parent–child communication, certain function management, girl ethanol and tobacco use, interpersonal relations for adolescents, propagandize success, family fun activities, and encouragement of girl self-esteem.

The module is offering several times any year in center and youth high schools as an afterschool activity. There are 6 2½-hour sessions. Sessions are administered once a week for 6 weeks. Typically, a sessions are hold in classrooms on weekday evenings, with groups trimming from 5 to 12 families. The core enlightening member is a use of videotaped vignettes that uncover opposite families doing a accumulation of problems. There is also a primogenitor text and an concomitant tyro text and curriculum.

Sessions 1 and 2 combine on certain meditative and on regulating positive, rather than negative, strategies to strech behavioral goals. The sessions also plead normal girl growth and stress progressing self-respect during this formidable period. Sessions 3 and 4 learn interpersonal communication skills and denote a judicious consequences of particular actions as partial of a family government style. Youths are taught that their actions have consequences; relatives are taught how to assistance their children make suitable choices. Sessions 5 and 6 concentration on requesting a insurgency skills and concepts from a initial 4 sessions to a impediment of ATOD usage, early passionate activity, and violence. Every event is designed to learn children and relatives alone and afterwards move them together for organisation activities. Skills are taught by role-playing activities and organisation contention of how to hoop opposite situation.

Evaluation Outcomes

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Family Measures
Abbey and colleagues (2000) news commentary from a 1-year follow-up survey. Students who participated in a Active Parenting of Teens: Families in Action module reported carrying significantly larger family congruity and significantly reduce levels of family fighting than students in a comparison group. However, there were no poignant differences between a diagnosis and control groups on measures of family communication.

School Attachment and Self-Esteem
Students that participated in a module reported larger propagandize connection and aloft levels of self-respect than students in a comparison group.

Peer Support
There were no poignant differences on measures of counterpart support.

Attitudes Toward Alcohol Use
Treatment organisation students reported that it was fine to devour ethanol during an age that was significantly comparison than a age that students in a comparison organisation reported. Specifically, diagnosis organisation students believed that it was excusable to splash some-more than a sip of ethanol during age 18 where a comparison organisation students reported that it was excusable to splash some-more than a sip of ethanol during age 17.

Attitudes Toward Tobacco Use
There were no poignant differences between a diagnosis organisation and control organisation on measures of students’ attitudes toward tobacco use.

Parents Results
Parents participating in a module reported significantly stronger attitudes in antithesis to ethanol use by minors. Parents in a module also reported that ethanol should not be consumed until an age (about 21 years) that was significantly comparison than a age that relatives in a comparison organisation reported (about 20 years).

However, no poignant module effects were found for relatives on measures of propagandize attachment, family cohesion, family fighting, family attachment, and attitudes toward tobacco use.

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Evaluation Methodology

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Abbey and colleagues (2000) used a quasi-experimental pattern with nonequivalent comparison groups to weigh a efficacy of a Active Parenting of Teens: Families in Action module during preventing alcohol, tobacco, and other drug use (ATOD). Four schools in a farming county of northeastern Michigan were used in a evaluation. Almost a whole race in a county was white (96 percent), and 21 percent of a families were next a misery line.

A baseline consult was administered in tumble of a propagandize year to all students; a same consult was administered 1 year after as a follow-up. Participation in Active Parenting of Teens: Families in Action was totally voluntary. Those families who participated in a module served as a diagnosis group, and those families who did not attend acted as a comparison group. The diagnosis organisation had 37 students and 38 parents; a comparison organisation had 268 students and 134 parents. Parents were mailed a consult with a stamped-and-addressed lapse pouch to send behind to a investigate team. Treatment students were not significantly opposite from students in a comparison group. However, diagnosis relatives had significantly reduce scores during baseline on attitudes toward tobacco, age during that relatives deliberate it excusable for their children to drink, and family cohesion. They also reported aloft levels of family fighting. That is, a baseline disproportion adored a comparison group, as a diagnosis organisation relatives reported some-more kindly attitudes toward piece use and aloft levels of family fighting.

There were several multi-item beam used to magnitude tyro and primogenitor attitudes and behavior. Family measures enclosed family cohesion, communication, and fighting. Family congruity was totalled with a nine-item subscale from a Family Environment Scale. Family congruity assessed a grade of commitment, help, and support that family members supposing one another, with aloft scores reflecting larger cohesion. Family communication and family fighting were totalled with a nine-item scale and a four-item scale, respectively, combined by a investigate team. Example questions enclosed “How many times have we discussed your feelings with your primogenitor (child)?” and “How many times have we yelled during your child (parent)?” School connection was totalled with a 10-item subscale from a Effective School Battery. Attitudes toward ATOD use (rather than tangible use) were totalled with a seven-item scale that was blending from formerly existent scales. Students and relatives both were asked about their attitudes toward ATOD use by minors.

Peer support and self-respect were totalled usually for students. Perceptions of friends’ supportiveness were totalled with a 15-item subset of a Inventory of Peer Attachment. Self-esteem was totalled with a 16-item function subscale from a Piers–Harris Children’s Self-Concept Scale. All consult equipment and beam used had high Cronbach fellow alphas and are deliberate reliable.

One-way analyses of opposite (ANOVAs) were used to establish a poignant differences between module participants (treatment group) and nonparticipants (comparison group). Baseline differences were accounted for in all of a analyses by treating baseline scores and demographics as covariates.

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Cost

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Implementation Information

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Information on Active Parenting training opportunities is accessible on a Active Parenting™ Publishers Web site: http://www.activeparenting.com/training. Leader Training Workshops, Online Leader Training Workshops, and Training of Trainers Workshop are accessible for anyone meddlesome in implementing a program.

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Evidence-Base (Studies Reviewed)

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Study 1
Abbey, Antonia, Colleen Pilgrim, Peggy Hendrickson, and Sue Buresh. 2000. “Evaluation of a Family-Based Substance Abuse Prevention Program Targeted for a Middle School Years.” Journal of Drug Education 30(2): 213–28.

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Additional References

top borderThese sources were used in a growth of a module profile:

Active Parenting™ Publishers Web site. 2012.
http://www.activeparenting.com/

Mullis, Fran. 1999. “Active Parenting: An Evaluation of Two Adlerian Parent Education Programs.” The Journal of Individual Psychology 55(2):225–32.

Pilgrim, Colleen, Antonia Abbey, Peggy Hendrickson, and Sue Lorenz. 1998. “Implementation and Impact of a Family-Based Substance Abuse Prevention Program in Rural Communities.” Journal of Primary Prevention 18(3):341–61. (This investigate was reviewed though did not accommodate CrimeSolutions.gov criteria for inclusion in a altogether module rating.)

Popkin, Michael H. 1989. “Active Parenting: A Video-Based Program.” In Martin J. Fine (ed.). The Second Handbook on Parent Education: Contemporary Perspectives. New York, NY: Academic Press Inc.

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