Parent Effectiveness Training: Its Impact Upon The Self-Perception And Behavior Of The Children Of Participants

Problem. There is a need to evaluate the training programs available to parents to determine the effect of these programs upon the children of participants. The purpose of this study was to investigate the impact of Parent Effectiveness Training upon the elementary school age children of participants in the areas of self-perceived Locus of Control and behavior. Procedure. Experimental and control groups were established with students from four central California elementary schools to obtain data on the problem under investigation. The groups were formed from children of parents who agreed to participate in the study. A Nonrandomized Control-Group Pretest-Posttest Design was utilized in the study. Pretesting commenced in the Winter of 1980 and posttesting was administered approximately eight weeks later. The Intellectual Achievement Responsibility Questionnaire was the instrument selected to measure the dependent variable of self-perceived Locus of Control. The Devereux Elementary School Behavior Rating Scale was the instrument chosen to assess teachers\u27 ratings of children\u27s behaviors. Parents\u27 assessments of children\u27s behaviors were accomplished using the Devereux Child Behavior Rating Scale. Parent Effectiveness Training was the treatment presented to the experimental group through their parents. Neither the control group nor their parents received any training as a component of this study. The sample consisted of 66 children. Analysis of covariance (ANCOVA) was used to detect differences on the test scores. Findings. The findings of this study indicate P.E.T. training for parents will change children\u27s self-perception and their behavior in the home. Research hypothesis one which proposed that children of P.E.T. trained parents would show a greater move toward self-perceived internality of control was supported. Research hypothesis five which stated that children of P.E.T. trained parents would display more self-reliance and assertiveness when observed by parents was also supported. Research hypotheses two, three, and four which proposed that children of P.E.T. trained parents would demonstrate a greater move toward self-reliant, self-responsible, and assertive behavior when observed by teachers were not supported. Recommendations. The following recommendations for further research were made: (1) Longitudinal research is needed to determine if the behavior change in children observed in the home will be demonstrated in other settings when a longer time interval occurs between completion of training and posttesting. (2) Replication of the study with more diverse populations. (3) Replication with different instruments used to measure the dependent variables. (4) Investigation of the impact on children of training both parents and teachers in P.E.T. skills. (5) Further research on the impact of P.E.T. on Locus of Control in children should be undertaken