Parent Training Intervention Paper

Parent training interventions are primarily psychoeducational in nature. Parents are taught behavioral principles and ways to apply them in their child’s life. In addition, parents are warned about possible pitfalls, such as coercive cycles, and how to avoid them. Parent training has been recognized as the most appropriate intervention for preschoolers (Young & Amarsinghe, 2010). The Preschool Psychopharmacology Working Group of the American Academy of Pediatrics recommended parent training and behavior therapy interventions for preschool aged children (American Academy of Pediatrics, 2011). Researchers and clinicians alike have recognized parent training as an effective intervention for the preschool aged population. The effectiveness of
ADHD has a strong heritable component, meaning many parents may be too disorganized or impaired to successfully carry out the strategies learned in parent training sessions (Connor, 2002). Even if a parent does not have a diagnosis, parents face many barriers in seeking and completing parent training interventions. Some parents find parent training interventions to be pejorative by implying that the child’s difficulties are a result of parenting instead of their diagnosis (Smith et al, 2014). Parents have cited a lack of self-confidence, shame, embarrassment, and fear of being called a bad parent as reasons they chose not to engage in parent training interventions (Smith et al, 2014). In addition to preexisting conditions and stigma, change is difficult even for those who wish to make it (Smith et al, 2014). However, the way in which parent training interventions are conducted can mitigate some of these concerns. A strong, nonjudgmental relationship with the practitioner had a positive impact on session attendance and program completion (Smith et al, 2014). In addition, focusing on positives, developing realistic expectations, and paying attention to small and subtle changes that may indicate success make parents more likely to be successful (Smith et al, 2014). Like all treatments, parent training is not without its shortcomings and may not work for everyone. However, it is considered the best
Additional information is needed on whether stimulant medications are an appropriate treatment for preschool aged children. If they prove effective, as in other age groups, specific recommendations regarding dosage need to be made. Further, it is anticipated that three month appointments to reevaluate the dosage of medication, which is typical for other age groups, is far too long for preschoolers (Connor, 2002). As preschoolers are rapidly growing physically and increasingly developing sustained attention, more frequent evaluations are necessary to ensure benefits and avoid side effects of medication. Stimulant medications may well prove to be an effective intervention for preschool aged children, but further research is