SavedAdd your journal

Journals / Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi / 2010 / Cilt: 3 - Sayı: 2

Guidelines for evaluating parent training programs

Ebeveyn eğitim programlarını değerlendirme rehberi

Burcu ARKAN
Besti ÜSTÜN
Pages
102–107
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Model’s framework is presented in this study.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The CIPP Model was developed by Stufflebeam in 1983.
📊
Key Findings & Data:This guideline provides a framework for evaluation under the headings of objectives of the parent training program, content of the parent training program, parent training methods, implementation of the parent training program, and outcomes of the parent training program.
💡
Conclusion & Impact:Model’s framework is presented in this study.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The CIPP Model was developed by Stufflebeam in 1983. This guideline provides a framework for evaluation under the headings of objectives of the parent training program, content of the parent training program, parent training methods, implementation of the parent training program, and outcomes of the parent training program. Furthermore guideline emphasizes that the evaluation criteria in the content should be absolutely composed before, during and after the application of parent programs, and that the evaluation should be conducted in accordance with these criteria. The model enables the content of the parent programs used or likely to be used and the instructional methods used throughout the program to be based on theoretical grounds and the efficacy of the program to be based on evidence. CIPP Model is consisted of four part, namely context, input, process, product. Model’s framework is presented in this study.

Özet

CIPP (Context, Input, Process, Product) Modeli 1983 yılında Stufflebeam tarafından geliştirilen bir ebeveyn eğitimi programı değerlendirme rehberidir. Bu rehber ebeveyn eğitimi programının amaçları, içeriği, yöntemleri, uygulanması ve sonuçları başlıkları altında bir değerlendirme çerçevesi sunmaktadır. Ayrıca ebeveyn eğitimi programlarının uygulanması öncesi, sırası ve sonrasında içeriğindeki değerlendirme maddelerinin mutlaka oluşturulması ve bu maddelere göre değerlendirilmesi gerektiğini vurgular. Kullanılan ya da kullanılması düşünülen ebeveyn programı içeriğinin ve programda kullanılan eğitim yöntemlerinin teorik yapılara ve programın etkililiğini kanıtlara temellendirilmesini sağlar. Model; durum içerik, süreç, sonuç olmak üzere dört bölümden oluşmaktadır. Bu çalışmada CIPP modelinin ana ilkeleri sunulmaktadır.

🔖

Cite This Article

ARKAN, B., ÜSTÜN, B. (2022). Guidelines for evaluating parent training programs. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, Cilt: 3 - Sayı: 2, 102–107. https://ajindex.com/articles/490450

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Abidin, R. R. (1983). Parenting stress ındex: Manual. (pp.169- 177). Charlottesville VA: Paediatric Psychology Press.
  2. Achenbach, T. M. (1991). Manual for the child behavior checklist. (pp. 421-447) Burlington: University of Vermont Press.
  3. Arnold, D. S., O’Leary, S. G., Wolf, L. S., & Acker, M. M. (1993). The parenting scale: A measure of dysfunctional parenting in discipline situations. Psychological Assessment, 5, 137–144.
  4. Assemany, E. A. (2002). Negative treatment outcomes of behavioral parent training programs. Psychology in the Scholls, 39 (2), 209–217.
  5. Clark, S. B., Rapkin, K., Busen, H. N., & Vasquez, E. (2001). Nurse practitioners and parent education: Partnership for health. Clinical Research, 13 (7), 310–316.
  6. Connell, S., Sanders, M. R., & Markie-Dadds, C. (1997). Selfdirected behavioral family intervention for parents of oppositional children in rural and remote areas. Behavior Modification, 21 (4), 379-408.
  7. Cunningham, C. E., Bremner, R., & Boyle, M. (1995). Large group communitybas parenting programs for families of preschoolers at risk for disruptive behavior disorders: Utilization, cost effectiveness and outcome. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 1141–1159. Day C., & Davis, H. (1999). Community child mental-health services: a framework for the development of parenting initiatives. Journal of Clinical Child Psychology Psychiatry, 4, 475–480.
  8. Dembo, H. M., Sweitzer, M., & Lauritzen, P. (1985). An evaluation of group parent education: Behavirol, PET, and Adlerian Programs. Review of Educational Research, 55 (2), 155–200.
  9. Drugli, M. B., & Larsson, B. (2006). Children aged 4-8 years treated with parent training and child therapy because of conduct problems: Generalisation effects to day-care and school settings. European Child and Adolescent Psychiatry, 15, 392-399.
  10. Einfeld, S. L., & Tonge, B. J. (1996). Population prevalence of psychopathology in children and adolescents with intellectual disability: II. Epidemiological findings. Journal of Intellectual Disability Research, 40, 99–109.
  11. Eyberg, S. M., & Boggs, S. R. (1998). Parent-child interaction therapy: A psychosocial intervention for the treatment of young conduct-disordered children. In J. M. Briesmeister & C. E. Schaefer (Eds.), Handbook of parent training (2nd ed., pp. 61–97). New York: Wiley. Eyberg, S. M., & Robinson, E. A. (1983). Conduct problem behavior: Standardisation of a behavior rating scale for adolescents. Journal of Clinical Child Psycholog