Coping With Conduct-Problem Children: Parents Gaining Knowledge and Control

Examined the process of parents ' learning to cope effectively with stresses related to their conduct-problem children's behavior by means of a videotape parent train-ing program. Transcripts o f20 intake interviews, 80 group therapy sessions, and 16 therapist consultations with 77 mothers and 60 fathers of conduct-problem children (ages 3 to 7ye(urs) provided the data. These transcripts were analyzed using the constant comparison method. Findings suggested that the proce,ss was one of gaining knowledge, control, and competence and was comprised qfjive phases, which were labeled: acknondedging the family's problem, alternating despair and hope, "tempering the dream': "making the shoe fit", and eflective coping. The meaning of the different phases is discussed in light of the theory of sifress. Approximately two thirds of all children re- of conduct-problem chilldren typically lack certain ferred to mental health agencies are labeled con- fundamental parenting skills. For example, reports duct disordered or oppositional (IKazdin, 1985). have indicated that parents of aggressive: children Moreover, the prevalence of such disorders is in- exhibit fewer positive behaviors, are more violent creasing, creating a need for service that far ex- and critical in their discipline, are more permissive,