Due to the changing society, the demand for parenting training is growing and many programs have been developed. Based on Alfred Adler's Individual psychology approach, the Systematic Training for Effective Parenting (STEP) is one of the well-established programs used worldwide. However, despite many outcome studies of parenting programs in general and STEP in particular, only a few address parents of adolescents and changes in their parenting behaviors, especially its positive aspects. Thus, the present study aimed to fill this gap by evaluating the changes in parenting behaviors and involvement in adolescents’ schoolwork among parents of 12- to 14-year-old adolescents during the STEP/Teen program. A quasi-experimental study design with pre- and post-test evaluations and a no-intervention comparison group was used. The outcome was measured using the Multidimensional Assessment of Parenting Scale (MAPS) and the Parents’ Choice of Involvement Questionnaire. Results revealed that after participation in the STEP/Teens parenting program, overall scores of positive and negative parenting behaviors and most of their aspects improved significantly in the intervention group and were significantly larger than in the comparison group with medium effect sizes. However, after participating in the STEP/Teen program there was no significant change in parental involvement in adolescents’ schoolwork. Finally, in the intervention group, there was a relationship between the magnitude of change in some of the outcome measures and participants’ age, referral type, and the need for other psychosocial services. These findings and implications for practice are further discussed in the article.
Pakrosnis et al. (Fri,) studied this question.