The Parenting Skills Training aim at Prevention and Improving Attachment.

育儿技巧培训旨在预防和改善依恋。

• 批准号: 15530456
• 负责人: TATSUMOTO Shin
• 金额: $ 2.37万
• 依托单位: University of Miyazaki
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2003
• 资助国家: 日本
• 起止时间: 2003 至 2004
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-15530456/
• 关键词: Parenting Skills; Parent Training; Attachment; Reactive Atachment Disorder; Prevention; Kindergarten; Nursery; Parenting Stress; 幼児; 行動理論; 親訓練; 予防的介入; アンビバレント

Parenting skills training program was conducted for 193 mothers who have 3-6 years old children, with prevention viewpoint. Parenting skills training program was consisted of 90min×5 sessions (1:development and mental problem, 2:giving attention and classification of child behavior, 3:reinforcement, 4:extinction, 5:limitation).The effects of parenting skills training was measured by 3 kinds of scales. Parenting skills was measured parenting skills scaleVer. 2(developed in present research).Stress symptom was measured by Nihina, Sakata, Yatomi, and Honnma(1990). The devolution of attachment concern was measured using attachment scale for preschoolers(developed in present research). 107 pair of mothers and their children were measured.For parenting skills, punishment behavior and no consistence of up bringing were significantly attributed. The content analysis by Improved Wait List Control method showed the significant amendment of conversation and limitation skills.For mother's stress symptoms, emotional responses of anxiety and, blackness, cognitive behavioral responses of self-disgust, cogitation ability down, asthenia were significantly amended. No any other symptoms were aggravated.For attachment relationship, training program improved attachment security significantly, and approved associate effect between parenting skills and attachment.

针对193名3-6岁孩子的妈妈进行了亲子技能培训，以预防为视角的亲子技能培训课程由90分钟×5节组成（1：发展和心理问题，2：儿童行为的关注和分类）。 ，3：强化，4：消退，5：限制）。育儿技能训练的效果通过3种量表进行测量。育儿技能测量量表Ver.2（目前开发）。 Nihina、Sakata、Yatomi 和 Honnma（1990）使用学龄前儿童依恋量表（本研究中开发的）测量了压力症状。改进的候补名单控制方法的内容分析显示，父母教养技巧、惩罚行为和教养不一致显着改善了谈话和限制技巧。对于母亲的压力症状、焦虑和情绪反应，黑度、自我厌恶、思考能力下降、无力等认知行为反应均得到显着改善，其他症状均未加重。对于依恋关系，培训项目显着提高了依恋安全性，并证实了养育技能与依恋之间的关联效应。