Heubeck B G, Richardson A, Lauth G
Research School of Psychology, The Australian National University, Canberra, ACT, Australia.
Lead Statistical Support, The Australian National University, Canberra, Australia.
Br J Clin Psychol. 2025 Jun;64(2):148-165. doi: 10.1111/bjc.12483. Epub 2024 Jun 9.
Assess (a) the relative benefit of individual versus group parent training compared to treatment as usual (TAU) with an emphasis on parent outcomes. Investigate (b) if group parent training increases social support more than other modes of treatment and explore (c) how social support interacts with different modes of treatment.
Compared individual with group parent training and treatment as usual (TAU) in a randomized controlled trial for N = 237 children with Hyperkinetic Disorder/Attention Deficit Hyperactivity Disorder (HKD/ADHD). Employed two formats of the same cognitive-behavioural parent training in the same settings to maximize comparability. Controlled for medication status and assessed changes from pre- to post-treatment and 6-month follow-up.
Parents reported more positive changes in the parent training groups than in TAU in relation to child behaviour problems and moodiness as well as more positive changes in parent stress and sense of competence. However, gains on parent stress were limited after group training as were gains on satisfaction. Social support improved similarly in all treatment groups. While results indicated clear main effects of social support on all child and parent measures, interactions of social support and treatment outcomes were found for child moodiness and parent stress.
Cognitive-behavioural parent training is beneficial beyond TAU, especially when it can be provided individually. Surprisingly, group training did not reduce parent stress more than TAU or individual training. Social support related to all measures and interacted with treatment on some outcomes. The findings have numerous implications for research and practice.
评估（a）与常规治疗（TAU）相比，个体家长培训与团体家长培训的相对益处，重点关注家长的治疗效果。研究（b）团体家长培训是否比其他治疗方式能增加更多的社会支持，并探讨（c）社会支持如何与不同的治疗方式相互作用。
在一项针对N = 237名患有多动障碍/注意力缺陷多动障碍（HKD/ADHD）儿童的随机对照试验中，比较个体家长培训、团体家长培训和常规治疗（TAU）。在相同环境中采用两种相同的认知行为家长培训形式，以最大限度地提高可比性。控制药物治疗情况，并评估治疗前到治疗后以及6个月随访期间的变化。
家长报告称，与常规治疗组相比，家长培训组在儿童行为问题和情绪方面有更多积极变化，在家长压力和能力感方面也有更多积极变化。然而，团体培训后家长压力的改善有限，满意度的提高也有限。所有治疗组的社会支持改善情况相似。虽然结果表明社会支持对所有儿童和家长指标都有明显的主效应，但在儿童情绪和家长压力方面发现了社会支持与治疗结果的相互作用。
认知行为家长培训比常规治疗更有益，尤其是在可以提供个体培训的情况下。令人惊讶的是，团体培训在减轻家长压力方面并不比常规治疗或个体培训更有效。社会支持与所有指标相关，并在某些结果上与治疗相互作用。这些发现对研究和实践有诸多启示。
