Parent management training

Domain V · Systemic, relational, group & community · Gerald Patterson, Marion Forgatch · 1960 · Eugene, Oregon, USA

What it is

A family of theory-based parent-training interventions for children aged about 3–16 (developers prefer 4–12) who have, or are at risk of, antisocial behaviour, conduct problems, delinquency or substance use, or who live with neglect or abuse. It comes in individual (family) and group formats. The…

Format

• Formats and dose.
• Kansas child-welfare delivery: each week brings a parent session, a family session and a mid-week call. The home is the preferred setting, then another community location, then the office.

Who practises it, and how they are trained or regulated

• Five core practices: skill encouragement, limit setting (effective discipline), monitoring/supervision, problem solving, positive involvement.
• Supporting practices: giving clear directions, identifying and regulating emotions, effective/active communication, tracking/observing behaviour, and mindfulness (listed by NHS Scotland as a supporting skill). Norwegian services also list family meetings as a tool.
• Promoting school success runs through all of them, and add-on modules exist for single-parent families, stepfamilies and sibling conflict.

Questions to explore with your client

• What drew you to it, and what are you hoping it will change?
• Does it involve any substance, plant preparation, remedy or supplement? Has your doctor or prescriber been told, especially about any medication you take?
• Does it involve intense or unusual breathing? Have you been told about the medical conditions for which that is not advised?
• Does it involve fasting, a special diet or 'detox'? Have you discussed this with your doctor?
• Is it a group, retreat or community? How do they respond if someone wants to leave or raises a concern?
• Who runs it, and what training or registration do they hold?
• What actually happens in a session or meeting, and how often?
• What does it cost, and is there pressure to commit to more?
• How do you feel afterwards, in the hours and days that follow?
• Does it fit with, or clash with, the work we do here?

What practitioners of it watch for

• homework not done. See section 5.
• involvement made conditional on good behaviour. Keep it unconditional.
• conflict between parent and school. Model a joint problem-solving stance.
• isolated parents with high stress. Address this before adding new skills.
• chores that turn into long power struggles. Keep them short and pre-agreed.

When to involve someone else

• New or worsening physical symptoms, or advice to stop or change prescribed medication: involve the client's doctor or prescriber.
• Signs of coercion, isolation from family and friends, escalating costs or secrecy: discuss openly and consider safeguarding.
• A crisis or thoughts of suicide: follow your crisis protocol. In the US, call or text 988; in the UK and Ireland, Samaritans on 116 123.

Drawn automatically from the guide's own sections. Stay curious: neither endorse nor dismiss what the client values, and check anything that matters against the full guide and its sources. Not medical advice.