Identifying how different risk factors contribute to disruptive child behavior in different children

Participant details
Name and surname
Merlin Nieterau
Home institution
University of Amsterdam
Location of the Training School
Faro, Portugal
Dates for the Training School
Thursday, July 4, 2024 to Friday, July 5, 2024
Training School Title
Family support and research for social impact
Research interests
Parenting, child development, daily life
TS details
Knowledge and skill acquisition

Please describe what you have learned during the Training School in terms of knowledge and/or skills and how you will incorporate these learnings into your current research project.  

1. Social Impact

We explored methods to engage participants, such as involving them as co-researchers from the very first start of the study. This approach ensures that their voices and perspectives shape the research outcomes directly. Other innovative ideas such as collaborating with popular figures like rappers, singers, or influencers to engage the target population. These strategies emphasize thinking outside of the box.

2. New Collaborative Methods

On a broader scale, the training underscored the importance of (large-scale) collaborations to achieve significant political and European-level impacts. Working with a diverse group of experts having different perspectives and opinions, is not the easiest. We therefore learned about new methods of collaborations, with a particular focus on the Delphi method. This technique is used to reach a group consensus through several rounds of questionnaires. It’s particularly useful in developing guidelines and protocols where expert opinion is crucial.

3. Understanding the Qualitiy of Social Services

Lastly, we learned about different principles that serve as a foundation for developing high-quality social service. The key principles highlighted include: 1. Human Rights-based 2. Person-centred 3. Outcomes-oriented 4. Safe 5. Community-based 6. Well-managed.

Outputs

Please provide a brief summary of any outputs from the Training School (poster, report, etc.).

During the training school, I shared some new ideas and insights of our research on disruptive behavior in children. Traditionally, therapies assumed universal risk factors, but evidence now supports a more personalized approach. Our project focuses on identifying and understanding these risk factors' relevance in contributing to disruptive behavior within different families.

In Study 1, parents of 156 children provided daily reports for 14 days, revealing that most families had relatively good days, or alternated between different interaction patterns rather than being “stuck” in one. Study 2 will involve 200 parents reporting multiple times a day over 12 days to analyze within-family dynamics using dynamic structural equation modeling.

Results from Study 1 may function as a realization for facilitators and policymakers that most days of families with emerging disruptive child behavior are relatively positive. This insight can be used to optimize parenting support interventions. For example, increasing parental self-efficacy by having parents reflect on what is going well in their parenting can be an effective intervention tool and complement traditional skill-focused interventions. Results from study 2 could offer a more comprehensive understanding of how various risk and protective factors contribute to disruptive child behavior within different families. This is a crucial step to improve our precision in matching the right intervention to the needs of each family. Only if risk factors are not only present but actually contribute to the child’s disruptive behavior, will family support focused on these factors, yield meaningful change.

Future collaborations

Please describe any future research collaborations deriving from the Training School.

While there are no specific plans yet, I'm excited about potential future collaborations!