Effectiveness of a parent training program "Incredible Years" in a child protection service.

Objective: This study aims to evaluate the effectiveness of a parent training program in improving parenting practices, parents' feeling of self-efficacy and parents' perception of their child's behavior, implemented in a child protection service, with trained professionals from the agency acting as facilitators.

Method: Thirty-five parents monitored in a child protection service for child neglecting behaviors participated either in the intervention group (n=26) or were on the waiting list (n=9). The program implemented (Incredible Years) lasted 16 weeks, was in a group format, and aimed: (1) to develop a harmonious parent-child relationship; (2) to support parents in learning and consistently applying effective practices; (3) to improve problem solving and communication skills within families and with teachers.

[Characteristics of mother-child collaboration at 48 months in two number-related tasks].

Preschoolers' number related skills and maternal guidance used to introduce and foster the acquisition of these skills were examined in 193 48-month-olds. Mother-child collaboration was observed during two number-related tasks: a dot-to-dot drawing task and a matching number representations task. Patterns of responsibility sharing in task resolution were coded from videos, using a cross-classification strategy adapted from Parent (2000).

Predictors of persistence in a longitudinal preventive intervention program for young disruptive boys.

Several investigators have underlined the importance of long-term prevention programs in order to expect positive results for at-risk children. One essential prerequisite to addressing this issue is the retention of participants in such programs. The present study aims at examining the contribution of mother-child interactions, mother's social isolation, improvement in the mother-child relationship, and improvement in the child's behavior to the prediction of persistence.

The French connection: some contributions of French-language research in the post-Piagetian era.

This article presents French-speaking researchers' contribution to the field of differential developmental psychology. Following a brief review of key Piagetian ideas pertaining to his conceptualization of individual differences, the core of the article traces methodological and theoretical transformations that were necessary for understanding individual differences within a general theory of cognitive development. On a methodological level, French-speaking researchers went from standardizing Piaget's clinical method to constructing developmental scales and operational tests.

Effect of mothers' familiarity with a formal task on cognitive monitoring during mother-child interactions.

This study examined the effect of mothers' familiarity with a permutation task on the performance and monitoring of mother-child dyads during the solution of a cognitive task. In addition, the effect of mothers' familiarity with the task on children's independent performance on a similar task during a posttest was investigated. Forty dyads participated in the study.