Research Manuscript Database
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Sprenger, L., Becker, K., Heinzel-Gutenbrunner, M., Mingebach, T., Otterbach, S., Peters, M., & Kamp-Becker, I. (2015). Ist das „Stepping-Stones/Triple P”-Elterntraining eine sinnvolle, ergänzende Intervention in der Behandlung von Kindern mit Autismus-Spektrum-Störungen? [Is the ‘Stepping Stones/Triple P’-Parenting Program a reasonable, additional intervention in the treatment of children with an autism spectrum disorder?] Kindheit und Entwicklung, 24(1), 28–36.
Model(s) Reviewed: Triple P - Positive Parenting Program®—Variants suitable for home visiting
Stace, D. (2018). Walking the line between two practices: Accepting invitations to use narrative practices when facilitating group Triple P. International Journal of Narrative Therapy & Community Work, 2, 12.
Model(s) Reviewed: Triple P - Positive Parenting Program®—Variants suitable for home visiting
Stallman, H. M., & Sanders, M. R. (2007). “Family transitions Triple P”: The theoretical basis and development of a program for parents going through divorce. Journal of Divorce & Remarriage, 47(3), 133-153.
Model(s) Reviewed: Triple P - Positive Parenting Program®—Variants suitable for home visiting
Stallman, H., & Sanders, M. (2014). A randomized controlled trial of family transitions Triple P: A group-administered parenting program to minimize the adverse effects of parental divorce on children. Journal of Divorce & Remarriage, 55(1), 33-48.
Model(s) Reviewed: Triple P - Positive Parenting Program®—Variants suitable for home visiting
Steil, R., Bohus, M., Heinrichs, N., Rosner, R., & Schäfer, I. (2015). Innovative Behandlungsstrategien für die Folgen von sexuellem und physischem Missbrauch in der Kindheit [Innovative treatment strategies for sequels to sexual and physical abuse in childhood]. Trauma & Gewalt, 9(2), 148–159.
Model(s) Reviewed: Triple P - Positive Parenting Program®—Variants suitable for home visiting
Stormshak, E., Caruthers, A., Chronister, K., DeGarmo, D., Stapleton, J., Falkenstein, C., ... & Nash, W. (2019). Reducing risk behavior with family–centered prevention during the young adult years. Prevention Science, 20(3), 321–330.
Model(s) Reviewed: Family Check-Up® For Children
Stormshak, E. A., Connell, A., & Dishion, T. J. (2009). An adaptive approach to family-centered intervention in schools: Linking intervention engagement to academic outcomes in middle and high school. Prevention Science, 10(3), 221–235.
Model(s) Reviewed: Family Check-Up® For Children
Stormshak, E. A., Connell, A. M., Véronneau, M. H., Myers, M. W., Dishion, T. J., Kavanagh, K., & Caruthers, A. S. (2011). An ecological approach to promoting early adolescent mental health and social adaptation: Family-centered intervention in public middle schools. Child Development, 82(1), 209–225.
Model(s) Reviewed: Family Check-Up® For Children
Stormshak, E., DeGarmo, D., Chronister, K., & Caruthers, A. (2018). The impact of family–centered prevention on self–regulation and subsequent long–term risk in emerging adults. Prevention Science, 19(4), 549–558.
Model(s) Reviewed: Family Check-Up® For Children
Stormshak, E. A., DeGarmo, D., Garbacz, S. A., McIntyre, L. L., & Caruthers, A. (2020). Using motivational interviewing to improve parenting skills and prevent problem behavior during the transition to kindergarten. Prevention Science, 1–11.
Model(s) Reviewed: Family Check-Up® For Children