ESTABLISHING MANAGEMENT PROGRAM FOR CHILDREN’S MALADAPTIVE BEHAVIORS FOR VIETNAMESE GRANDPARENTS THEORETICAL AND PRACTICAL BASIS Tran Thanh Nam (VNU University of Education) Tran Thi Hai Yen (National Academy of Education Management) Abstract Objectives Systematize the theoretical basis and survey the situation, thereby proposing recommendations to develop a management program for children’s maladaptive behavior for Vietnamese grandparents Methods Theoretical research to clarify the concept of “[.]
Trang 1MALADAPTIVE BEHAVIORS FOR VIETNAMESE GRANDPARENTS -
THEORETICAL AND PRACTICAL BASIS
Tran Thanh Nam
(VNU University of Education)
Tran Thi Hai Yen
(National Academy of Education Management)
Abstract:
Objectives: Systematize the theoretical basis and survey the situation, thereby proposing recommendations
to develop a management program for children’s maladaptive behavior for Vietnamese grandparents.
Methods: Theoretical research to clarify the concept of “building children’s maladaptive behavior
management program” and survey 318 grandparents who are raising their grandchildren to define the actual state
of grandparents’ skill in managing children’s maladaptive behaviors by self-designed questionnaire
Results: 11 researches work on programs to provide grandparents with children’s behavior management skills are reviewed which suggested the following key contents: The role of grandparents in bringing up their grandchildren; behavioral characteristics of children; Expressing the child’s needs; Children’s behavior management skills; Emotional management skills for grandparents; How to monitor children’s social and academic activities On the other hand, the survey results show that the skill of Vietnamese grandparents in managing children’s maladaptive behaviors is at an average level (M = 2.84) Grandparents found it more challenging in responding to the children’s maladaptive behaviors and talk to them about maladaptive behaviors Differences were found in group of grandparents with different hours of taking care of their grandchildren Grandparents who have time to take care of their grandchildren from 1-3 hours and 7 hours/day have better skills than other grandparents (p < 0.05) The predictors of grandparents’ skills are: Cognitive (about the effectiveness of behavior management strategies, of punishment techniques), emotional (level of influence from children maladaptive bahaviors and from disagreements with other caregivers) On that basis, we propose recommendations for the contents of a child maladaptive behavior management program for Vietnamese grandparents.
Significance: The study of the theoretical basis and the current situation helps provide information that is scientifically meaningful for program development and helps the program meet the needs and suit the current situation of users
Keywords: Maladaptive behavior management, building program, grandparents, children.
1 BACKGROUND
Behavior is often mentioned in psychology studies Research results in Vietnam show that: 28.8%
of children and adolescents own maladaptive behaviors (Nguyen Ba Dat., 2012; Dam Thi Bao Hoa., 2012) Researches on game playing as a signal of maladaptive behaviors, author Tran Thanh Nam reflected that 41.4% of children and adolescents play games and 76.7% of them play games whenever they have free time (Tran Thanh Nam., 2016)
Trang 2Maladaptive behavior is a behavior that is incompatible with the circumstances, hinders the subject from performing the desired activities, prevents him/her from achieving the goals, or makes him/her achieve the goals in an inefficient way Maladaptive behaviors show not only inappropriate responses
to the environment but also individual ability deficiency, making the individual unable to respond appropriately to the environment The inappropriateness of maladaptive behaviors manifests not only in psychological responses but also through the individual’s lack of physiological functioning
From the psychological perspective, we can generalize four hypotheses about the causes of maladaptive behaviors: (1) Inappropriate reinforcement; (2) Lack of positive reinforcement; (3) Acquired from external maladaptive behaviors; (4) Error in interpreting and encoding information (Leventhal, H
et al., 1987; Dunbar, J., et al., 1979; Kazantzis, N et al., 2010) Thus, it can be seen that the formation
of maladaptive behaviors is mainly due to inappropriate impacts from the living environment That inappropriate influence can directly affect the child’s behaviors through the mechanism of acquisition
or reinforcement, or it can affect them indirectly through the formation of false perceptions, leading the child to performing inappropriate behaviors
The presence of maladaptive behaviors children and adolescents for a long term and persistently interferes their integration and development process (Izard, C.E et al., 2008;Lane, S.D et al., 2001; Swerdlow, B.A et al., 2020; Matson, J.L et al., 2008; Bowins, B., 2010) Therefore, it is necessary to have timely interventions to prevent and treat maladaptive manifestations of children On the other hand, modern psychological researches all concur on the view that environment is a factor that directly affects behaviors of children and adolescents Stephanie Smith emphasizes negative childhood experiences (such as abuse) and caregiver factors such as parenting skills have direct impacts on the maladaptive behavior of children and adolescents Specifically, if the parents or the caregivers have parenting skills, their children or adolescents will be able to shape and develop adaptive behaviors On the contrary, a parent or caregiver with no parenting skills will constitute one of the causes to maladaptive behaviors in children and adolescents Therefore, it is important to raise the problem of intervening the environment, particularly family environment, to reach the goal of interventions for children and adolescents’ maladaptive behaviors (Smith, S., 2012)
In addition, it is now increasingly common in the world and in Vietnam that grandparents support the parents to take care of their children (Kirby, J.N et al., 2012) In the context of Vietnamese society,
it is common for parents to send their children to grandparents to take care of Research data by author
Le Van Hao (2008) shows that 40% of Vietnamese families live with grandparents, in which, 3 out of 10 families have grandparents involved in the process of raising grandchildren There have been programs for grandparents to manage children’s behaviors that have been implemented and proven effective in the world (Kirby, J.N et al., 2014; Leung, J et al., 2014; Poehlmann, J., 2003; Hayslip, B.Jr et al., 2003; Campbell, F.L., 2012; Duquin, M., 2014; Kelley, S.J et al., 2010; Cox, C., 2014; Strom, P.S et al., 2011; Bratton, S et al., 2006) However, such programs for grandparents are absent in Vietnam From this reason, we conducted a survey on the status of grandparents’ skill of managing their children’s maladaptive behaviors, the results showed that: Grandparents’ skill is at an average level and 76.1% grandparents need to be instructed to improve their children’s behavior management skill From the above reasons, we study the theoretical and practical basis to build a children’s maladaptive behavior management program for Vietnamese grandparents
Trang 32 RESEARCH METHODS
2.1 Literature Review
Literature we reviewed include scientific articles, theses and dissertations from PsycInfo, PsyArticles, Medline, Vietnam National University’s library, National Library of Vietnam, a number of books, textbooks and some open resources in Vietnam We use data from the above mentioned sources for: Having research overview; Generalizing theoretical basis on: Children’s maladaptive behavior management, building program, Vietnamese grandparents On that foundation, we build a theoretical basis for this study
2.2 Questionnaire-based Survey
We have built a questionnaire based on the theory about children’s maladaptive behaviors and arguments about the grandparents’ skill At the same time, we also refer to the literature of scales that have been used effectively in previous studies (Parent Opinion Questionnaire – POQ (Twentyman et al., 1981); Parenting Sense of Competence - PSOC (Johnston et al., 1989); Parental Anger Inventory
- PAI (Hansen et al., 1998); Parent Problem Checklist - PPC (Dadds et al., 1991); The Parenting Scale – PS (Arnold et al., 1993) In result, in addition to the general information section, the questionnaire that we designed for this study contains 3 parts to evaluate: (1) Grandparents’ skills of children’s maladaptive behavior management: (i) Consistent implementation of behaviour management strategies, (ii) appropriate responses to maladaptive behaviors, (iii) concise and effective explanations to children about maladaptive behaviors; (2) Factors affecting in grandparents’ skills of children’s maladaptive behavior management: (a) Grandparents’ awareness of managing children’s maladaptive behaviors (92 items) on the basis of measurement of the following points: (i) Grandparents’ perspectives
on children’s behavior and children’s maladaptive behaviors (Perspectives of children’s self-care behaviors; (ii) Children’s responsibilities to their families and siblings; (iii) Responsibilities to help and gratitude to grandparents; (iv) Grandparents leaving children alone; (v) Behaviors and sense of power of grandparents; (vi) Grandparents’ punishment; (vii) Grandparents’ satisfaction and excitement with the strategies of behavior management; (viii) Effectiveness of behavior management strategies; (b) Grandparents’ emotion when managing the child’s maladaptive behaviors on the basis of measuring the following contents: (i) The degree that grandparents are affected by their child’s maladaptive behaviors; (ii) The extent that grandparents are affected in case of disagreements with other caregivers
After testing the questionnaire on the sample (n = 30), the findings showed that the questionnaire was not only reliable enough but also enough validity to conduct the study (Alpha confidence coefficient
of all groups of factors were > 0.7; Correlation between factors and scales are > 0.3) We conducted
a survey on a target group of 350 grandparents with grandchildren from 0 to 15 years old, who are taking care of and bringing up their grandchildren every day, with no limit on care and raising time
350 grandparents were surveyed based on the criteria: engaging in bring up their grandchildren daily regardless of other criteria We obtained 318 valid responded questionnaires and used them for data processing and analysis
The results of data processing are divided by five levels: Skills: (1) Always can’t handle, (2) Most situations cannot be handled, (3) About 50% of the cases can be handled, (4) Most situations can be handled, (5) They can always handle; Awareness: (1) Totally disagree, (2) Somewhat disagree, (3) Neutral, (4) Most agree, ( 5) Strongly agree; Emotion: (1) Absolutely not affected, (2) Basically not affected; (3) About 50% of the time is affected, (4) relatively affected, (5) Significantly affected
Trang 42.3 Statistical Methodology
We use SPSS version 26.0 including descriptive statistical algorithms, frequency calculation, T test and linear regression to process and to analyze the obtained data
3 RESEARCH FINDINGS
3.1 Theoretical basis of the children’s maladaptive behavior management program for grandparents in Vietnam
To develop a program to manage children’s maladaptive behaviors for grandparents, we first clarified the theory of managing children’s maladaptive behaviors The term “Behavior management” is not only used in psychology studies in Vietnam but also mentioned in many studies around the world The findings from literature review show that all of the authors have conducted research on “behavior management” in the direction of “behavioral intervention”, i.e through the analysis of the subject’s functional behaviors, organizing the influence to correct the maladaptive behaviors or reinforce adaptive behaviors (VandenBos, G R., 2015) Therefore, in this study, we consider: Managing children’s maladaptive behaviors is a process of psychological intervention on the basis of addressing causative factors to improve maladaptive behaviors and help children gradually integrate into the environment through the formation of alternative adaptive behaviors The process of addressing the key causative factors includes arrangement of the environment, selection of stimuli, control and supervision of stimuli
to influence the child
With the above concept, we believe that: Building a program for grandparents to manage children’s maladaptive behaviors is to design a list of contents that need to be carried out according to a certain plan and time sequence in order to provide grandparents with skills of organizing, controlling and monitoring the activities to affect the child’s maladaptive behavior, help the child to gradually integrate into the environment through the formation of alternative adaptive behaviors
The findings from literature review of the child’s maladaptive behavior management programs for grandparents that have been deployed and proven to be effective around the world show that: Programs instructing grandparents in managing their children’s maladaptive behaviors focus on the following main contents: (1) The role of grandparents in raising grandchildren (Kirby, J.N et al., 2014; Leung., C., 2014); (2) Mechanism of formation, development and characteristics of the child’s behaviors (Kirby, J.N et al., 2014; Hayslip, B.Jr et al., 2003; Campbell, F.L et al., 2012); Leung., C., 2014); (3) The child’s needs (Kelley, S J et al., 2010; Cox, C 2014); (4) Skills to manage the child’s behaviors: Skills
of communication and talking with their grandchildren, skills to play with their grandchildren, skills
to give effective directions, reward skills, positive discipline skills, skills to solve conflicts with their grandchildren, skills to interact with children with special needs (Kirby, J.N et al., 2014; Leung, C., 2014; Hayslip, B.Jr et al., 2003; Campbell, F.L et al., 2012); Duquin, M et al., 2014; Kelley, S.J et al., 2010; Cox, C., 2014; Strom, P.S et al., 2011; Bratton, S et al., 2006; Poehlmann, J., 2003; Lee, Y et al., 2014); (5) Emotional management skills for grandparents (Kirby, J N et al., 2014; Leung, C., 2014; Duquin, M., et al., 2014; Kelley, S.J et al., 2010; Cox, C., 2014; Strom, P.S et al., 2011; Poehlmann, J., 2003); (6) methods to monitor the child’s social and academic activities (Kirby, J N et al 2014; Leung, C., 2014; Strom, P.S et al., 2011)
The forms of program implementation that have been effectively applied include: classrooms, small groups, individuals; face-to-face at school or in a fixed location outside of the home environment,
at home, or communicating over the phone, or distributing materials However, the main form of implementation of programs is the direct, classroom-based groups Implementation via telephone is only
Trang 5applied in an interlacing way in some programs (Kirby, J.N et al., 2014; Leung, C., 2014; Campbell, F.L et al., 2012; Kelley, S J et al., 2001, 2007, 2010)
In order to implement the above activities, the implementation techniques applied include: presentation; demonstrating; playing roles; supervised practice; writing diary; discussion; case management based on strengths/empowerment (identifying strengths, goals, self-studying documents, self-processing experiences); building positive relationships; active listening; brainstorming; expert; doing exercises; ignoring; interrupting; meditation; relax; playing
The tools used in implementing the program are: Video; Phone; Handouts; Practice environment; Checklist for assessing children’s behavior problems; Action plans; Family/case records; Diaries, pens; Audio and video recording equipment
In general, a program to guide grandparents to manage their grandchildren’s behavior often includes between 8 and 14 sessions: Grand Triple P (Kirby, J N et al., 2014); Program of Cox, C (2008, 2012, 2014); Program by Kelley, S.J et al (2001, 2007, 2010); Program by Leung, C (2014); Strom, P.S et
al (2011) Programs that last 6 months to 1 year or more are often integrated intervention programs
Some suggestions from grandparents after participating in the programs: (1) Regarding the
contents: Grandparents believe that the children have little chance of receiving special intervention
from the programs when performing time out and ignoring techniques (Kirby, J.N et al., 2012); Grandparents would like to have more strategies for dealing with the stresses of parenting, especially feelings of frustration and guilt (Kirby, J.N et al., 2012); Grandparents have difficulty agreeing with the children’s parents regarding strategies for managing maladaptive behaviors (Kirby, J.N et al., 2012); Grandparents would like to communicate with other grandparents and to have information to handle situations: Picking up the grandchildren from school, socializing with neighbors (Kirby, J.N et al.,
2012); (2) About the form of implementation: Grandparents have difficulty in remembering the learned
contents, difficulty with writing exercises; Grandparents have difficulty in monitoring and self-assessment of results after each practice (Kirby, J.N et al., 2012); Some grandparents in the group lead the sessions, preventing others from participating in the activities (Cox, C et al., 2012); It is difficult for grandparents to monitor their grandchildren regularly for signs of their needs Grandparents also need time off from caring for their grandchildren and also need more time to reinforce the contents and skills learned from the program (Kirby, J.N et al., 2014); Grandparents want to participate in the program on their own without the presence of the children’s parents (Kirby, J.N et al., 2012); Grandparents receive little cooperation from the children’s schools, so grandparents do not have the opportunity to solve the children’s behavioral problems at school (Hayslip, B.Jr et al., 2003)
The studies on the child’s behavior management programs for grandparents do not focus on the processes of building, testing, and evaluating the effectiveness of the programs on grandparents’ skills improvement All studies have been conducted with the aim of evaluating the effectiveness in improving the extent of maladaptive behaviors of the children Meanwhile, these behavior management strategies are primarily those for parents as caregivers and have shown to be effective for improving children’s behaviors Therefore, the inheritance and development of a child behavior management program for grandparents should first take into account whether it is suitable for the grandparents or not
In general, the programs reviewed have proven to be effective with children In terms of the purpose
of intervention to provide the grandparents with strategies to manage their grandchildren’s maladaptive behaviors, Grand Triple P is considered as a program with the highest number of advantages: providing diverse skills, dividing the skills into grades which are appropriate to the needs of each group of grandparents corresponding to the extents of the child’s behavioral problems The study on Grand Triple
Trang 6P also showed many advantages: Long-term study, with evaluation of inputs and outputs and 6 months after finishing the intervention; Evaluation on the intervened group and the control group; Evaluation
of the effect demonstrated on both the children and the grandparents However, in terms of content, the Grand Triple is adapted from the Triple P program (a program for parents), so it is only suitable for the group of grandparents who have the same roles of caring and raising the children as children’s parents, for example, full-time caring grandparents, grandparents completely taking over the parents’ roles in special cases Therefore, the target groups of this program, even though they are grandparents, own the characteristics of parents and parents’ responsibilities Thus, they do not represent all other grandparents taking care of their grandchildren Research on the implementation of the program only focuses on evaluating effectiveness on the basis of the performance of the children’s behaviors rather than focusing
on evaluating the effectiveness on the key subjects directly receiving the intervention services, the grandparents Furthermore, although Grand Triple has focused on providing tools for grandparents to practice at home, it has not provided them with a general handbook on the program As a result, the grandparents have difficulties in practice at home
From the above mentioned judgement, we determined that the objective of this study is to develop
a program to manage children’s maladaptive behaviors that is suitable for grandparents in Vietnam, that
is, to design a description of the activities that Vietnamese grandparents need to implement to organize, control and monitor factors affecting children’s behaviors To achieve this goal, it is necessary to conduct
a survey to understand the current status of grandparents’ skills in managing children’s maladaptive behaviors and factors affecting the skill formation (cognition and emotions)
3.2 Practical basis of a children’s maladaptive behavior management program for grandparents
in Vietnam
To provide a practical basis for program development, we examine the status of grandparents’ skills in managing children’s maladaptive behaviors and the impact of the following factors: from their awareness, emotion to skills
3.2.1 Current status of grandparents’ skills in managing their children’s maladaptive behaviors
Grandparents’ average skills score in managing their grandchildren’s maladaptive behaviors is 2.84, which means about 50% of the situations can be handled by the grandparents and 50% of the situations cannot The minimum value of the average skill score is 1.97, the maximum value is 3.73, the standard deviation is 0.26, which show that grandparents’ skills are quite concentrated and uniform The three groups of grandparents’ skill manifestation are at average level, in which: Skill 1 (strict and consistent behavior management) has an average score of 3.0, skill 3 (Communicating with children about maladaptive behavior in a concise and effective way) has an average score of 2.74, skill 2 (Reacts appropriately to children’s maladaptive behaviors) has an average score of 2.80 _ all of these scores are
at the lower average level
Trang 7For each group of skill manifestation, the findings show a number of points as follows: Skill group 1; 69.5% grandparents with manifestation at average level, 14.5% of grandparents basically have skills, 12.9% of grandparents are basically unskilled; Skill group 2: 58.8% of grandparents with manifestation
at average level, 33% of grandparents are basically unskilled, 4.7% basically have skills; Skill group 3: 52.8% of grandparents with manifestation at average level, 34% of grandparents are basically unskilled, 7.9% of grandparents basically have skills The lower and upper extremes ((1) no skill at all and (5) good skill) are in very small proportions This result shows that in the three groups of manifestation of maladaptive behavior management skills, grandparents performed better in group 1 and worse in group
2 and 3 This hypothesized: Grandparents have more difficulty responding to their child’s maladaptive behaviours and communicating with the child about the maladaptive behaviours More attention should
be paid to supporting these two manifestations when working with grandparents However, grandparents have maintained a consistent style of behaviour with the child at an average level It is important to develop this characteristic when working with grandparents
3.2.2 Comparison of skills in managing grandchildren’s maladaptive behaviors among different grandparents
We perform T-test and conduct data analysis to compare children’s maladaptive behavior management skills between different groups of grandparents: Between grandfathers and grandmothers; Between paternal grandparents and maternal grandparents; Between grandparents with different health conditions; Between grandparents have different numbers of hours to take care of their grandchildren; Between grandparents of different ages; Between grandparents with grandchildren of different ages; Among grandparents with grandsons and grandparents with granddaughters; Between grandparents who have the need to participate in training on strategies to manage their grandchildren’s maladaptive behaviors and those who do not; Between grandparents with different occupations and work statuses The findings showed that there was not much difference in skills of managing children’s maladaptive behaviors between different groups of grandparents There was only statistically significant difference
in skills between grandparents with different numbers of caregiving hours Grandparents who are taking care of their grandchildren 7 hours/day and 1 to 3 hours/day have better behavioral management skills than other grandparents (p = 0.03 < 0.05)
Comparing each group of skill manifestation among grandparents who have different numbers of hours taking care of their grandchildren, we found that manifestation of skill 2 (appropriate response
to children’s maladaptive behaviors) shows statistically significant difference between grandparents (99.994%, p = 0.006 < 0.05) Manifestation of skill 1 (management of behaviors in a strict and consistent manner) and 3 (Communicating with children about maladaptive behaviors in a concise and effective
Trang 8way) shows difference level of 99.921% (p = 0.079) and 99.903% (p3 = 0.097), respectively Thus, it can
be seen that the most obvious and statistically significant difference found between grandparents with different numbers of caregiving hours is in the manifestation of appropriate responses to the children’s maladaptive behaviors This means that some grandparents already know how to respond appropriately
to their grandchildren’s maladaptive behaviors, but others do not The remaining manifestations of grandparents are at average level and not different, showing that grandparents do not know how to communicate with their grandchildren about maladaptive behaviors in a concise, effective way and the way to deal with their grandchildren’s maladaptive behaviors is inconsistent, fragmented, and changing, which has not generated the desired effect
Table 1: Comparison of skills between grandparents with different numbers of hours caring for their
grandchildren
3.2.3 Factors impacting grandparents’ skills in managing their grandchildren’s maladaptive behaviors
To learn about the factors affecting grandparents’ skills in managing children’s maladaptive behaviors, we surveyed: (1) Grandparents’ awarenesss of their children’s maladaptive behaviour management skills (8 factors _ presented in section 2); (2) The extent to which grandparents are impacted
by the child’s maladaptive behaviors and by disagreements with other caregivers (2 factors _ presented
in section 2) The results show that:
The grandparent’s mean score of awareness was 2.67, which corresponds to the average level of awareness In which, the lowest mean score is 1.99, the highest mean score is 3.73, standard deviation
= 0.28 This shows that the mean score of the grandparents’ awareness is distributed quite evenly, there
is not much difference; The mean score for grandparents’ influence in the face of children’s maladaptive behaviors and disagreements with other caregivers was 2.95, roughly 50% of the time This level mean that there are times when grandparents are affected in the face of children’s maladaptive behaviors and parenting disagreements, but other times they are not affected The minimum mean score is 1, the largest value is 5, standard deviation = 0.65, which shows that there is a relatively wide distribution, the difference is more significant emotional manifestation between grandparents (compared to awareness)
In particular, some grandparents are not affected by the child’s maladaptive behaviors or disagreements with other caregivers, but other grandparents are highly affected by them
Based on the status of grandparents’ s awareness, the level of impact, and kills in managing the children’s maladaptive behavior, we performed a linear regression to predict the impact of awareness
on grandparents’ skills and forecast the combined impact of awareness factors (8 factors) and the level
of impact (2 factors) on grandparents’ skills in managing children’s maladaptive behaviors The results
in Table 3 show that:
Trang 9Table 2: Forecast grandparents’ skills in managing children’s maladaptive behaviors based on the awareness and
level of impact
Model 1 (predicting skills based on awareness variable) shows that the model has no statistical significance, with p = 0.12 > 0.05 This means that the independent impact of the awareness variable
on skills is not statistically significant In other words, intervention on awareness only won’t change grandparents’ skills
Model 2 (predicting skills based on the variable of awareness combined with the level of impact) shows that the model has statistical significance, with p = 0.01 < 0.05 This means that if the intervention
is to change the awareness combined with the level of impact will have an impact on the skills of grandparents In other words, intervention to change awareness and control the impact of children’s maladaptive behaviors and disagreements with other caregivers will help improve grandparents’ skills
in managing children’s maladaptive behaviors The prediction rate of this model is 2.2% The regression equation of model 2 is:
Skills = 2.62+0.09*Awareness+0.06*Impact
The results of the prediction show that in the condition that the awareness factors and the level of impact are unchanged, if increasing by 1 point, on average, in grandparents’ awareness of the behaviour management strategies, it will result in an increase of 0.09 points, on average, in grandparents’ skills in managing children’s maladaptive behaviors; a 1 point increase in level of impact on grandparents will increase their average level of skills by 0.06 points in managing children’s maladaptive behaviors This shows that awareness and level of impact are positively correlated with grandparents’ skills This result rejects the hypothesis “the less affected grandparents are, the better their skill” Instead, the result shows that if grandparents are affected to a certain extent (coefficient B = 0.06) in combination with increased awareness of behaviour management strategies will help develop their skills
To find out the impact of each awareness factor on each skill manifestation, we analyze the linear regression model to predict the three component skills of grandparents in managing children’s maladaptive behaviors based on 8 perception factors The results show that:
Table 3: The model predicting the component skills of grandparents based on cognitive factors
Trang 105 0.017 0.04 0.018 03 0.01 11
In which:
Model 3: Predicting skill 1,2,3 based on awareness factor 1
Model 4: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factor 2 Model 5: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factors 2,3 Model 6: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factors 2,3,4 Model 7: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factors 2,3,4,5
Model 8: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factors 2,3,4,5,6
Model 9: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factors 2,3,4,5,6,7
Model 10: Predicting skill 1,2,3 based on awareness factor 1 combined with awareness factors 2,3,4,5,6,7,8.
The results in Table 3 show that, model 10 has the best predictive ability for skill 1 and skill 2, with the prediction rates of 3.4% and 7.7%, p < 0.05 The prediction rate of this model for skill 3 is 2.5%, while model 15 has a prediction rate for skill 3 of 2.6%, p < 0.05 Based on this result, we continue to consider the predictive significance of each factor in the models with the best predictive ability
The results show that, for the model of predicting skill 1 from the combination of 8 awareness factors, there are only 2 factors have with statistically significant predictability: Awareness 1 (p = 0.08) and awareness 8 (p = 0.01) The remaining factors all have p > 0.05, there is no predictive significance
in the statistical population Therefore, we remove these cognitive variables from the model, the results show that the model has a predictive rate of 4% with p < 0.05 The equation for predicting skill 1 based
on awareness factor 1 and awareness factor 8 is as follows
Skill 1=2.35+0.12*Awareness8+0.09*Awareness1
The above results show that: Both awareness variables 1 and 8 are positively correlated with skill 1 with a small impact coefficient In case of the constant effect of the two variables above, if increasing 1 point of awareness 1, an increase of 0.09 points of skill 1 will occur, if increasing by 1 point of awareness 8, an increase of 0.12 points of skill 1 will occur This shows that in order to develop grandparents’ skills in managing children’s maladaptive behaviors in a strict and consistent manner, it
is necessary to apply intervention to increase grandparents’ awareness of their grandchildren’s ability
to take care of themselves and the effectiveness of the behavior management strategies In the current