Parenting programs for school-aged children are typically based on behavioral principles as applied in social learning theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent-child relationship quality conceptualized by social learning theory. The current study examined the extent to which a social learning theory-based treatment promoted change in qualities of parent-child relationship derived from attachment theory.
Bibliography: O’Connor, T.G., Matias, C. Futh, A., Tantam, G., and Scott, S. 2013. Journal of Clinical Child Psychology.