Carol W. Metzler's research while affiliated with Oregon Research Institute and other places

... Findings from our study in the context of other research on the FCU position the FCU as an efficient approach that aligns with existing school frameworks (Sugai & Horner, 2002). Findings also suggest that when schools use the FCU (Irvine, Biglan, Smolkowski, Metzler, & Ary, 1999;Smolkowski et al., 2017), there is good potential for substantial return as they invest in this ecological, family-centered approach at kindergarten entry (Crowley, Jones, Greenberg, Feinberg, & Spoth, 2012). ...

... There is a growing body of research that supports the effectiveness of online parenting interventions (Baker et al., 2017;Day & Sanders, 2018;Ingels et al., 2022). However, there is limited research on evidence-based group parenting interventions delivered online through videoconferencing formats. ...

... There were two studies done pointing to how parents adapt strategies to deal with the demands of the times. One pre-pandemic study revealed how the parents' capacity to match their parenting strategies to the context where they are at as well as the capacity to proactively consider task demands can facilitate the social-emotional development of the child (Rusby, et al.,2022). On a different note, Menter et al.'s (2022) study during the pandemic period examined the parenting practices that emerged and revealed that the parents' ability to adapt to changes in the way they set limits and support good behavior were dependent on the child's oppositional and anxiety symptoms. ...

... Over 13 studies have recently been conducted demonstrating that online BPT can improve child behavioral outcomes. Importantly, a recently published trial compared Triple P Online (TPO; an evidencebased, commercially available, self-directed online BPT) to a faceto-face (F2F) therapist-delivered Triple P for preschool children with disruptive behavior problems [118]. This large randomized controlled trial found that TPO was non-inferior to F2F Triple P on observed and parent-reported child behavior, with clinically meaningful effect sizes. ...

... Delivering parenting programs through self-administered approaches (e.g., interactive online programs, mobile phone-or tablet-based apps, DVD or streamed videos, podcasts) allow parents more control and flexibility, greatly increase the potential reach of parenting interventions, and reduce delivery costs, logistical barriers to program access, and potential stigma associated with in-person delivery. Parents can tailor program intensity to match their needs, concentrate on areas of interest, work through the materials in private, and control the time, place, and pace of learning (Bennett and Glasgow 2009;Metzler and Rusby 2017;Ritterband et al. 2009). Although some families need the more intensive supports of a face-to-face intervention, self-directed and technology-based interventions can be a valuable option as part of a larger system of supports, provide a supplement to intensive programs, reach those who might not otherwise be reached, and provide sufficient dosage for many (Metzler and Rusby 2017). ...

... A parent's ability to self-regulate is likely to be reflected in their parenting practices and is one of the most powerful mechanisms for intergenerational transmission of self-regulation (Baker & Brooks-Gunn, 2020;Bridgett et al., 2015). Parents' ability to control thoughts, emotions, and behaviors is important for appropriate parenting practices (Rutherford et al., 2015;Sanders et al., 2019;Sanders & Mazzucchelli, 2013;Sanders & Morawska, 2018). Well-regulated parents are likely to experience more confidence in their ability to parent and are more likely to be supportive and sensitive to their child's needs (Distefano et al., 2018;Sanders et al., 2019;Shaffer & Obradović, 2017). ...

... led to the development of a range of parenting interventions designed to increase parents' knowledge and skills, improve parenting practices, and manage parental stress to mitigate child behavioral and emotional problems (Leslie et al., 2016). Three different intervention models are described: (a) indicated, for parents with children having early signs of problems where the intervention intends to prevent the onset of more severe problems; (b) selective, for subgroups of parents with risk factors that may increase the risk for certain outcomes; and (c) universal, which is open to all parents in the general population (Leslie et al., 2016;. ...

... Impulsivity and emotion dysregulation may also interfere with the ability to integrate and apply knowledge and beliefs related to the consequences of HIV, and methods to prevent acquiring HIV (Chen et al., 2020;Hulvershorn et al., 2015;Sutarso et al., 2016). Education on consequences of HIV and prevention methods are key elements typically targeted in prevention programs (Downs et al., 2015;Hosek & Pettifor, 2019;Metzler et al., 2000, Rotheram-Borus et al., 2000Tolou-Shams et al., 2010;Villarruel et al., 2006;Wingood et al., 2006). However, not all youth can readily apply the knowledge gained during typical prevention programs. ...

... Regarding the school setting, the witnessing of couples fighting in friendship contexts and the use of alcohol were included in the study, as peer influence may play an important role in the experience of dating violence as well as other risk-taking behaviour which may be related to violent behaviour (Jordaan, 1999). For instance, local and international research has pointed to the use of alcohol and its association with violent behaviour in intimate relationships among young people (Noell et al., 1993;NPPHCN, 1996). Although no differences have been reported for religious affiliation, there is evidence to suggest that religious participation may serve as a protective factor (Sugarman and Hotaling, 1989), and therefore the attendance of religious services was also included in the study. ...

... Although systematic observation allows a fine-grained examination of behavioral and emotional interactions during different situational contexts, integration of parental report (e.g., of parenting, child behavior, and parent-child interactions) can nonetheless also add to understanding situational contexts. Having multiple types of measurement, including microsocial observations, questionnaires, population-level surveys, and implementation indices, can contribute to improving parenting and child outcomes (Metzler et al., 2013). Each type of measurement method has unique advantages and disadvantages. ...