Parenting programs often train parents in improving their parenting practices and parent-child relationship to reduce behavioral problems in children. However, the children’s prosocial behaviors are less examined as an intervention outcome in these programs. This study aimed to evaluate the effectiveness of the Incredible Years parenting program (IYPP) for Malaysian parents of school-going children and its sustainability in improving the children’s prosocial behaviors. This randomized controlled study involved pre- and post-intervention assessments at 2 and 14 weeks. Mothers of children aged 6-12 years (n = 70) recruited through the pediatrics and the child and adolescent psychiatric clinics were randomly assigned to the parenting program or a waitlist control condition. The mothers rated their children’s prosocial behaviors using a self-administered questionnaire. The program ran two to three hours weekly for 14 weeks. Several modifications were made to the program to accommodate public health control during the pandemic. Children in the intervention group showed a notable but non-significant increase in prosocial skills. However, subsequent score decline at follow-up may suggest a lack of evidence that the program is potentially effective in improving prosocial behaviors among school children who are at risk of or already having behavioral problems.

Introduction: There is a strong body of evidence advocating parent training programmes in the management of behavioral problems in children. In these programmes, attrition is a major challenge. We aimed to examine the sociodemographic and clinical profiles, parental motivation, and pre-intervention severity of children’s behavioural problems as rated by mothers who completed (PC) and mothers who dropped out (PD) of a parent training programme. We also aimed to determine whether there was any change in their children’s behaviour scores before and after intervention. We hypothesized that parent and child sociodemographic and clinical profiles, parental motivation, and pre-intervention severity of children’s behavioural problems would be different between PC and PD, and that children of PC would experience significant improvements in their behaviour. Methods: Data from a randomised controlled trial (RCT) involving 35 mothers and children aged 6–12 years old with behavioural problems who were enrolled in a parent training programme were examined. Child behaviour was measured using the Strength and Difficulties Questionnaire. Results: No significant differences were found between PC and PD in terms of the sociodemographic and clinical profiles, parental motivation, and pre- or post-intervention child behaviour. After programme completion, PC (n=27) reported improvements in all the behaviour subscales; total difficulties (p<0.001), emotional problem (p=0.004), conduct problem (p=0.001), hyperactivity symptoms (p<0.001), peer problems (p=0.036), and prosocial behaviour (p=0.001). Conclusion: The parent training programme produces significant child behaviour improvements in mothers who complete the programme. Nonetheless, the study has some limitations which restrict the generalizability of these findings.

Although parenting programs have been supported as an effective family-based intervention for children’s behavioral problems, they are underutilized in developing countries. This randomized controlled study aims to determine the effectiveness of the Incredible Years parenting program (IYPP) in improving behavioral problems in children, parenting stress, and parental mental health. Seventy mother–child dyads from three tertiary hospitals in Malaysia were divided into the IYPP and waitlist control groups. Weekly parent training sessions were adjusted during the pandemic period. Child’s total difficulty scores of the Strength and Difficulty Questionnaire (SDQ-TDS), Parental Stress Scale (PSS) scores, and parental DASS-21 scores were measured at pre- and post-intervention, and follow-up, and analyzed using generalized estimating equation (GEE). Compared to the control group at baseline, the intervention group showed a 4.2- and a 3.5-point significantly lower SDQ-TDS at 2 weeks post-intervention and 3 months follow-up, respectively (B = -4.20, 95 % CI: −6.68, −1.72, p = 0.001; B = -3.51, 95 % CI:-6.37, −0.66, p = 0.016), a 5.0-point significantly lower PSS at 3 months follow-up (B = -5.03, 95 % CI: −9.16, −0.90, p = 0.017), and a 4.1-point significantly lower general stress scores at 2 weeks post-intervention (B = -4.06, 95 % CI: −7.20, −0.92, p = 0.011). Effect sizes were small (ds = 0.28–0.40). There was no significant intervention effect on maternal anxiety and depression scores. The modified parenting program was effective in improving children’s behavior, parenting stress, and general stress among mothers of children aged 6–12 years presented with borderline and abnormal levels of behavioral problems, with sustained effects demonstrated for child behavior. However, the interpretation of these findings requires careful consideration of potential pandemic-instigated challenges and implications.

The spread of COVID-19 and its subsequent social distancing measures carried a significant psychological burden on many parents worldwide. This study was done to determine the prevalence and factors associated with psychological distress experienced by mothers of children with emotional and behavioral problems (EBP) during the lockdown period in Malaysia. An online survey using purposive sampling technique was conducted. Psychological distress was determined by DASS-21 scores. Prevalence of stress, anxiety, and depressive symptoms among mothers of children with EBP during the pandemic in Malaysia was 36.4%, 43.6%, and 30.9%, respectively. Mothers with a total monthly income of ≤ RM 999 were 25 times more likely to have stress symptoms (OR = 25.275, 95% CI = 1.17 – 547.41) and ten times more likely to have depressive symptoms (OR = 10.289, 95% CI = 1.17 – 90.88). Mothers with lower incomes are more psychologically vulnerable to the pandemic impact.

The internet has become an important medium for learning and communication during the COVID-19 pandemic, particularly for university students. Nevertheless, an increase in internet usage could predispose people to internet addiction (IA) and internet gaming (IG). Equally, there is concern that anxiety levels have increased during the pandemic. The aim of this study is to determine the prevalence of IA and IG, and their associations with anxiety among medical students during the pandemic. Data were collected during the second wave of the “Conditional Movement Control Order” (CMCO) in Malaysia between 12 November and 10 December 2020. A total of 237 students participated through proportionate stratified random sampling in this cross-sectional study. They completed a set of online questionnaires which consisted of a sociodemographic profile, the Malay version of the internet addiction test (MVIAT), the Malay version of the internet gaming disorder short form (IGDS9-SF) and the Malay version of the depression, anxiety and stress scale (DASS-21). The prevalence of IA and internet gaming disorder (IGD) were 83.5% and 2.5%, respectively. A multiple logistic regression showed that those in pre-clinical years had a greater risk of anxiety than those in clinical years [(AOR) = 2.49, p-value 0.01, 95% CI = 1.22–5.07]. In contrast, those who scored high on IA were protected against anxiety [AOR = 0.100, p-value 0.03, 95% CI = 0.01–0.76)]. In conclusion, IA was highly prevalent during the COVID-19 pandemic and its high usage might serve as a protective factor against anxiety among the medical students in this study sample.

The literature suggests that some children at increased risk of parentification, which includes children of chronically ill or substance-misusing parents and children of divorced or migrant parents. Despite the necessity for some children to assume adult roles, parentification is potentially harmful. This paper aims to: (i) investigate the parentification concept and outcomes and (ii) summarize the components that render parentification adaptive in children. Articles were retrieved from Scopus, PubMed, Dimensions AI, Google Scholar, and reference list tracking using the keywords “parentification” and “parentification AND children”. A critical review was performed with a narrative approach to synthesize the 61 included studies to determine the existing knowledge and identify research priorities within the field of parentification. The findings were reported based on the Literature Review Synthesis Process and the Scale for the Assessment of Narrative Review Articles (SANRA). The experience of parentification could be adaptive and empowering for children. The potential components of adaptive parentification included emotional support, supportive and positive relationships with siblings and grandparents, parents openly delegating the roles to each child, having age-appropriate roles, parental support and validation, and children’s positive appraisal and perception of the role-taking.