| Course | DNP 673 Mental Health Promotion Across the Lifespan |
|---|---|
| Module | Module 2 |
| Paper type | Discussion board article post and reply |
| Length | About 355 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | Doctor of Nursing Practice |
| Updated | October 2026 |
Free sample paper for DNP 673 Module 2
Week 3: What Makes Parent Training Work? A Meta-Analysis of Program Components
Not All Parent Training Is Equal: Which Components Make Parenting Programs Work
Article Post
Article: Kaminski et al. (2008), a meta-analytic review of the parts of parent training programs that predict success (full reference below).
Why I chose it. Parents often ask me for a parenting class, and I realized I did not know what separates a good program from a weak one. This article answers exactly that question.
What the authors did. They pooled 77 published evaluations of parent training programs for children aged 0 to 7 and tested which features of program content and delivery predicted larger effects on parenting behavior and on children's externalizing behavior, while controlling for differences in research design.
What they found. The programs with bigger effects shared four ingredients. They built warm, positive moments between parent and child; they taught parents to name and respond to feelings; they taught time out and stressed applying rules the same way every time; and they had parents rehearse each new skill with their own child while the trainer watched. Programs did less well when they spent time on general problem solving, on boosting children's school or social skills, or on bundling in extra services (Kaminski et al., 2008).
How it connects to this week. Parent Effectiveness Training emphasizes active listening and "I messages," which fit closely with the emotional communication component the authors identified. The findings suggest pairing communication skills with consistent, predictable discipline and in-session practice.
What it means for my practice. When I refer families, I will ask whether a program has parents practice with their child, such as coached sessions, rather than only lectures. I will also explain to parents that warmth and consistency work together, since a close bond with a caring adult ranks among the everyday sources of children's resilience (Masten, 2001).
Reply to a Classmate (Triple P)
Your article on Triple P fits well with mine. A meta-analysis of the Triple P system found improvements in children's behavior and in parenting practices across levels of intensity (Sanders et al., 2014). Its active skills training includes several of the components Kaminski's team linked to larger effects.
References
Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36(4), 567-589. https://doi.org/10.1007/s10802-007-9201-9
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227-238. https://doi.org/10.1037/0003-066X.56.3.227
Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, J. J. (2014). The Triple P-Positive Parenting Program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34(4), 337-357. https://doi.org/10.1016/j.cpr.2014.04.003
What the DNP 673 Module 2 instructions ask for
The Week 3 topic in the posted syllabus is parent effectiveness training, and the readings are the articles classmates share on the board. Each student posts an article they have found on effective parenting, by a deadline early in the week, and comments on the articles peers post. The syllabus lists the parenting article as part of the discussion board grade rather than a separate assignment. Choose a peer-reviewed article, summarize it clearly enough that classmates understand it without reading it, connect it to the week's topic and say how it applies to psychiatric practice. Reviews and meta-analyses give classmates the most to work with, and reading other posts early leaves time for thoughtful replies.
Inside the DNP 673 Module 2 example
The post opens with the full citation and a short note on why the writer chose the article. Its design and findings follow in labeled parts, with the four components linked to larger effects and the components linked to smaller effects. A connection section relates the findings to Parent Effectiveness Training, and a practice section names a specific change in how the writer refers families. The reply links a classmate's Triple P article to the components the meta-analysis identified. Kaminski's meta-analysis anchors the post, with a Triple P review in the reply and Masten's resilience paper in the closing note on warmth. Each labeled part fits a phone screen, and the practice section turns the findings into a question the writer will now ask about any program before referring a family.
Where the marks sit in the DNP 673 Module 2 rubric
Article posts are likely judged on the quality and relevance of the article, an accurate summary, connection to the week's topic, application to psychiatric practice and thoughtful comments on peers' articles. A meta-analysis or systematic review usually serves classmates better than a single small study. Summaries earn credit when they report the design and the main findings in plain words. Linking the article to the course material and to a specific change in practice shows critical thinking. Replies that compare articles, rather than praise them, keep the thread moving, and accurate APA citations finish the post.
DNP 673 Module 2 help: mistakes that cost marks
A recurring weakness is sharing an article from a parenting website instead of a peer-reviewed journal. Search a nursing or psychology database instead. Another is summarizing without saying why the article matters for your practice. Keep the summary short enough to read on the board. If you want help choosing or summarizing a parenting article, tell the desk the age group and problem you are interested in. Post by the early deadline so classmates can comment. Read peers' articles before replying so you can compare them. Give the full citation at the top of the post so classmates can find the article themselves.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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DNP 673 Module 2 questions, answered
Where can I find a free DNP 673 Module 2 sample paper?
Above is a complete DNP 673 Week 3 parenting article post on a meta-analysis of parent training components, with a reply on Triple P.
What does the DNP 673 Week 3 discussion require?
Posting an article you found on effective parenting, sharing it with peers and commenting on the articles classmates post.
Which parent training components work best?
Programs with larger effects built positive parent-child time, taught emotional communication and consistent time out, and had parents rehearse skills with their child in session.
Is the parenting article graded separately in DNP 673?
No. The posted syllabus counts the parenting article as part of the discussion board grade.
What is Parent Effectiveness Training?
A parenting approach that teaches skills such as active listening and "I messages" to improve communication between parents and children.