Cultural Adaptations in Parent Training Interventions for Child Behavioral Problems Among Immigrant and Ethnic Minority Families: A Narrative Review
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Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
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Background: Parent training interventions can support immigrant and ethnic minority families with their children’s behavioral problems and promote good parenting practices. Many interventions, however, may not accurately represent the cultural values, language needs, parenting beliefs or everyday challenges of the families as they were first created in Western settings. There is still a limited synthesis about how these interventions are culturally adapted and what types of changes are reported.
Aim: This narrative review examines culturally adapted parent training interventions that address behavioral problems in children among immigrant and ethnic minority families. It focuses on study characteristics, modes of delivery, adaptation frameworks and both surface-level and deep-structure cultural modifications.
Methods: A systematic narrative review was conducted using PsycINFO, PubMed and Web of Science to obtain studies published up to 2025. The initial search found 620 records and Covidence was used to eliminate 284 duplicates. A standardized template was used to extract data while full-text articles were manually reviewed and coded for thematic synthesis. Study characteristics extracted included study design, country, population, intervention type, delivery format and adaptation processes such as surface-level and deep-structure modifications.
Results: After being screened against predetermined eligibility criteria, 12 studies published between 2011 and 2025 were included in the final review, 10 of which were conducted in United States and each one from Australia and Canada. Most studies focused on Latino/Hispanic families. Interventions were primarily delivered in person (11 of 12 studies), using either group based (n=7) or individual home based formats (n=4), while one study used a fully digital program. Formal adaptation frameworks were reported in most studies (n=9), including the Ecological Validity Model and Cultural Adaptation Process Model. The remaining studies used more informal, practice based or non-systematic adaptation approaches or did not report a formal adaptation framework. All of the studies reported surface-level adaptations such as translation, simplified materials and examples adapted to the target culture. Deep-structure adaptations addressing cultural values family structures and contextual stressors were reported in most of the studies.
Conclusion: More transparent and consistent reporting of adaptation implementation and processes, as well as increased development of digital and hybrid delivery models, can all contribute to more beneficial and developmentally appropriate interventions. This review will help to design early childhood parent training interventions that are culturally sensitive by mapping existing practices and identifying important gaps.