随着新生代父母文化水平的不断提高，其对于家庭、亲子关系质量的要求和对于子女的要求也不断提高，许多新生代父母渴望学习到更加科学和具体的育儿方法来使亲子之间的关系更加和谐，使孩子能够更加健康的成长，我国对于家庭教育服务的需求量不断增加促使我国的家庭教育服务领域针对当前家庭教育中的新问题、新需求进行创新和探索。基于此，本研究将基于父母管理训练模型（Parent Management Training Oregon Model ，PMTO）的家庭教育小组引入中国，通过小组干预分析其对父母规则设定技能的影响，期望通过社会工作介入的方法改善父母规则设定技能的使用。 本文将介绍基于PMTO的家庭教育小组工作坊的开发过程及其对父母规则设定技能的干预研究。工作坊主题内容的开发过程主要包括译制材料、编订课程、在A省B县进行的需求调研和方案试用以及结合调研及试讲结果对干预方案进行完善。正式研究在北京市开展，采用随机对照试验的方法对28位5-12岁儿童的家长的规则设定技能进行干预，并通过PPI量表对父母规则设定技能下严厉的规则设定、不一致的规则设定、恰当的规则设定三个维度进行测量，依据量表和访谈结果评估干预方案对父母规则设定技能的影响。研究中将家长随机分为干预组（n=17）和对照组（n=11），在前测结束后为干预组进行基于PMTO的家庭教育小组干预，干预内容包括十个主题课程，课程以工作坊形式开展，由讲师带领工作坊成员进行理论知识的学习和特定问题的讨论互动。对照组的父母在试验期间将被提供精美礼品和国内权威家庭教育书籍，2019年4月给予与干预组完全相同的工作坊内容。后测结束后共获取有效数据28组，干预组17组，对照组11组。数据分析结果表明：（1）干预组在严苛的规则设定、不一致的规则设定、恰当的规则设定三个维度有趋势上的变化，干预降低了父母严苛的和不一致的规则设定出现的频率，增加了父母恰当的规则设定出现的频率；（2）干预组与对照组在严苛的规则设定、不一致的规则设定、恰当的规则设定三个维度的变化量（后测与前测的差值）均无显著差异。 根据数据分析和访谈结果，针对基于PMTO模型的家庭教育小组干预提出以下建议：（1）拓宽工作坊宣传招募途径，完善干预期与对照组家长的联系；（2）建立完整的指标体系，完善入样前的筛查标准；（3）工作坊根据家长需求分年龄段进行；（4）工作坊设置家庭作业环节以巩固家长的技巧运用；（5）工作坊增加本土化案例和主题。针对提升父母规则设定技能提出以下建议：（1）鼓励父母使用恰当的规则设定的同时避免过度奖赏；（2）父母双方共同参与工作坊有利于父母规则设定技能的提升。

With the continuous improvement of the cultural level of the new generation of parents, the requirements for the quality of family and parent-child relationship and the requirements for children are also constantly improving. Many new generation parents are eager to learn more scientific and specific parenting methods to make the relationship between parents and children more harmonious, so that children can grow healthier. In summary, China's increasing demand for family education services has prompted China's family education services sector to innovate and explore new problems and new needs in current family education. Based on this, this study introduces the PMTO (Parent Management Training Oregon Model) -based family education group into China, analyzes its influence on parental rule setting skills through group intervention, and hopes to improve the use of parental rule setting skills through social work intervention. This article will introduce the development process of the PMTO-based family education group workshop and its intervention study on parental discipline setting skills. The development process of the theme content of the workshop mainly includes the translation of materials, the preparation of courses, the demand research and program trials conducted in the B county of A province, and the improvement of the intervention plan by combining the research and the results of the trial. Formal research is being carried out in Beijing. Intervene in the discipline setting skills of 28 parents of children aged 5-12 years by randomized controlled trials, and the impact of the intervention program on parental discipline setting skills was assessed based on the PPI scale and interview results. In the study, parents were randomly divided into intervention group (n=17) and control group (n=11). After the pre-test, the PMTO-based family education group intervention was conducted for the intervention group. The intervention includes ten subject courses. The course is held once a week for 1-2 hours, and the manuals and materials for the course are distributed. The course is conducted in the form of workshops. The instructors lead the workshop members to discuss and interact with specific issues based on the systematic learning of theoretical knowledge. Parents of the control group provided exquisite gifts and domestic authoritative family education books during the trial period, in April 2019, the same workshop content as the intervention group was given. After the end of the test, a total of 28 valid data were obtained, 17 in the intervention group and 11 in the control group. The data analysis results show that: (1) The intervention group has a trend change in three dimensions: harsh discipline setting, inconsistent discipline setting, and appropriate discipline setting. Intervention reduces the frequency of parental harsh and inconsistent discipline settings and increases the frequency with which parents set appropriate discipline settings.(2) There was no significant difference between the intervention group and the control group in terms of harsh discipline setting, inconsistent discipline setting, and appropriate discipline setting in three dimensions (the difference between the post-test and the pre-test). Based on data analysis and interview results, the following recommendations are made for the intervention process: (1) Broaden the workshop to promote recruitment channels, improve the connection between the prospective and the parents of the control group; (2) Establish a complete indicator system to improve the screening criteria before injection;(3)The workshop should divided into age groups according to the needs of parents; (4)The homework should be set up to strengthen the skills of parents; (5)The workshop should increase localization cases and themes.The following recommendations are made for parental discipline setting skills:(1)Encourage parents to use appropriate rule settings while avoiding excessive rewards;(2) Invite both parents to participate in the workshop.