教养压力指在育儿过程中，父母因履行亲职角色而感受到的压力的过程。情绪识别和调节是父母情绪应对的重要指标之一，涉及情绪产生觉察、维持、调节等环节。父母的教养压力、情绪识别和调节能力均对儿童未来发展都起着重要的作用。为了提高父母的教养水平、增强父母识别与调节情绪的能力、降低父母的教养压力，俄勒冈大学社会心理研究所开发了父母管理训练模式，也被称为父母管理训练-俄勒冈模型（Parent Management Training Oregon Model, PMTO）。该方案在国外开展了多项随机对照组试验，具有较好的循证依据和一定的跨文化适用性。本研究以PMTO理论为基础，结合我国实际，开发了本土化小组干预方案，探究改良后的本土化方案对改善父母情绪认知重评、情绪表达抑制、教养压力等方面的作用，为优化家庭教育指导方法提供一定的借鉴意义。

    本研究于2019年11月在北京市某小学开展随机对照组试验，将6-12岁儿童的家长随机分配到干预组（n=72）和对照组组(n=69)，对干预组家长进行为期8周的小组工作坊干预，并使用情绪调节量表（Emotion Regulation Questionnaire, ERQ）和简式教养压力量表（Parenting Stress Index-Short Form, PSI-SF）分别在干预前（T0）、干预结束后（T1）进行测量。对照组将在2020年下半年给予相同工作坊内容。

    本研究共收集到数据141组，运用独立样本T检验对数据进行分析，结果显示：（1）干预组父母的情绪认知重评和表达抑制略有提升但未达到统计学显著水平（P>0.05）;（2）干预组父母教养压力显著降低（P<0.05）;（3）干预组父母对PMTO父母管理训练-俄勒冈模型满意度较高。

    。基于以上的数据分析结果，本研究提出以下建议：（1）加强后续数据追踪。（2）提高父母参与度。（3）样本量不足，完整问卷数有限。（4）完善小组服务管理，促进组员助人自助。（5）定性与定量相结合。

    Parenting stress refers to the process of pressure experienced by parents in fulfilling their parental roles during childcare. Emotion recognition and adjustment is one of the important indicators of parents' emotional coping, which involves the awareness, maintenance and adjustment of emotions. Parents' parenting pressure, emotion recognition and adjustment ability all play an important role in children's future development. In order to improve parental upbringing, enhance the ability of parents to recognize and regulate emotions, and reduce parental upbringing pressure, the Institute of Social Psychology at the University of Oregon has developed a parental management training model, also known as parental management training-Oregon model (Parent Management Training Oregon Model, PMTO). The program has carried out a number of randomized control trials abroad, with good evidence-based evidence and certain cross-cultural applicability. This research is based on the PMTO theory and combined with the actual situation in China, and developed a localization group intervention plan to explore the role of the improved localization plan in improving parents’ emotional cognition re-evaluation, emotional expression suppression, parenting pressure, etc. The educational guidance method provides a certain reference significance.

    In this study, a randomized control trial was conducted in a primary school in Beijing in November 2019. Parents of children aged 6-12 were randomly assigned to the intervention group (n=72) and the control group (n=69). An 8-week group workshop intervention was conducted, using the Emotion Regulation Questionnaire (ERQ) and the Parenting Stress Index-Short Form (PSI-SF) before the intervention (T0), Measure after the intervention (T1). The control group will be given the same workshop content in the second half of 2020.

    A total of 141 groups of data were collected in this study. Using independent sample T test to analyze the data, the results showed that: (1) The emotional cognition re-evaluation and expression suppression of the parents in the intervention group slightly improved but did not reach statistically significant levels (P> 0.05); (2) Parental intervention pressure of intervention group was significantly reduced (P<0.05); (3) Parents of intervention group had higher satisfaction with PMTO parent management training-Oregon model.

    Based on the above data analysis results, this study makes the following suggestions: (1) Strengthen the follow-up data tracking. (2) Improve parental involvement. (3) The sample size is insufficient and the number of complete questionnaires is limited. (4) Improve team service management and promote team members to help others. (5) Combining qualitative and quantitative.