Korean-American Parent Management Training (K-PMT): First Steps

Background: Parent Management Training (PMT) is a well-known, evidence based practice that has been used successfully for decades in the United States and many Western nations. Some strategies used in PMT—e.g., positive reinforcement delivered as praise and encouragement to children—are dystonic in Asian cultures. First steps to modify PMT for Korean-American immigrant families included focus groups with first generation Korean immigrant fathers and mothers. Compared to other minority communities in America, parenting strategies and skills among Asian American families have received little attention. It was hypothesized that focus group data would support the use of PMT for Asian-American immigrant families, but that cultural preferences would include reduced parenting roles for fathers, stricter discipline at home, and strong support for school-based components of the PMT program.

Method: Four focus groups, two in English and two in Korean language were held separately for Korean-American mothers versus fathers.  Community-based recruitment resulted in a total of 30 Korean-immigrant parent volunteers who served as participants for the four focus groups.  Each parent was paid $30 for two hours of participation.  Audio/video recorded and transcribed data were analyzed for thematic content by the research team including bilingual/bicultural Korean-American researchers. Using intensive, consensually driven data analysis processes, thematic patterns emerged from each group discussion.

Results: In general, the focus group themes were consistent with the study hypotheses. PMT ideas were generally endorsed, but participants thought recruitment to K-PMT groups would be very difficult.  Several themes emerged that supported school-based groups with a strong focus on school success. Participants agreed that Korean parents would attend a group that they believed would help their children succeed at school. Participants also endorsed group composition that mixed more and less assimilated immigrant parents so that discussions of American cultural values would include different perspectives and experiences. Participating parents recommended that letters of invitation for K-PMT groups come from the school principal or other highly respected figures at school. Preferences for harsh discipline strategies did not emerge, but strong cultural beliefs in school and community supervision and monitoring of children and adolescents were not consistent with American practices and expectations.

Conclusions: As a direct result of these focus groups, the K-PMT team has translated six PMT standard sessions into Korean language curriculum, and two new sessions are being developed that focus specifically on different aspects of success at school, including: appropriate manners in the classroom, when eating with peers at school, and on the playground; how to support and oversee children’s homework assignments; and methods for communication with teachers and school administrators. As currently conceptualized, the standard PMT focus on encouragement, consistent discipline and supervision practices, and family problem solving techniques will remain in the curriculum, but school-based components will be covered in each group session.