Increasing access to quality parent education through a virtual synchronous setting: A qualitative study.

1 - Professional Issues in Parent Education

This study focuses on investigation and comparison of the thinking processes and knowledge of expert and novice parents. Interview data and verbal protocols were collected through three data collection approaches with expert and novice mothers of infants. Results indicate differences in the knowledge, goals, role beliefs and behaviors as well as cue recognition and interpretation of experts and novices. Results are discussed related to development of instructional approaches for increasing parent competence through parent education. The assumption that parents are the first and most important influence on their children's early development is increasingly accepted. Along with this belief is the recognition that the parent role is a complex, learned role and not one that comes naturally as many people have historically believed. Interest and programming in parent education have expanded and promise to continue based on the broad acceptance of these two widely held beliefs (Bigner, 1989; Fantini & Cardenas, 1980; Fine, 1980; Fine & Henry, 1989; Hamner & Turner, 1985; Harmon & Brim, 1980; Hicks & Williams, 1981; Hobbs et al., 1984; LeMasters & DeFrain, 1983; Wandersman, 1987). As stated by Wandersman (1987), Parent education is based on the principle that parenthood is an extremely complex and demanding job, and that education can help parents perform their job more effectively (p. 207). As the field of parent education has expanded, demands for training and professional development opportunities for parent educators have increased. In the process of planning and delivering professional development offerings for parent educators, it has become increasingly clear that more needs to be known in answer to the question What makes an effective competent parent or caregiver? The observable actions or behaviors of parents have typically been the focus of study in understanding parental competence. Research in child development has yielded extensive data concerning characteristics of effective parentchild interaction and child outcomes associated with various forms of parent behavior and interaction (e.g., Estrada, Asenio, Hess, & Holloway, 1987; Holdez & West, 1989; Maccoby, 1984; Pratt, Kerig, Cowan, & Cowan, 1988; Russel I & Russell, 1987; Wertsch, 1985). Baumrind (1966, 1970), for example, provides extensive evidence about the kinds of parenting which foster the development of socially responsible and independent behavior in children. The authoritative parenting style described by Baumrind, which was found to be the style most closely associated with competence in children, emphasizes the development of autonomy in children within reasonable parental limits. Research evidence on the competence of parents of infants points to the importance of sensitive and consistent parental responsiveness to infant signals to secure infant-parent attachment and development of infant social cognition (Ainsworth, 1979; Ainsworth & Bell, 1974; Ainsworth, Blehar, Waters, & Wall, 1978; Kaye, 1982; Lamb & Easterbrooks, 1981; Lamb, Pleck, Charnov, & Levine, 1987).

Research to date has failed to demonstrate that antenatal classes help prepare women and men for the challenges of early parenting and family life. As part of a larger project, a longitudinal study examined: (1) Key features of the transition to parenthood for ‘low risk’ couples (n=106); (2) Co, pared the adjustments of couples (n=52) who participated in a new parent-infant programme, with couples (n=54) on a ‘waiting list’ control. The study found that (a) A substantial number of the ‘low risk’ women and their partners experienced psychological distress; (b) Concerns were different to the agenda of traditional antenatal classes; (c) Participation in the parent-infant programme led to a significant increase in psychological well-being, confidence as a parent and satisfaction with the couple and parent-infant relationship. Considerations regarding the focus of antenatal classes and the training of midwives as parent educators are raised.

Access to health care and food in children with food allergy

Parent education programs are proliferating rapidly throughout North America and elsewhere. A number of new programs address targeted populations such as violent or high conflict families. Specialized programs for violent or high conflict parents have inherent difficulties in screening and availability. The authors urge parent educators not to assume that generic or “mainstream” programs will not have victims or perpetrators of violence in attendance. The authors provide specific advice for making all mainstream programs safe and appropriate for violent families.

The short- and long-term efficacy of the Adlerian parent education program Systematic Training for Effective Parenting (STEP), which is the group-based parenting class model, was the focus of the current study in Lithuania. In the quasi-experimental research study, the outcome measures included parenting style, child behavior as perceived by parents, and knowledge related to parenting. In 2011–2012, 44 parenting groups were organized, which resulted in 348 program and 299 comparison group participants at posttest. In 3- to 4-month period, the follow-up assessment was completed by 38.8% of parents. Specifically, the findings indicated that the STEP program was efficacious for increasing maternal and paternal knowledge on parenting, decreasing maternal authoritarian and permissive parenting styles and parental negative perceptions of the target child’s behavior. The changes listed were found to be stable as reflected in the follow-up. The researchers believe that the current study with the sufficient empirical rigor expands the generalizability of the STEP program outcomes on mothers and fathers in North America, Lithuania as well as Europe. Furthermore, the results have finally provided the Lithuanian therapists, parent educators, and parents with an evidence-based parenting program as recommended by the Council of Europe.

Parental concerns about their children as expressed to child development specialists in a private pediatric office are described. In general, the most frequent concerns are negative behaviors, toileting, developmental delays, and school problems. In addition, parents of boys have more concerns than parents of girls and the 1–5 age bracket (especially ages 2–3)is the source of the largest percentage of calls about children of both sexes. The implications of these data for training parent educators and also understanding normal development are discussed. It appears that those engaged in parent education programs should have broad training in multidisciplinary settings. Finally, it is suggested that similar studies in other settings be undertaken and that the training of pediatric psychologists as well as other child development specialists be more closely based upon the kinds of questions they will be asked in their professional settings.

The Individuals with Disabilities Education Improvement Act (IDEIA) requires parents to be involved in all parts of the education decision-making process, including the IEP meeting. Although there is a vast body of research about parents of students receiving special education services and their perspectives of the IEP meeting, little is known about parents’ perspectives of the IEP meeting while students are at a nonpublic school. Understanding the perspectives of parents whose students attend nonpublic schools will allow for more collaboration and more effective IEP for their students attending nonpublic schools. The current study explored parent perspectives of involvement and parent–educator relationships during IEP meetings held at nonpublic schools. A convergent mixed method design combined survey and interview results to build a reliable understanding of parent perspectives at IEP meetings in this environment. A self-administered survey was created and pilot-tested for the study. Forty-one guardians of students who attended a nonpublic school in Orange, San Diego, and Los Angeles Counties volunteered to complete the survey after being contacted through their nonpublic student school, a school district representative, or a parent Facebook group post. A semistructured interview protocol was developed based on the survey and conducted with eight guardians who completed the survey and volunteered to participate in an interview. Descriptive statistics were used to analyze survey data to understand participant perspectives of involvement and parent–educator relationships. Structural, descriptive, and value coding was used to analyze interview data. Between-group vii analysis of variance was used to compare perspectives across demographic groups (e.g., parent race and ethnicity, parent education level, student number of years receiving special education services). Survey and interview results identified high positive ratings for involvement and parent–educator relationships. The participants’ race had a significant impact on parent perspectives of communication during IEP meetings at nonpublic schools; however, due to small group sizes, further research should be conducted to verify the results. No other demographic characteristics analyzed had a significant impact on involvement, communication, or parent– educator relationships.

Nonorganic failure to thrive (N-O FTT) is associated with abnormal psychosocial characteristics in the family, and prognosis for physical, behavioral and cognitive development is poor. In a multidisciplinary program aimed at providing comprehensive medical care, psychosocial support, and parent education to teach child-rearing practices based on the child's development and enhanced parent-child interaction, team members (pediatric nurse associate, nutritionist, social worker and parent educator) saw the family at 1- to 4-week intervals over a 6-month to 2-year period. As evaluated by standard growth charts, all 10 patients in the study group significantly improved ( > 2SD) in weight within 1-4 months and in height in 1-3 months and maintained that improvement, head circumference and scores on the Cattell Intelligence Scale were not delayed in most patients, and pre- vs postscores on the Parenting Stress Index improved in both child and parent domains. Among age- and sex-matched controls (followed in continuity-care clinics), only infants placed in foster care similarly improved. A few infants with fetal alcohol syndrome enrolled in the study and reared by foster parents did not significantly improve in growth. A comprehensive multidiseiplinary program effectively provides psychosocial support to the parents and restores normal growth in children with N-O FTT. Longitudinal studies are needed to show persistent beneficial effects. Supported by the Institute of Mental Hygiene of the City of New Orleans.

The purpose of this research is to investigates the effect of online learning, family environment and parental education on student learning outcomes in class XI Economics at SMA N 1 Bonjol. The type of research is associative. The population in this study were 132 respondents and the number of samples using the Slovin formula was 100 samples. Data was collected by distributing questionnaires to class XI students with predetermined criteria. The data was be analysed with multiple regression analysis. The results is (1) online learning, family environment and parental education have significant effect on economic learning outcomes for class XI student of SMA N 1 Bonjol, and parents families has no significant effect on learning outcomes (2) online learning have significant effect on result (3) family environment have significant effect on learning outcomes (4) parental education don’t have significant effect on student learning outcomes for class XI Economics at SMA N 1 Bonjol.

Emotional intelligence (EI) is a construct that could inform parent education and support initiatives. The purpose of this study was to deliver and evaluate a web-based program developed to enhance sport parents’ EI, called the Sport Parent Emotions and Coping Support (SPECS) program. Using a sequential explanatory mixed methods approach, 29 Canadian ice hockey parents (23 mothers, 6 fathers) were randomized to either an experimental or control group with pre- and post-program measures of trait EI. Qualitative interviews were also conducted with 11 parents from the experimental group following their completion of the program. The results from a mixed ANOVA indicated a statistically significant group by time interaction with a medium-sized effect for trait EI (p = .027; ηp 2 = .17) and intrapersonal EI (p = .027 ηp 2 = .17). The qualitative results provided insights regarding parents’ perceptions of the program’s content and delivery and highlighted parents’ “lightbulb moments” (i.e., learning about themselves and learning about their children). The integration of quantitative and qualitative findings elucidated how aspects of the program may have contributed to changes in parents’ EI. Overall, this research yields theoretical and practical implications for youth sport stakeholders interested in delivering sport parent education and support initiatives.

In recent years, the prevalence of perinatal chemical dependency has become widespread, .crossing all ethnic and racial lines and every socioeconomic group (Chasnoff, Landress, & Barrett, 1990). Its potential effect on the health of women, children, families, and society has prompted support at the state and federal levels for comprehensive perinatal drug and alcohol treatment models (California Legislature, 1990; Doshan & Bursch, 1982; Graham & Timney, 1990; Jessup & Green, 1987; Novick, 1990; Reed, 1987; U.S. General Accounting Office, 1990). In California, legislation was enacted that funded a novel interdepartmental partnership within the California Health and Welfare Agency. The four agencies involved in this collaborative effort, called Options for Recovery (OFR), were the departments of Alcohol and Drug Programs, Developmental Services, Health Services, and Social Services. The OFR program provided comprehensive perinatal services to more than 2,600 individual pregnant or parenting women at seven pilot sites in both urban and rural parts of the state. The primary OFR program services included case management, residential and intensive outpatient treatment, perinatal medical care, and foster care services. These services were provided in a women-focused, women-sensitive manner to an ethnically and culturally diverse client population. The OFR program also emphasized coordinated service linkages both to prevent service duplication and to ensure that potential service gaps were not left unfilled. A state interagency task force, composed of representatives from the four collaborating state agencies responsible for the OFR program, was established to develop a statewide strategy for addressing the substance abuse treatment needs of pregnant and parenting women and their children. At each of the seven pilot sites, a local lead agency, accountable to the state, was given primary responsibility for implementing the OFR program. The management teams of each pilot project, which at a minimum consisted of alcohol and drug treatment program representatives and case management staff, reported to the local lead agency. Line staff who had ongoing responsibility for providing services for clients included drug and alcohol counselors, case managers, child development specialists, child care workers, parent educators, foster parent recruiters and trainers, mental health workers, and any other service provider that was part of the pilot's OFR program. An evaluation of the OFR program was conducted from 1991 to 1993. On the basis of information obtained through interviews, surveys, and focus groups with OFR staff, clients, and foster parents at all seven pilot sites, as well as quantitative data, the author identified a number of similar treatment and service themes and variations across all seven sites. This article describes both the commonalities and the differences observed during the course of the three-year evaluation. METHODS Qualitative Staff Data In-person interviews were conducted with members of the OFR State Interagency Task Force, staff from both the California Department of Alcohol and Drug Programs and alcohol and drug treatment programs at the local pilot project level, staff from each pilot's local lead agency, managerial and program staff at all pilot sites, foster parent recruiters and trainers, and county social services agency administrators. Interview questions focused on descriptive program information, program philosophy, indicators of success, service provision, staffing, interagency coordination, and program implementation. Program personnel at all seven pilot projects were also surveyed via self-administered, semi-structured survey questionnaires. The survey questions addressed the same issues as the interview as well as professional training and time management. Focus groups were conducted at 18 randomly selected provider sites from the pool of 73 treatment providers that participated in the OFR program. …

ObjectiveUnintentional injuries are a major threat to children’s health. Community-based health management services, which include the prevention of unintentional injuries among children aged 0–6 years, are important basic national public...

Research suggests that parenting behaviors are consistently related to child well-being and amendable to change via intervention. However, parenting educators have been historically underresourced. The goals of the present study were to (a) better understand the challenges parenting educators face in their efforts to assist parents and (b) explore the ways a university-based center might address these challenges. We conducted 10 focus groups with parenting educators from various regions in Tennessee. Five themes were identified related to common challenges and needs: access to parents, training and materials, policy-related advocacy, operational resources, and networking opportunities. Additionally, a sixth category of unique or creative recommendations for supporting parent education was extracted. Results offer insights for both outreach-oriented university professionals and family service providers.

Computers and targeted software are increasingly common in the middle school algebra classroom, but the efficacy of computer-aided instruction on classroom achievement in middle school algebra remains unclear. Participants were 1452 middle-school algebra students who were seldom, occasionally, or often exposed to the algebra modules of Destination Math, an interactive mathematics software designed to be appropriate for in-school use. Data were collected over three years (2002–04) and included the cooperation of the algebra teachers, who were subsequently interviewed. Data were analyzed with ANOVA, ANCOVA, and multiple regression. Statistically significant effects were localized using pairwise tests with Bonferroni correction for multiple comparisons. Findings were considered statistically significant at p < .05. Students who received the greatest exposure to Destination Math achieved higher first and second semester algebra grades than participant groups who received less treatment, even when parent education, Gifted and Talented Education (GATE) program status, subsidized lunch status, teacher, and grade in which the student took algebra (7th or 8th) were included as covariates. No significant differences were seen in the California Achievement Test (CAT4SS), a standardized statewide test of general mathematics, possibly because of content validity in that the statewide test was not algebra specific. Multiple regression revealed that parent education, gender, exposure to Destination Math, and GATE program status may be predictive of higher first and second semester grades for middle school students in algebra. Interviews with algebra teachers (n=6) generally revealed support, and suggested that improved performance came from improved compliance, specifically because interactive software captures and holds student attention and thereby increases focused time on task. Increased exposure to Destination Math computer software was associated with increased first and second semester classroom achievement in middle school algebra students. These findings provide empirical evidence supporting the efficacy of developmentally appropriate computer-aided instruction on achievement in the middle school algebra classroom.