PARENT EDUCATION'S SECOND GENERATION

America's crisis of youth mental health challenges has been worsened by COVID-19. Group-based parent education has been proven effective in intervention and prevention; however, a lack of universal access and the busyness of parents are significant barriers to participation. Rapid growth in technology-based education aims to increase accessibility but live, virtual parent education was understudied. E3 Parent Education (E3 PE) was a free, virtual, and synchronous group programme offered in Montana by a certified parent educator to support families navigating common and uncommon challenges. Through qualitative evaluation with eight programme participants (n = 8), this study aimed to understand impacts and access of this parent education programme. All participants (100%) aligned on three themes describing the virtual, synchronous parent education experience: convenience, connection, and comfort. Participants suggested strategies for improvement as well. A free, virtual, synchronous, group-based format provided equitable access and lowered the barriers to participation. Findings advised that the developers, facilitators, and policymakers consider adding virtual options alongside in-person settings to reduce participant barriers and meet the needs of different families.

Children Witnessing Domestic and Family Violence: A Widespread Occurrence during the Coronavirus Disease 2019 (COVID-19) Pandemic

This study aimed at getting an overview of ​​the type of parental education program that have been implemented, getting an overview of parental interest in parental education programs, and getting an overview of the strengths and weaknesses of parental education program that has been running in kindergartens in the region of South Tangerang. This study is explorative with descriptive analysis. The research location was in Pamulang and Serpong, sub district of South Tangerang, Banten. The research subjects are 49 kindergarten principals and teachers. The finding of the research showed that of the type of parental education program varied, but not all types of programs have been done. The Interests of parents to be involved in the parental education program which involves parents in kindergarten were quite high. The main strength of the parental education programs is the theme that meets the needs of parents. It can be a solution for them in solving the problem of child development. The main weakness in parental education program is the lack of parents presence on the program implemented. Therefore, the kindergartens need to think about a better strategy so that participation of parents in parental education programs would be optimal. Moreover, the principals and teachers in kindergartens also need to think about a better strategy to optimize the participation of parents in parental education programs.

1 - Professional Issues in Parent Education

Objectives This study aims to present guidelines for parent education through the exploration of theories, programs, and research trends. Methods The theories and programs related to the education of parents of young children were reviewed, and a total of 143 domestic journals were analyzed. Results Results Five theories and four programs related to parent education were compared and analyzed, and the results of analysis of trends in domestic academic journals related to parent education were presented by research period, research method, and research topic. 1) Research on education of parents of young children has continued to increase since 2000. 2) In terms of research methods, quantitative studies were mainly conducted, and investigatory research studies and program development studies were the most frequent. In the second phase, qualitative research increased markedly. 3) In terms of themes, during the first phase, many studies were conducted in relation to parent education programs, whereas during the second phase, many studies were conducted in relation to the social aspects of parent education. Conclusions The direction of education proposed for parents of young children derived through the exploration of parent education theories, programs and research trends is the strengthening of each of the following: expert-parent cooperative parent education; diversification of parent education according to changes in family form; parent education focused on young children of a future society; sustainable development parent education; reinforcement of preliminary parental education. In addition, a practical alternative to early childhood institution- centered parental education was suggested. The results of this study is intended to provide direction for future research on parent education, provide practical guidelines for parent education in early childhood education institutions, give policy direction in the education of parents of young children, and serve as the impetus for finding a solution for the low fertility rate problem.

Parent education programs for children assisted by invasive mechanical ventilation: A scoping review

Attachment theory has recently been used as a framework for exploring specific processes in couple relationships. This conceptual article explores assessment and treatment options for high-conflict parents that are consistent with adult attachment theory. Divorce affects a significant number of families, but only a small portion of divorces are considered “high conflict.” For these parents, fear of abandonment, fear of loss, and fear of being devalued increases both boundary ambiguity and maladaptive emotional responses post divorce. Implications for practice are proposed, including the early identification of high-conflict tactics as attachment behaviors and more emotionally focused collaboration between mental health professionals and lawyers to help recognize and respond to unresolved emotional issues when dealing with high-conflict families.

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.

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).

This study reviewed the subject scope literature for research records on the correlation between parental education programs and parental self-concept, and I hereby intend to apply this study as empirical basic data for the development and field application of future self-concept improvement parent education programs. To this end, among domestic academic and degree papers from 1997 to October 2022, I selected the final 40 articles through the standardized six-step process presented in the Scoping Review method. The results of analyzing the contents through frequency and percentage are as follows. First, 82.5 percent of mother participants, 32.5 percent of 21 to 30 subjects, 37.5 percent of child age infant, 92.5 percent of quantitative research methods, 52.5 percent of degree papers, 50.0 percent of Rosenberg (1965) self-esteem tests, 22.5 percent of parent education, and 35.0 percent of eighth sessions. Second, among the 17 types of parent education program conducted, group counseling parent education (17.5%) and TA (15%) were the most conducted, and those were meaningful for improving parent self-concept. However, just because this is a statistically meaningless program(APN, reality therapy, reading education) does not mean that it is generally meaningless to improve self-concept. Additionally, this suggests the needs for program development and institutional support for fathers' participation, and is meaningful in presenting the direction of the parent education program to improve self-concept improvement.

This study examined parent preferences, behaviors, and beliefs toward school-based parent education programs among 395 low income, culturally diverse parents. Parents of different socioeconomic levels reported similar preferences toward parent education events and perceptions of barriers to parent education programs. More differences were noted among parents regarding parenting beliefs and behaviors. Higher educational attainment was associated with more active involvement in parenting events and beliefs more consonant with the parenting programs likely to be offered at school (e.g., those with an Adlerian orientation). Few racial differences were noted after controlling for the differential effects of educational attainment. Implications for developing effective parenting programs are discussed. © 1999 John Wiley & Sons, Inc.

Early childhood education has a very important role and position in a nation and becomes the basis for the next stage of development. Teachers have a role in children's education at school, and parents are responsible for children's growth and development at home. The problem that often arises is the mismatch between treatment in kindergarten by teachers, and treatment at home by parents, which makes child development less optimal. Educational Parenting program is considered as an effective program in providing understanding to parents about early childhood. Most of them use the lecture method, and it is still rare to use the role-play method as a learning tool for parents to understand early childhood with general material. Therefore, the aim of this study was to examine the effectiveness of educational parenting programs to increase parental understanding of early childhood socio-emotional development. The educational parenting program was held for a day, using 43 parents. The results show that this educational parenting program makes parents more comprehensive in their understanding of early childhood, including chronological age and cognitive, socio-emotional, and psychomotor development. The stimulation that parents can provide in socio-emotional development is in the form of communication skills, introducing emotions, and managing emotions in order to express them more precisely. During this program, parents were enthusiastic and expressed their desire to do parenting programs with the same model again. Thus it can be stated that educational parenting programs with the roleplay method for parents of early childhood can increase parental understanding of early childhood and appropriate stimulation for early childhood socio-emotional development.

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.

ABSTRACTThe immigrant population in Hong Kong is steadily increasing every year. This immigrant population largely comprises families, most of whom have pre-school and school-age children. However, limited information is known on the practices that immigrant parents adopt when they become involved in their children’s schooling. In the present study, the researcher implemented a Quality Education Fund project called ‘Building a caring community: Family support and empowerment.’ The project aimed to promote parent education and to build a caring community by implementing a group parent education program (GPEP) for low-income and new immigrant parents. The parent leaders conducted an outreach parent education program in which the low-income, new immigrant parents (target parents) had their children enrolled in two kindergartens. The parent leaders imparted parenting knowledge, shared positive parenting strategies, and exchanged their own experiences with target parents. The present research aims to study how new immigrant parents evaluate their experiences and the effectiveness of the GPEP. Results suggest that providing opportunities for mutual support and emotional healing correlates with improved parenting attitudes and practices.

Parenting programs are an important tool that can provide support for parents and families and improve family functioning. This concurrent nested QUANT + qual mixed methods study sought to better understand parenting education program participation and examine format, delivery, and content preferences for parenting programs among Latino parents in Nebraska. Results from a statewide survey (N = 173) indicated that 31.4% of parents in the sample had participated in a parenting program. Significant predictors of participation in parenting education programs included being unmarried, not working full-time, having a higher income, and having excellent or very good health. Major barriers to participation included lack of information about available programs and logistical concerns. Focus group participants discussed key program design concerns which included: (1) cultural clashes related to acculturation gaps between parents and children; (2) cultural relevance of programming; (3) logistical considerations; and (4) the inclusion of technology to enhance parenting. Overall, participants were particularly interested in group-based learning, flexible scheduling, and improving the cultural relevance of programs. Implications for program design and outreach to improve Latino parents’ access and willingness to participate in parenting education programs are presented. Future research should explore the effectiveness of parenting program implementation and dissemination with Latino parents in rural communities, if there are differences in the benefits of parenting programs by Latino subgroup or level of acculturation, and assess the impact of near-peers in the delivery of parenting programs with Latinos.