Parental Concerns About Their Children

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.

1 - Professional Issues in Parent Education

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.

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).

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.

Infants born preterm are at high risk of developmental disabilities and benefit from early developmental intervention programs. Physical therapists with neonatal expertise are ideally suited to educate parents about ways to support their infant's development in the first months of life. However, administrative policies are needed to support the therapist in providing adequate parent education in the neonatal intensive care unit (NICU). This administrative case report describes the process used by a team of neonatal therapists to evaluate clinical practice, determine the need for change, and develop and implement a new parent education program in the NICU. Physical therapy parent education practices were evaluated in an academic medical center with a 36-bed, level-3 NICU. Physical therapists with neonatal expertise covered multiple units within the hospital each day. A series of focus groups, a small descriptive study, and staff discussion were used to evaluate parent education practices in this academic medical center. A new parent education program was developed based on data collected and literature to improve clinical care. The new parent education model was implemented over the course of several months using overlapping initiatives. Administrative support for the change was developed through collaboration, open communication, and presentation of clinical data. In addition, this hospital-based program contributed to the development of a statewide initiative to educate parents of preterm infants about the importance of supporting development in the first months of life. A collaborative and data-driven approach to evaluating parent education practices supported the development of a new parent education practice while acknowledging the need to meet staff productivity standards and provide excellent care throughout the hospital.

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

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. …

A survey of 116 mothers in four large churches in a metropolitan area was conducted in order to ascertain their knowledge of, attendance at, interest in and preferences for parent education programs. Knowledge and previous attendance at parent education programs were relatively low. However, the majority of the mothers were interested in attending a parent education program, with lack of knowledge given most often as the reason for previous nonattendance. Knowledge of, attendance in, and positive attitudes toward parent education were more prevalent among black mothers. Those with less than a college education indicated the most willingness to attend a program if it were offered. Blacks and those with less than a college education preferred programs offered in schools and churches, rather than in mental health centers, and preferred larger groups in which they knew few people. Implications for attracting a more diverse group of participants to parent education programs are discussed.

Chapter 13 - Parent Education Programs: Ready, Set, Go!

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 chapter discusses fragments of theory, research, and an evolving practice of parenting education with incarcerated fathers. C. Lanier builds a strong case and describes an agenda for more research on incarcerated fathers. The chapter focuses on practice, including needs of incarcerated fathers, program goals, recruitment and barriers, evaluation strategies, and a summary of core learnings to guide effective practice. It also focuses on the design process for creating a parent education program in a correctional facility. The program content has evolved over time based on the initial assessment of needs and interests combined with general knowledge and skills that are included in most parent education programs. The conceptual frameworks of generative fathering and microstructural theory provide foundation for designing parent education programs, and specific information on needs of incarcerated fathers, program goals, recruitment, content and methods, and approaches to program evaluation is offered to guide program design.

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.

BackgroundThe mother-child relationship is extremely important, and for mothers experiencing incarceration, this relationship has unique challenges. There is limited evidence currently available to identify the type and content of parenting education that would best suit women who are incarcerated.ObjectiveThis study aims to design and evaluate a parent education program for women experiencing incarceration in South Australia. The program must meet the specific needs of incarcerated women and considers the cultural needs of Aboriginal and or Torres Strait Islanders and migrant women. Hereafter Aboriginal and/or Torres Strait Islander peoples will be referred to as Aboriginal; the authors acknowledge the diversity within Aboriginal cultures.MethodsThis study will utilize a mixed methods approach, including six phases framed by a community-based theoretical model. This methodology provides a collaborative approach between the researcher and the community to empower the women experiencing incarceration, allowing their parenting education needs to be addressed.ResultsA scoping review was undertaken to inform this study protocol. This paper describes and discusses the protocol for this mixed methods study. Recruiting commenced in December 2019, results will be published in 2020, and the project will be completed by August 2022. This project has been supported by a Research Training Scholarship from the Australian Government.ConclusionsThe scoping review highlighted a lack of rigorous evidence to determine the most appropriate parenting education program to suit women experiencing incarceration specifically, and there was little consideration for the cultural needs of women. It also became clear that when quantitative and qualitative data are utilized, the women’s voices can assist in the determination of what works, what will not work, and what can be improved. The data collected and analyzed during this study, as well as the current evidence, will assist in the development of a specific parenting education program to meet the needs of women experiencing incarceration in South Australia and will be implemented and evaluated as part of the study.International Registered Report Identifier (IRRID)PRR1-10.2196/18992

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.