Online program improves parenting skills and decreases early-childhood disruptive behavior

2013 ◽  
Vol 162 (3) ◽  
pp. 651-652 ◽  
Author(s):  
Pia Enebrink
Keyword(s):  
Early Childhood ◽  
Disruptive Behavior ◽  
Online Program ◽  
Parenting Skills

The Impact of Foster Parent Training on Parenting Skills and Child Disruptive Behavior

2016 ◽  
Vol 22 (1) ◽  
pp. 3-13 ◽  
Author(s):  
David T. Solomon ◽  
Larissa N. Niec ◽  
Ciera E. Schoonover
Keyword(s):  
Parent Training ◽  
Disruptive Behavior ◽  
Effect Size ◽  
Foster Parents ◽  
Foster Parent ◽  
Parenting Skills ◽  
Child Disruptive Behavior ◽  
Foster Parent Training ◽  
The Mean ◽  
The Impact

Children in foster care are at risk for behavioral and emotional problems that require higher levels of care than other children. To meet these needs and reduce placement disruptions, foster parents require effective parenting skills. Although a number of training models have been evaluated, the findings on the efficacy of foster parent training (FPT) are mixed. We conducted a meta-analysis of the FPT outcome research from 1984 to 2014 to develop a clearer understanding of the impact of such trainings. Fifteen samples (16 studies) were identified that investigated the impact of FPT on self-reported parenting skills and knowledge and child problem behaviors. The mean effect size for child disruptive behavior using a random effects model was small but significant at −.20 (95% confidence interval [CI] = [−.39, −.01], Z = 2.05, p < .05), suggesting that, on average, foster parents who were involved in the trainings reported fewer child behavior problems than parents who did not receive the training. The mean effect size for parenting was moderate and significant at .52 (95% CI = [.22, .82], Z = 3.38, p < .05), indicating that, on average, parents in the treatment groups reported higher levels of skills and knowledge following training than did those in the control group. While these results are promising, more research is necessary to investigate the inconsistency in effect sizes across studies.

scholarly journals Pengembangan PAUD Berbasis Keluarga untuk Meningkatkan Ketrampilan Pengasuhan

2017 ◽  
Vol 1 (1) ◽  
pp. 1-24
Author(s):  
Jazariyah Jazariyah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Independent Learning ◽  
Average Score ◽  
Parenting Skills ◽  
Childhood Education ◽  
The Family ◽  
Family Based ◽  
Early Childhood Institutions ◽  
Very High

Alignment between early childhood education (PAUD) in the family with the implementation of education in early childhood institutions become a key to optimal development of early childhood. Parents with good parenting skills can be a factor supporting the PAUD institution in achieving its vision and mission. Family-Based Early Childhood where there are some activities involving parents can be a bridge to establish cooperation between parents, educators and institutional managers. For this purpose, this research is conducted in an effort to develop family-based PAUD program, by creating a practical module that can be used by educators and parents. Research results show that the developed product is feasible to be used as an independent learning media that can be used by parents. This is based on the average score of the overall validator in this case media experts, material experts, peers and educators obtained score of 4.53 which is in the category of "very good". Furthermore, based on the pretest results with the value of 23.3 and posttest a number of 32.27 indicates an increase in knowledge of upbringing of 8.9 with a standard gain of 0.75 in the "high" category. Observation of parenting activities shows an average score of 4.6 in 92% percentage that is categorized as "very high". Based on these results, the modules developed are effective in improving parenting skills.

Early childhood child care and disruptive behavior problems during adolescence: a 17‐year population‐based propensity score study

2019 ◽  
Vol 60 (11) ◽  
pp. 1174-1182 ◽  
Author(s):  
Massimiliano Orri ◽  
Richard E. Tremblay ◽  
Christa Japel ◽  
Michel Boivin ◽  
Frank Vitaro ◽  
...  
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Propensity Score ◽  
Behavior Problems ◽  
Disruptive Behavior ◽  
Population Based ◽  
Disruptive Behavior Problems ◽  
Score Study

scholarly journals The Family Check-Up Online: A Telehealth Model for Delivery of Parenting Skills to High-Risk Families With Opioid Use Histories

2021 ◽  
Vol 12 ◽  
Author(s):  
Elizabeth A. Stormshak ◽  
Jordan M. Matulis ◽  
Whitney Nash ◽  
Yijun Cheng
Keyword(s):  
Substance Abuse ◽  
Substance Use ◽  
Early Childhood ◽  
High Risk ◽  
The United States ◽  
High Risk Population ◽  
Opioid Misuse ◽  
Opioid Use ◽  
Parenting Skills ◽  
The Family

Growing opioid misuse in the United States has resulted in more children living with an adult with an opioid use history. Although an abundance of research has demonstrated a link between opioid misuse and negative parenting behaviors, few intervention efforts have been made to target this underserved population. The Family Check-Up (FCU) has been tested in more than 25 years of research, across multiple settings, and is an evidence-based program for reducing risk behavior, enhancing parenting skills, and preventing the onset of substance use. It is designed to motivate parents to engage in positive parenting practices and to change problematic parenting and has been tested across a variety of ages including early childhood and adolescence. It is highlighted in NIDA’s Principles of Substance Use Prevention for Early Childhood: A research-based guide as one of only three effective selective prevention programs for substance abuse among families with young children. Recently, we developed an online version of the FCU that has now been adapted for early childhood and families with opioid use histories. The online platform and telehealth model allow for wide-scale dissemination, ease of training with community providers, and increased public health reach for families in remote, rural areas. This is particularly important when targeting families with opioid misuse and addiction because there are high rates of addiction in remote areas, yet few services available. In this article, we describe the FCU Online and review new content in the model that targets a population of young adult parents with substance abuse histories, including opioid use. New modules include content focused on harm reduction for this high-risk population of parents, such as safety in the home, substance use while parenting, and managing conflict with partners and friends.

scholarly journals Prenatal tobacco exposure and self-regulation in early childhood: Implications for developmental psychopathology

2015 ◽  
Vol 27 (2) ◽  
pp. 397-409 ◽  
Author(s):  
Sandra A. Wiebe ◽  
Caron A. C. Clark ◽  
Desiree M. De Jong ◽  
Nicolas Chevalier ◽  
Kimberly Andrews Espy ◽  
...  
Keyword(s):  
Early Childhood ◽  
Disruptive Behavior ◽  
Developmental Psychopathology ◽  
Propensity Scores ◽  
Neural Circuits ◽  
Self Regulation ◽  
Attention Problems ◽  
Tobacco Exposure ◽  
Motor Responses

AbstractPrenatal tobacco exposure (PTE) has a well-documented association with disruptive behavior in childhood, but the neurocognitive effects of exposure that underlie this link are not sufficiently understood. The present study was designed to address this gap, through longitudinal follow-up in early childhood of a prospectively enrolled cohort with well-characterized prenatal exposure. Three-year-old children (n = 151) were assessed using a developmentally sensitive battery capturing both cognitive and motivational aspects of self-regulation. PTE was related to motivational self-regulation, where children had to delay approach to attractive rewards, but not cognitive self-regulation, where children had to hold information in mind and inhibit prepotent motor responses. Furthermore, PTE predicted motivational self-regulation more strongly in boys than in girls, and when propensity scores were covaried to control for confounding risk factors, the effect of PTE on motivational self-regulation was significant only in boys. These findings suggest that PTE's impact on neurodevelopment may be greater in boys than in girls, perhaps reflecting vulnerability in neural circuits that subserve reward sensitivity and emotion regulation, and may also help to explain why PTE is more consistently related to disruptive behavior disorders than attention problems.

An Examination of the Sibling Training Hypothesis for Disruptive Behavior in Early Childhood

2017 ◽  
Vol 89 (1) ◽  
pp. 235-247 ◽  
Author(s):  
Ella Daniel ◽  
André Plamondon ◽  
Jennifer M. Jenkins
Keyword(s):  
Early Childhood ◽  
Disruptive Behavior

scholarly journals Assessing the Impact of an Intervention Project by the Young women's Christian Association of Malawi on Psychosocial Well-Being of Adolescent Mothers and Their Children in Malawi

2021 ◽  
Vol 9 ◽  
Author(s):  
Mtisunge Kachingwe ◽  
Ibrahim Chikowe ◽  
Lotte van der Haar ◽  
Nettie Dzabala
Keyword(s):  
Early Childhood ◽  
Adolescent Mothers ◽  
Psychosocial Support ◽  
Intervention Group ◽  
Well Being ◽  
Self Esteem ◽  
Control Group ◽  
Parenting Skills ◽  
Young Women's Christian Association ◽  
The Impact

Adolescent mothers in Malawi face psychosocial challenges such as low resilience level, low self-esteem, poor maternal-infant interaction, and exposure to intimate partner violence (IPV). Children of adolescent mothers often face numerous risks such as low birth-weight, stunted growth, infant death, low school enrolment, increased grade repetition, and dropouts that put them at greater risk of poor developmental outcomes and socio-emotional problems. This study assessed the impact of components of a community project conducted by the Young Women's Christian association of Malawi in providing psychosocial support to adolescent mothers and their children. The goals of the project were; (1) to improve early childhood development in babies born to adolescent mothers; and (2) to enhance the psychosocial well-being of adolescent mothers (self-esteem, resilience stress, and parenting skills). This descriptive mixed methods evaluation study comprised an intervention and control groups of adolescent mothers respectively. The project had 3 centers in southern region districts of Malawi. Target population was adolescent mothers 18 years of age and below. At baseline we enrolled 267 mothers and at the end of the project we had 211 mothers. The project involved monthly meetings with adolescent mothers imparting knowledge and skills and early childhood education activities. From July 2017 to June 2019, 58 sessions were conducted. In the first year the control group had no meetings, however they received the intervention in the second year. Overall results in the intervention group showed statistically significant increase in knowledge on parenting skills (p &lt; 0.01), nutritional practice (p &lt; 0.01), motor skills and cognitive functions in children (p &lt; 0.01) as well as expressive language and socio-emotional capacities in children (p &lt; 0.01), while the change in confidence and psychosocial well-being was not statistically significant (p = 0.8823). Community projects such as these enhance parenting skills and improve development of children born to adolescent mothers. Improving psychosocial support is complex and requires further research and a more holistic approach.

scholarly journals Formative Evaluation to Build an Online Parenting Skills and Youth Drug Prevention Program: Mixed Methods Study

10.2196/14906 ◽  
2019 ◽  
Vol 3 (4) ◽  
pp. e14906
Author(s):  
Lawrence Matthew Scheier ◽  
Karol L Kumpfer ◽  
Jaynie Litster Brown ◽  
QingQing Hu
Keyword(s):  
Mobile Phone ◽  
Prevention Program ◽  
Formative Evaluation ◽  
Drug Prevention ◽  
Online Program ◽  
Parenting Skills ◽  
Web Based ◽  
Delivery Format ◽  
Program Content ◽  
Family Based

Background Family-based drug prevention programs that use group-based formats with trained facilitators, such as the Strengthening Families Program (SFP), are effective in preventing underage drinking and youth drug use. However, these programs are resource-intensive and have high costs and logistical demands. Tailoring them for Web-based delivery is more cost-effective and makes it easier to scale these programs for widespread dissemination. This requires the active involvement of all key stakeholders to determine content and delivery format. Objective The aim was to obtain consumer, agency stakeholder, and expert input into the design of a Web-based parenting skills training and youth drug prevention program. Methods We conducted 10 focus groups with 85 adults (range 4-10, average 8 per group), 20 stakeholder interviews with family services agency staff, and discussed critical design considerations with 10 prevention scientists and e-learning experts to determine the optimal program content and technology features for SFP Online. Focus group participants also answered survey questions on perceived barriers to use, desired navigational features, preferred course format, desired content, preferred reward structures, course length, interactive components, computer efficacy, and technology use. Descriptive statistics were used to examine consumer characteristics; linear regression was used to examine relations between SFP exposure and four continuous outcome measures, including desired program content, interactive technology, and concerns that may inhibit future use of SFP Online. Logistic regression was used as a binary measure of whether consumers desired fun games in the SFP Online program. Results Three broad thematic categories emerged from the qualitative interviews enumerating the importance of (1) lesson content, (2) logistics for program delivery, and (3) multimedia interactivity. Among the many significant relations, parents who viewed more SFP lessons reported more reasons to use an online program (beta=1.48, P=.03) and also wanted more interactivity (6 lessons: beta=3.72, P=.01; >6 lessons: beta=2.39, P=.01), parents with less interest in a mixed delivery format (class and online) reported fewer reasons to use the online program (beta=−3.93, P=.01), comfort using computers was negatively associated with concerns about the program (beta=−1.83, P=.01), having mobile phone access was related to fewer concerns about online programs (beta=−1.63, P=.02), willingness to view an online program using a mobile phone was positively associated with wanting more online components (beta=1.95, P=.02), and parents who wanted fun games wanted more interactivity (beta=2.28, P=.01). Conclusions Formative evaluation based on user-centered approaches can provide rich information that fuels development of an online program. The user-centered strategies in this study lay the foundation for improving SFP Online and provide a means to accommodate user interests and ensure the product serves as an effective prevention tool that is attractive to consumers, engaging, and can overcome some of the barriers to recruitment and retention that have previously affected program outcomes in family-based prevention.

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