Direct and Indirect Effects of Interparental Relationship Quality on Child Behavior Problems in Low-Income, Black, Single-Mother Families

2008 ◽  
Vol 44 (4) ◽  
pp. 411-438 ◽  
Author(s):  
Solveig Spjeldnes ◽  
Jeong-Kyun Choi
Keyword(s):  
Behavior Problems ◽  
Relationship Quality ◽  
Child Behavior ◽  
Low Income ◽  
Indirect Effects ◽  
Single Mother ◽  
Child Behavior Problems ◽  
Direct And Indirect Effects ◽  
Interparental Relationship ◽  
Single Mother Families

Preschool children at social risk: Chronicity and timing of maternal depressive symptoms and child behavior problems at school and at home

1993 ◽  
Vol 5 (3) ◽  
pp. 371-387 ◽  
Author(s):  
Lisbeth Alpern ◽  
Karlen Lyons-Ruth
Keyword(s):  
Depressive Symptoms ◽  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Child Behavior Problems ◽  
Father Absence ◽  
Maternal Depressive Symptoms ◽  
Withdrawn Behavior ◽  
Depressed Mothers ◽  
At Home

AbstractThe current study investigated the relationship between previous, recent, or chronic maternal depressive symptoms and subtypes of child behavior problems rated by teachers and mothers among 64 low-income children aged 4–6 years. Sixty-nine percent of mothers with high depressive symptom levels at the preschool assessment had also reported high symptom levels during the child's infancy. Children whose mothers reported depressive symptoms at both ages exhibited significantly elevated rates of hostile behavior problems in the classroom and at home compared to children of never-depressed mothers. Children of mothers who were previously but not currently depressed showed significantly more anxious and withdrawn behavior at school and at home, while children of recently depressed mothers were more hyperactive and demanding. Child cognitive scores and father absence were also related to behavior problems, but these variables did not mediate the independent effects of chronicity and timing of maternal depressive symptoms on the types of child symptoms displayed.

scholarly journals Low-Income Parents’ Perceptions of and Engagement With a Digital Behavioral Training Program: Mixed Methods Study

Iproceedings ◽  
10.2196/15090 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e15090
Author(s):  
Jenna Brager ◽  
Susan Breitenstein ◽  
Deborah Gross ◽  
Hailey Miller
Keyword(s):  
Behavior Problems ◽  
Parent Training ◽  
Training Program ◽  
Child Behavior ◽  
Low Income ◽  
Urban Poverty ◽  
Child Behavior Problems ◽  
Well Being ◽  
Ease Of Use ◽  
Perceived Usefulness

Background Parent training is a method for strengthening parenting skill, reducing child behavior problems, and promoting positive parent-child relationships. However, few parents have access to these evidence-based programs. The ezParent program, a tablet-based delivery adaptation of the group-based Chicago Parent Program (CPP), is a parent training program designed to address the needs of families raising young children in urban poverty. There is extensive evidence that positive parenting practices can be a powerful buffer against the negative effects of poverty and adversity and is one of the strongest predictors of children’s social and behavioral well-being. Objective This study aimed to explore (1) parents’ perceptions of the benefits and barriers associated with their use of the ezParent program; and (2) the ways in which the ezParent components and perceived usability varied by program use (module completion). Methods This study uses an explanatory mixed-method design. Data were collected from 92 participants recruited from two pediatric primary care clinics (PPC) based in two urban cities with a high proportion of low income and minority families: Chicago, Illinois (cohort 1) and Baltimore, Maryland (cohort 2). Cohort 1 (n=42) was recruited between October 2013 and June 2014 as part of a randomized controlled tirla. Cohort 2 (n=50) was recruited between May 2017 and July 2017 as part of a single group design. The current report focuses on a subsample from cohorts 1 and 2 who were interviewed about their experiences using the program. To explore parents’ perceptions of ezParent (ie, perceived usefulness of content, ease of use, barriers to use, qualities affecting interest, and intention), all participants were invited to participate in an individual interview after the 12th week. Based on degree of module completion, we grouped parents into two user groups: high (completed 4-6 modules) and low (completed 0-3 modules). This cut-off was chosen based on previous data showing that parents who attended at least 50% of the CPP group sessions reported greater improvements in parenting self-efficacy, use of discipline, and warmth towards their children, as well as fewer child behavior problems. Results Fifty-nine parents participated in follow-up interview: 32 (54.24%) from cohort 1 and 27 (45.76%) from cohort 2. Among those interviewed, 23 (38.9.5%) parents completed all six modules and 12 parents (20.3%) completed none of the modules. Specifically, among those interviewed, parents completed an average of 3.73 (SD 2.39) modules compared to an average of 1.79 (SD 2.38) modules completed among those not interviewed. Parents who completed more modules reported more program benefits and those who completed fewer modules reported more barriers. Conclusions Exploring users’ experience with current digital applications, researchers and application developers can better design future tablet-based interventions to be both effective and acceptable by end users. Furthering our understanding of factors associated with engagement will inform more effective tailoring and improvements of mHealth interventions, particularly those targeting vulnerable populations.

Evaluation of Parent and Child Enhancement (PACE) Program

2016 ◽  
Vol 27 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Cynthia Leung ◽  
Sandra Tsang ◽  
Cyrus Lo
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Parental Stress ◽  
Controlled Trial ◽  
Intervention Group ◽  
Child Behavior Problems ◽  
Control Group ◽  
Child Preschool ◽  
Child Learning

Objective: This study examined the efficacy of the Parent and Child Enhancement (PACE) program on child learning, child behavior problems, and parental stress, using randomized controlled trial design, in social services centers. Methods: Eligibility criteria were (1) children aged 2 years at program commencement, (2) low-income, new immigrant, or single-parent families, and (3) parent–child dyads being Hong Kong residents. Intervention group dyads were offered the PACE program (40 two-hour sessions on child learning and parenting). Primary outcomes included child preschool concepts, child behavior problems, and parental stress. Participants were randomly assigned to intervention (76 dyads) and control group (73 dyads) using a random number table, without blinding. Results: Intention-to-treat analysis with 149 dyads indicated improvement in child preschool concepts, decrease in child behavior problems and parental stress in the intervention group, compared with the control group ( d = 0.12–0.73). Conclusions: The results provided evidence for the efficacy of the PACE program.

Chronic Family Adversity and Early Child Behavior Problems: A Longitudinal Study of Low Income Families

1994 ◽  
Vol 35 (6) ◽  
pp. 1109-1122 ◽  
Author(s):  
Daniel S. Shaw ◽  
Joan I. Vondra ◽  
Katherine Dowdell Hommerding ◽  
Kate Keenan ◽  
Marija Dunn
Keyword(s):  
Longitudinal Study ◽  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Child Behavior Problems ◽  
Family Adversity ◽  
Early Child ◽  
Low Income Families

Food Hardship and Child Behavior Problems among Low‐Income Children

2005 ◽  
Vol 79 (3) ◽  
pp. 511-536 ◽  
Author(s):  
Kristen S. Slack ◽  
Joan Yoo
Keyword(s):  
Behavior Problems ◽  
Child Behavior ◽  
Low Income ◽  
Child Behavior Problems ◽  
Low Income Children

scholarly journals Parenting and the Behavior Problems of Young Children With an Intellectual Disability: Concurrent and Longitudinal Relationships in a Population-Based Study

2014 ◽  
Vol 119 (5) ◽  
pp. 422-435 ◽  
Author(s):  
Vasiliki Totsika ◽  
Richard Patrick Hastings ◽  
Dimitrios Vagenas ◽  
Eric Emerson
Keyword(s):  
Intellectual Disability ◽  
Behavior Problems ◽  
Relationship Quality ◽  
Child Behavior ◽  
Negative Relationship ◽  
Child Behavior Problems ◽  
Population Based ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
Parent Child

Abstract We examined parenting behaviors, and their association with concurrent and later child behavior problems. Children with an intellectual disability (ID) were identified from a UK birth cohort (N  =  516 at age 5). Compared to parents of children without an ID, parents of children with an ID used discipline less frequently, but reported a more negative relationship with their child. Among children with an ID, discipline, and home atmosphere had no long-term association with behavior problems, whereas relationship quality did: closer relationships were associated with fewer concurrent and later child behavior problems. Increased parent-child conflict was associated with greater concurrent and later behavior problems. Parenting programs in ID could target parent-child relationship quality as a potential mediator of behavioral improvements in children.

Sign in / Sign up

Export Citation Format

Share Document