Creating Communities of Parents

Norwegian Open Kindergartens facilitate access to professional advice and peer support, supporting parents to take part in collective learnings processes, renegotiate their roles and build social networks. Drawing on a study of five Open Kindergartens located in three Norwegian municipalities, this book chapter discusses how these spaces create opportunities to develop parenting skills and negotiate what it means to be a parent. Open Kindergartens are drop-in meeting places where parents and children take part in everyday activities as part of a diverse group. Open Kindergartens provide a space to learn parenting by doing, in a safe and non-judgmental environment, facilitated and supported by a range of professionals. This approach supports integration in local communities and contrasts with many parenting programs that are professionally led and often highly normative.

Parents' perception regarding the concerns, competencies and perspectives of involvement in non-formal activities

This study aims to assess the perception of parents of primary school children about the concerns they have, the knowledge they have about their child's skills. Starting from the educational and socializing function of the family (Jabbarova, 2020; Syamsuddin, 2021), we formulated the following research questions: What type of problems does a 7-11 years old child have to confront? According to parents, which are the necessary abilities a 7-11 year old child has to possess? How much do children participate in non-formal activities in their spare time? 62 participants completed a semi-structured questionnaire and participated in 10 interviews. The results reveal particularities of the reality of family life, such as the reduced time spent by parents with their children, the concern of parents for the time spent by the child in the online environment. Parents also reported the lack of interdisciplinary, non-formal, attractive programs and projects for children. The results indicate the focus of parents in the formation of memory skills and critical thinking and less on academic skills. Parents express concerns about spending their child's time online but are confident that they can still handle this. The study actually describes some parents worried about many aspects of a child's life, however they are not involved in parenting programs.

Community Empowerment Synergy Model based on Parenting Programs in Reducing Numbers of Stunting in Cirebon Regency

The framework for preventing stunting can not only be carried out by government agencies but can also be implemented by public, this implies that stunting prevention is not only the responsibility of the health sector but requires the participation of all parties to contribute together in reducing numbers. Stunting in Indonesia, especially in Cirebon Regency, includes the need for change, attitudes, behavior, and mindset of society that must be changed to handle stunting as one of the efforts is through a synergy model of community empowerment parenting programs carried out synergistically and collaboratively by various institutions either by regional work units or by social organizations.

Enhancing Engagement of Fathers in Web-Based Preventive Parenting Programs for Adolescent Mental Health: A Discrete Choice Experiment

Few fathers enrol in web-based preventive parenting programs for adolescent mental health, despite the evidence of the benefits associated with their participation. To inform the development of father-inclusive programs, this study used a discrete choice experiment (DCE) design to determine (a) the relative influence of number of sessions, program benefits, program participants, and user control over program content on fathers’ preferences for web-based preventive parenting programs; and (b) whether selected father characteristics were associated with their preferences. One hundred and seventy-one fathers completed the DCE survey, which comprised 25 choices between hypothetical programs. Programs that included the participant’s adolescent child (z = 10.06, p < 0.0001), or parenting partner (z = 7.30, p < 0.001) were preferred over those designed for fathers only. Participants also preferred program content that was recommended for them by experts (z = −4.31, p < 0.0001) and programs with fewer sessions (z = −2.94, p < 0.01). Program benefits did not predict fathers’ choice of program. Prior use of a parenting program, level of education, perceived role of parenting for adolescent mental health, and being part of a dual-working family were associated with preferences. Application of these findings may improve paternal enrolment in web-based preventive parenting programs.

Implementation of evidence-based parenting programs under real-world conditions: Protocol for a scoping review

Protecting children is recognized as a public health priority and supporting parents through the implementation of evidence-based programs is a well-known strategy to achieve this. However, researchers highlight that these programs remain insufficiently implemented in real-world contexts. A knowledge gap exists between the intended implementation of evidence-based parenting programs and their actual implementation on real-world dynamics. This scoping review aims to provide a comprehensive understanding of how evidence-based parenting programs have been implemented under real-world conditions by providing a map of available evidence and identifying knowledge gaps. The overall research question is: "How have evidence-based parenting programs been implemented under real-world conditions?". The proposed scoping review follows the framework originally described by Arksey and O’Malley, Levac and colleagues, and the Joanna Briggs Institute: (1) identifying the research questions; (2) identifying the relevant studies; (3) study selection; (4) charting the data; (5) collating, summarizing, and reporting the results; (6) consultation. The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) will inform the search strategy. The results will be described in relation to the research questions and in the context of the purpose of the review. This scoping review will help to bridge the implementation gap between research evidence and its translation into practice.

Adaptation of the tool to measure parenting self-efficacy (topse) in Bangladesh

Measuring parental self-efficacy has influenced the children and their environment for reaching optimal development. The current study aimed to adapt the Tool to Measure Parenting Self-Efficacy (TOPSE) scale and to determine its psychometric properties for using in the context of Bangladesh. A total of 180 mothers of children aged 0 to 6 years were conveniently selected for this study. The TOPSE and Rosenberg’s Self-Esteem scale were used as measuring instruments. Collected data were analyzed to determine psychometric properties by using Cronbach’s alpha, Pearson product moment correlation coefficient, item analysis, and factor analysis. TOPSE had acceptable internal consistency (Coefficient alpha=0.89) and test-retest reliability (r=0.96). The convergent validity of TOPSE showed a highly positive correlation (r=0.91) with the Bangla Rosenberg’s Self-Esteem scale. The factor analysis resulted in 4 factors with Eigenvalues > 1, explaining 87% of the variances and the four factors showed Cronbach’s coefficient values ranging from 0.50 to 0.99. TOPSE has reasonably good psychometric properties. Further research may wish to require to see the implication of TOPSE in evaluating parenting programs in Bangladesh. Dhaka Univ. J. Biol. Sci. 30(2): 169-177, 2021 (July)

Parenting Programs for Disruptive Child Behavior in China: A Meta-Analysis and Systematic Review

Purpose: To synthesize evidence of parenting program effects on disruptive child behavior in China and compare three program approaches: behavioral, relational, and cognitive. Methods: We searched five databases (four English and one Chinese) and identified 45 studies; 29 studies were included in a multilevel meta-analysis (92 effect sizes; total N total = 3,892; M child age = 6.12 years). Results: We found large overall effects on reduced disruptive child behavior ( d = −1.28, 95% CI [−1.86, −0.70], p < .001), reduced harsh and inconsistent parenting ( d = −1.70, 95% CI [−2.91, −0.49], p <.001), and improved parental warmth and positive behavioral management ( d = 2.67, 95% CI [0.41, 4.93], p <.001). Behavioral programs were more effective than relational programs (Δ d = .89, 95% CI [−1.7, −0.13], p = .034), and cognitive programs were too rare to analyze separately. Conclusions: Parenting programs for disruptive child behavior can effectively support Chinese families, especially those adopting a behavioral approach.