Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes

Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents ( n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. In conclusion, this study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.

Assessing Multicultural Parenting Values and Practices in Prevention Programs for Latino Youth

As communities become increasingly diverse, it is important to consider how cultural navigation interacts with adolescent development. We examined immigrant parenting values and practices to promote healthy development when developing Padres Informados/Jóvenes Preparados (Padres). Three focus groups were conducted with Latino immigrant parents (n = 27). Parents strove to foster a strong Latino identity to protect their children from detrimental preconceived notions about Latinos in the broader American culture. They conveyed a Latino identity by speaking Spanish and teaching the values of respect and familism. Parents expressed tremendous stress in parenting while navigating difficult policies, socioeconomic conditions, and unfamiliar systems. They actively sought practices to protect their children. Parents also held misconceptions about cultural influences and normative development. These findings provided cultural grounding for Padres, which demonstrated success in improving youth–parent relationships. Family-focused programs serving Latino youth need to consider strengthening cultural identity to improve youth–parent relationships and promote optimal development.

A College Knowledge Outreach Program for Latino Immigrant Parents: Process and Evaluation

As Latino immigrant families adjust to life in the U.S., they may experience individual and systems level barriers to meeting their children’s educational planning needs. In emerging immigrant communities, schools and social service agencies may not have all the resources and structures needed to serve Spanish-speaking parents. Thus, researchers and practitioners may need to consider partnership models to meet the needs of marginalized Spanish-speaking families. The article describes three stages in a community-based college knowledge educational outreach program for Latino parents: (1) needs assessment; (2) collaboration/implementation; and (3) evaluation. The educational outreach program was created and piloted for 27 Latino immigrant parents in two settings (middle school and community agency). The Bryan and Henry (2012) model for collaborative outreach for underserved populations was applied post-hoc to compare the pilot program with an ideal framework and identify possible improvements to the educational outreach program for Latino parents. Implications for program content and the process of community partnering are discussed.