Parent Education in Youth Sport: A Community Case Study of Parents,Coaches, and Administrators

The present community case study was designed to highlight parent, coach, and administrator perceptions of community-based parent education in a youth sport community in the Rocky Mountain region of the United States. Interviews with parents (n?=?12), coaches (n?=?13), and administrators (n?=?11) were interpreted inductively using constructivist thematic analysis. Nine emergent categories are highlighted, including parents’ sport goals for their children, parents’ involvement in youth sport including impacts of involvement on children, and barriers to implementing parent education, as well as potential content for parent education. A proposed sequential framework informing community-based parent education, as well as suggestions for further action, and study limitations are included.     

Cost Effectiveness of Strategies for Recruiting Low-Income Families for Behavioral Parent Training

The goal of this study was to assess cost, effectiveness, and cost-effectiveness of recruitment strategies used to engage low-income families of young children with disruptive behavior disorder to participate in a Behavioral Parent Training (BPT) program. For this analysis, we used data on labor and non-labor resources associated with 13 recruitment strategies implemented in February 2014 through February 2016. We assessed the effectiveness of each strategy as the number of families that enrolled into the study. Cost-effectiveness of each recruitment strategy was expressed as cost per family enrolled; analysis was conducted in 2016. We calculated the cost of total recruitment effort for 13 strategies during the 2-year period to be $11,496 with an average cost of $885 per recruitment strategy or $255 per enrolled family. Across strategies, total costs ranged from $25 to $2540. “University mass e-mail” and “school flyers” resulted in the most phone screens (34 each); however, only 10% of these families enrolled in the study (three and four families, respectively). “Craigslist” was the most effective strategy with 30 families screened and 11 of them enrolling. Three strategies did not yield any participants. The four strategies with the lowest cost per family enrolled were “Facebook page,” “Craigslist,” “university mass e-mail,” and “organization/agency” (<$90). In conclusion, we found that some recruitment strategies were more successful at engaging low-income families to participate in a BPT program than others. Our results indicate that using a combination of recruitment strategies may be the optimal approach for recruiting low-income families.     

A Comparison of Teacher and Parent Delivered Consequences: Improving Classroom Behavior in Low-Income Children with ADHD

Both teacher and parent delivered consequences have been shown to be effective in improving the classroom behavior of children with Attention Deficit Hyperactivity Disorder (ADHD). However, there is a delay between the behavior and delivery of parent provided consequences. The delay may make the consequences less salient and effective, for children with ADHD. The current study compared the effectiveness of parent delivered consequences (PC) to teacher delivered consequences (TC) for increasing academic performance and appropriate classroom behavior in African American, low income, elementary students with ADHD. Results indicate that the two interventions are equally effective in improving children's on-task behavior and classwork productivity.     

Good Partners,Good Parents: Parent Relationship Satisfaction Predicts Parenting Efficacy for Young Children

Both maternal and paternal parental involvement are critical for child development. What is unclear, nonetheless, is how parents’ own relationships contribute to the growth of children. Addressing the question, we predicted marital satisfaction strengthens parenting efficacy, making parental involvement more effective in increasing children’s functioning. To test the hypothesis, we analyzed a nationally representative large-sample survey of 3-year-olds (N = 2164), wherein their language, cognitive, social, and emotional development, maternal and paternal parental involvement, as well as the marital satisfaction of the parents were assessed. The results supported the predictions by showing the critical role of fathers—the mother parents through the father in a satisfying marriage, more than she does in a dissatisfying marriage, and their young children subsequently grow better when their parents are satisfying partners. Together, the findings reveal potential mechanisms through which well-being may be passed down from one generation to the next.

     

Parents Will Be Parents: Conceptualizing and Measuring Nonoffending Parent and Other Caregiver Support Following Disclosure of Sexual Abuse

A gap exists in the literature with regard to the theoretical conceptualization of nonoffending parental and other caregiver (NOC) support of sexually abused children. Measures need to be developed that appropriately capture this construct. The purpose of this article is to present a qualitative study that asked 17 NOCs in different ways how they supported their sexually abused children after the disclosure of the sexual abuse. The multiple different types of support were coded and, using grounded theory, the structure of NOC support emerged from the data. The final structure of NOC support had 8 dimensions, including basic needs, safety and protection, decision making, active parenting, instrumental support, availability, sensitivity to child, and affirmation.     

Inattention-Hyperactivity and Reading Achievement in Children from Low-Income Families: A Longitudinal Model

This study examined how preschool inattention-hyperactivity is related to elementary school reading achievement. Prereading skills were hypothesized to be a link between them. This link was explored using longitudinal data on 105 low-socioeconomic-status (SES) children's inattentive-hyperactive behavior and prereading skills in Head Start and in kindergarten and their inattentive-hyperactive behavior and reading skills in first grade. A model of this relationship was tested using structural equation modeling. The results failed to show a significant path between inattention-hyperactivity and prereading skills at both the Head Start and kindergarten levels. A significant path was found between first grade inattention-hyperactivity and reading skills, confirming that the strong relationship between inattention-hyperactivity and poor reading achievement commonly found in children from other SES levels was also significant in this low-SES sample. Strong relationships were found between pre-reading skills and reading skills, as well as among hyperactivity levels at the three grades. The issue of the direction of the path of influence between attention-behavior and reading achievement is addressed briefly; however, the results indicate that further longitudinal work is necessary to resolve this issue.     

Blossoming Child,Mourning Parent: A Qualitative Study of Trans Children and Their Parents Navigating Transition

Journal of Child and Family Studies - An increasing number of jurisdictions now facilitate transitions for trans and non-binary youth (TNBY), allowing them to legally change their name and gender...     

The After-School Needs and Resources of a Low-Income Urban Community: Surveying Youth and Parents for Community Change

Using a collaborative research approach, this project describes a partnership between community residents and university researchers to develop a comprehensive survey of the after-school needs of a low-income urban community in a large Midwestern city. Surveying parents and children was considered particularly important because the current literature on after-school does not include much input from them, the key stakeholders in programming. By surveying pre- and young adolescent youth (N = 416) and parents (N = 225) in the community, information was gathered to document the need for after-school programming, tap program preferences, and uncover barriers to participation and enrollment. Survey findings revealed significant differences between youth and parent perspectives. Disagreements between youth and parent survey responses suggest that after-school programs in the community should offer a balance of academic, recreational, and social activities, as well as a tutoring or homework component. Further, in order to increase participation and attendance rates, community after-school programs need to address the following barriers to participation: safety, transportation, family responsibilities (e.g., care for siblings, household chores), and access to information about available programs. These findings guided the planning of future after-school programs. The survey results and comparisons between youth and parent data will be presented.     

Empowering Parents: The Use of the Parent as Researcher Paradigm in Early Intervention

Whilst family-focussed models of service delivery are proving more effective in early intervention, it is the parents who ultimately carry the burden of responsibility. They often evolve their own strategies for coping with difficulties and solving problems within a family context. Through case study analysis, I report on some of the key outcomes of early intervention for families of very young children with disabilities. The analysis challenges traditional definitions of the family and suggests a recontextualisation of this concept. Similarly parental perceptions of the style of early intervention services are contrasted with those models reported to be effective by professionals. In striving for optimal effectiveness in early intervention, the unique knowledge and understanding of parents is pivotal, and ways are suggested of objectively collecting and collating that knowledge to inform practice and identify important research questions. This case study analysis has led to the evolution of the parent as researcher paradigm, and the implications for the practical implementation of this model will be considered.     

The Effects of Children on Parents: Adoptee Genetic Dispositions and Adoptive Parent Psychopathology

The purposes of this experiment were to investigate the effects of age, item type, and culture on the mental-real distinction made by children. A sample of 42 children (21 affluent and 21 deprived) in three age ranges (3- and 4-year-olds, 5-and 6-year-olds, and 7- and 8-year-olds) participated. Nine items were used. The behavioral-sensory and public-existence criteria (Wellman &; Estes, 1986) were used to gauge the children's ability to make the distinction. Contrary to previous research findings, the 3- and 4-year-olds in this study were unable to make the mental-real distinction. An age-related improvement in making this distinction was observed, and item type affected the mental-real distinction. The affluent children consistently outperformed their deprived counterparts. This finding was partly construed as evidence for the influence of culture on the ability to make this distinction in these age groups.     

Division of Household and Childcare Labor and Relationship Conflict Among Low-Income New Parents

We examine the relationships among the division of housework and childcare labor, perceptions of its fairness for two types of family labor (housework and childcare), and parents’ relationship conflict across the transition to parenthood. Perceived fairness is examined as a mediator of the relationships between change in the division of housework and childcare and relationship conflict. Working-class, dual-earner couples (n?=?108) in the U.S Northeast were interviewed at five time points from the third trimester of pregnancy and across the first year of parenthood. Research questions addressed whether change in the division of housework and childcare across the transition to parenthood predicted mothers’ and fathers’ relationship conflict, with attention to the mediating role of perceived fairness of these chores. Findings for housework indicated that perceived fairness was related to relationship conflict for mothers and fathers, such that when spouses perceived the change in the division of household tasks to be unfair to either partner, they reported more conflict, However, fairness did not significantly mediate relations between changes in division of household tasks and later relationship conflict. For childcare, fairness mediated relations between mothers’ violated expectations concerning the division of childcare and later conflict such that mothers reported less conflict when they perceived the division of childcare as less unfair to themselves; there was no relationship for fathers. Findings highlight the importance of considering both childcare and household tasks independently in our models and suggest that the division of housework and childcare holds different implications for mothers’ and fathers’ assessments of relationship conflict.     

Dialectical Behavior Therapy Applied to Parent Skills Training: Adjunctive Treatment for Parents With Difficulties in Affect Regulation

Poor outcomes in parent training programs have been associated with parental psychopathology in general, and difficulties in parental affect regulation in particular. Although many parents may be able to learn behavioral management skills in a controlled therapy setting, for those who experience affect dysregulation, generalization of these skills to the natural environment may be challenging when their emotions are aroused. Parents, particularly those who struggle with affect dysregulation around their child's behavior, may benefit from dialectical behavior therapy (DBT) because it specifically targets problems in emotion regulation. Thus, the purpose of this article is to discuss relevant aspects of DBT (e.g., dialectics, biosocial model, and validation) and highlight its applicability to parents who struggle with affect dysregulation. Several clinical case studies will also be presented to elucidate how mental health professionals can address the affect dysregulation in parents by teaching them DBT skills to manage their own negative emotions, particularly when their child's behavior is the source of emotional arousal.     

University Based Career Education: A Model for Infusion

This article presents a field-tested model for training and introducing university faculty to the philosophy, concepts, and practices of career education.     

Low-Income Families With Potential Adolescent Gang Involvement: A Structural Community Family Therapy Integration Model

The purpose of this article is to propose a community structural intervention for low-income families who present to therapy with the concern of an adolescent at risk for gang involvement. Families are affected by multiple interacting systems. In congruence with systems theory, changing a part of the system will essentially affect the interrelated parts of the system. The proposed intervention utilizes structural family therapy and community family therapy as a model to impact change at the family system, its interrelated systems, and the system at which the family is embedded.     

Parent and Family Impact of Autism Spectrum Disorders: A Review and Proposed Model for Intervention Evaluation

Raising a child with an autism spectrum disorder (ASD) can be an overwhelming experience for parents and families. The pervasive and severe deficits often present in children with ASD are associated with a plethora of difficulties in caregivers, including decreased parenting efficacy, increased parenting stress, and an increase in mental and physical health problems compared with parents of both typically developing children and children with other developmental disorders. In addition to significant financial strain and time pressures, high rates of divorce and lower overall family well-being highlight the burden that having a child with an ASD can place on families. These parent and family effects reciprocally and negatively impact the diagnosed child and can even serve to diminish the positive effects of intervention. However, most interventions for ASD are evaluated only in terms of child outcomes, ignoring parent and family factors that may have an influence on both the immediate and long-term effects of therapy. It cannot be assumed that even significant improvements in the diagnosed child will ameliorate the parent and family distress already present, especially as the time and expense of intervention can add further family disruption. Thus, a new model of intervention evaluation is proposed, which incorporates these factors and better captures the transactional nature of these relationships.     

The Impact of Evidence-Based Parent Education in Organized Youth Sport: A Pilot Study

Although existing literature in organized youth sport illuminates developmentally appropriate parent involvement behaviors, practitioners have yet to effectively disseminate evidence-based tools and strategies to parents. The purpose of the present pilot study was to design, implement, and assess an evidence-based education program for parents in organized youth sport. Thirty-nine fathers and 42 mothers from 7 youth soccer teams were assigned to full, partial, or nonimplementation conditions. Parents and their sport-participating children (41 boys, 40 girls) were administered surveys at pre- and postseason. Data reveal a positive impact of the implementation on aspects of parent involvement, the parent–child relationship, and salient child outcomes.     

家长投入对中小学生学业投入的影响:有中介的调节模型

以北京市12所中小学的4160名学生为调查对象,采用层次回归方法考察了家长投入对子女学业投入的影响以及家长自主支持/控制的教养风格和子女的学业心理需要满足在其中的作用。结果发现:(1)中小学生的家长投入程度随学段升高而降低;(2)家长注重在家辅导方面的投入,在参与社区及学校活动等方面的投入较为欠缺;(3)家长投入对子女的学业投入具有显著的正向预测作用;(4)家长自主支持/控制的教养风格在家长投入与子女学业投入的关系中起调节作用,且该调节效应部分地通过子女的学业心理需要满足这一中介变量产生作用。