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Parent Education and Support - Research Resources
Based on our discussions with providers, the following references emerged as common resources.
Alvy, K. T. (1994). Parent Training Today. Studio City, CA: Center for the Improvement of Child Caring.
Belsky, J. (1984). The Determinants of Parenting: A Process Model. Child Development, 55, 83-96.
Bogenschneider, K. (1996). An Ecological Risk/Protective Theory of Building Prevention Programs, Policies, and Community Capacity to Support Youth. Family Relations, 45, 127 - 138.
Carter, N. (1996). See How We Grow: A Report on the Status of Parenting Education in the U.S. Philadelphia: The Pew Charitable Trusts.
Cheng Gorman, J. & Balter, L. (1997). Culturally Sensitive Education: A Critical Review of Quantitative Research. Review of Educational Research, 67(3), 339-369.
This article critically reviews the quantitative literature on culturally sensitive parent education programs, focusing on issues of research methodology and program effectiveness at producing change among ethnic minority parents and their children. Parent education programs designed for African-American and Hispanic families are described in detail. Although evaluative studies of programs designed for Native American and Asian American parents could not be found, descriptions of efforts to serve these populations are included. Evaluative studies of culturally sensitive programs are compared to the existing literature on the efficacy of traditional parent education programs. This study concluded that a prevalence of flaws in research methodology may contribute to the somewhat lower effectiveness of culturally sensitive programs in comparison to standard programs. Recommendations for future research are offered.
Clewell, B. C., Brooks-Gunn, J. & Benasich, A. A. (1989). Evaluating Child-Related Outcomes of Teenage Parenting Programs. Family Relations, 38, 201-209.
Details the child-focused interventions that occur as part of a teenage parenting program. Gives recommendations for designing teen parenting programs.
Danforth, J. S. (1998). The Outcome of Parent Training Using the Behavior Management Flow Chart with Mothers and Their children with Oppositional Defiant Disorder and Attention-Deficit Hyperactivity Disorder. Behavior Modification, 22 (4), 443 - 473.
This study evaluates the effects of a parent training program, using parameters established in the Behavior Management Flow Chart, on mothers behavior and on the disruptive behavior of eight children who emitted behavior consistent with the diagnoses of both Oppositional Defiant Disorder and ADHD. Using direct observations of the mother and child, phone interviews and standardized rating scales, it was found that the training improved parenting behavior, reduced maternal stress and reduced oppositional child behavior. A follow up was conducted at six months and revealed that both parenting and child behavior remained stable.
Draper, T. W., Larsen, J. M. & Rowles, R. (1997). Developmentally Appropriate Parent Training for Families with Young Children. Early Childhood Research Quarterly, 12 (4), 487 - 504.
Dumka, L., Roosa, M., Michaels, M. & Suk, K. (1994). Using Research and Theory to Develop Prevention Programs for High Risk Families. Family Relations, 44, 78 - 86
Elder, G. H., Eccles, J. S., Ardelt, M. & Lord, S. (1995). Inner-City Parents Under Economic Pressure: Perspectives on the Strategies of Parenting. Journal of Marriage and the Family, 57, 771-784.
Using a sample of 429 inner-city families, this study found that both low-income and unstable work/income increased the risk of emotional distress and beliefs of parental ineffectiveness by increasing economic pressure. Among African American families, single parent households and conflicted marriages magnified the effects by undermining parent well-being. A sense of parental efficacy is more predictive of child management strategies that enhance developmental opportunities and minimize behavior risks among African-American parents, than among Euro-American parents.
Farrington, D. P. & Welsch, B. C. (1999). Delinquency Prevention Using Family-Based Interventions. Children & Society, 13 (4), 287 - 303.
Feldman, M. A. (1994). Parenting Education for Parents With Intellectual Disabilities: A Review of Outcome Studies. Research in Developmental Disabilities, 15(4), 299-332.
Feldman, M. A. (1998). Preventing Child Neglect: Child-Care Training for Parents with Intellectual Disabilities. Infants and Young Children, 11 (2), 1 - 11.
This article describes a parenting program designed for parents with intellectual disabilities. This parenting education approach is based on an interactional model of parenting and operates under the belief that many parenting problems of parents with intellectual disabilities are due to specific skill deficiencies. The training model described has been empirically validated.
First, J.A. & Way, W.L. (1995) Parent Education Outcomes: Insights Into Transformative Learning. Family Relations, 44 (1), 104-109.
Forehand, R. & Kotchick, B. A. (1996). Cultural diversity: A Wake-Up Call for Parent Training. Behavior Therapy, 27, 187-206.
Discusses the importance of being sensitive to cultural differences in parenting and their implications for parenting training programs.
Gorman, J. C. & Balter, L. (1997). Culturally Sensitive Parent Education: A Critical Review of Quantitative Research. Review of Education Research, 67 (3), 339 - 369.
Critically examines quantitative research on culturally sensitive parent education programs. Discusses research methodology and program efficacy. Studies of culturally sensitive programs are compared to studies of traditional parent education programs.
Guterman, N. B. (1997). Early Prevention of Physical Child Abuse and Neglect: Existing Evidence and Future Directions. Child Maltreatment Journal, 2(1), 12-34.
Holden, G. W., Lavigne, V. V. & Cameron, A. M. (1990). Probing the Continuum of Effectiveness in Parent Training: Characteristics of Parents and Preschoolers. Journal of Clinical Child Psychology, 19, 2-8.
The background and observational records of 158 mothers and their children who began a behaviorally oriented parent-training program were reviewed. Participants were a heterogeneous group from an urban population. Social status, ethnic group, number of presenting problems, initial level of child compliance, and child´s age at intake were the primary characteristics found to be related to program completion and speed of progress. It was recommended that parent training programs identify the characteristics of clients associated with training effectiveness to anticipate and provide additional assistance to those likely to drop out or progress slowly.
Kagen, S. L. (1995). The Changing Face of Parenting Education. Illinois: ERIC Digest.
Describes the common operating principles of parenting education programs and discusses common challenges faced.
Kagan, S. L., and B. Weissbourd (eds.). 1994. Putting Families First: America´s Family Support Movement and the Challenge of Change. San Francisco: Jossey-Bass Publishers.
Chronicles the changes in family support practices and analyzes them in terms of the context and content of the family resource movement.
Kraemer, J., M. Lopez, and C. Lucas (eds.). (1995). Building Partnerships: Models of Family Support and Education Programs. Cambridge, MA: Harvard Family Research Project.
Levine, J. A., Murphy, D. & Wilson, S. (1993). Getting Men Involved: Strategies for Early Childhood Programs. New York: Scholastic, Inc.
Luster, T., & Okagaki, L. (eds.). (1993). Parenting: An Ecological Perspective. Hillsdale, NJ: Erlbaum.
A collection of research on parents and children conducted from an ecological perspective.
McBride, B. A. & Rane, T. R. (1997) Role Identity, Role Investment, and Paternal Involvement: Implications for Parenting Programs for Men. Early Childhood Research Quarterly, 12 (2), 173 - 197.
McCarthy, P. Sundby, M., Merladet, J. & Luxenberg, M. G. (1997). Identifying Attendance Correlates for a Teen and Young Adult Parenting Program. Family Relations, 46(2), 107-112.
This study examined factors predicting attendance at a parenting skills program designed for adolescent and young adults. Data was collected for a sample of 161 adolescents and young adults. Four factors were found to be positive predictors of attendance: receipt of AFDC, having "meeting other parents" or "learning how to relax" as goals, and number of children. Number of group sessions was negatively related to attendance.
Meyers, S. A. (1993). Adapting Parent Education Programs to Meet the Needs of Fathers: An Ecological Perspective. Family Relations, 42, 447-452.
Middlemiss, W. (1996). Parental Education Program: Effectiveness and Retention. Psychological Reports, 78, 1307-1310.
Fifty-five parents of adolescents were asked to rate the effectiveness of their communication with their child before and after a ten-week parent education course encouraging authoritative parent/child interactions. Parents reported improved effectiveness of communication after the ten-week course. Retention rates were also examined, comparing high and low support groups. No difference was found in attendance of meetings between the two groups.
Owen, M. T. & Mulvihill, B. A. (1994). Benefits of a Parent Education and Support Program in the First Three Years. Family Relations, 43, 206-212.
Pehrson, K. L. & Robinson, C. C. (1990). Parent Education: Does it Make a Difference? Child Study Journal, 20 (4), 221 - 236.
Evaluated whether or not participation in a ten-week parent education course effects parents´ perceptions of themselves as being more confident, insightful into the causation of their children´s behavior, accepting and trusting. The study also examined whether participation affects perceived idealistic and realistic parental behavior. Thirty-six parents who completed a parenting course and thirty-eight parents who served as a control group were matched on eight demographic characteristics. Parenting attitudes and perceived behaviors were measured for both groups at the beginning of the parenting course and at the conclusion of the course. Results indicate that the experimental group showed significant increases in the confidence and causation attitudes following the course. Further, the experimental group parents viewed themselves as behaving significantly closer to their perception of the ideal parent.
Ponzetti, J. J. & Dulin, W. (1997). Parent Education in Washington State Even Start Family Literacy Programs. Early Childhood Education Journal, 25 (1), 23 - 29.
Porter, T. & Rice, R. (1995). Walking the Talk: A Study of Training in Five National Family Support Programs. New York: Bank Street College of Education.
Powell, D. (1995). Including Latino Fathers in Parent Education and Support Programs. In R. Zambrana, (Ed.), Understanding Latino Families: Scholarship, Policy, and Practice (pp. 85-106). London: Sage Publications.
Explores issues related to designing and implementing a parent education and support programs for low-income Latino fathers. Details lessons learned from the experience of a program developed in Los Angeles.
Riley, D. (1994). Some Principals for Designing Effective Parenting Education/Support Programs. Wisconsin Family Impact Seminars Briefing Report. University of Wisconsin-Madison: Center for Excellence in Family Studies.
Rotto, P. C. & Kratochwill, T. R. (1994). Behavioral Consultation with Parents: Using Competency-Based Training to Modify Child Noncompliance. School Psychology Review, 23 (4), 669 - 693.
Seitz, V. & Apfel, N. H. (1994). Parent-Focused Intervention: Diffusion Effects on Siblings. Child Development, 65 (2), 677 - 683.
This study examined the younger siblings of children involved in the Yale Child Welfare Project in an attempt to determine whether interventions provided to parents of first born children produces delayed benefits for later-born children. The Yale Child Welfare Project is a family support program that has been found to result in better school adjustment for first-born children. As was true for the first-born children, siblings had better school attendance than did control group siblings. They were less likely to need supportive or remedial and services and they were more likely to be making normal school progress.
Spoth, R. & Redmond, C. (1995). Parent motivation to enroll in parenting skills programs: A model of family context and health belief predictors. Journal of Family Psychology, 9(3), 294-310.
Stief, E. A. (1993). The Role of Parent Education in Achieving School Readiness. Washington, D.C.: National Governor´s Association.
Thomas, R. (1996). Reflective dialogue parent education design: Focus on parent development. Family Relations, 45 (2), 189-200.
VanBremen, J. R. & Chasnoff, I. J. (1994). Policy Issues for Integrating Parenting Interventions and Addiction Treatment for Women. Topics in Early Childhood Special Education, 14 (2), 254 - 274.
Wood, W. D. & Baker, J. A. (1999) Preferences for Parent Education Programs Among Low Socioeconomic Status, Culturally Diverse Parents. Psychology in the Schools, 36 (3), 239 - 247.
Utilizing a sample of 395 low-income, culturally diverse parents, this study examined parent preferences, behaviors and beliefs toward school-based parent education programs.
Parent Education and Support
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