Parent Training with Low-Income Multi-ethnic Parents of Toddlers.

Autor/inn/en	Gross, Deborah; Fogg, Louis; Webster-Stratton, Carolyn; Grady, Jane
Titel	Parent Training with Low-Income Multi-ethnic Parents of Toddlers.
Quelle	(1999), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Change; Behavior Problems; Blacks; Caregiver Child Relationship; Child Caregivers; Child Rearing; Comparative Analysis; Discipline; Health Promotion; Hispanic Americans; Low Income Groups; Mothers; Parent Child Relationship; Parent Education; Parents; Preschool Education; Pretests Posttests; Program Effectiveness; Self Efficacy; Stress Variables; Toddlers + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kindererziehung; Disziplin; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Hispanic; Hispanoamerikaner; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Eltern; Pre-school education; Vorschulerziehung; Self-efficacy; Selbstwirksamkeit; Infant; Infants; Toddler; Kleinkind
Abstract	This study tested the effectiveness of parent training (PT) as a health promotion/prevention intervention. Participants were parents of toddlers enrolled in 11 urban day care centers serving low-income families of color. The 12-week intervention consisted of a video-based PT program with group discussion. Eleven centers were matched and assigned to one of four conditions: PT for parents only, PT for day care teachers only, PT for parents and teachers, and no intervention. Data were obtained pre-intervention, post-intervention, and at 6- and 12-month post-intervention intervals by means of parent and teacher reports, parent-child observations, and classroom observations. Dependent variables included parent and teacher self-efficacy, child behavior problems at home and in day care, parent discipline strategies, parent stress, teacher behavior, and quality of parent-toddler interactions. Preliminary findings included data from pre- to post-intervention for 158 study parents and 92 day care teachers. Findings indicated that PT parents reported less reliance on coercive discipline and gave fewer negative, indirect, and direct commands to toddlers during play than comparison parents. Children of PT parents used fewer aversive behaviors with their parents and demonstrated fewer classroom behavior problems than comparison children. Of children who exceeded cut-off scores on classroom behavior problems at pre-intervention, 80 percent of PT children fell below cut-off at post-intervention, compared to 40 percent of comparison children. Of children who exceeded cut-offs on observed child deviance during observed parent-child play, 100 percent of PT children fell below cut-off at post-intervention, compared to 50 percent of comparison children. PT teachers reported improvements in child care self-efficacy. (Contains 16 references.) (Author/KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC