Home Visiting for At-Risk Preschoolers: A Successful Model for Latino Families [Konferenzbericht] Paper to be presented at the Annual Meeting of the National Council on Family Relations (70th, Little Rock AR, Nov 5-8, 2008).

Autor/inn/en	Nievar, M. Angela; Jacobson, A.; Dier, S.
Titel	Home Visiting for At-Risk Preschoolers: A Successful Model for Latino Families [Konferenzbericht] Paper to be presented at the Annual Meeting of the National Council on Family Relations (70th, Little Rock AR, Nov 5-8, 2008).
Quelle	(2008), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Readiness; Intervention; Mothers; Marital Satisfaction; Self Efficacy; Parent Participation; Parenting Styles; Preschool Children; Parents as Teachers; Home Visits; Hispanic Americans; Immigrants; Comparative Analysis; Spanish Speaking; Parenting Skills; Depression (Psychology); Parent Influence; Child Behavior; Language Skills; Context Effect; Family Environment; Attachment Behavior; Stress Variables; Program Effectiveness; Culturally Relevant Education + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mother; Mutter; Self-efficacy; Selbstwirksamkeit; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hausbesuch; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Language skill; Sprachkompetenz; Familienmilieu; Attachment; Bindungsverhalten
Abstract	The Home Instruction for Parents of Preschool Youngsters (HIPPY) program promotes school readiness by providing services directly to parents through home visitation. This study describes the outcomes of the HIPPY program for Latino immigrant families in a large Southwestern city. A quasi-experimental design compared 48 families on the program waiting list with 48 families who had completed at least 6 months of home visits. All participants spoke Spanish, although 3% were bilingual. Data on parenting self-efficacy, maternal depression, parenting practices, children's behaviors and language skills, and contextual factors were collected using the Parenting Stress Index, Parental Involvement and Efficacy, Center for Epidemiological Survey-Depression, Marital Conflict Scale, Marital Satisfaction, Home Observation for Measurement of the Environment, Child Behavior Checklist, and the Peabody Picture Vocabulary Test. Independent t tests showed significant differences between program participants and the control group on the home environment, marital satisfaction, parental efficacy, and attachment-related stress. Two multiple regressions indicated a positive program effect on the home environment and children's receptive vocabulary, controlling for income, maternal depression, and contextual factors. The significant effect of the intervention on the total home environment is an outcome consistent with the HIPPY program's goal of empowering parents as their children's first teacher. Home visiting helps to fill the gap between the investment of immigrant parents in their children's education and their ability to prepare their children to navigate the American school system. The success of this program may be partially due to program delivery by members of the same community as participants, particularly native speakers of their language. This study also drew attention to mental health issues for this population as 20% of study participants scored in the clinical range Center for Epidemiological Studies Depression Scale (CES-D), indicating an intervention focus in this area should be considered. (Contains 3 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10