Swipe om te navigeren naar een ander artikel
Children growing up in low-income households tend to be less academically, socially, and emotionally ready at school entry. Self-regulation has been identified as a key factor underlying children’s academic achievement and social–emotional competence and may be promoted through effective parenting. However, few existing parenting programs that teach behavioral parenting skills simultaneously address parents’ self-regulation skills or promote strategies for coping with income-related stress and adversity. Systematic evaluation of the added benefit of incorporating these practices into parenting programs is needed. We conducted preliminary evaluation of a brief parenting program that aims to promote young children’s self-regulation, social–emotional competence, and academic readiness by enhancing parent mindfulness, self-regulation, and evidence-based parenting practices. Evaluations were conducted in two early learning programs serving low-income families. Staff at the sites received limited training and supervision to deliver the program, to test the feasibility of implementing a program with lower resource demands. Observed and self-reported changes in parenting (increased scaffolding and consistency, decreased rejection and negativity), self-reported changes in parent self-regulation, and observed and mother-reported changes in child adjustment (decreased negative affect, increased social competence and academic readiness) were demonstrated. This pilot yielded promising initial evidence for a two-generation approach to increase both parent and child self-regulation in at-risk families.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: impact, moderation, and mediation in the head start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394. CrossRefPubMedPubMedCentral
Chang, H., Shaw, D., Dishion, T., Gardner, F., & Wilson, M. (2014). Direct and indirect effects of the family check-up on self-regulation from toddlerhood to early school-age. Journal of Abnormal Child Psychology, 42, 1117–1128. https://doi.org/10.1007/s10802-014-9859-8. CrossRefPubMedPubMedCentral
Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent’s mindfulness, child management skills and relationship quality with their youth: results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19(2), 203–217. https://doi.org/10.1007/s10826-009-9304-8. CrossRefPubMed
Coatsworth, J. D., Duncan, L. G., Nix, R. L., Greenberg, M. T., Gayles, J. G., Bamberger, K. T., et al. (2015). Integrating mindfulness with parent training: effects of the mindfulness-enhanced strengthening families program. Developmental Psychology, 51(1), 26–35. https://doi.org/10.1037/a0038212. CrossRefPubMed
Conger, R. D., & Donnellan, M. B. (2006). An interactionist perspective on the socioeconomic context of human development [review article]. Retrieved June 29, 2017, from https://doi.org/10.1146/annurev.psych.58.110405.085551
Conger, K. J., Rueter, M. A., & Conger, R. D. (2000). The role of economic pressure in the lives of parents and their adolescents: the family stress model. In L. J. Crockett & R. K. Silbereisen (Eds.), Negotiating adolescence in times of social change (pp. 201–223). New York: Cambridge University Press.
Conger, R., Wallace, L., Sun, Y., Simons, R., McLoyd, V., & Brody, G. (2002). Economic pressure in African American families: a replication and extension of the family stress model. Developmental Psychology, 38, 179–193. https://doi.org/10.1037/0012-1618.104.22.168. CrossRefPubMed
Cowan, P., & Cowan, C. (1992). Parenting style ratings: school children and their families project. Berkeley: University of California.
Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How preschoolers’ social–emotional learning predicts their early school success: developing theory-promoting, competency-based assessments. Infant and Child Development, 23(4), 426–454. https://doi.org/10.1002/icd.1840. CrossRef
Dumas, J. E. (2005). Mindfulness-based parent training: strategies to lessen the grip of automaticity in families with disruptive children. Journal of Clinical Child & Adolescent Psychology, 34(4), 779–791. https://doi.org/10.1207/s15374424jccp3404_20. CrossRef
Duncan, G. J., Morris, P. A., & Rodrigues, C. (2011). Does money really matter? Estimating impacts of family income on young children’s achievement with data from random-assignment experiments. Developmental Psychology, 47(5), 1263–1279. https://doi.org/10.1037/a0023875. CrossRefPubMedPubMedCentral
Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23(4), 504–514. https://doi.org/10.1016/j.ecresq.2008.07.002. CrossRef
Gershoff, E. T., Aber, J. L., Raver, C. C., & Lennon, M. C. (2007). Income is not enough: incorporating material hardship into models of income associations with parenting and child development. Child Development, 78(1), 70–95. https://doi.org/10.1111/j.1467-8624.2007.00986.x. CrossRefPubMedPubMedCentral
Golden, C. J. (1978). Stroop color and word test. Wood Dale: Stoelting Co..
Gottfredson, D., Kumpfer, K., Polizzi-Fox, D., Wilson, D., Puryear, V., Beatty, P., & Vilmenay, M. (2006). The strengthening Washington D.C. families project: a randomized effectiveness trial of family-based prevention. Prevention Science, 7(1), 57–74. https://doi.org/10.1007/s11121-005-0017-y. CrossRefPubMed
Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. Circle Pines: American Guidance Service.
Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. https://doi.org/10.1016/j.tics.2008.11.003. CrossRefPubMedPubMedCentral
Heinrichs, N., Bertram, H., Kuschel, A., & Hahlweg, K. (2005). Parent recruitment and retention in a universal prevention program for child behavior and emotional problems: barriers to research and program participation. Prevention Science, 6(4), 275–286. https://doi.org/10.1007/s11121-005-0006-1. CrossRefPubMed
Jansen, P. W., Raat, H., Mackenbach, J. P., Hofman, A., Jaddoe, V. W. V., Bakermans-Kranenburg, M. J., et al. (2012). Early determinants of maternal and paternal harsh discipline: the generation R study. Family Relations, 61(2), 253–270. https://doi.org/10.1111/j.1741-3729.2011.00691.x. CrossRef
Kriebel, D., & Wentzel, K. (2011). Parenting as a moderator of cumulative risk for behavioral competence in adopted children. Adoption Quarterly, 14(1), 37–60. https://doi.org/10.1080/10926755.2011.557945. CrossRef
Lengua, L. J. (2006). Growth in temperament and parenting as predictors of adjustment during children’s transition to adolescence. Developmental Psychology, 42(5), 819–832. https://doi.org/10.1037/0012-1622.214.171.1249. CrossRefPubMedPubMedCentral
Lengua, L. J., Honorado, E., & Bush, N. R. (2007). Contextual risk and parenting as predictors of effortful control and social competence in preschool children. Journal of Applied Developmental Psychology, 28(1), 40–55. https://doi.org/10.1016/j.appdev.2006.10.001. CrossRefPubMedPubMedCentral
Lengua, L. J., Bush, N. R., Long, A. C., Kovacs, E. A., & Trancik, A. M. (2008). Effortful control as a moderator of the relation between contextual risk factors and growth in adjustment problems. Development and Psychopathology, 20(02), 509–528. https://doi.org/10.1017/S0954579408000254. CrossRefPubMedPubMedCentral
Lengua, L. J., Moran, L., Zalewski, M., Ruberry, E., Kiff, C., & Thompson, S. (2014). Relations of growth in effortful control to family income, cumulative risk, and adjustment in preschool-age children. Journal of Abnormal Child Psychology, 43(4), 705–720. https://doi.org/10.1007/s10802-014-9941-2. CrossRef
Lindahl, K. M., & Malik, N. M. (2000). The system for coding interactions and family functioning. In P. K. Kerig & K. M. Lindahl (Eds.), Family observational coding systems: resources for systemic research (pp. 77–91). Mahwah: Erlbaum.
Lindsey, M. A., Brandt, N. E., Becker, K. D., Lee, B. R., Barth, R. P., Daleiden, E. L., & Chorpita, B. F. (2014). Identifying the common elements of treatment engagement interventions in Children’s mental health services. Clinical Child and Family Psychology Review, 17(3), 283–298. https://doi.org/10.1007/s10567-013-0163-x. CrossRefPubMed
Lundahl, B., Risser, H. J., & Lovejoy, M. C. (2006). A meta-analysis of parent training: moderators and follow-up effects. Clinical Psychology Review, 26(1), 86–104. https://doi.org/10.1016/j.cpr.2005.07.004. CrossRefPubMed
McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185–204. https://doi.org/10.1037/0003-066X.53.2.185. CrossRefPubMed
National Center on Parent, Family and Community Engagement. (2015). Compendium of parenting interventions. Washington, D.C.: National Center on Parent, Family, and Community Engagement, Office of Head Start, U.S. Department of Health & Human Services.
O’Donnell, K. (2008). Parents’ reports of the school readiness of young children from the National Household Education Surveys Program of 2007 (NCES 2008-051). Washington, D.C: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Ofonedu, M. E., Belcher, H. M. E., Budhathoki, C., & Gross, D. A. (2017). Understanding barriers to initial treatment engagement among underserved families seeking mental health services. Journal of Child and Family Studies, 26(3), 863–876. https://doi.org/10.1007/s10826-016-0603-6. CrossRefPubMed
Orrell-Valente, J. K., Pinderhughes, E. E., Valente, E., Laird, R. D., Bierman, K. L., Coie, J. D., et al. (1999). If it’s offered, will they come? Influences on parents’ participation in a community-based conduct problems prevention program. American Journal of Community Psychology, 27(6), 753–783. CrossRefPubMedPubMedCentral
Patterson, G. R. (1997). Performance models for parenting: a social interactional perspective. Retrieved from http://psycnet.apa.org/psycinfo/1997-36410-007
Pettit, G. S., Bates, J. E., & Dodge, K. A. (1997). Supportive parenting, ecological context, and children’s adjustment: a seven-year longitudinal study. Child Development, 68(5), 908–923. https://doi.org/10.1111/j.1467-8624.1997.tb01970.x. PubMed
Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141–158. https://doi.org/10.1016/j.ecresq.2007.01.004. CrossRef
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ preacademic skills: self-regulation as a mediating mechanism. Child Development, 82(1), 362–378. https://doi.org/10.1111/j.1467-8624.2010.01561.x. CrossRefPubMedPubMedCentral
Reising, M. M., Watson, K. H., Hardcastle, E. J., Merchant, M. J., Roberts, L., Forehand, R., & Compas, B. E. (2013). Parental depression and economic disadvantage: the role of parenting in associations with internalizing and externalizing symptoms in children and adolescents. Journal of Child and Family Studies, 22(3), 335–343.
Roth, R. M., Isquith, P. K., & Gioia, G. A. (2005). BRIEF-A: Behavior rating inventory of executive function--adult version: Professional manual. Lutz, FL: Psychological Assessment Resources.
Ruberry, E. J., Klein, M. R., Kiff, C. J., Thompson, S. F., & Lengua, L. J. (2017). Parenting as a moderator of the effects of cumulative risk on children's social–emotional adjustment and academic readiness. Infant and Child Development, 27. https://doi.org/10.1002/icd.2071.
Rubin, K. H., & Cheah, C. S. L. (2000). Parental warmth and control scale—revised. College Park: University of Maryland.
Sanders, M. R., Ralph, A., Sofronoff, K., Gardiner, P., Thompson, R., Dwyer, S., & Bidwell, K. (2008). Every family: a population approach to reducing behavioral and emotional problems in children making the transition to school. The Journal of Primary Prevention, 29(3), 197–222. https://doi.org/10.1007/s10935-008-0139-7. CrossRefPubMed
Townshend, K., Jordan, Z., Stephenson, M., & Tsey, K. (2016). The effectiveness of mindful parenting programs in promoting parents’ and childrenʼs wellbeing: a systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(3), 139–180. https://doi.org/10.11124/JBISRIR-2016-2314. CrossRefPubMed
Trentacosta, C. J., Hyde, L. W., Shaw, D. S., Dishion, T. J., Gardner, F., & Wilson, M. (2008). The relations among cumulative risk, parenting, and behavior problems during early childhood. Journal of Child Psychology and Psychiatry, 49(11), 1211–1219. https://doi.org/10.1111/j.1469-7610.2008.01941.x. PubMed
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: a parent and teacher training partnership in head start. Journal of Clinical Child Psychology, 30(3), 283–302. https://doi.org/10.1207/S15374424JCCP3003_2. CrossRefPubMed
Zalewski, M., Lengua, L. J., Kiff, C. J., & Fisher, P. A. (2012). Understanding the relation of low income to HPA-axis functioning in preschool children: cumulative family risk and parenting as pathways to disruptions in cortisol. Child Psychiatry and Human Development, 43(6), 924–942. https://doi.org/10.1007/s10578-012-0304-3. CrossRefPubMedPubMedCentral
- Preliminary Evaluation of an Innovative, Brief Parenting Program Designed to Promote Self-Regulation in Parents and Children
Liliana J. Lengua
Erika J. Ruberry
- Springer US
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535