Skip to main content
Top
Gepubliceerd in:

31-08-2018 | ORIGINAL PAPER

Preliminary Evaluation of an Innovative, Brief Parenting Program Designed to Promote Self-Regulation in Parents and Children

Auteurs: Liliana J. Lengua, Erika J. Ruberry, Corina McEntire, Melanie Klein, Brinn Jones

Gepubliceerd in: Mindfulness | Uitgave 2/2021

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

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.
Literatuur
go back to reference 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 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
go back to reference 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, 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.
go back to reference Cowan, P., & Cowan, C. (1992). Parenting style ratings: school children and their families project. Berkeley: University of California. Cowan, P., & Cowan, C. (1992). Parenting style ratings: school children and their families project. Berkeley: University of California.
go back to reference 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 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
go back to reference Golden, C. J. (1978). Stroop color and word test. Wood Dale: Stoelting Co.. Golden, C. J. (1978). Stroop color and word test. Wood Dale: Stoelting Co..
go back to reference Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. Circle Pines: American Guidance Service. Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. Circle Pines: American Guidance Service.
go back to reference Gunnar, M. R., Fisher, P. A., & Early Experience, Stress, and Prevention Network. (2006). Bringing basic research on early experience and stress neurobiology to bear on preventive interventions for neglected and maltreated children. Development and Psychopathology, 18(3), 651–677.CrossRefPubMed Gunnar, M. R., Fisher, P. A., & Early Experience, Stress, and Prevention Network. (2006). Bringing basic research on early experience and stress neurobiology to bear on preventive interventions for neglected and maltreated children. Development and Psychopathology, 18(3), 651–677.CrossRefPubMed
go back to reference Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220.CrossRefPubMed Kochanska, G., Murray, K. T., & Harlan, E. T. (2000). Effortful control in early childhood: continuity and change, antecedents, and implications for social development. Developmental Psychology, 36(2), 220.CrossRefPubMed
go back to reference 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. 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.
go back to reference McLoyd, V. C. (1990). The impact of economic hardship on black families and children: psychological distress, parenting, and socioemotional development. Child Development, 61(2), 311–346.CrossRefPubMed McLoyd, V. C. (1990). The impact of economic hardship on black families and children: psychological distress, parenting, and socioemotional development. Child Development, 61(2), 311–346.CrossRefPubMed
go back to reference 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. 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.
go back to reference 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. 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.
go back to reference 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 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
go back to reference 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. 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.
go back to reference 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. 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.
go back to reference 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. 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.
go back to reference Rubin, K. H., & Cheah, C. S. L. (2000). Parental warmth and control scale—revised. College Park: University of Maryland. Rubin, K. H., & Cheah, C. S. L. (2000). Parental warmth and control scale—revised. College Park: University of Maryland.
go back to reference Teleki, J. K, Powell, J. A., & Dodder, R. A. (1982). Factor analysis of reports of parental behavior by children living in divorced and married families. Journal of Psychology, 112, 295–302.CrossRefPubMed Teleki, J. K, Powell, J. A., & Dodder, R. A. (1982). Factor analysis of reports of parental behavior by children living in divorced and married families. Journal of Psychology, 112, 295–302.CrossRefPubMed
go back to reference Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), vii–137 serial no. 274.CrossRefPubMed Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), vii–137 serial no. 274.CrossRefPubMed
Metagegevens
Titel
Preliminary Evaluation of an Innovative, Brief Parenting Program Designed to Promote Self-Regulation in Parents and Children
Auteurs
Liliana J. Lengua
Erika J. Ruberry
Corina McEntire
Melanie Klein
Brinn Jones
Publicatiedatum
31-08-2018
Uitgeverij
Springer US
Gepubliceerd in
Mindfulness / Uitgave 2/2021
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI
https://doi.org/10.1007/s12671-018-1016-y

Andere artikelen Uitgave 2/2021

Mindfulness 2/2021 Naar de uitgave