224: Parenting Education
- Research
- Advancing Family Science
- Education & Enrichment
- Families & Health
- Family Policy
About the Session
Interactive Poster Sessions have a NEW LIVE INTERACTIVE approach this year to allow for more engagement between presenters and attendees. Posters listed below are included in this session. Each poster presenter will have 3 minutes to present an overview of their poster at the beginning of this session. Following all individual poster overviews, each poster presenter will move to a breakout room where attendees can have live discussions with the presenters (approximately 45 minutes). Attendees can move in and out of the breakout rooms to talk with presenters.
Posters will be available to view online beginning November 1.
Facilitator: Hannah B. Mudrick
Presider: Lynette Stewart
Abstract(s)
224-01 EE: Differences Found in Families Taking Parenting Education Program on Child Safety Issues Before and After COVID-19
Summary
The COVID-19 pandemic impacted everybody’s life, including families with children birth to age 5.To support those families, our Extension’s parenting education team have provided our parenting education programs virtually to deliver some practical tips and strategies and hands-on parent-child activities. The current study was designed to analyze the differences found in families taking parenting education program on child safety issues before and after COVID-19.We found some COVID-19-specific differences in program participants andprogram effects across different groups. This may be because many families have beendealing with a new, and often very stressful, family situation. Providing easily accessibleparenting education or information may support our families in this difficult time. .
Objectives
- To analyze differences in program participants before and after COVID-19.
- To analyze differences in initial parenting abilities and knowledge scores before and after COVID-19.
- To compare improvement in parenting abilities and knowledge before and after COVID-19.
Subject Codes: parenting education, COVID-19, addiction
Population Codes: early childhood, Family Life Education, income inclusive
Method and Approach Codes: parenting education, quantitative methodology, applied research
224-02 EE: Meeting Parents Where They Are: Improving Parenting Skills Through Parenting Education Before and During the COVID-19 Pandemic
Summary
Evidence-based parenting education classes can improve parenting skills and reduce parenting stress. Oregon has a statewide network of parenting education hubs (the Oregon Parenting Education Collaborative), which support group in-person parenting classes.COVID-19 led to a rapid transition to virtual implementation and an opportunity to compare in-person and virtual delivery across contexts.Grounded in the Bioecological and Risk and Resilience frameworks, this study explores if participants report significant change in parenting skills (aggregate and individual items) before and after participating in a parenting series, comparing outcomes between in-person and virtual programs.T-tests determined that significant change in parenting skills occurred in both settings (aggregate scores and individual items). Multiple regression analyses revealed that participating in virtual delivery predicted greater positive gains in dealing with day-to-day parenting stress than in-person. Results suggest that virtual implementation is a feasible way to promote parenting skills, supporting resilience for families during this challenging time.
Objectives
- Understand differences in overall parenting skills (associated with parenting class participation) pre/during COVID-19
- Understand differences in specific parenting skills (associated with parenting class participation) pre/during COVID-19
- Understand if differences in parenting skills (overall and specific; associated with parenting class participation) vary by participant characteristics (e.g., co-parenting versus parenting alone)
Subject Codes: parenting education, COVID-19
Population Codes: Family Life Education
Method and Approach Codes: evaluation
224-03 EE: Keeping the Pedagogy in Sight: Sustaining Online Emotion-Coaching Parenting Education
Summary
Formal on-line learning theory raises questions about long-term outcomes for parenting education that transitioned to on-line formats for the pandemic, especially for diverse parent learners with challenging circumstances. The capacity for skills retention is especially relevant for an emotion coaching program launched in late 2019. Against a backdrop of statistically significant positive outcomes for 2020, seven facilitators explore five pedagogical questions. (a) How are parenting education audiences distinct from other researched online audiences? (b) How is scaffolding learning occurring and how were materials and learning approaches modified? What are the impacts of: (c) shift of location and; (d) the limited capacity of a non-learning platform (Zoom)? (e) What modalities for learner engagement were used and what were the perceived outcomes? Our reflections introduce formal online learning theory to parenting education and suggest that social connection should be scaffolded as an outcome in itself, in support of online emotion-coaching training.
Objectives
- Explore the viability of online emotion coaching in parenting education.
- Identify audience characteristics for online parenting education versus other online education.
- Identify productive pedagogical frameworks for thinking about parenting education outcomes.
Subject Codes: protective factors, parenting education, pandemic
Population Codes: Family Life Education, educators, diverse but not representative
Method and Approach Codes: curriculum development, scholarship of teaching and learning (SoTL), parenting education
224-04 FP: Exploring Determinants of Paternal Engagement Among Married, Cohabiting, and Non-Residential Fathers: Implications For Practice and Policy
Summary
Extant research highlights the importance of early paternal engagement for children, fathers, and families. Thus, it is important to explore predictors of father engagement. Informed by Belsky’s Process Model of Parenting, this study explores contextual determinants of father–infant engagement (verbal engagement, physical play, and caregiving), including the unique contributions of the child, the father, and the broader social context. Utilizing a sample of 183 fathers of infants participating in a home-visiting intervention, results demonstrated that fathers were more likely to (a) verbally engage with older infants when they worked less hours, (b) participate in caregiving when they perceived the coparenting relationship more positively, and (c) engage in physical play when their infants were older, they perceived the coparenting relationship more positively, and they reported more depressive symptoms. Strategies for enhancing the effectiveness of programs and policy designed to promote father engagement during infancy are discussed.
Objectives
- To identify predictors of paternal caregiving, physical play, and verbal engagement among married, cohabiting, and non-residential fathers of infants.
- To explore the relationships among determinants emanating from the child, the parent, and the broader social context in which the parent–child relationship is embedded.
- To enhance the effectiveness of programs and policies designed to promote father engagement during infancy, particularly for low-income families.
Subject Codes: fatherhood, coparenting, parenting education
Population Codes: prenatal or infants, low income, U.S.
Method and Approach Codes: quantitative methodology, regression: linear (simple, multiple, hierarchical), theory [identify specific theory below]
224-05 FH: Family Home Visiting and Fathers: A Scoping Review
Summary
Early childhood family home visiting (FHV) is an evidence-based intervention aimed at promoting healthy child development, preventing child abuse and neglect, and providing support and education to parents. Despite evidence that fathers provide critical support to their families, little research has focused specifically on fathers involved in FHV. This scoping review aims to systematically assess the existing research on the intersection of fathers and FHV and factors associated with fathers’ involvement in FHV programming. 36 manuscripts were included in this review. Key findings were organized into six categories. Results indicate that including fathers in FHV programs improves program retention. Father involvement is connected to the perceived role of fathers, and negative or apathetic attitudes towards involving fathers decreases fathers’ involvement. Lack of consistency in measurement and reliance on maternal report are limitations of existing work. Implications for future research center on programmatic changes to include father-specific programming and staff training.
Objectives
- To systematically assess the existing research on the intersection of fathers and Family Home Visiting.
- To systematically assess the existing research on factors associated with fathers’ involvement in Family Home Visiting programming.
- To identify research questions to address the role of fathers in Family Home Visiting.
Subject Codes: fatherhood, parent-child relationships, parenting education
Population Codes: early childhood education, cisgender male (those whose sex assigned at birth matches their gender identity)
Method and Approach Codes: systematic literature review, evidence-based practices/programs
224-06 AFS: Using Machine Learning To Predict Fathers Program Completion: A Classification Tree Analysis
Summary
This cross sectional study uses machine learning to understand predictors of completing the Families Offering Children Unfailing Support (FOCUS) for Fathers parenting program. Many of the fathers in this study (n=675)were court-mandated (56.7%) to attend the program and failure to complete the program could have resulted in the loss of their custodial rights to their children. Understanding predictors of program completion can help researchers and practitioners seeking to increase father participation in parent education programs. Results of the classification tree analysis revealed fathers who attended the first three program sessions were more likely to complete the FOCUS program compared to those that didn't attend the first three sessions. Also, fathers involved in a conservatorship case were more likely to complete the program compared to fathers involved with Child Protective Services investigations or Family Based Safety Systems. Implications suggest increasing positive engagement with fathers early in the program.
Objectives
- To investigate predictors of father's successful completion of the FOCUS child welfare parenting program.
- To examine whether father's program attendance during the first three sessions significantly predicted their completion of the program.
- To understand whether father's program session attendance at the beginning of the program relates to father's FOCUS program completion.
Subject Codes: fatherhood, parenting education, abuse/neglect
Population Codes: Family Scientists, marriage and family therapists/clinicians, educators
Method and Approach Codes: cluster analysis, quantitative methodology, program evaluation
224-07 FH: Long-Term, Generalized Effects of a Family-Focused Preventive Intervention Among Families Living in Poverty
Summary
The current study tested whether participating in a family-focused preventive intervention, Recipe 4 Success, designed to improve children’s self-regulation, including healthy eating habits, helps parents internalize primary components of resilient parenting. Parents and children (51% female; mean age = 2.59 years) in 242 families (37% White, 25% Black, 19% Latinx, 17% Multiracial, and 2% Asian). Results indicated that, 18 months after completing Recipe 4 Success, parents in the intervention group reported higher levels of problem-solving competence, marginally better self-regulation in the parenting relationship, and greater use of engagement coping strategies compared to parents in the control group. Moderation analyses showed that the effects of Recipe 4 Success are equal across diverse families based on their demographic characteristics. These findings highlight how learning specific information and skills to support children’s development at one age can be generalized to future childrearing challenges.
Objectives
- Learn how home visit programs can be enhanced by embedding short, focused evidence-based interventions within them.
- Learn how teaching parents specific scaffolding skills can have generalized and long-term effects on managing future childrearing challenges.
- Learn the value of self-regulation as an organizing principle that informs much of early development.
Subject Codes: coping, parenting, poverty
Population Codes: those in poverty
Method and Approach Codes: parenting education, regression: linear (simple, multiple, hierarchical), strength-based
224-08 EE: Exploring Changes in Home Visitors’ Perspectives in the Context of a Professional Development Activity
Summary
Nationally there are increased calls for strengthening the home visiting workforce. We explored home visitors’ perspectives of effective practice through a professional development activity that included four individual sessions (reflection, review of video and reflection, review of data and reflection, and reflection) with all home visitors (N= 5). A potentially effective way to promote ideas about effective practice includes video and data analysis. A case-study design was used to uncover case-based themes (Creswell, 2007) using a thematic analysis approach (Braun & Clarke, 2006). Two major themes emerged from our data analysis “practicing self-reflective consciousness” and “building foundations for parent-child interactions.” Findings suggest that viewing and reflecting upon practices may enhance ideas about what defines effective practice.
Objectives
- To explore changes in home visitors’ perspectives in the context of a short-term professional development activity
- To analyze five cases to determine home visitors’ perspectives of effective home visiting
- To discuss the use of video and data to strengthen home visitors ideas about effective practice
Subject Codes: parent-child relationships, parenting education, context
Population Codes: prenatal or infants, early childhood, Family Life Education
Method and Approach Codes: case study, professional development, thematic analysis
224-09 EE: Promoting Parent-Early Adolescent Sexual Communication With a Smartphone Application - A Literature Review
Summary
Recent sexual education and health promotions have emphasized the importance of parent-child sexual communication on healthy sexual development of youth. However, ineffective parent-adolescent sexual communication is prevalent as parents face many barriers in initiating and discussing sexuality-related topics. Limited or no sexual communication may significantly undermine parents’ potential to be optimal influencers of their adolescent's healthy sexual development. The increasing usage of smartphones and mobile apps among U.S. adults gives unprecedented opportunities to deliver parent-based adolescent sexual health interventions to wider and more diverse populations. Therefore, this study guided by bioecological theory of human development, presents a review of the literature to provide a research foundation on which to build a smartphone application for disseminating sexual health-related materials to parents of early adolescents aged 12- to 14-years-old. Implications of this study include an emphasis on important sexual development topic areas and effective educational tools to strengthen parent-early adolescent sexual communication.
Objectives
- To conduct a review of research on parent-adolescent sexual communication, including during early adolescent development.
- To highlight important gaps in knowledge and barriers to effective parent-adolescent sexual communication.
- To inform the development of a research-based smartphone application aimed for parents of early adolescents, including emphasizing important topic areas necessary for healthy sexual communication.
Subject Codes: sexuality, parenting education, technology
Population Codes: adolescent parent(s), adolescence, U.S.
Method and Approach Codes: systematic literature review, program development, evidence-based practices/programs
224-10 FP: Mother and Father Parent-Child Dysfunctional Interaction Predicts Distress: Examining an Intervention
Summary
Family Interactional Theory (FIT) suggests that family dynamics (e.g. parental distress) influence each family member and their interactions; in turn, these interactions impact children. The current study used dyadic data analysis to answer two research questions: 1) Are there significant actor and partner effects between Parent-Child Dysfunctional Interaction (PCDI) and Parental Distress (PD)? and 2) Is the moderation of program (Early Head Start vs. control group) significant? The sample (N= 596 mother-father dyads) was drawn from the Early Head Start Research and Evaluation (EHSRE) Study, 1996-2001. Results showed significant actor effects for both control and EHS groups, where higher mother and father PCDI significantly predicted higher PD. This study’s findings suggest that reducing parent-child dysfunctional interaction would decrease parental distress for low-income mothers and fathers. Findings advance the field because few studies analyze both mothers and fathers of the same child, and most studies focus on child outcomes.
Objectives
- To analyze parent-child dysfunctional interactions and distress from a family perspective.
- To analyze if program (intervention vs. control group) would moderate the relationship between parent-child dysfunctional interaction and parental distress.
- To analyze parent-child interactions and distress for both mothers and fathers of low-income families.
Subject Codes: parent-child relationships, stress, family processes
Population Codes: low income, biological parent, early childhood
Method and Approach Codes: actor-partner interdependence model (APIM), dyadic analysis, interventions