Poor health and developmental outcomes for children are linked to scarcity of economic resources, various barriers in the delivery of health services, and inadequate parenting. To mitigate such adverse effects and address the needs of 50 high-risk, low-income Latino and African American families receiving well-baby care at an urban primary care health center, a collaborative team from the social work, nursing, and education fields piloted a preventive two-year parent mentoring project. The intervention was theoretically anchored in the transactional model of child development. The mentoring practices used an activity-based approach for strengthening child anticipatory guidance and meeting family needs. Thirty-five intervention families completed the project. Compared with a matched community sample, intervention families showed positive statistically significant changes in parent and child outcomes. The discussion addresses the practical benefits of the intervention, limitations of the evaluation design, and implications for collaborative multidisciplinary practice.

Objective: This study evaluated an adapted version of a group-based manualized parent education curriculum applied to meet the parenting needs of high-risk African American families rearing children with developmental delays. Methodology: Three successive cohorts were assessed for statistical equivalence and evaluated using a one group pre-and postdesign followed by a booster session. Dependent variables used self-reports of caregivers' empowerment, emotional outlook, parent-child interaction, and community involvement. The analyses included paired t tests and repeated measures. Results: All outcomes evidenced statistically significant and practically meaningful positive trends subject to design limitations. Conclusions: The adaptations met the program needs of targeted participants. Future recommendations are discussed.

Through collaborative action-oriented community research, agencybased clinicians, and university-based researchers engaged in a two-year theorydriven evaluation of a therapeutic summer camp for grieving children. The evaluation examined the camp practice model and children's engagement in therapeutic camp activities and psychosocial functioning based on the camp staff and parental caregivers' assessments. The first year findings led to a synergistic decision-making process that strengthened one of camp therapeutic activities. The overall results reveal a high consistency among staff on assessments of engagement and psychosocial functioning, and parental caregivers' satisfaction with the camp. Limitations of research evaluation and implications for practice are considered.

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