Ethnicity differences in child and parental outcomes following involvement the PACE program

Abstract

This study investigated ethnic differences in the extent to which engagement (i.e., attendance and quality of participation) in the PACE (Parenting our Children to Excellence) program predicted positive child and parent outcomes. PACE is an 8-week preventive intervention aimed at parents of preschool children. The study investigated the relation of engagement to outcomes in an ethnically diverse sample of 298 African American and 280 European American parents. Overall results demonstrated that engagement in PACE significantly improved child and parent outcomes for both African American and European American participants. Some improvements were evident at post-assessment already and were maintained or became stronger at a one-year follow-up assessment, whereas others only became evident at follow-up. Specifically, results revealed that attendance in PACE significantly improved child coping competence and parenting stress for both the African American and European American samples. PACE attendance also significantly improved child behavior problems, parental satisfaction and parental efficacy for the European American sample. Findings indicate that PACE is a promising intervention for parents of African American and Caucasian preschoolers; although further research and program refinement is necessary in order to understand the mechanisms with the PACE intervention that seem to vary for African American compared to Caucasian families.

Systematic Review of Engagement in Culturally Adapted Parent Training for Disruptive Behavior

“…Thus, the current state of the literature does not allow determination of whether adapted parent training improves engagement among minority families. However, it is important to note that some of the culturally adapted interventions described relatively high enrollment and/or attendance compared with studies of non-adapted parent training with diverse samples that have reported rates of 45% to 60% enrollment (August, Lee, Bloomquist, Realmuto, & Hektner, 2003;Begle et al, 2012;Brotman et al, 2005) and 45% to 55% average attendance (Begle et al, 2012;Linares, Montalto, Li, & Oza, 2006). Such findings point to the need for studies that compare culturally adapted interventions with non-adapted interventions to determine whether culturally adapted interventions are beneficial for increasing engagement among minority parents.…”

“…Disparities in outcomes associated with disruptive behavior include higher rates of parental stress, school failure, and juvenile justice involvement among minority children with disruptive behavior (Ezpeleta, Keeler, Erkanli, Costello, & Angold, 2001; Fite, Wynn, & Pardini, 2009; Hinojosa et al, 2012). Literature reviews indicating (a) positive outcomes among minority children with disruptive behavior whose parents demonstrate high-intervention attendance (Huey & Polo, 2008; Miranda et al, 2005) and studies demonstrating (b) better outcomes among minority children of parents who are retained in parent training (Begle, Lopez, Cappa, Dumas, & de Arellano, 2012) underscore the importance of identifying potential strategies to maximize enrollment, attendance, and retention.…”

Pilot and feasibility study of a parenting intervention delivered by parent peers

“…Enrollment rates in previous studies have ranged from 45% to 60% (August, Lee, Bloomquist, Realmuto, & Hektner, 2003; Begle, Lopez, Cappa, Dumas, & de Arellano, 2012; Brotman et al, 2005), and average attendance has ranged from 45% to 55% of sessions (Begle et al, 2012; Linares, Montalto, Li, & Oza, 2006). Results from the current study are in line with this previous research.…”

Programas de educación parental para progenitores con hijos de hasta seis años. Una revisión sistemática

“…También, los PGEP fueron implementados y evaluados con progenitores de distinta procedencia. Así pues, tres estudios evaluaron intervenciones con progenitores afroamericanos (Begle et al, 2012;Breitenstein et al, 2012;Coard et al, 2007), dos con latinos (Breitenstein et al, 2012;Dumas et al, 2011), uno con euroamericanos (Begle et al, 2012) y otro con inmigrantes chinos (Leung et al, 2011).…”