Impact of Community Mentors on Maternal Behaviors and Child Outcomes

Dieterich, Susan; Landry, Susan H.; Smith, Karen E.; Swank, Paul R.; Hebert, Heather M.

doi:10.1177/105381510602800203

Cited by 16 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“… Abbreviations: S/C, social-communication behaviors; E, emotional behaviors; C, cognitive behaviors; M, mixed outcome; o, observation; s, standardized measures; P, significant positive outcome; N, no significant outcome; *, lower bound of effect size not reported. a Adult outcomes were all measured using observation systems. b Dieterich et al (2006) compared Play and Learning Strategies (PALS) group with M-Play and Learning Strategies (M-PALS) group (which included a community mentor in addition to a facilitator). c Landry et al (2008) consisted of four groups which were PALS I (infancy intervention phase), PALS II (toddler and preschool intervention phase), Developmental Assessment Sessions (DAS I: infancy phase), and DAS II (toddler and preschool phase). …”

Section: Synthesis Resultsmentioning

confidence: 99%

Responsive Interaction Interventions for Children With or at Risk for Developmental Delays

Kong

Carta

2011

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

Early communication and social-emotional skills play a critical role in children's development (Kaiser & Hester, 1994; Shonkoff & Phillips, 2000). Social-communication and emotional development are closely related and also influence subsequent academic achievement (Fujiki, Brinton, & Todd, 1996; Van Daal, Verhoeven, & van Balkom, 2007). Behavior problems often accompany language delays in preschool-aged children (Qi & Kaiser, 2004). Brinton and her colleagues found, for example, that children with language delays had a difficult time entering ongoing conversations and, even when they participated in a conversation, they talked and cooperated less compared with their typically developing peers (Brinton, Fujiki, Spencer, & Robinson, 1997). Difficulties such as these can reduce opportunities for children to engage in social interactions, which in turn can weaken their language and social competence (Robertson & Weismer, 1999). Children's communication skill not only lays the groundwork for their later social development but also influences their achievement in academic areas when they enter school (Dickinson & Tabors, 1991; Walker, Greenwood, Hart, & Carta, 1994). Communication difficulties are pervasive in young children who receive services under the Individuals With 426486T EC33110.

show abstract

Section: Synthesis Resultsmentioning

confidence: 99%

Responsive Interaction Interventions for Children With or at Risk for Developmental Delays

Kong

Carta

2011

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

show abstract

“…Making sure that very young children have a good amount of exposure to language-literacy stimulating activities in their environment, is, however, important directly to their emergent language. Therefore, providing parental support through home visiting (see recent AAP 2009 recommendations), assuring children's center-based participation in early childhood (or childcare) programs that directly provide children's engagement in such activities (Dietrich et al 2006), and addressing health literacy for child guidance and reduction of health disparities (Sanders et al 2009) are increasingly being recognized as important interventions and policy directives.…”

Section: Discussionmentioning

confidence: 99%

The Contributions of Parenting and Postnatal Depression on Emergent Language of Children in Low-Income Families

Zajicek-Farber

2009

J Child Fam Stud

View full text Add to dashboard Cite

Children's emergent language develops in a rich context of varied influences afforded by their familial and social environments. Using data collected during a longitudinal prospective service project, this study examined the direct and indirect contributions of parenting knowledge and practices and maternal postnatal depression on emergent language competencies of 198 very young children in high-risk Latino and African/American families in an urban area. The study used the Knowledge of Infant Development Inventory, a constructed measure of risky parenting practices for child well-health, home-safety, and corporal discipline, a constructed measure for children's involvement in literacy oriented activities, Edinburgh Postnatal Depression Scale, and MacArthur Communicative Development Inventories to build and test a structural equation model with AMOS/SPSS 16. The results provide support for a mediated path model. Parenting knowledge and maternal postnatal depressive symptoms interacted directly and indirectly in influencing risky parental practices and children's exposure in literacy oriented stimulation activities and emergent language. Children's involvement in stimulation activities mediated the effects of parenting and maternal mental health and directly predicted a robust amount children's emergent vocabulary. The model produced similar results for boys and girls, although boys had poorer outcomes. These findings provide empirical evidence that clinical practice and policy efforts are needed for reducing maternal postnatal depression in strengthening parenting efforts and in affording meaningful parent-child interactions and for assuring that children receive adequate exposure to activities that promote language development. Methodological limitations and recommendations for future research are addressed.

show abstract

“…Two exceptions are a community-based mentoring program incorporating mentoring into an existing Play and Learning Strategies program (Dieterich et al, 2006) and a multidisciplinary preventative parent mentoring intervention (Zajicek-Farber, 2010). Both studies found women who had a community mentor experienced improvements.…”

Section: Introductionmentioning

confidence: 99%

“…Both studies found women who had a community mentor experienced improvements. For Dieterich et al (2006) this related to increased improvements in interactive behaviours between mothers and their 4 children and gains in children's cognitive development than with mothers who did not have a mentor. For Zajicek-Farber (2010) parents with a mentor experienced improved parenting knowledge and practices, as well as greater maternal resilience and better use of family resources.…”

Section: Introductionmentioning

confidence: 99%

Mentoring in social work: key findings from a women's community-based mentoring program

Boddy¹,

Agllias²,

Gray³

2012

Journal of Social Work Practice

View full text Add to dashboard Cite

Based on a social intervention research study into mentoring with women from socioeconomically disadvantaged communities, this paper considers some of the key differences between traditional workplace and community-based mentoring when used as a social work intervention. The study involved eighteen women who participated in a preparation-for-mentoring groupwork program for twelve months. Eleven of these participants were then matched with a mentor and supported in this relationship for a further 12 months. Qualitative analysis points to three key factors likely to enhance the success of community-based mentoring relationships: (i) relational qualities, such as trust, engagement, and authenticity, (ii) mentees' readiness for change and ability to overcome adversity, and (iii) mentors' practical assistance with tasks and overcoming obstacles. Social workers implementing a community-based mentoring program need to be mindful of the importance of these factors in order to ensure that mentees are supported to engage effectively in any mentoring relationship and overcome structural, community, and familial barriers that may adversely affect them.

show abstract

Impact of Community Mentors on Maternal Behaviors and Child Outcomes

Cited by 16 publications

References 26 publications

Responsive Interaction Interventions for Children With or at Risk for Developmental Delays

Responsive Interaction Interventions for Children With or at Risk for Developmental Delays

The Contributions of Parenting and Postnatal Depression on Emergent Language of Children in Low-Income Families

Mentoring in social work: key findings from a women's community-based mentoring program

Contact Info

Product

Resources

About