Meta‐analysis of family‐centered helpgiving practices research

Abstract

A meta-analysis of 47 studies investigating the relationship between family-centered helpgiving practices and parent, family, and child behavior and functioning is reported. The studies included more than 11,000 participants from seven different countries. Data analysis was guided by a practice-based theory of family-centered helpgiving that hypothesized direct effects of relational and participatory helpgiving practices on self-efficacy beliefs and parent, family, and child outcomes. Results showed that the largest majority of outcomes were related to helpgiving practices with the strongest influences on outcomes most proximal and contextual to help giver/help receiver exchanges. Findings are placed in the context of a broader-based social systems framework of early childhood intervention and family support.

Empowerment and Parent Gain as Mediators and Moderators of Distress in Mothers of Children with Autism Spectrum Disorders

“…This result adds to a growing body of research demonstrating that higher levels of some psychological resources, such as EMPOWERMENT AND PARENT GAIN 9 empowerment, are negatively impacted by children's behaviors, and that the loss of empowerment can be related to high levels of distress in mothers (Scheel & Rieckmann, 1998). Families with high levels of empowerment are likely to report lower levels of distress, which speaks to the importance of interventions that aim to empower families to address the demands they currently face, and in particular when those problems are addressable by action oriented and problem focused strategies (Brookman-Frazee & Koegel, 2004, Dunst, Trivette & Hamby, 2007Neely-Barnes, Graff, Marcenko, & Weber, 2008). At the same time, past research has shown that other psychological factors, such as psychological acceptance, may be stronger mediators of the behavior problems -distress association than is empowerment (Weiss et al, 2012), and that in the end, what is also needed are evidence-based interventions that address the source of the stressors to begin with (i.e., the aggression; Hodgetts, Nicolas, & Zwaigenbaum, 2013).…”

Procedures for Developing Evidence-Informed Performance Checklists for Improving Early Childhood Intervention Practices

“…A practitioner can use the checklist to promote and support parents' or other primary caregivers' abilities to provide their children development-enhancing learning opportunities as part of everyday activities and routines. The research foundations for the capacity-building practices include findings from research reviews of family-centered participatory help giving practices (Dempsey & Keen, 2008;Dunst, Trivette, & Hamby, 2007, 2008Rosenbaum, King, Law, King, & Evans, 1998) and adult learning studies of authentic learning opportunities (Dunst & Hamby, 2015;Dunst et al, 2010). Findings reported in these research reviews as well as results from individual studies (e.g., Dunst & Dempsey, 2007;Swanson et al, 2011;Woods & Brown, 2011) indicate that active parent participation in using everyday familiar activities as sources of child learning opportunities together with practitioner suggestions, supportive feedback, and encouragement, are associated with changes and improvements in parenting confidence and competence (Dunst et al, , 2010.…”

Le développement du pouvoir d’agir au sein des relations parents-professionnels en contexte d’intervention précoce

“…Le partenariat impose une relation parent-professionnel de qualité . La participation du parent aux prises de décision est déterminante à la perception d' efficacité et s' avère être un facteur significatif du DPA (Dunst et al, 1988 ;Dunst, Trivette, & Johanson, 1994 ;Dunst, 2000 ;Trivette, Dunst, & Hamby, 1996 ;Judge, 1997 ;Zimmerman & Warschausky, 1998 ;Dunst, Trivette, & Hamby, 2007). Ces principes de base favorisent les pratiques de soutien susceptibles de développer le pouvoir d' agir des parents.…”