Teaching low-income mothers to teach their children

Johnson, Dale L.; Walker, Todd; Rodriguez, Gloria G.

doi:10.1016/s0885-2006(96)90031-9

Cited by 15 publications

(12 citation statements)

References 10 publications

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“…that parenting skills generalize across settings and time (Feldman & Case, 1997;Johnson, Walker, & Rodriguez, 1996;Kaiser et al, 1996;Middlemas, 1996). Evaluations of parenting groups designed for incarcerated parents have demonstrated that group interventions increase inmate-parent's commitment to family life, knowledge of child development (Caddle, 1993), and inmate-parent's institutional adjustment and parenting skills (Lanier & Fisher, 1990;Martin & Cotten, 1995;Showers, 1993;Harm & Thompson, 1997).…”

Section: Journal Of Family Psychotherapymentioning

confidence: 99%

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Lange

2001

Journal of Family Psychotherapy

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This article describes the rationale for the development of solution-focused psychotherapy groups for incarcerated parents, and the planning and implementation of a parenting group at a state medium security correctional facility for men. The development of the group encompassed a needs assessment, selection of an appropriate model of group psychotherapy, screening of group members, implementation of the group across 12 weekly sessions, and an assessment of outcomes. The appropriateness of solution-focused approaches with incarcerated clients is emphasized, and recommendations for further practice and research are discussed.

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Section: Journal Of Family Psychotherapymentioning

confidence: 99%

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Lange

2001

Journal of Family Psychotherapy

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“…Program mothers made more frequent use of questions, suggesting a movement toward more collaborative teaching Program mothers showed increasing competence in teaching interactions with their young children along dimensions of verbal collaborations, use of questioning strategies, amount ofteaching, and praise. Competent teaching interactions, as suggested by the literature, are characterized by collaborative rather than controlling strategies, a gradual transfer of responsibility to the child, and positive affect (Johnson, Walker, & Rodriguez, 1996). Such movement towards collaboration was not observed in the control mothers, indicating that the home intervention program had a positive effect on mothers' teaching strategies.…”

Section: Resultsmentioning

confidence: 81%

Maternal Teaching Behaviors of Preschool Children in Hispanic Families: Does a Home Intervention Program Make a Difference?

Lesar

Espinosa

Díaz

1997

Journal of Research in Childhood Education

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“…Parent training can be an attractive alternative to clinician‐directed interventions not only because so many children need intervention (Barlow & Stewart‐Brown, ; Rotto & Kratochwill, ), but also because of the prohibitive expense of paying private practice interventionists (Barlow & Stewart‐Brown, ; Eiserman, Weber, & McCoun, ; Johnson, Walker, & Rodriguez, ; Kacir & Gordon, ). Furthermore, the National Research Council () has reported that parent training is a critical component of effective intervention services for children with autism.…”

Section: Evidence‐based Parent Trainingmentioning

confidence: 99%

Exploratory Evaluation and Initial Adaptation of a Parent Training Program for Hispanic Families of Children with Autism

Buzhardt

Rusinko²,

Heitzman-Powell

et al. 2015

Family Process

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The present paper takes a translational approach in applying the themes of the current special section to prevention and intervention science in Latino families. The paper reviews the current literature on cultural processes in prevention and intervention research with Latino families. Overall, many prevention and intervention programs have either been developed specifically for Latino families or have been modified for Latino families with great attention paid to the socio-cultural needs of these families. Nevertheless, few studies have tested the role of cultural values or acculturation processes on outcomes. We make recommendations based on findings within basic science and in particular this special section on the incorporation of these values and processes into prevention and intervention science with Latino families.

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Teaching low-income mothers to teach their children

Cited by 15 publications

References 10 publications

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Solution-Focused Group Psychotherapy for Incarcerated Fathers

Maternal Teaching Behaviors of Preschool Children in Hispanic Families: Does a Home Intervention Program Make a Difference?

Exploratory Evaluation and Initial Adaptation of a Parent Training Program for Hispanic Families of Children with Autism

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