The effectiveness of a parenting education program based on respected parents &amp; respected children for mothers of preschool-aged children

Doh, Hyun Sim; Kim, Min Jung; Shin, Nana; Song, Seung Hun; Lee, Woon Kyung; Kim, Soojee

doi:10.1016/j.childyouth.2016.06.015

Cited by 12 publications

(5 citation statements)

References 55 publications

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“…Conversely, early childhood interventions that provide quality learning, problem-solving, and cognitive and socio-emotional services in the development of cognitive skills and emotional regulation are most advantageous for children’s educational and behavioral outcomes as they grow older (Campbell et al, 2012; Campbell, Pungello, Miller-Johnson, Burchinal, & Ramey, 2001; Gormley, Phillips, Newmark, Welti, & Adelstein, 2011; Landry, Smith, Swank, Assel, & Vellet, 2001; Palfrey et al, 2005; Zoritch, Roberts, & Oakley, 2016). Specifically, evidence has shown that parenting education and home-visiting interventions are central to meeting children’s healthy and lifelong developmental milestones (Doh et al, 2016; Murray et al, 2015).…”

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confidence: 99%

Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial

Abimpaye¹,

Dusabe

Nzabonimpa³

et al. 2019

International Journal of Behavioral Development

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It is well known that the first 1,000 days of life have long-lasting impact on a child’s cognitive, language, socio-emotional, and physical development, but there is little evidence from Rwanda about how to maximize parent–child interactions during these critical early years. Save the Children piloted the First Steps “Intera za Mbere” early childhood parenting education program in one district of Rwanda to promote healthy development through holistic parenting education. Using a cluster randomized control trial, we assessed outcomes of a 17-week parenting education on parenting skills and child development for families with children aged 6–36 months. Families were randomly allocated into three study groups: light touch ( n = 482), full intervention ( n = 482), and control ( n = 483) groups. We used a Kinyarwanda-adaptation of the validated Ages & Stages Questionnaires (ASQ), a Home Observation Measurement of the Environment-Short Form. Multivariate linear and logistic regression analyses were used for both the intention-to-treat analyses and more robust models controlling for ASQ form received, child gender, maternal education, number of children in the home, and baseline ASQ scores. Findings indicate that children in the light touch and full intervention groups were significantly more likely to meet the ASQ benchmarks than the control group in all developmental domains. The strong positive results from the light touch group are especially relevant to efforts to bring beneficial early childhood stimulation programs to scale in low-income contexts.

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mentioning

confidence: 99%

Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial

Abimpaye¹,

Dusabe

Nzabonimpa³

et al. 2019

International Journal of Behavioral Development

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“…Although interventions included varied widely in length, ranging from 2 to 70 hours, dosage was not a significant moderator of program success. Interventions with dosages greater than one standard deviation above the mean dosage (Bjorknes & Manger, 2013;Brotman et al, 2005;Doh et al, 2016;Scott et al, 2010;Webster-Stratton et al, 2011) were primarily delivered to populations with increased risk (e.g., ADHD diagnoses, antisocial behaviour). Similarly, programs with additional intervention components, such as child therapy or teacher professional development, did not show an advantage over programs that used parenting groups alone.…”

Section: Program Moderatorsmentioning

confidence: 99%

A Meta-Analysis of Group-Based Parenting Programs for Preschoolers: Exploring Moderation by Participants, Programs, and Time

Penner-Goeke¹,

Kaminski²,

Sulymka³

et al. 2020

Preprint

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Group-based parenting programs have been implemented for over 50 years as a cost-effective way to promote child mental health and reduce behavior problems. However, some evidence suggests that their effects are limited and inconsistent. To inform next steps in program development, more systematic examinations about the overall efficacy of programs for both parenting and child outcomes in early childhood is needed as well as the program and family level factors that predict for whom programs work more or less well. We conducted a systematic review and meta-analysis of randomized-controlled-trials in preschool aged children over the past 20 years (2000 to 2020). Sixty-five articles evaluating group-based parenting programs for 3 to 5-year-old children were included (N = 7658). Meta-analytic results indicated that programs had small overall effects on improving parenting quality and child behaviours. Significant heterogeneity was present with parent-report of child behaviour outcomes linked to greater effect sizes compared to teacher or observer reports. Moderator analyses showed that higher parental education and children’s clinically significant disruptive behaviour problems were linked to greater improvements in parenting quality. There were also significant effects of publication year on child behaviour outcomes, suggesting that program effects have been improving over time. Other moderator analyses were not possible due to limited reporting of theorized factors (e.g., parent mental health). Overall, group-based programs are linked to improvements in parenting and child outcomes during the preschool age. Continued innovation in program development is recommended to increase efficacy and tailor service type and intensity to specific family needs.

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“…(evidence-based) (Doh et al, 2016) . , Delmore-Ko, Pancer, Hunsberger, & Pratt, 2000;) (Snowden et al, 1988) .…”

Section: 프로그램의 개발mentioning

confidence: 99%

Development and Effectiveness of the Respected Parents & Respected Children Program for First-Time Expectant Parents

김¹,

도²

2019

Korean J Child Stud

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The purpose of this study is to develop the Respected Parents & Respected Children program for first-time expectant parents, and to investigate the effectiveness of the program. Methods: The program aims to help participants adjust to the transition to parenthood. The weekly program, composed of three phases-introduction, development, and closing-consists of a total of six two-hour sessions. In order to verify the effectiveness of the program, a pretest-posttest control group design was used. The participants in this study were 78 first-time expectant parents in Seoul, Gyeonggi province, and Daegu Metropolitan City. Sixteen couples were assigned to an intervention group and 23 to a control group. The data were analyzed by independent two-sample t-tests and repeated measures ANOVA using SPSS 21.0. Results: The couples in the intervention group showed positive changes in parenting beliefs, as well as increases in life satisfaction and marital intimacy as compared to those in the control group. Regarding the changing patterns, life satisfaction and marital intimacy increased in the intervention group, but decreased in the control group. In addition, child-centered views in the intervention group were little changed, while those in the control group were weakened. Parenting beliefs became more personality centric in the intervention group and more intellect centric in the control group. Stress during pregnancy was decreased in both groups. Conclusions: This study confirmed the effectiveness of the program and emphasized the need for preventive intervention for first-time expectant parents.

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The effectiveness of a parenting education program based on respected parents & respected children for mothers of preschool-aged children

Cited by 12 publications

References 55 publications

Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial

Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial

A Meta-Analysis of Group-Based Parenting Programs for Preschoolers: Exploring Moderation by Participants, Programs, and Time

Development and Effectiveness of the Respected Parents & Respected Children Program for First-Time Expectant Parents

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