The Moderating Effect of Positive Father Engagement and Accessibility on a School-Based System of Care Intervention for Mental Health Outcomes of Children

Bernard, Stanley N.; Whitson, Melissa L.; Kaufman, Joy S.

doi:10.1007/s10826-014-0096-0

Cited by 7 publications

(5 citation statements)

References 23 publications

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“…Paternal involvement has been shown to be positively associated with self‐regulatory and executive functioning outcomes that are linked with experience of stress and dysregulation of the HPA axis (Amato & Rivera, 1999; Cabrera et al., 2007; McMunn et al., 2017; Meuwissen & Carlson, 2015; O’Gara & Calzada, 2020). For instance, father involvement in infancy has been associated with children's internalizing and externalizing behaviors (Bernard et al., 2015; McMunn et al., 2017; Schacht et al., 2009) and socioemotional regulation, including measures of attention and inhibition in toddlerhood (Cabrera et al., 2007; Vogel et al., 2006), preschool (Bocknek et al., 2014, 2017; Jaffee et al., 2003), and middle school (Flanders et al., 2010; McDowell et al, 2002), with some studies showing long‐term effects at school age and adolescence (Boyce et al., 2006; Craig et al., 2018; Grossmann et al., 2002). Most of these characteristics have long been associated with ADHD (National Institute of Mental Health, 2016), suggesting that paternal involvement in infancy may be a protective factor for attention problems.…”

Section: Introductionmentioning

confidence: 99%

Father involvement in infancy predicts behavior and response to chronic stress in middle childhood in a low‐income Latinx sample

Roby

Piccolo

Gutiérrez

et al. 2021

Developmental Psychobiology

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Fathers’ involvement in early childhood is important for children's physical, emotional, and cognitive development, particularly in low‐income families. However, little is known about the longitudinal relations between early father involvement and children's later physiological responses to chronic stress and behaviors impacted by stress in the context of poverty. These issues are particularly important among Latinx immigrant families who face significant psychosocial and poverty‐related risk. In the current study, we examined the relationship between father involvement in infancy and physiological chronic stress in the middle childhood period, as measured through hair cortisol concentration (HCC), and several behavioral measures (attention problems, working memory) in a Latinx immigrant sample with low income. Father involvement in infancy predicted children's later HCC, and working memory in second to third grade. Father involvement also moderated the effect of HCC on working memory, such that increased HCC predicted better working memory when fathers were not involved. These findings suggest that the fathers’ involvement in infancy has lasting impacts on health and behavior and that associations between physiological and behavioral measures of stress may be moderated by differences in early father involvement.

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Section: Introductionmentioning

confidence: 99%

Father involvement in infancy predicts behavior and response to chronic stress in middle childhood in a low‐income Latinx sample

Roby

Piccolo

Gutiérrez

et al. 2021

Developmental Psychobiology

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show abstract

“…As fathers assume a more central role in their children's lives, the children benefit in a range of ways. Recent research on fathers highlights the positive contributions fathers make to their children's cognitive gains, school achievement (McWayne et al, 2013;Gordon, 2016;Jeynes, 2015;Martin et al, 2007;Roggman et al, 2004;Wilson & Prior, 2011), social and emotional competencies (Amato & Gilbreth, 1999;Bernard et al, 2015;Goncy & van Dulmen, 2010;Tautolo et al, 2015;Weitzman et al, 2011;Sarkadi et al, 2008), and basic needs provision (Kim et al, 2013). Therefore, school and community efforts to support the engagement of fathers will likely lead to positive outcomes for families and children (Solomon-Fears & Tollestrump, 2016).…”

Section: Constructions and Contributions Of Father Involvementmentioning

confidence: 99%

Support Father Engagement: What Can We Learn From Fathers?

Miller

Arellanes

James³

2022

JFDE

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Fathers play a unique and important role in children’s lives. However, gendered attitudes and practices with families have precluded their full engagement in children’s education and development. Based on the collective effort of a local fatherhood coalition, the purpose of this community-based study was to explore how fathers view themselves as involved in children’s lives and their perceived barriers to involvement in order to initiate change in local schools and community. Twenty-three fathers from ethnically and socioeconomically diverse backgrounds participated in interviews and focus groups to describe their definitions of father involvement, strengths as fathers, and needs. A collaborative, qualitative analysis of data led to the identification of four themes that framed the experiences of fathers and their needs. Mothers played a powerful role in promoting and prohibiting fathers’ involvement; technology provided opportunities to connect but also interfered with attachment efforts; fathers in more privileged positions were able to focus on attachment rather than merely providing; and school engagement was rarely mentioned with a focus on extra-curricular involvement. We discuss the influence of paternal characteristics and situational factors in how these themes inform the lives of fathers and the complex nature of fatherhood. Implications for schools and communities are offered in hopes to disrupt current practices and design more inclusive and equitable approaches to including fathers in family engagement efforts.

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“…There is not extensive research that explores the impact of coordinating homes, community, and schools in the instruction and intervention programming of students with EBD who identify as BIPOC. The extant literature, however, shows promising, positive impacts for students when educators provide these critical supports in educational programming, including through coordinated systems of care within the community (Jain et al, 2020), after-school programming focused on mitigation of externalizing behaviors (Capella et al, 2018), opportunities for parent and family engagement in school (Bernard et al, 2015; Duchnowski et al, 2012), and provision of wraparound services (Duckworth et al, 2001). However, parents and families of students with EBD indicate that they lack access to and awareness of community-coordinated services for their children and that this lack of access has a negative impact on their abilities to best support them (Rosenzweig et al, 2002).…”

Section: Emotional and Behavioral Disorders In Urban Environmentsmentioning

confidence: 99%

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

Morgan

Bengochea

Reed

2021

Intervention in School and Clinic

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Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

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The Moderating Effect of Positive Father Engagement and Accessibility on a School-Based System of Care Intervention for Mental Health Outcomes of Children

Cited by 7 publications

References 23 publications

Father involvement in infancy predicts behavior and response to chronic stress in middle childhood in a low‐income Latinx sample

Father involvement in infancy predicts behavior and response to chronic stress in middle childhood in a low‐income Latinx sample

Support Father Engagement: What Can We Learn From Fathers?

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

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