Impact of Parents as Teachers on parenting-related protective factors: A pre- and post- evaluation

Abstract

BackgroundAs federal policy has prioritized family preservation and maintenance, there is a need to identify programs and interventions that can enhance protective factors among families vulnerable to child maltreatment. This study examines changes in parenting protective factors among parent participants in Parents as Teachers. MethodsData for this study came from 803 parents who participated in Parents as Teachers as part of Prevention and Early Intervention services in a large Southern state. Parents who completed both pre- and post-surveys of the Parenting Assessment of Protective Factors (PAPF) scale (N = 86) were included for data analysis. We conducted a series of paired t-tests to examine changes in PAPF scores over time. We then conducted a series of linear regressions to explore factors associated with changes in PAPF scores among program participants. ResultsWe observed significant increases in all two domains of protective factors, including social connections and overall PAPF score. Parental mental health, and exposure to adverse childhood experiences were associated with resilience and social and emotional competence of children among program participants. DiscussionOur findings suggest that participants in Parents as Teachers experienced positive changes in protective factors over the course of the program. Certain parental risk factors were linked to changes in parental resilience and social and emotional competence of children over time. The direction of this relationship varied, highlighting an area for future research to explore how strengths-based programs may be targeted for specific groups.