Development Of Parenting Skills Research Articles

Evaluating the implementation of family-centered substance use treatment for pregnant and postpartum people: A mixed-methods study

IntroductionFamily-centered substance use treatment (FCSUT) approaches for pregnant and postpartum people have the potential to prevent intergenerational transmission of adverse childhood experiences (ACEs). Guided by two theoretical frameworks drawn from implementation science (the Consolidated Framework for Implementation Research [CFIR] and the Reach, Effectiveness, Adoption, Implementation and Maintenance [RE-AIM] framework), this study used a mixed methods approach to answer: (1) What is the extent to which FCSUT approaches are offered for pregnant and postpartum people seeking substance use disorder (SUD) treatment? and (2) How are FCSUT approaches for pregnant and postpartum people implemented? MethodsThis study utilized a sequential mixed methods design that began with quantitative data collection followed by qualitative data collection. The quantitative component consisted of service provision surveys of facilities that provided FCSUT to pregnant and postpartum people (n = 118). The qualitative component consisted of semi-structured in-depth interviews with administrators and providers working at FCSUT facilities (n = 26) and pregnant and postpartum people who were currently receiving or had previously received services in the last two years from FCSUT facilities (n = 27). The qualitative findings were used to deepen understanding of the quantitative findings. ResultsFindings from the quantitative survey of treatment facilities' FCSUT provision revealed that while most facilities offered services related to substance use treatment, behavioral health, and parenting skills development or parent training, a smaller proportion offered services related to prenatal and postpartum health, sexual and reproductive health, and family-related services. Qualitative in-depth interviews with program administrators and providers and pregnant and postpartum people who had participated in FCSUT programs revealed major themes around expanding reach of facilities by maintaining participants' familial connections, resources for implementation and maintenance of FCSUT, the importance of program adaptation, and gaps in service delivery. ConclusionsResults indicated there is a wide range of FCSUT services offered at treatment facilities across the United States. Furthermore, while many pregnant and postpartum people expressed positive experiences with FCSUT, there are some areas that should be considered for future progress to be made.

Практические аспекты работы с родителями в профилактике психологического насилия над детьми в семье

The issue of child abuse has been addressed by various agencies and authorities. Child abuse is often concealed, and some parents remain convinced that corporal punishment is an effective means of family upbringing. Psychological abuse is often used as an educational and disciplinary measure. While parents are not educated on how to be parents, they are expected to achieve positive results and are judged and condemned when unsuccessful. Today there is an effort to assist parents by organising various forms of group interaction, as well as by implementing programs aimed to improve parenting skills. However, such programs generally focus on the prevention of physical abuse and devote less attention to psychological abuse. This substantiates the need for creating a specific program for the prevention of psychological abuse. This article presents the results of a pilot study on the implementation of a prevention program in the form of a psychological training seminar which focuses on parenting skills development. It is further suggested that this way of interaction with parents may contribute to lower rates of psychological abuse towards children at home. There were 9 respondents involved in the pilot study, all were raising teenage children, residing in St Petersburg, and receiving social assistance from local public institutions. There were positive changes in the parents’ value orientations, particularly, a progress in their understanding and acceptance of the child’s real abilities, and in the willingness of the parents to spend time with their children. Towards the end of the program, all the participants improved the level of their parenting skills. In difficult communication situations between the parent and the teenager there was a decrease in unconstructive types of behaviour and an increase in constructive types. The most important achievement of the program is the fact that the children noticed the positive changes in their interactions with the parents and in the parents’ behaviour. Among the observed changes were easier and more pleasant communication, a longer time of interaction, decrease in the number of conflicts, willingness to spend time together, a better understanding of the child, and a clearer expression of ideas and requests by the parent.

Experience of Mentoring through Acquisition of Positive Parenting Skills in Children’s Daily Care Centres

The current article reveals mentorship experiences of helping parents to develop their skills of positive parenting in children’s daily care centres (CDCC). Mentors for parents (social pedagogues and social workers) are perceived as persons enabling parents to manage the situations of children’s education applying positive parenting skills and observing the principles of positive parenting. The current article analyses CDC, which are in the process of developing their functions and traditions on the social scale. The object of the research is mentoring experience of specialists working in CDC to help parents, whose children attend daily care centres, develop their positive parenting skills. The purpose of the study is to reveal the experiences of CDC social workers and social pedagogues of working with parents, whose children attend daily care centres, seeking to develop their positive parenting skills. The study questions: 1) What possibilities are provided to parents to acquire positive parenting skills in CDC? 2) What are the experiences of parents’ mentorship seeking for the development of their positive parenting skills? Qualitative research type was chosen for the study. In the study, the method of a semistructured interview, which enables to come close to the understanding of human experiences, designation of meanings, the definition of meanings and the construction (explanation) of reality, was used. The obtained data were analysed by the content analysis method. Qualitative content analysis was carried out in accordance with the inductive, study data based and categories composed logic. According to J. W. Creswell (2009), content analysis is a technique which, having examined the specificities of the text, allows, objectively and systematically, draw reliable conclusions. The qualitative content analysis was performed regarding the following sequence (Creswell, 2009): repeated reading of the content of transcript interview texts, distinction of meaning elements in the text analysed, grouping of the distinguished meaning elements into categories and sub-categories, integration of the categories/sub-categories into the context of the phenomenon analysed and description of their analysis. Criteria-based sample was used in the study. The informants were chosen according to the following criteria: 1) a social worker or social pedagogues with higher education, 2) specialists that help parents, whose children attend CDC, develop positive parenting skills, 3) mentoring experience of not less than 2 years. Selecting the research participants, the snowball principle was observed, when the informants were asked to indicate other CDC specialists having mentoring experience. The study was conducted in October-December 2016. 9 informants participated in the research (5 social pedagogues and 4 social workers). The results of the qualitative research on the development of positive parenting skills in CDC revealed that parents were provided with a possibility to develop positive parenting skills in the organised courses/seminars, open lectures and individual consultations. Parents’ self-support groups, individual consultations and different available literature offered by CDC specialists created preconditions for (self-) development of parenting skills through cooperation-based interrelationships with own children. However, a part of the informants were inclined to render responsibility for their children’s development to CDC specialists rather than assume it themselves. A part of the research participants would like to attend training courses more often, yet they were unable to do so due to working or family conditions as they did not have anybody to leave younger children with. The analysis of the research results revealed that the welfare of children attending daily care centres necessitated for the development of parents’ positive parenting skills, which helped parents to positively communicate and cooperate with own children, to establish harmonious interrelationships and spend time together. The general competences acquired by parents (transferable skills) enabled a family to live more harmoniously, gave children an opportunity to observe parents’ positive behaviour and develop positive parenting skills through a harmonious participation in family life.

Efecto de una intervención de promoción de la parentalidad positiva sobre el estrés parental

Fundamentos: los programas de educación parental, promotores de la parentalidad positiva, reducen el estrés parental. En España y Latinoamérica son escasas las evaluaciones que evidencian dichos efectos y en ningún caso exploran los predictores de éxito. Este estudio analiza los cambios producidos por el “Programa de desarrollo de habilidades parentales para familias” (PHP), basado en la educación parental y promovido por enfermeras comunitarias sobre el estrés parental, e identifica los factores sociodemográficos asociados a una mayor reducción de estrés. Métodos: se recogió información sociodemográfica de 257 participantes, antes de la intervención y de estrés parental antes y después de esta. Se empleó la versión española de Parental Stress Scale. Se aplicaron test no paramétricos y una regresión logística binaria. Resultados: el análisis bivariado identificó reducción del estrés parental para todas las categorías de las variables predictoras. El análisis multivariado mostró que los hombres, las personas con menor nivel de estudios y las desempleadas presentaron mayor probabilidad de reducir el estrés. Conclusiones: el PHP es una intervención efectiva para reducir el estrés parental en diferentes grupos poblacionales. Este estudio contribuye a reforzar los incipientes hallazgos de estudios internacionales, y a dar respuesta al vacío de los países latinos, en cuanto al papel de los determinantes sociales como predictores de la reducción del estrés parental generados por los programas de educación parental.

Evaluación de un programa piloto promotor de habilidades parentales desde una perspectiva de salud pública

ObjectiveTo evaluate the process and the results of the pilot phase of the Parenting skills development programme for families (PSP), an evidence-based strategy to promote positive parenting skills in socio-educational and community settings. MethodsBefore-after quasi-experimental design without a control group for the evaluation of the pilot phase of the PSD carried out in Barcelona (Spain) between October 2011 and June 2013. Eleven groups were established with the participation of 128 parents and 28 professionals. The intervention consisted of 10 or 11 sessions. Information was collected through questionnaires for parents and in-depth individual or group interviews for professionals. Parenting skills were identified through a questionnaire with six dimensions. The situation before the intervention (T0) and immediately after (T1) was compared. ResultsIn T1 the number of participants decreased to 83 (retention=64.8%). Participants showed a high level of satisfaction with different dimensions of the program. On a maximum score of 10, the satisfaction of professionals was 8.7. Several key aspects and areas for improvement were identified for the future of the intervention. The quantitative analysis revealed improvements in all parenting skills dimensions and these improvements were consistent with the results of the qualitative analysis. ConclusionsThe results of the pilot phase of this program suggest that a universal intervention on parenting skills can improve wellbeing among parents.

Integration of Parenting Skills Education and Interventions in Addiction Treatment

Children of parents with substance use disorders are at risk for various adverse outcomes, and maladaptive parenting behaviors seem to be an important mediator of this risk. Although numerous research studies have highlighted the promise of parenting interventions in modifying parenting behavior, very little is known about the integration of parenting skills education and interventions into addiction treatment programs. In this study, a convenience sample of 125 addiction treatment programs in the United States was drawn. A key staff member was interviewed to gather basic information about the extent and nature of parenting skills education and interventions offered at their program. In addition, respondents were asked to rate the importance of parenting skills relative to other addiction treatment priorities. Descriptive analyses revealed that 43% reported some form of parenting classes, but few used a structured curriculum. Given the known beneficial influence of effective parenting practices on reducing adverse childhood outcomes, it is surprising that relatively few substance abuse treatment programs have adopted structured parenting skills interventions as part of their standard service offerings. More research is warranted on the extent to which parenting skills interventions are integrated into the continuum of services available to parents with a substance use disorder.

Adolescent pregnancy: networking and the interdisciplinary approach.

The networking approach to providing needed services to pregnant and parenting teenagers has numerous merits. An historical overview of the formation of the Brooklyn Teen Pregnancy Network highlights service agency need for information and resource sharing, and improved client referral systems as key factors in the genesis of the Network. The borough-wide approach and its spread as an agency model throughout New York City's other boroughs and several other northeastern cities is also attributed to its positive client impact, including: improved family communication and cooperation; early prenatal care with its concomitant improved pregnancy outcomes; financial support for teens; continued teen education; and parenting skills development. Resource information is provided regarding networks operating in the Greater New York metropolitan area. A planned Eastern Regional network initiative is under development.