Parent Education Program Research Articles

Dual Schooling for Low-Resource Families: An Exploratory Study From a Positive Deviance Perspective

Parent education programs are important avenues through which parents of children with developmental delays can learn new skills to help them with child-rearing challenges. However, those in economic hardship often face problems with applying these skills at home where the child’s learning and/or behavioral problems commonly occur. In this exploratory qualitative study, we adopted a positive deviance (PD) lens to explore strategies six economically disadvantaged parents used to support their children who were attending special and mainstream preschools concurrently. The PD perspective was first used in public health research with low-resource communities where a few individuals have been observed to adopt uncommon practices and behaviors that enable them to find better ways to prevent social or health problems than their neighbors facing similar constraints and risks. We identified adaptive parental behaviors, thoughts and feelings that helped them navigate daily hassles faced with “dual schooling” their children in Singapore. The study highlights important implications in the development and refinement of future parent training programs.

은유 분석을 통한 유아기 자녀와 함께하는 놀이에 대한 아버지의 인식

Objectives The purpose of this study was to identify and analyze the experiences of fathers with young children when they play with their children and how they perceive play through metaphor analysis. Through this, it is to understand the thoughts of fathers when playing with their children and to use them as basic data for developing parent education programs for fathers with young children in the future.
 Methods Questionnaires were distributed and collected from three kindergartens in K province, and random sampling was conducted using Google Form. A total of 267 questionnaires were collected, but 211 questionnaires were analyzed except for 56 questionnaires that were difficult to analyze. Data analysis SPSS 26 was used for descriptive statistics-frequency analysis.
 Results There were a total of 160 types of metaphors for fathers about play with their early childhood children. it was divided into two categories: ‘thoughts of playing with young children’ and ‘children's play’ due to different father's perceptions on play. ‘Thoughts of playing with young children’ are categorized into six themes: play as emotion, play as relationship, play as growth, play mixed with affirmation and negativity, play as education, and play as the essence of life. ‘Children's play’ is categorized into three themes: play as growth, play as the essence of life, and play as emotion.
 Conclusions Fathers generally perceived the play with their young children positively, and recognized the play actively, not passively, while some fathers perceived the play negatively or ambivalently. The most frequently identified metaphorical expression in this study was ‘memories’. Fathers connected their fathers, themselves, and children through play, and their children will also positively remember the play they had with them at some point in the future.

Promoting children's computational thinking: A quasi‐experimental study of web‐mediated parent education

AbstractBackgroundComputational thinking (CT) has become a crucial skill for individuals in the 21st century, and while more educators are starting to recognize the importance of CT education, there is still a lack of research on how to teach young children CT, particularly outside of traditional school settings.ObjectivesTo fill the gap in knowledge, we aimed to investigate the effectiveness of a web‐based parent education program on improving children's CT skills. Additionally, we sought to determine if children's age, gender and family socioeconomic status had any impact on the development of CT skills.MethodsWe selected 86 adult–child pairs in the K3 age group to participate in a 4‐week intervention program using a quasi‐experimental approach.ResultsAfter 4 weeks, children in the intervention group had improved their CT skills more than their peers in the control group. This shows that the intervention was successful in enhancing children's CT skills. Age had a moderating effect on CT enhancement, with older children showing a more significant improvement than younger children. However, children's gender and family socioeconomic status did not have any moderating effects.ConclusionsThese results demonstrate that CT education can be effectively implemented in the home setting through web‐mediated parent education. Encouraging the use of unplugged CT activities at home can aid children in acquiring CT skills.

중등교육 시기의 자녀를 둔 부모교육 프로그램에 관한 국내 연구 동향 (1990-2022년)

Objectives This study was conducted to identify trends in domestic research on education programs for parents with children at the age of secondary education.
 Methods 78 relevant domestic academic journal articles, theses, and dissertations published from 1990 to 2022 were reviewed according to research period, type of journal of publication, academic field, education program details, experimental design, measurement tools, variables, research methods, and data analysis method.
 Results First, the largest number of papers were published between 2011 and 2015. Among these studies, there were more journal articles than theses and dissertations. Second, it was published the most in the field of education by academic field. Third, The most common type of study was to verify the effects of modifications to existing programs. Most studies were about methods for training or promoting the growth of parents or children, and most of the studies were based on ‘two or more theories’, and most of the participants were parents. The most frequently examined education methods were lectures, activities, discussions, impressions and interviews. The number of participants (9-15), the number of training program sessions (6-10), and the most common session duration (60-120 minutes) were the most studied. Schools were the most common location. The most common in the view of practitioners was the researcher’s own practice. Fourth, the largest number of studies were pre-test, post-test, experiment, and control group experimental design. Fifth, the measurement tool developed by foreign researchers was most frequently adapted and used. Sixth, the change in communication between parents and children were the most studied to test the effecs of the program. Seventh, there were many quantitative studies by type of research method.
 Conclusions Parents of secondary school students can maintain their happiness and health by participating in parent education programs, and help their children achieve independence for healthy adulthood.

고등학교 3학년 학생의 부모와의 관계 인식이 자아존중감을 매개로 교우관계에 미치는 영향에 대한 구조적 분석

Objectives The purpose of this study was to structurally confirm the effect of High School Seniors' perception of their relationship with their parents (positive or negative) on their friendship and how self-esteem as a mediating variable between the two variables.
 Methods To this end, this study analyzed the data of 5,092 high school seniors using the Gyeonggi Education Longitudinal Study. The study proceeded establishing a partial mediating effect model according to the theoretical background, correlation analysis, descriptive statistics analysis, confirmatory factor analysis, structural model verification, and structural model effect decomposition.
 Results First, among the recognition of relationships with parents, positive relationships had a positive effect on friendships, but negative relationships had no direct effect. Second, among the recognition of relationships with parents, positive relationships had a positive effect on self-esteem, and negative relationships had a negative effect. Also, self-esteem had a positive effect on peer relationships. Third, self-esteem had an effect as a mediator between the relationship with parents and friendship.
 Conclusions This study suggested efforts to diversify and induce participation in parent education programs in society, school efforts to improve adolescents' self-esteem, and the Ministry of Education and Offices of Education to improve guidelines and develop and disseminate programs to improve self-esteem.

Perceptions and Lived Experiences of Arab American Parent Participants in LENA Start: Lessons for Parent Education Programs in Minoritized Communities

This article investigates caregivers' perceived experience as part of the first implementation of LENA Start for Arab American families in New York City, with particular attention to the children's bilingual status as heritage speakers raised in marginalized communities within the United States. A qualitative analysis of a semistructured focus group interview conducted with five Arab American mothers who participated in the program was conducted to explore parents' perception and experience of the program using Glaserian grounded theory analysis. Parents reported more talking and reading with their children after participation, but the recorded data showed the changes were not significant. Parents reported that they benefited from the program by gaining a sense of belonging and embracing bilingualism while facing systemic barriers to passing on their heritage language. Parents as a group displayed a range of feelings including fear, trust, appreciation, motivation, and internalized supremacy of Western practices. They also engaged in a range of actions and commitments (i.e., self-reflection, self-growth, and progress) in association with the program. The components reported to be most critical were outside of the scope of the manualized program, such as service delivery in Arabic, a trusting and mutually respectful relationship, and attentiveness to sociopolitical and cultural factors. The findings highlight the need for a holistic analysis of parent educational programs in marginalized communities to include qualitative methods that engage with the social, political, and cultural realities of families.

The Effectiveness of Parental Education Programs within Neonatal Intensive Care Units: A Systematic Review

Introduction: Parenthood brings stress and anxiety to new parents due to the dramatic role transition. Parents who have a newborn in the neonatal intensive care unit (NICU) experience an increased level of stress. Increasing parental competencies in complex infant care compounds stress; therefore, finding the most effective method of parental education may improve parental health, well-being, and quality of life. Enhanced knowledge prepares parents to transition home. The objective of this systematic review is to evaluate the effectiveness of parental education interventions conducted within the NICU. Methods: CINHAL, Medline, PsychInfo, Web of Science, PubMed, and OT Search databases were searched to locate studies focusing on parental education, provided via healthcare workers, as a main intervention for parents with infants in the NICU. Articles were independently reviewed and selected based on defined inclusion criteria. Results: 20 articles were included and synthesized according to the method of education, parental outcomes, and the provider of education. Conclusions: Parental education is an effective way to facilitate positive parental outcomes. Utilizing combined methods to deliver education with repeated, consistent exposure, and checking for parent understanding is the best approach to minimize negative parental outcomes and improve preparedness for discharge.

Project ECHO

Children with intellectual and developmental disabilities engage in higher rates of challenging behavior (CB) than their typically developing peers. Effective and sustainable intervention and supports designed to reduce CB, as well as promote the development of positive, prosocial behavior, are urgently needed. One approach to targeting CB is providing parents with education and support to serve as the agents of behavior change. The purpose of this study was to examine the effectiveness of a parent education (PE) program focused on the principles of applied behavior analysis delivered using the Project ECHO service delivery model. Results demonstrate positive outcomes in parents' senses of competency and empowerment. In addition, parents identified the intervention as acceptable, suggesting this model as a highly effective and sustainable PE model for this population.

A Study on Sex Education Programs for Parents of Adolescents

A Study on Sex Education Programs for Parents of Adolescents

부모의 자아개념 관련 부모교육프로그램에 대한 주제범위 문헌고찰

This study reviewed the subject scope literature for research records on the correlation between parental education programs and parental self-concept, and I hereby intend to apply this study as empirical basic data for the development and field application of future self-concept improvement parent education programs. To this end, among domestic academic and degree papers from 1997 to October 2022, I selected the final 40 articles through the standardized six-step process presented in the Scoping Review method. The results of analyzing the contents through frequency and percentage are as follows. First, 82.5 percent of mother participants, 32.5 percent of 21 to 30 subjects, 37.5 percent of child age infant, 92.5 percent of quantitative research methods, 52.5 percent of degree papers, 50.0 percent of Rosenberg (1965) self-esteem tests, 22.5 percent of parent education, and 35.0 percent of eighth sessions. Second, among the 17 types of parent education program conducted, group counseling parent education (17.5%) and TA (15%) were the most conducted, and those were meaningful for improving parent self-concept. However, just because this is a statistically meaningless program(APN, reality therapy, reading education) does not mean that it is generally meaningless to improve self-concept. Additionally, this suggests the needs for program development and institutional support for fathers' participation, and is meaningful in presenting the direction of the parent education program to improve self-concept improvement.

The Impact of Childhood Maltreatment on Risk of Borderline Personality Disorder

Borderline personality disorder (BPD) is a personality disorder characterized by emotional over-sensitivity. People with BPD show symptoms of erratic behavior, having a fear of abandonment, and experiencing unstable social relationships. The factors and elements that influence the development of BPD are uncertain and varied, but there is a correlation between the development of BPD and the person's experience of abuse and other adverse factors. The aim of this review is to understand the factors and elements in BPD development. According to previous studies, emotional and sexual abuse experienced in childhood is a very important cause of the development of BPD. Low levels of caregiver warmth and neglect are associated with the development of BPD symptoms but are not determinative. At the same time, personality traits play an essential role in the resilience of BPD. In addition, BPD often coexists with other psychological disorders. Neuroticism as a personality trait is significantly associated with BPD. Brain differences between BPD and typical controls may lead to differences in their emotions and their ability to regulate emotions, which is related to their ability to control their emotional impulses. This paper illustrates the impact of adverse childhood experiences and negative parenting styles on the risk of BPD. One limitations of previous studies is that most of the studies were conducted on women, and gender differences may lead to a certain degree of bias in the exploration of influencing factors. Future studies should invetigate this topic in larger and diverse samples. This study can contribute to the design of relevant prevention and parent education programs in school.

The influence of parenting stress of North Korean refugee mothers in early parenthood on their children’s self-esteem and self-regulation ability

연구목적: 본 연구는 북한이탈 어머니의 양육 스트레스가 유아기 자녀의 자아존중감 및자기조절능력에 미치는 영향을 분석하고자 하였다. 방법: 대전, 충북지역에 거주하는 유아기 자녀를 양육하고 있는 북한이탈 어머니 122명을대상으로 양육 스트레스, 자아존중감 및 자기조절능력을 알아보았다. 자료수집은 구조화된설문지를 통해 2021년 1월부터 3월까지 이루어졌으며, 북한이탈 어머니의 양육 스트레스가유아기 자녀의 자아존중감 및 자기조절능력에 미치는 영향을 분석하였다. 결과: 첫째, 북한이탈 어머니의 양육 스트레스가 자녀의 자아존중감에 유의미한 부적 영향을 미치는 것으로 나타났다. 둘째, 북한이탈 어머니의 양육 스트레스가 자녀의 자기조절능력에 유의미한 부적 영향을 미치는 것으로 나타났다. 결론: 북한이탈 어머니의 양육 스트레스는 자녀의 자아존중감 및 자기조절능력에 유의한부적 영향을 미쳤음을 근거로 북한이탈 어머니의 양육 스트레스 관리가 절실히 필요하며이들의 양육 스트레스를 낮출 수 있는 구체적인 부모교육 프로그램의 개발과 적용이 필요하며, 이들의 남한사회에서의 안정적인 정착과 함께 자녀교육에 대한 정부의 지원이 필요함을시사한다Objectives: The purpose of this study is to analyze the effects of parenting stress of North Korean refugee mothers in early parenthood on their children’s self-esteem and self-regulation ability. Methods: The subjects of this study were 122 North Korean refugee mothers in early parenthood located in Daejeon and Chung-cheong bukdo in Korea. The parenting stress tools of Kwon et al.(2013), who verified the PSI/SF tool in Abidin(1990) for North Korean defectors, was used. Harter and Pike’s (1984) self-esteem tools developed by Kim(1997) were used. The self-regulation ability scale of Lee(2013) was used. Data collection was conducted from January to March of 2021 through a structured questionnaire. A linear regression analysis was conducted to analyze the effect of parenting stress as experienced by North Korean refugee mothers during early parenthood on their children’s self-esteem and self-regulation ability. Results: First, the research results show that the parenting stress of North Korean refugee mothers in early parenthood has a significantly negative effect on their children’s self-esteem. Second, the research results show that the parenting stress of North Korean refugee mothers in early parenthood has a significantly negative effect on their children’s self-regulation ability. Conclusions: In conclusion, the parenting stress of North Korean refugee mothers in early parenthood has a significantly negative effect on their children’s self-esteem and self-regulation ability. This suggests that there is the urgent need to manage the parenting stress of North Korean refugee mothers who are raising young child. Moreover, parent education program should be developed for them.

Relationship between maternal academic achievement pressure and children’s happiness: The mediating effect of academic stress moderated by ego-resiliency

The purpose of this study was to examine the mediating effect of academic stress moderated by ego-resiliency in the relationship between maternal academic pressure and children’s happiness This study used data from 12th waves of the PSKC 2019(The Panel Study on Korean Children). 1,412 children’s data were utilized for analysis. The mediating effect of academic stress moderated by ego-resiliency was verified using SPSS process macro. The results are as follows. First, maternal academic achievement pressure showed a positive correlation with children’s academic stress, a negative correlation with children’s happiness. Second, children’s academic stress had a full mediating effect between maternal academic pressure and children’s happiness. Third, children’s ego-resiliency had a moderating effect on the relationship between maternal academic achievement pressure and children’s academic stress. Based on these result, implications and suggestions were provided.s The findings of this study emphasize the importance of promoting ego-resiliency as a moderating variable between maternal academic achievement pressure and children’s academic stress. These findings could be used as a foundation for developing parent education programs to support not to pressure for child’s academic achievement, and for emphasizing importance to promote child’s ego-resiliency.

결혼이주여성을 대상으로 한 부모교육 프로그램 효과에 대한 체계적 문헌고찰

결혼이주여성을 대상으로 한 부모교육 프로그램 효과에 대한 체계적 문헌고찰

Evaluation of a nurse-led counselling intervention on selected outcome variables for parents of children with congenital adrenal hyperplasia.

Long-term care of children with congenital adrenal hyperplasia (CAH) has psycho-social implications for parents. Experts recommend a customized educational program for parents to facilitate their psychological adaptation and improve disease management. Such educational programs often provided by nurse counsellors are well evaluated in developed countries. There is a dearth of data on nurse-led counselling in the context of less developed countries. We aimed to evaluate the effect of a nurse-led counselling intervention on various psycho-social outcomes among parents of children with CAH. Fifty consecutive parents of children with CAH attending an outpatient clinic at a tertiary-care teaching hospital were enrolled. Parents' stress level, stigma, knowledge, practices, and treatment adherence were assessed by using Cohen's Perceived Stress Scale (PSS), DSD Stigma scale, and HILL-Bon Medication Adherence Scale (HB-MAS). Three educational counselling sessions were conducted within a month's gap, using PowerPoint presentations and a booklet. Assessment of outcomes was done at baseline and at the end of the third session. At baseline, the majority (90%) of the parents had moderate stress. Half of the parents had mild and the rest had moderate stigma. After the intervention, the majority (94%) of parents had shifted to mild levels of stress and stigma. At baseline, 86% of the parents had poor knowledge about the disease whereas post-intervention, 80% were having good knowledge. Disease management practices and treatment adherence also improved after the intervention. Nurse-led counselling was effective in reducing psycho-social problems, increasing knowledge, as well as improving practices and treatment adherence.

A Concurrent Mixed-Methods Study of Midwestern Latino Parents Participation and Preferences for Parenting Education Programs.

Parenting programs are an important tool that can provide support for parents and families and improve family functioning. This concurrent nested QUANT + qual mixed methods study sought to better understand parenting education program participation and examine format, delivery, and content preferences for parenting programs among Latino parents in Nebraska. Results from a statewide survey (N = 173) indicated that 31.4% of parents in the sample had participated in a parenting program. Significant predictors of participation in parenting education programs included being unmarried, not working full-time, having a higher income, and having excellent or very good health. Major barriers to participation included lack of information about available programs and logistical concerns. Focus group participants discussed key program design concerns which included: (1) cultural clashes related to acculturation gaps between parents and children; (2) cultural relevance of programming; (3) logistical considerations; and (4) the inclusion of technology to enhance parenting. Overall, participants were particularly interested in group-based learning, flexible scheduling, and improving the cultural relevance of programs. Implications for program design and outreach to improve Latino parents' access and willingness to participate in parenting education programs are presented. Future research should explore the effectiveness of parenting program implementation and dissemination with Latino parents in rural communities, if there are differences in the benefits of parenting programs by Latino subgroup or level of acculturation, and assess the impact of near-peers in the delivery of parenting programs with Latinos.

메타분석을 통한 에니어그램 부모교육 프로그램의 효과성 연구

The purpose of this study is to provide basic data and implications for the study of the enneagram program by analyzing the domestic enneagram parent education program through meta-analysis. To this end, the selection criteria (PICOS) was designed, a total of eight domestic academic papers and degree papers were selected as analysis targets, and basic information on research and experiments, and specific matters were classified and analyzed. The results of this study are as follows. First, the total effect size of the parent enneagram education program was 0.40, showing an effect size close to the middle. Second, the effect size of the positive parenting attitude was 0.42, which was higher than the effect size of the negative parenting attitude of 0.29. Third, the effect size of coping with parenting stress was 0.72, which was close to the large effect size. Fourth, the effect size of the self-related variable was 0.52, indicating that it had an intermediate effect. Through the analysis of each effect size, it was confirmed that the enneagram parent education program is effective in cultivating parents

로고테라피를 적용한 자살예방교육

Due to the high social interest in suicide, suicide prevention education is becoming more popular. However, as a result of analyzing the content of suicide and suicide prevention education, it is not an education that can actually help in terms of suicide prevention. It only conveys knowledge about suicide. Analyzing the underlying factors of people who committed suicide, they complain of an inner emptiness and an existential emptiness, a feeling of lack of value, purpose, and meaning in life. Therefore, suicide prevention education should include the contents dealing existential emptiness. In order to do that, logotherapy will be the key to the new suicide prevention education, since it includes the true meaning in life. By examining the basic concepts of logotherapy, such as pain, responsibility, and freedom of will, we can complement the lack of existing education. This will help to recognize the creative, experiential, and attitude values, which are ways to discover the meaning of life in the program, and realize them in life. We present the method of applying the logotherapy method to short-term and long-term education of suicide prevention education. Also we identified what needs to be dealt with in each age group. In addition, by presenting a suicide prevention education program for parents of teenagers, we are looking for ways to utilize it.

African American, low‐income mothers’ negative emotional reactivity, punishment, and children's externalizing and internalizing behavior

AbstractObjectiveIn this study, we examined African American, low‐income mothers’ emotional reactivity and use of punishment in relation to determinants of parenting and children's behavior.BackgroundMore research is needed examining within‐group variation in parenting processes, including discipline, of African American parents. Parents’ negative emotion may have implications for children's behavior independent of punishment as a disciplinary strategy.MethodParticipants were 157 African American, low‐income mothers and their 4‐ to 7‐year‐old children. Mothers responded verbally to a questionnaire and were observed interacting in their natural home environment. Direct and indirect relations were examined from three determinants of parenting (i.e., depression, household disorganization, child difficulty) to negative emotional reactivity, punishment, sensitivity, and children's behavior.ResultsDepressive symptoms, household disorganization, and child difficulty were associated with children's externalizing and internalizing behavior indirectly through negative emotional reactivity. Household disorganization predicted externalizing behavior through verbal punishment. Physical punishment was not related to children's behavior above and beyond negative emotional reactivity.ConclusionThis study supports the proposal that parents’ ability to regulate negative emotional reactivity in stressful contexts may have important implications for parenting and children's development above and beyond punishment.ImplicationsIntervention and preventative parent education programs should consider adding components that help parents with emotion regulation during stressful parenting situations.

Athletes’ perceptions of unsupportive parental behaviours in competitive female youth golf

Research exploring athletes and coaches’ perceptions of parent involvement in youth sport has demonstrated the presence of maladaptive parent involvement in youth sport. This research has provided insights into inappropriate parenting practices displayed in the youth sport environment. However, representative of the broader sport parenting literature, data has been primarily gleaned from sports such as tennis and football. In a bid to diversify participant populations, the present study sought to examine female youth golfers’ views of unsupportive parental behaviors within the competitive youth golf environment. Fourteen online synchronous focus groups were conducted with 61 female youth golfers in the specializing (n = 27) and investment (n = 34) stages of development, recruited from seven countries across three continents (Australia, Canada, England, Finland, Ireland, New Zealand, and Scotland). Reflexive thematic analysis revealed three higher-order categories of unsupportive parental behaviors: Emotional Ill-Treatment; Physical Ill-Treatment; and Pressurizing Behavior. Parenting practices consistent with emotional ill-treatment (e.g., verbal ill-treatment) have been previously discussed within the sport parenting literature, however the presence of physical ill-treatment displayed by parents toward child-athletes has not been commonly reported. The present research provides novel insights into athletes’ perceptions of these maladaptive behaviors, and demonstrates that, similar to other youth sports, unsupportive parental behaviors are evident in the youth golf environment. The findings of the current research further reinforce the need for reporting mechanisms for allegations of abuse within youth sport, continued stakeholder education, the development of safeguarding cultures, and also the need to explore parents’ experiences of exhibiting maladaptive involvement. Lay summary: Female youth golfers’ views of unsupportive parental behaviors in the specializing and investment stages of development were explored. Three higher order categories of unsupportive parental behaviors in competitive youth golf were identified: Emotional Ill-Treatment; Physical Ill-Treatment; and Pressurizing Behavior. IMPLICATIONS FOR PRACTICE Findings highlight the need for applied practitioners to work with sport organizations in developing and implementing holistic safeguarding cultures, to prevent child maltreatment in youth sport. Findings can be utilized by applied practitioners, governing bodies, and sport organizations to inform the content of future educational resources and programs for parents of youth golfers,