Literaturnachweis - Detailanzeige
Autor/inn/en | Bettencourt, Amie F.; Gross, Deborah; Breitenstein, Susan |
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Titel | Evaluating Implementation Fidelity of a School-Based Parenting Program for Low-Income Families |
Quelle | In: Journal of School Nursing, 35 (2019) 5, S.325-336 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1059-8405 |
DOI | 10.1177/1059840518786995 |
Schlagwörter | Young Children; Preschool Education; Preschool Children; Program Effectiveness; Parenting Skills; Parent Education; Urban Schools; Minority Group Students; Poverty; Child Behavior; Parent Attitudes; Attendance; Competence; Barriers; Maryland (Baltimore) Frühe Kindheit; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Parents education; Elternbildung; Elternschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Elternverhalten; Anwesenheit; Kompetenz |
Abstract | Young children first develop the social-behavioral skills needed to succeed in school from parents. However, most school-based interventions designed to bolster children's social-behavioral skills have focused on strengthening teachers' skills. This study examined the extent to which a 12-session group-based program for strengthening parenting skills, the Chicago Parent Program (CPP), could be implemented with fidelity in 12 urban schools serving a large population of young children (>95% African American or Latino) living in poverty. Parents of 380 prekindergarten students enrolled in the CPP. Data were collected on child behavior problems; parent satisfaction, attendance, and weekly practice completion; and implementation adherence and competence. Results indicated that CPP group leaders were highly adherent and competent; parents rated groups highly and attended an average of 8 sessions indicating CPP was implemented with high fidelity. Barriers and supports to implementation are reviewed, and implications for long-term sustainability of school-based interventions like CPP are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |