Impact of a Parenting Program in a High-Risk, Multi-Ethnic Community: The PALS Trial

Autor/inn/en	Scott, Stephen; O'Connor, Thomas G.; Futh, Annabel; Matias, Carla; Price, Jenny; Doolan, Moira
Titel	Impact of a Parenting Program in a High-Risk, Multi-Ethnic Community: The PALS Trial
Quelle	In: Journal of Child Psychology and Psychiatry, 51 (2010) 12, S.1331-1341 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2010.02302.x
Schlagwörter	Community Services; Behavior Problems; Observation; Ethnic Groups; Child Rearing; Child Behavior; Parent Child Relationship; Literacy; At Risk Persons; Parent Education; Literacy Education; Urban Areas; Elementary School Students; Interviews; Psychometrics; Questionnaires; Control Groups; Program Effectiveness; Program Descriptions + Suchen Sie Ihr Suchwort? Gemeindenahe Versorgung; Beobachtung; Ethnie; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Risikogruppe; Parents education; Elternbildung; Elternschule; Urban area; Stadtregion; Interviewing; Interviewtechnik; Psychometry; Psychometrie; Fragebogen
Abstract	Background: Parenting programs have been shown to work when delivered to motivated ethnic majority parents in demonstration projects, but comparatively little is known about their impact when delivered to high-risk, multi-ethnic populations by routine local services. Methods: The Primary Age Learning Skills (PALS) trial was a randomized controlled trial of an evidence-based parenting-group program that targeted the parent-child relationship and child literacy. Parents of 174 children were selected from a population of 672 5- and 6-year-olds attending four primary schools in a high-risk, ethnically diverse, inner-city area. Eighty-eight children were allocated to the Incredible Years preventive program plus a shortened six-week version of the SPOKES literacy program, delivered by local services; 86 to usual community services; 152/174 (87%) of families were successfully followed up. Parent-child relationship quality and child behavior were measured using direct observation and parent interview; child reading was assessed psychometrically. Results: Two-thirds (58/89) of those offered the parenting program attended at least one session, with similar enrolment rates across the Black African, African-Caribbean, White-British and Other ethnic groups. Mean attendance was four relationship-building sessions and one literacy-development session. Satisfaction questionnaires were completed by 43/58 starters; 93% said they were well or extremely satisfied, with equally high rates across ethnic groups. At follow-up after one year, those allocated to the intervention showed significant improvements in the parent-child relationship on observation and at interview compared to controls; effects were similar across all ethnic groups. However, child behavior problems and reading did not improve. The cost was 1,343 British pounds ($2,100) per child. Conclusions: Programs can be organized to be engaging and effective in improving parenting among high-risk, multi-ethnic communities, which is of considerable value. To also be cost-effective in achieving child changes may require a set-up that enables parents to attend more sessions and/or an exclusive focus on children with clinically significant behavior problems. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10