scholarly journals Longitudinal Connections of Maternal Supportiveness and Early Emotion Regulation to Children’s School Readiness in Low-Income Families

2013 ◽  
Vol 4 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Holly E. Brophy-Herb ◽  
Michaela L. Zajicek-Farber ◽  
Erika L. Bocknek ◽  
Lorraine M. McKelvey ◽  
Kathy Stansbury
Keyword(s):  
Emotion Regulation ◽  
School Readiness ◽  
Low Income ◽  
Low Income Families ◽  
Maternal Supportiveness

scholarly journals A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction (Preprint)

2019 ◽  
Author(s):  
Lucy McGoron ◽  
Hilary Horn Ratner ◽  
Kathryn AG Knoff ◽  
Erica Hvizdos ◽  
Steven J Ondersma
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Text Messages ◽  
Parenting Programs ◽  
Program Text ◽  
Childcare Centers ◽  
Web Based ◽  
Innovative Strategies ◽  
Low Income Families ◽  
Website Use

BACKGROUND Internet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them. OBJECTIVE This study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement. METHODS Parents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements. RESULTS A total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high. CONCLUSIONS For some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

scholarly journals The Role of Emotion Regulation and Socialization in Behavioral Parent Training: A Proof-of-Concept Study

2017 ◽  
Vol 43 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Chloe Zachary ◽  
Deborah J. Jones ◽  
Laura G. McKee ◽  
Donald H. Baucom ◽  
Rex L. Forehand
Keyword(s):  
Emotion Regulation ◽  
Parent Training ◽  
Low Income ◽  
Standard Of Care ◽  
Behavioral Parent Training ◽  
Future Directions ◽  
Income Status ◽  
Target Emotion ◽  
Low Income Families

Low-income families are less likely to effectively engage in Behavioral Parent Training (BPT), the standard of care for early-onset (3-8 years old) disruptive behavior disorders (DBDs); however, relatively little is known about predictors of treatment process and outcome within this vulnerable group. Given literature to suggest compromises associated with both low-income status and DBDs, this study examined the role of caregiver emotion regulation and socialization practices in 15 low-income families who participated in one evidence-based BPT program, Helping the Noncompliant Child (HNC). Findings suggest baseline caregiver emotion regulation predicted variability in BPT treatment duration and outcomes, whereas baseline caregiver emotion socialization practices explained variation in the severity of child disruptive behaviors concurrently, as well as BPT treatment outcomes. Furthermore, BPT yielded pre- to posttreatment effect sizes that were equivalent to or better than treatments designed to more explicitly target emotion regulation and socialization processes. Clinical implications and future directions are discussed.

scholarly journals The development of cognitive skills and gains in academic school readiness for children from low-income families.

2010 ◽  
Vol 102 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Janet A. Welsh ◽  
Robert L. Nix ◽  
Clancy Blair ◽  
Karen L. Bierman ◽  
Keith E. Nelson
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Cognitive Skills ◽  
Low Income Families ◽  
Academic School

Emotional competence and behavior problems: Differences across Preschool Assessment of Attachment classifications

2010 ◽  
Vol 15 (3) ◽  
pp. 391-406 ◽  
Author(s):  
Shari L. Kidwell ◽  
Marion E. Young ◽  
Lisa D. Hinkle ◽  
Ashley D. Ratliff ◽  
Meagan E. Marcum ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Low Income ◽  
Emotional Competence ◽  
Emotion Understanding ◽  
Strange Situation ◽  
Childhood Experiences ◽  
Preschool Assessment ◽  
Parental Symptoms ◽  
Low Income Families ◽  
And Behavior

This study examined attachment in association with preschoolers’ emotional functioning among 54 predominantly low-income families living in Appalachia. Attachment was assessed at age 4 years using the Strange Situation (Ainsworth, Blehar, Waters, & Wall, 1978) and classified with the PAA (Crittenden, 2004). Emotional competence was measured via an interview about children’s memories for six emotions, rated in terms of both emotion understanding and regulation. Parent-, teacher-, and self-reports of children’s internalizing and externalizing symptoms were also completed. Questionnaires and interviews assessed socioeconomic risk and parental symptoms and negative childhood experiences. Children’s PAA strategies were significantly associated with risks, emotion regulation and understanding, and symptoms. Children using highly coercive strategies showed the greatest difficulties. Emotion regulation and understanding also were associated with parent- and teacher-report of symptoms. These findings suggest that intervention efforts with at-risk youngsters should target not only attachment security, but also emotional competence skills.

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project

2001 ◽  
Vol 72 (5) ◽  
pp. 1347-1366 ◽  
Author(s):  
John C. Wright ◽  
Aletha C. Huston ◽  
Kimberlee C. Murphy ◽  
Michelle St. Peters ◽  
Marites PiA+-on ◽  
...  
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Television Viewing ◽  
Low Income Families

scholarly journals A Pragmatic Internet Intervention to Promote Positive Parenting and School Readiness in Early Childhood: Initial Evidence of Program Use and Satisfaction

10.2196/14518 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. e14518
Author(s):  
Lucy McGoron ◽  
Hilary Horn Ratner ◽  
Kathryn AG Knoff ◽  
Erica Hvizdos ◽  
Steven J Ondersma
Keyword(s):  
School Readiness ◽  
Low Income ◽  
Text Messages ◽  
Parenting Programs ◽  
Program Text ◽  
Childcare Centers ◽  
Web Based ◽  
Innovative Strategies ◽  
Low Income Families ◽  
Website Use

Background Internet-based parenting programs have the potential to connect families to research-informed materials to promote positive child development. However, such programs can only succeed to the extent that the intended population engages with them. Objective This study aimed to evaluate engagement in the 5-a-Day Parenting program, a technology-based program designed with low-income families in mind, to promote daily use of 5 specific parenting activities conducive to children’s school readiness. Following earlier pilot data, the program was enhanced with an initial motivational e-intervention and tailored text messages designed to promote engagement. Methods Parents were recruited from local childcare centers and through a participant registry. We examined rates of receipt of program text messages and use of video-based content on the program website, 3 factors that may affect website use, and satisfaction with key program elements. Results A total of 360 parents of young children learned about the study and had the opportunity to use the 5-a-Day Parenting website. Of these, 94 parents participated in the study, and 33% (31/94) accessed the video-based content on the website at least once. No association was found between website use and program recruitment approach, program-affiliation message, sociocontextual risk, and baseline use of the five parenting activities. Satisfaction with text messages and video-based content was high. Conclusions For some parents, technology-based programs appear useful; however, engagement could still be enhanced. Additional research should seek innovative strategies for promoting engagement in Web-based parenting programs.

Pathways to Adaptive Emotion Regulation Among Adolescents from Low-Income Families

2016 ◽  
Vol 65 (3) ◽  
pp. 517-529 ◽  
Author(s):  
Michael M. Criss ◽  
Amanda Sheffield Morris ◽  
Elisabeth Ponce-Garcia ◽  
Lixian Cui ◽  
Jennifer S. Silk
Keyword(s):  
Emotion Regulation ◽  
Low Income ◽  
Low Income Families
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