Parent Education for Parents with Cognitive Limitations

描述(由申请人提供)：与为人父母相关的任务可能会令人不堪重负。大多数家长都可以获得丰富的书面材料、媒体和基于网络的资源来帮助他们。然而，对于有认知障碍(CL)的父母来说，这些资源通常是无法访问或无法理解的。在没有州或联邦政府系统性支持的情况下，对患有CL的父母进行的专门培训在全国范围内仍然很少。专业人士在以下三个主要方面未能为这些家庭提供足够的支援：(1)如何识别患有CL的父母的不确定性；(2)对如何最好地支持患有CL的父母的知识和理解有限；以及(3)缺乏针对这一群体学习需要的培训材料。如果没有适当的支持，以患有CL的父母为家长的家庭的积极父母和孩子的结果是有限的，严重损害了患有CL的母亲每年在美国出生的超过12万婴儿的潜在健康发展。因此，为患有CL的父母和支持他们的专业人员提供灵活、适当和有吸引力的家长教育培训材料，是公共卫生的迫切需要。在第一阶段：我们开发了一个家长培训计划，我的睡前例程，供专业人士与患有CL的父母一起使用，对该计划进行了可行性评估，并与社会服务专业人员和高危父母小组举行了计划审查。评价的结果令人鼓舞。父母参与者建立了就寝时间的惯例或改进了他们已经确立的惯例，并在睡觉时体验到更少的压力和更多的乐趣与孩子在一起。使用我的睡前常规也导致了专业人员提供的支持的数量和质量的改善。我们相信，这些第一阶段的结果证明了扩大和完成该计划的合理性。我们建议在第二阶段扩大该计划，并使用延迟的治疗控制小组设计对该计划进行评估，包括80对父母和支持专业人员，以评估该计划的有效性：1)增加专业人员在与患有CL的父母合作方面的知识、技能和信心，2)增加专业人员向目标父母提供的支持数量，3)改善专业人员与目标父母之间的关系质量，以及4)提高父母在计划主题领域的技能。

DESCRIPTION (provided by applicant): The tasks associated with parenthood can be overwhelming. Most parents have access to a wealth of written materials, media, and web-based resources to assist them. For parents who have cognitive limitations (CL), however, these resources are typically inaccessible or incomprehensible. Specialized training for parents who have CL remains scarce nationwide with no systemic support from state or federal governments. Professionals are ill-equipped to adequately support these families in three major ways: (1) uncertainty about how to identify parents who have CL, (2) limited knowledge and understanding about how to best support parents who have CL, and (3) the lack of training materials geared to the learning needs of this group. Without appropriate support, positive parent and child outcomes in families headed by parents who have CL are limited, seriously compromising the potential healthy development of over 120,000 babies are born in the United States each year to mothers with CL. Thus, there is a serious public health need for flexible, appropriate and engaging parent education training materials for parents who have CL and the professionals supporting them. In Phase I we: developed a parent training program, My Bedtime Routine, for professionals to use with parents who have CL, conducted a feasibility evaluation of the program and held a program review with a panel of social service professionals and at-risk parents. The results of the evaluation were encouraging. Parent participants established bedtime routines or improved their already-established routines, and experienced less stress and more fun with their children at bedtime. Use of My Bedtime Routine also led to improvement in the quantity and quality of professional-provided support. We believe these Phase I results justify expanding and completing the program. We propose to expand the program in Phase II and evaluate the program using a delayed, treatment-control group design with 80 pairs of parents and support professionals to assess the efficacy of the program in: 1) increasing professionals' knowledge, skills and confidence related to working with parents who have CL, 2) increasing the quantity of support offered by professionals to the targeted parents, 3) improving the quality of the relationship between professionals and targeted parents, and 4) improving parents' skills in the program topic areas.