Understanding the role of parents' social connectedness in children's behavioral wellbeing in low-income communities

项目总结 以小组为基础的家长培训(PT)是最常见和成熟的方法之一 加强育儿技能，减少儿童行为问题。当在学校环境中提供时， 参加小组培训的父母之间建立的社会关系可能会为以下方面带来额外的好处 家长、学校和孩子。定义为一个人在人际网络中拥有的归属感和信任感 除了他们亲密的家人或朋友，社会联系(SC)可能是一个重要的，尽管鲜为人知的， 基于群体的PT疗效的潜在机制。在基于群的PT的上下文中形成的SC可以是 对于低收入的父母来说尤其重要，他们比高收入的父母更有可能报告社会孤立 同龄人，以及面临高儿童行为问题发生率和低家长比率挑战的学校 订婚。这项拟议的临床试验研究经验将检查基于组的PT、 在主要服务于低收入学生和家庭的小学提供，在 父母和如果SC与a)更多的父母参与他们孩子的教育和b)更少的孩子相关 行为问题。使用前瞻性描述性设计，这项混合方法研究嵌套在 正在进行的准实验性家长研究，评估基于群体的PT干预，芝加哥家长 巴尔的摩市公立学校的课程(CPP)。这项研究将招募150名家长参加CPP小组和 让孩子的老师从理论上检验SC的显著预测因素；描述SC形成的程度 在PT组参与者之间；评估SC作为一种潜在的机制来调节 家长a)小组参与和b)参与孩子的教育和孩子的行为问题。一个 次抽样(n=20)的父母也将完成个别定性访谈，以了解他们的 在PT小组的背景下形成了对自然科学的看法。将实现以下目标：1.审查 基于组的PT中SC的预测因素，2：检查在PT组的上下文中SC形成的程度 这与a)父母对孩子教育的投入和b)孩子行为的减少有关 问题3：探索SC作为一种潜在的机制来提高学校以小组为基础的PT的好处 4：从家长参与PT小组的角度探讨家长对SC的认知和体验。 拟议的研究使用多种方法和告密者来了解潜在的机制 PT小组通过以下方式影响并与NINR的健康差距和健康公平研究优先事项保持一致 解决经济和社会弱势家庭的行为和健康促进问题。另外， 这项研究标志着申请者致力于改善健康和健康的职业生涯的基础 通过循证、多代的方式改善低收入社区儿童和家庭的福祉 程序。

PROJECT SUMMARY Group-based parent-training (PT) is one of the most common and well-established approaches for strengthening parenting skills and reducing child behavior problems. When offered in school settings, the social connections formed among parents attending group-based PT may generate additional benefits for parents, schools, and children. Defined as the sense of belonging and trust one has within a network of people beyond their close family or friends, social connectedness (SC) may be an important, though little understood, mechanism underlying group-based PT efficacy. SC formed in the context of group-based PT may be particularly important for low-income parents, who are more likely to report social isolation than higher income peers, and for schools challenged with high rates of child behavior problems and low rates of parent engagement. This proposed clinical trial research experience will examine the extent to which group-based PT, delivered in elementary schools serving predominantly low-income students and families, generates SC among parents and if SC is associated with a) greater parent engagement in their child’s education and b) fewer child behavior problems. Using a prospective descriptive design, this mixed-methods study is nested within an ongoing quasi-experimental parent study evaluating the group-based PT intervention, the Chicago Parent Program (CPP) in Baltimore City Public Schools. The study will recruit 150 parents enrolled in CPP groups and their child’s teachers to examine theoretically salient predictors of SC; describe the degree of SC formed among PT group participants; and evaluate SC as a potential mechanism mediating the relationships between parents’ a) PT group participation and b) engagement in their child’s education and child behavior problems. A subsample (n=20) of parents will also complete individual qualitative interviews in order to understand their perspectives on SC formed in the context of the PT group. The following aims will be addressed: 1: Examine predictors of SC in group-based PT, 2: Examine the extent to which SC formed in the context of the PT group is associated with a) parents’ engagement in their child’s education and b) decreases in child behavior problems, 3: Explore SC as a potential mechanism for enhancing the benefits of group-based PT in school settings, and 4: Explore parents’ perceptions and experiences of SC from their participation in the PT group. The proposed study uses multiple methods and informants to understand the potential mechanisms underlying PT group effects and aligns with the NINR’s research priorities of health disparities and health equity by addressing behavioral and health promotion in economically and socially disadvantaged families. Additionally, this dissertation study marks the foundation of the applicant’s career dedicated to improving the health and wellbeing of children and families in low-income communities through evidence-based, multi-generation programs.