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

了解父母的社会联系对低收入社区儿童行为健康的作用

基本信息

批准号：
10589778
负责人：
CORINNE PLESKO
金额：
$ 0.79万
依托单位：
JOHNS HOPKINS UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-04-01 至 2023-06-15
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10589778
关键词：
Address Affect Aggressive behavior Area Baltimore Behavior Behavioral Caring Chicago Child Child Behavior Child Health Child Rearing Child Welfare Childhood Cities Clinical Trials Communities Data Dedications Education Educational Intervention Enrollment Family Foundations Friends Generations Health Health Promotion Income Individual Intervention Studies Interview Learning Learning Skill Link Low income Maryland Measures Mediating Mentorship Methods Outcome Parents Participant Perception Performance Personal Satisfaction Persons Population Poverty Prenatal care Problem behavior Quasi-experiment Reporting Research Research Priority Role Schools Social Perception Social isolation Students Training Training Programs Trust United States care delivery career cost design economic disparity elementary school evidence base experience health care model health disparity health equity improved informant lower income families member parental role peer postpartum care programs prospective recruit skills social social disparities teacher

项目摘要

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.

项目摘要以小组为基础的父母培训（PT）是最常见和行之有效的方法之一，加强育儿技巧，减少儿童行为问题。当在学校设置时，参加小组PT的父母之间形成的社会联系可能会产生额外的好处，家长、学校和孩子。被定义为一个人在人际网络中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，虽然很少理解，基于组的PT疗效的潜在机制。在基于组的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率和低父母行为问题率的学校。订婚这项拟议的临床试验研究经验将检查基于组的PT，在主要为低收入学生和家庭服务的小学中提供，如果SC与a）更多的父母参与孩子的教育和B）更少的孩子行为问题采用前瞻性描述性设计，该混合方法研究嵌套在一项正在进行的准实验性家长研究，评估基于小组的PT干预，芝加哥家长计划（CPP）在巴尔的摩市公立学校。该研究将招募150名参加CPP组的父母，他们孩子的老师检查理论上突出的SC预测;描述SC形成的程度在PT组参与者中;并评估SC作为调解父母的a）PT小组参与和B）参与他们孩子的教育和儿童行为问题。一子样本（n=20）的父母也将完成个人定性访谈，以了解他们的在PT组的背景下形成的SC的观点。将处理以下目标：1：检查基于组的PT中SC的预测因素，2：检查PT组背景下SC形成的程度与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，以提高学校以小组为基础的PT的效益第四部分：探讨家长对幼儿园的认知与经验。拟议的研究使用多种方法和知情人来了解潜在的机制 PT组影响并符合NINR的健康差异和健康公平的研究重点，解决在经济和社会上处于不利地位的家庭中促进行为和健康的问题。此外，本发明还本论文的研究标志着申请人的职业生涯的基础，致力于改善健康和低收入社区儿童和家庭的福祉，程序.