Efficacy of Community-Based Parent/Teacher Training

描述（由申请人提供）：该提案要求额外的资金来补充当前资助的拨款。目前资助的赠款的目的是：(a)开发和测试一项创新的父母培训计划，以促进父母与来自低收入社区的有色人种（2 - 4岁）幼儿之间的健康关系；(2)描述低收入家庭及其子女的养育环境和心理健康干预需求，这些家庭没有充分受益于父母培训，并且患严重行为障碍的风险很高。本增刊的目的是通过将父母和孩子的随访评估从干预后6个月延长到干预后1年，加强现有的评估家长培训项目有效性的研究计划。在第一阶段，来自目标人群的家长将与研究团队合作，开发一个新的12周的基于视频的家长培训项目，称为芝加哥家长项目（CCP）。在第二阶段，CPP将在来自为低收入家庭服务的9个城市日托中心（160个干预家庭和160个对照家庭）的320个幼儿家庭（约97%为少数族裔）中进行测试。参与者将在基线、干预后、干预后6个月和1年采用自我报告、教师报告和观察方法进行评估。因变量包括儿童在家庭和日托的行为问题、父母自我效能、管教策略、压力和亲子互动的质量。在家庭和日托中心有持续升高的行为问题的儿童的家长和老师（测试n = 26）也将接受访谈，以了解没有从家长培训中受益的家庭和儿童的需求。本研究将通过以下方式扩展知识：1)为生活在低收入社区的有色人种家庭制定一项与社会和背景相关的家长培训计划；2)评估干预后1年的长期有效性；3)描述有年幼孩子的低收入家庭的干预需求，这些家庭可能需要更多的强化服务。

DESCRIPTION (provided by applicant): This proposal requests additional funds to supplement a currently funded grant. The purposes of the currently funded grant are to (a) develop and test an innovative parent training program for promoting healthy relationships between parents and young children of color (2 - 4 yeas) old from low-income communities and (2) describe the childrearing contexts and mental health intervention needs of low income families and their children who do not sufficiently benefit from parent training and who are at heightened risk for developing serious behavioral disorders. The purpose of this supplement is to strengthen the existing research plan for evaluating the effectiveness of the parent-training program by extending the follow-up assessments of parents and children from 6 months post intervention to 1-year post intervention. In Phase I parents from the target population will collaborate with the research team in the development of a new 12-week video based parent-training program called the Chicago Parent Program (CCP). In Phase II, the CPP will be tested among 320 families of young children (approximately 97% minority) from 9 urban day care centers serving low-income families (160 intervention and 160 control families). Participants will be assessed at baseline, post intervention, and at 6 months and 1 year post intervention using self report, teacher report and observational methods. Dependent variables include child behavior problems at home and day care, parent self-efficacy, discipline strategies, stress, and quality of parent-child interaction. Parents and teachers of children with persistent elevated behavior problems at home and day care (est. n = 26) will also be interviewed to understand the needs of families and children who do not benefit from parent training. This study will extend knowledge by 1) developing a parent training program that is socially and contextually relevant for families of color living in low income communities; 2) evaluating its long term effectiveness up to 1 year post-intervention; and 3) delineating the intervention needs of low income families with very young children who may need more intensive services.