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.

项目概要基于小组的家长培训 (PT) 是最常见且行之有效的方法之一当在学校环境中提供时，加强育儿技能并减少儿童行为问题。参加团体 PT 的家长之间形成的社会联系可能会给孩子带来额外的好处定义为一个人在人际网络中的归属感和信任感。除了亲密的家人或朋友之外，社交联系（SC）可能是一个重要的因素，尽管人们对此知之甚少。基于群体的 PT 功效的潜在机制可能是在基于群体的 PT 背景下形成的。对于低收入父母尤其重要，他们比高收入父母更有可能报告社会孤立同行以及面临儿童行为问题发生率高和家长问题发生率低的学校这项拟议的临床试验研究经验将检验基于小组的 PT 的程度，在主要为低收入学生和家庭服务的小学中提供，在其中产生 SC 家长，以及 SC 是否与 a) 家长更多地参与孩子的教育以及 b) 更少的孩子相关这项混合方法研究采用前瞻性描述性设计。正在进行的评估基于小组的 PT 干预的准实验性家长研究，芝加哥家长巴尔的摩市公立学校计划 (CPP) 该研究将招募 150 名参加 CPP 小组的家长。孩子的老师检查理论上的 SC 显着预测因素，描述 SC 形成的程度； PT 小组参与者之间的关系；并评估 SC 作为调解之间关系的潜在机制。家长 a) PT 小组参与和 b) 参与孩子的教育和儿童行为问题 A。父母的子样本（n=20）还将完成个人定性访谈，以了解他们的情况在 PT 小组的背景下形成的对 SC 的看法将解决以下目标： 1：检查。基于群体的 PT 中 SC 的预测因子，2：检查在 PT 群体的背景下 SC 形成的程度与 a) 父母对孩子教育的参与度和 b) 儿童行为减少有关问题 3：探索 SC 作为增强学校团体 PT 效益的潜在机制 4：通过参与 PT 小组，探讨家长对 SC 的看法和体验。拟议的研究使用多种方法和信息提供者来了解潜在的机制 PT 群体通过以下方式影响并与 NINR 的健康差异和健康公平研究重点保持一致：解决经济和社会弱势家庭的行为和健康促进问题。这篇论文研究标志着申请人致力于改善健康和健康的职业生涯的基础通过循证、多代人的努力，保障低收入社区儿童和家庭的福祉程序。