Delivering Parenting Education Virtually. Opportunities & Challenges.pptx
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The document summarizes a presentation on opportunities and challenges of virtual parenting education programs internationally. It discusses current virtual parenting programs in the US and globally, covering topics like positive parenting and preventing child abuse. Virtual programs offer opportunities like international collaboration but face challenges with enrollment, special populations, and ensuring program efficacy. Presenters sought questions on developing global parenting education standards and next steps.
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Delivering Parenting Education Virtually. Opportunities & Challenges.pptx
- 1. NCFR 2021 CONFERENCE THE SCIENCE OF FAMILIES: NURTURING HOPE, HAPPINESS AND HEALTH SYMPOSIUM 226-03: IMPACT OF SCIENCE AND TECHNOLOGY ON PARENTING AND SERVICES FROM AN INTERNATIONAL PERSPECTIVE, NOVEMBER 3, 2021 Parenting Education Virtually: Opportunities and Challenges Presenters: Debra L. Berke, Ph.D., C.F.L.E., Wilmington University Mary Kay Keller, M.P.A., Ph.D., C.E.I.M., C.F.L.E, Wilmington University Mary Ordonio, M.S., Wilmington University
- 2. OVERVIEW • Current virtual parenting education programming (U.S.) • Current virtual parenting education programming (Non-U.S.) • Opportunities • Challenges • Questions/Next steps • Resource list
- 3. TOPICS: TRIPLE P- Positive Parenting Programs PEP- Parent Encouragement Parents as Teachers Parent education for incarcerated parents or parents on parole Nurturing Programs Behavioral Problems Protect children from maltreatment TIMING/LENGTH: Eight 2 hour sessions 16 sessions (2 separate units) Primary Prevention (5-18 sessions) Secondary Prevention (12-20 sessions) Tertiary Prevention (15-25+ sessions) METHOD OF DELIVERY: Live Webinar Web Page Mobile Apps Video Conference Podcasts CURRENT U.S. VIRTUAL PROGRAMMING
- 4. TOPICS: Australia – Triple P Program (No digital divide) Melbourne, Australia - Parenting Education to Prevent Adolescent Depression and Anxiety Disorders Canada - Parent Education: Incredible Years Finland – Strongest Families Smart Website (behavioral problems) Netherlands - Making a healthy deal with your child (overweight) TIMING/LENGTH: Eight weeks of 2- hour sessions Single Session Sessions vary according to the age of the child Eleven weeks Twenty weeks METHOD OF DELIVERY: Web-based & Smart phones Web-based Technology Assisted: Video conferencing and Text messages Web-based with Telephone Coaching E-learning CURRENT GLOBAL VIRTUAL PROGRAMMING
- 5. OPPORTUNITIES • Future research collaborations • International participation • Professional networking opportunities • Accessible to diverse lifestyles and schedules • Spread research • Develop a global standard for parent education
- 6. CHALLENGES • Enrollment • Special populations, e.g., people who may be at risk of child abuse (Baker, Sanders & Morawska, 2017) • General enrollment issues (Traube et.al, 2020) • People with disabilities (http://www.ohrc.on.ca/en/opportunity-succeed- achieving-barrier-free-education-students-disabilities) • Constraints of communication (Shahtalebi, S., Shatalebi, B., & Shatalebi, F., 2011) • Education level of the parent(s) (Doty et al., 2016) • Audience needs/fit, e.g., content and delivery • Relationship (connection) between the instructor and the student (Callister & Love, 2016) • Access to a computer, reduced social interaction, and requisite self-motivation (Gelattt, Adler–Baeder & Seeley, 2010) • Program efficacy issues (Cardamone-Breen et al., 2016)
- 7. QUESTIONS AND NEXT STEPS • Is there a common definition of "best practices” globally? • How can we collectively develop a global standard for parenting education? • Where are the gaps in virtual parenting education? • Where and how can family scientists contribute? • What do you see as the next steps to move this work forward?
- 8. RESOURCE LIST • Baker, S., Sanders, M., & Morawska, A. (2017). Who uses online parenting support? A cross-sectional survey exploring Australian parents’ internet use for parenting. Journal of Child and Family Studies, 26(3), 916-927. doi:10.1007/s10826-016-0608-1 • Cardamone-Breen, M. C., Jorm, A. F., Lawrence, K. A., Rapee, R. M., Mackinnon, A. J., & Yap, M. B. H. (2018). A single-session, web-based parenting intervention to prevent adolescent depression and anxiety disorders: Randomized controlled trial JMIR Publications Inc. doi:10.2196/jmir.9499 • Florean, I. S., Dobrean, A., Păsărelu, C. R., Georgescu, R. D., & Milea, I. (2020). The efficacy of internet-based parenting programs for children and adolescents with behavior problems: A meta-analysis of randomized clinical trials. Clinical Child and Family Psychology Review, 23(4), 510–528. https://doi.org/10.1007/s10567-020-00326-0 • Gelatt, V. A., Adler-Baeder, F., & Seeley, J. R. (2010). An interactive web-based program for stepfamilies: Development and evaluation of efficacy. Family Relations, 59(5), 572-586. doi:10.1111/j.1741-3729.2010.00624.x • Gordon, D., & Horwitch, L. Online or in person, information-based or skills based, emerging trends in parent education for divorcing/separating families: What works? • Harris, M., Andrews, K., Gonzalez, A., Prime, H., & Atkinson, L. (2020). Technology-assisted parenting interventions for families experiencing social disadvantage: A meta-analysis Springer Science and Business Media LLC. doi:10.1007/s11121-020-01128-0 • Hughes, R., Bowers, J. R., Mitchell, E. T., Curtiss, S., & Ebata, A. T. (2012). Developing online family life prevention and education programs. Family Relations, 61(5), 711-727. doi:10.1111/j.1741-3729.2012.00737.x • Parent Education Programs. Child Welfare Information Gateway. (n.d.). Retrieved October 18, 2021, from https://www.childwelfare.gov/topics/preventing/prevention-programs/parented/. • Traube, D. E., Hsiao, H., Rau, A., Hunt-O’Brien, D., Lu, L., & Islam, N. (2020). Advancing home based parenting programs through the use of telehealth technology. Journal of Child and Family Studies, 29(1), 44-53. doi:10.1007/s10826-019-01458-w • Ristkari, T., Kurki M., Suominen, A., Gilbert, S. , Sinokki, A., Kinnunen, M., Huttunen, J., McGrath, P., & Sourander, A. (2019) J Med Internet Res 21 (4) m e111446, p.1 https://www.jmir.org/2019/4/311446 • Ruiter, E., Fransen, J., Molleman, G., Velden, K., & Engels, R. (2015) BMC Public Health (5:148 DOI 10.1186/212889-015-1394-1 • Webster-Stratton, C., & Reid, J. (2017) In A. E. Kazdin & J.R. Weisz (Eds.), The Incredible Years parents, teacher and children training series: A multifaceted treatment approach for young children with conduct problems in evidence-based psychotherapies for children and adolescents (3rd ed.). New York: Guildford Publications.
- 10. CONTACT INFORMATION Debra L. Berke, Ph.D., C.F.L.E., Wilmington University Email: Debra.L.Berke@wilmu.edu Tele: +1.302.356.6760 Mary Kay Keller, M.P.A., Ph.D., C.E.I.M., C.F.L.E, Wilmington University Email: MaryKay.Keller@wilmu.edu Tele: +1.302.327.4897 Mary Ordonio, M.S., Wilmington University/Behavioral Health Email: mordonio001@my.wilmu.edu Tele: +1.916.521.5756
Notas del editor
- Slide 3 Mary
- These programs were developed as face to face programs the information here is derived from the evaluations of the presentation of the program via Virtual and Technology Assisted . AUSTRALIA Triple P Program -Positive Parenting Program is a multi-level parenting and family support strategy. It aims to prevent severe behavioral, emotional and developmental problems in children by enhancing the knowledge, skills and confidence of parents. The need for better access to evidence-based parenting interventions is widely recognized, as few families actually participate in parenting programs. A public health approach that includes the delivery of parenting information via the Internet could increase the reach of such interventions dramatically. However, there are concerns that web-based information is not accessible by families that face the greatest barriers to accessing “traditional” face-to-face parenting support, and therefore could benefit most from online approaches. This study used a cross-sectional survey of 459 Australian parents of 2–12 year olds to investigate parents’ use of the Internet to access parenting information, and the extent to which this information is useful for parents from a range of socio-economic back- grounds. Results indicate that the majority of parents use parenting websites (65 %) and social media (45 %) for parenting information. Users of parenting websites tended to be parents of younger children. Younger age of the child was also associated with using social media, as was younger parental age, being female, not working and spending more hours online. Parents rated a range of modalities as useful for receiving parenting information, particularly seminars and individually tailored programs. Self-directed web-based programs were endorsed by 61 % of respondents. Higher-risk parents were as likely or more likely to endorse web- based information sources as lower-risk parents. As there was almost equal access to online parenting information among families from different backgrounds, we conclude that the Internet provides an exciting opportunity for delivering evidence-based parenting support to a broad range of parents, including higher-risk families. https://drive.google.com/drive/folders/1FiQbdubGDMbOwTON--fCLPXkdx5jK3o4 Melbourne Australia – Parenting Education to Prevent Adolescent and Anxiety Disorders Background: Depression and anxiety disorders are significant contributors to burden of disease in young people, highlighting the need to focus preventive efforts early in life. To address this gap, we developed a single-session, Web-based, tailored psychoeducation intervention that aims to improve parenting practices known to influence the development of adolescent depression and anxiety disorders. Objective: The aim of this study was to evaluate the short-term effects of the intervention on parenting risk and protective factors and symptoms of depression and anxiety in adolescent participants. Methods: We conducted a single-blind, parallel group, superiority randomized controlled trial comparing the intervention with a 3-month waitlist control. The intervention is fully automated and consists of two components: (1) completion of an online self-assessment of current parenting practices against evidence-based parenting recommendations for the prevention of adolescent depression and anxiety disorders and (2) an individually tailored feedback report highlighting each parent’s strengths and areas for improvement based on responses to the self-assessment. A community sample of 349 parents, together with 327 adolescents (aged 12-15 years), were randomized to either the intervention or waitlist control condition. Parents and adolescents completed online self-reported assessments of parenting and adolescent symptoms of depression and anxiety at baseline, 1-month (parent-report of parenting only), and 3-month follow-up. Results: Compared with controls, intervention group parents showed significantly greater improvement in parenting risk and protective factors from baseline to 1-month and 3-month follow-up (F2,331.22=16.36, P<.001), with a small to medium effect size at 3-month follow-up (d=0.33). There were no significant effects of the intervention on adolescent-report of parenting or symptoms of depression or anxiety in the adolescents (all P>.05). Conclusions: Findings suggest that a single-session, individually tailored, Web-based parenting intervention can improve parenting factors that are known to influence the development of depression and anxiety in adolescents. However, our results do not support the effectiveness of the intervention in improving adolescent depression or anxiety symptoms in the short-term. Long-term studies are required to adequately assess the relationship between improving parenting factors and adolescent depression. CANADA: The Incredible years program is a multifaceted treatment approach for young children with conduct problems. in the early years as are two to three times more likely of becoming tomorrows seriously violent and chronic juvenile offenders. Risk factors are: ineffective parenting, family mental health and criminal history, child biological and developmental risk factors, school risk factors, and peer and community risk factors, poverty and gangs. The Incredible Years® (IY) treatment programs were designed to prevent and treat behavior problems when they first begin and to intervene in multiple settings with parents, teachers, and children. This approach to early intervention can counteract risk factors and strengthen protective factors, thereby helping to prevent a developmental trajectory toward increasingly aggressive and violent behaviors. In addition, intervention length moderated intervention effectiveness; shorter interventions yielded greater improvements in well-being, compared with longer interventions. Interventions were also associated with significant improvements in parenting (g = .38) and child behavior (g = .39). These findings provide support for the use of technology-assisted parenting interventions in populations experiencing social disadvantage. Overall, the findings indicate that technology-assisted interventions improve parental psychological well-being, parenting, and child behavior. Further research into the relative effectiveness of technology-assisted, in-person, and integrated models is important. When comparing these models, however, one must consider the re-source advantages of digital delivery, such as increased accessibility and reduced costs of development and implementation (Hall and Bierman 2015; Jones et al. 2013). FINLAND: Parent training is the most effective approach to the psychosocial treatment of disruptive behavioral problems in childhood. However, no studies exist on how well Web-based training programs work when they make the transition from the research setting to implementation in primary health care. Objective: The study aimed to examine how the randomized controlled trial (RCT) and implementation study groups of the Strongest Families Smart Website (SFSW) intervention differed in child psychopathology, family demographics and treatment-related factors, such as therapeutic alliance and parents’ satisfaction rates. The intervention was conducted in the pediatric primary health care in Finland. Both groups comprised parents whose children displayed high levels of parent-reported disruptive behavioral problems when they were screened in child health clinics at 4 years of age. Parents in both groups were provided with the SFSW intervention, which consisted of a Web-based training program with 11 weekly themes and associated telephone sessions. Results: Demographic factors or duration of behavioral problems did not differ statistically or clinically between the RCT and implementation groups. Average coaching session 40 mins. The total time spent on the website of the program was 451 min in the implementation group and 431 min in the RCT intervention group, high level of post treatment satisfaction rates in improved parenting skills, expectations, and stress relief. Parents in both groups reported a high level of satisfaction in skills and professionalism of the telephone coaches. NETHERLANDS Background: Although parental support is an important component in overweight prevention programs for children, current programs pay remarkably little attention to the role of parenting. To close this gap, we developed a web-based parenting program for parents entitled “Making a healthy deal with your child”. This e-learning program can be incorporated into existing prevention programs, thereby improving these interventions by reinforcing the role of parenting and providing parents with practical tools for use in everyday situations in order to stimulate a healthy lifestyle. Here, we report the research design of a study to determine the effectiveness of our e-learning program. Methods/Design: The effectiveness of an e-learning program was studied in a two-armed cluster randomized controlled trial. Parents of children 9–13 years of age who live in the Nijmegen region, the Netherlands, and who participated in the existing school-based overweight prevention program “Scoring for Health” were invited to participate in this study. Primary outcomes included: the child’s dietary and sedentary behavior, and level of physical activity. Secondary outcomes included general parenting style, specific parenting practices (e.g., set of rules, modeling, and monitoring), and parental self-efficacy. Discussion: We hypothesize that children of parents who follow the e-learning program will have a healthier diet, will be less sedentary, and will have a higher level of physical activity compared to the children in the control group. If the e-learning program is found to be effective, it can be incorporated into existing overweight prevention programs for children (e.g., “Scoring for Health”), as well as activities regarding Youth Health Care. Next up is Mary Ordonio
- Mary Ordonio
- People with disabilities: Hearing Impaired (could read the material, however, may not be able to hear lectures etc.); Visually Impaired, (accessibility to reading apps): Mobility challenges are not a concern, (http://www.ohrc.on.ca/en/opportunity-succeed-achieving-barrier-free-education-students-disabilities) Constraints of communication, attention to writing is essential (Shahtalebi, S., Shatalebi, B., & Shatalebi, F., 2011) Audience needs/fit, e.g., content and delivery, online educational tools need to be learner centered rather than technology centered Relationship (connection) between the instructor and the student It is on the instructor to engage and connect with the students. Ultimately the emotional connection is the determinant in successful online instruction, (Callister & Love, 2016). Web based parenting programs do not increase the efficacy of the program, the distinction between efficacy of the material and web based is notable (Cardamone-Breen et. al, 2016). Next up.: Deb Berke