Predictors of Therapists Use of Homework in Community Mental Health: Session and Therapist Characteristics

Assigning and reviewing homework as a strategy to help clients gain therapeutic skills is a common technique used across a variety of evidence-based practices (EBPs) and has been shown to improve therapy outcomes for children and youth. However, in studies characterizing routine psychotherapy delivered in community mental health settings, homework is rarely used in sessions. While some therapist and client level predictors of EBP strategy use have been identified in routine psychotherapy (e.g. client stressors, therapists’ attitudes towards EBPs) it is unknown what is associated with community mental health therapists using homework in the increasingly common context of system-driven implementation of multiple EBPs. To identify predictors of therapists’ use of homework, 680 videos of sessions with 274 clients were collected from 103 therapists (of which 55% were Hispanic) providing children’s mental health services through the Los Angeles County Department of Mental Health (LACDMH). The current study uses a multilevel logistic regression analysis model to identify which factors are associated with therapist use of homework in therapy sessions when there is system-driven implementation support for the use of multiple EBPs in community mental health settings. After controlling for the EBP delivered in session and the number of EBPs therapists were trained in, having a caregiver present in the therapy session, older child age, and being an unlicensed therapist were associated with a higher likelihood of therapists assigning and reviewing homework during a specific session. Therapist race/ethnicity, perceptions of the EBP being delivered, their report of emotional exhaustion, and direct hours with clients, as well as emergent unexpected stressful client life events within a session were not significantly associated with therapists’ delivery of homework. These findings underscore the need to provide explicit attention during therapist training on the use of homework with younger clients when caregivers are absent from sessions and the need to facilitate the use of homework among licensed therapists

Socioeconomic Status and Parenting Priorities: Child Independence and Obedience Around the World

This study investigated the extent to which national and personal socioeconomic status shapes national norms and parenting priorities concerning child socialization. Data came from European Values Survey, World Values Survey, and World Bank Data Catalog, resulting in 227,431 parents from 90 nations across fives study waves (1981-2008). At nation-level, child independence was more popular in nations with greater wealth and higher percentage of educated populations; obedience was more popular in nations with less wealth and lower percentages of educated and urban populations. At person-level, personal socioeconomic status rather than national socioeconomic characteristics predicted individual parents’ prioritization of child independence and obedience; higher social class predicted greater likelihood of endorsing independence and not endorsing obedience. Time slope estimation across study waves revealed that parental prioritization of both independence and obedience expected to rise over time in developing nations. Results provide implications for education, practice, and policy concerning cultural variation in parenting

Socioeconomic Status and Parenting Priorities: Child Independence and Obedience Around the World

This study investigated the extent to which national and personal socioeconomic status shapes national norms and parenting priorities concerning child socialization. Data came from European Values Survey, World Values Survey, and World Bank Data Catalog, resulting in 227,431 parents from 90 nations across fives study waves (1981-2008). At nation-level, child independence was more popular in nations with greater wealth and higher percentage of educated populations; obedience was more popular in nations with less wealth and lower percentages of educated and urban populations. At person-level, personal socioeconomic status rather than national socioeconomic characteristics predicted individual parents’ prioritization of child independence and obedience; higher social class predicted greater likelihood of endorsing independence and not endorsing obedience. Time slope estimation across study waves revealed that parental prioritization of both independence and obedience expected to rise over time in developing nations. Results provide implications for education, practice, and policy concerning cultural variation in parenting

Developing and evaluating a lay health worker delivered implementation intervention to decrease engagement disparities in behavioural parent training: a mixed methods study protocol.

IntroductionBehavioural parent training (BPT) programmes are effective in preventing and treating early-onset conduct problems and child maltreatment. Unfortunately, pervasive mental health service disparities continue to limit access to and engagement in these interventions. Furthermore, challenges with parental engagement can impede the successful implementation of evidence-based practices (EBPs) in community settings that serve low-income, ethnic minority families. Lay health workers (LHWs)-individuals without formal mental health training-represent an important workforce to increase engagement, as they are members of the communities they serve. However, the mobilisation of LHWs has not been well studied as an implementation strategy to extend the reach or effectiveness of EBPs in the USA. LHW-delivered implementation interventions that specifically support the engagement of Latinx parents in evidence-based BPT programmes have the potential to improve clinical and implementation outcomes.Methods and analysisA community-partnered approach will use the Quality Implementation Framework (QIF) to tailor and implement an LHW-delivered implementation intervention that aims to promote Latinx parent engagement in BPT programmes. Steps from the QIF will guide study activities to (1) conduct a mixed methods needs assessment to fit the implementation intervention to the local context, (2) adapt LHW-delivered implementation strategies to promote parent access to and engagement in Parent-Child Interaction Therapy and (3) conduct a hybrid effectiveness-implementation pilot trial to examine the feasibility, acceptability and preliminary effectiveness of the LHW implementation intervention at increasing engagement.Ethics and disseminationStudy procedures have been approved by the Institutional Review Board at the University of California, Santa Barbara. Results will be shared with the community-advisory group, at community-based meetings for other stakeholders involved in the pilot project, and submitted for publication in peer-reviewed journals

Child Socialization Goals in Western versus East Asian Nations from 1989 to 2010: Evidence for Social Change in Parenting

Objective. This study examines East Asian versus Western parents’ valuation of child socialization goals and aims to shed light on the contributions of social change and sociodemographic factors to child socialization. Design. Using global surveys of values in three waves from 1989 to 2010, we examined East Asian and Western parents’ endorsement of 10 socialization goals. Results. Contrary to the widespread individualist-collectivist dichotomy, East Asian parents were more likely than Western parents to prize canonical individualist socialization goals (e.g., independence), and Western parents were relatively higher than East Asian parents in their endorsement of obedience, unselfishness, and tolerance/respect as valued child qualities. Additionally, parents were more likely to endorse individualist socialization and less likely to value collectivist socialization if they were born in later birth cohorts, had higher education and income, and used more information/technology. The findings were similar across mothers and fathers. Conclusions. Our study challenges stereotypical assumptions about East Asian versus Western parents. It advocates for the consideration of specific cultural dimensions as well as social class and generational differences in understanding child socialization cross-culturally

Child Socialization Goals in Western versus East Asian Nations from 1989 to 2010: Evidence for Social Change in Parenting

Objective. This study examines East Asian versus Western parents’ valuation of child socialization goals and aims to shed light on the contributions of social change and sociodemographic factors to child socialization. Design. Using global surveys of values in three waves from 1989 to 2010, we examined East Asian and Western parents’ endorsement of 10 socialization goals. Results. Contrary to the widespread individualist-collectivist dichotomy, East Asian parents were more likely than Western parents to prize canonical individualist socialization goals (e.g., independence), and Western parents were relatively higher than East Asian parents in their endorsement of obedience, unselfishness, and tolerance/respect as valued child qualities. Additionally, parents were more likely to endorse individualist socialization and less likely to value collectivist socialization if they were born in later birth cohorts, had higher education and income, and used more information/technology. The findings were similar across mothers and fathers. Conclusions. Our study challenges stereotypical assumptions about East Asian versus Western parents. It advocates for the consideration of specific cultural dimensions as well as social class and generational differences in understanding child socialization cross-culturally

Transactional Associations Between Supportive Family Climate and Young Children’s Heritage Language Proficiency in Immigrant Families

Heritage language (HL) proficiency confers developmental benefits; however, the onset of HL loss is observed among many young children from immigrant families. In this longitudinal study, transactional associations between children’s HL proficiency and supportive family climate were examined in Chinese immigrant families with pre-school-aged children. Parental warmth, cultural maintenance values, and use of HL support were investigated as aspects of family climate. Measures included observable parent–child interactions and performance-based language proficiency assessments. While parental cultural maintenance values appeared influential, parental behavioral support of HL showed more robust prospective associations with children’s HL development. Concurrently, children’s earlier HL proficiency predicted subsequent parental behavior; parents whose children had limited HL proficiency decreased their use of HL support 1 later. Implications of the findings are discussed for immigrant parents with young children

Transactional Associations Between Supportive Family Climate and Young Children’s Heritage Language Proficiency in Immigrant Families

Heritage language (HL) proficiency confers developmental benefits; however, the onset of HL loss is observed among many young children from immigrant families. In this longitudinal study, transactional associations between children’s HL proficiency and supportive family climate were examined in Chinese immigrant families with pre-school-aged children. Parental warmth, cultural maintenance values, and use of HL support were investigated as aspects of family climate. Measures included observable parent–child interactions and performance-based language proficiency assessments. While parental cultural maintenance values appeared influential, parental behavioral support of HL showed more robust prospective associations with children’s HL development. Concurrently, children’s earlier HL proficiency predicted subsequent parental behavior; parents whose children had limited HL proficiency decreased their use of HL support 1 later. Implications of the findings are discussed for immigrant parents with young children