A Community-Based Parenting Program with Low-Income Mothers of Young Children

Research has established a significant relationship between certain parental characteristics. such as income or parenting practices, and the development of child behavior problems. This study evaluated the effectiveness of a parenting program for low-income parents of children one to five years old which was offered through community-based family resource centers. Seventy-one mothers completed the program and showed significant decreases in their use of verbal and corporal punishment and significant increases in nurturing behaviors: their children’s behavior also improved significantly. Forty-five percent of parents also met Jacobson and Truax’s (1991) criteria for clinically significant change. Implications for practitioners working With this challenging population are discussed

Pedagogical and Acquisitional Implications of the Intonational Map Provided by Korean Textbook Example Conversations

Through the analyzation of a corpus of K-ToBI annotated speech taken from beginning level textbook conversation recordings, this paper aims to determine the global attributes of Slow, Clear Speech (SCS) on Korean prosody production, and to implicate these effects in the pedagogy of beginning-level Korean. In an analysis of the features that make Korean SCS distinct, four common themes emerged. First, there is final lengthening on Accentual Phrases (APs). Second, there are additional pauses and breaks between APs. Third, there is broad use of pitch reset and of focus in small syntactic frames. And fourth, boundary tones are typically flat and disaffected. Intonation plays a key role in the pursuit of L2 Korean intelligibility and is integral to strong acquisition of Korean. However, instructors rarely speak at normal speech rates (SR) with normal articulation, and typically use SCS with their beginning students. Students will recall frequently heard or salient intonational patterns, so instructors must take care to use intonational patterns intentionally. Thus, it is proposed that instructors of beginner students give explicit instruction and direct feedback on intonation and show natural speech examples often from various speakers, among other strategies to mitigate the effects of SCS on student intonational acquisition

Maternal Factors Related to Parenting Young Children with Congenital Heart Disease

The purpose of this study was to compare the early child-rearing practices between mothers of young children with congenital heart disease (CHD) and mothers of healthy children. In addition, maternal stress, parental developmental expectations, and the early behavioral and emotional development of their children were explored. Maccoby’s (1992) socialization theory emphasizing the reciprocal nature of mother-child interactions provided the framework for this study. Findings from quantitative self-report measures and videotaped parent-child interactions showed a remarkable similarity between mothers of children with CHD and mothers of healthy children. In contrast, qualitative data revealed important differences with mothers of CHD children reporting high levels of vigilance with their children. The important role of promoting the principle of normalization among mothers of children with CHD and ensuring a sufficient support system is discussed

Challenging Behaviors in Young Children: The Father\u27s Role

In this study, the authors examined the parenting practices, developmental expectations, and stress levels of 136 fathers and the challenging and prosocial behaviors of their 1- to 5-year-old children. In addition, the authors systematically addressed fathers\u27 qualitative concerns about their parenting. The authors divided the participants into 4 groups and controlled for family socioeconomic status (SES) and the focus child\u27s gender. Results showed a significantly higher use of corporal and verbal punishment and parenting stress among lower income fathers. Secondary analyses demonstrated a significant effect of paternal disciplinary practices that emphasized the frequent use of corporal and verbal punishment on child behavior problems, regardless of SES level. On a positive note, fathers from both lower and higher SES groups had reasonable developmental expectations for their boys and girls, and they reported similar frequencies of their children\u27s prosocial behavior. The authors discuss the need for early parent education programs that include fathers and that teach specific strategies to address child behavior problems

Parenting Among Hispanic and Anglo-American Mothers With Young Children

The authors examined parenting practices and developmental expectations among 38 Hispanic and 38 Anglo-American mothers living in the United States. Mothers of children 3 to 5 years of age completed the Parent Behavior Checklist (R. A. Fox, 1994), a 100-item measure of parents\u27 developmental expectations, discipline, and nurturing practices. In addition, the authors appraised the Hispanic mothers\u27 acculturation and selected them for participation if their scores on an acculturation scale indicated (a) that their lifestyle was predominantly Hispanic and (b) that they had not been assimilated into the dominant culture. The 2 ethnic groups were also divided by socioeconomic status (SES). There were significant main effects for ethnicity and SES on the discipline and nurturing scores but not on the expectations scores. The Hispanic and higher SES mothers reported higher discipline and lower nurturing scores than did the Anglo-American and lower SES mothers. An unexpected finding was the tendency for higher SES Hispanic mothers to report more frequent use of discipline than the other 3 groups

Parenting Young Children: Comparison of a Psychoeducational Program in Mexico and the United States

The purpose of this study was to compare the cross-cultural effectiveness of a psychoeducational program with 82 Mexican and 63 American mothers with very young children. The 10-hour program was presented by trained facilitators in Mexico and the United States to small groups of mothers. Results showed that the both groups of mothers significantly increased their expectations and use of nurturing strategies and reduced their use of verbal and corporal punishment with their young children following the program. In addition, the reported frequency of child behavior problems decreased significantly at post-test. The similar results obtained across cultures were explained based on research finding similar parenting practices with young children between Mexican and American parents

Implications of a NICU Perinatal Follow Through Program for the Primary Care Physician

Neonatal intensive care unit follow-through programs provide early evaluation information for the primary care physician. This article describes such data for 339 graduates of St Joseph\u27s Special Care Nursery, 78% of whom were preterm and 70% were of low birth weight. At six months, 7% of the infants were diagnosed with cerebral palsy, based on a 15-month follow-up. Other neurological and respiratory problems were common. A normal neurodevelopmental outcome was found for the majority of the infants. Referrals to medical specialists (eg, ophthalmology) and early intervention programs were required for many infants. The case management role of the primary physician is highlighted along with specific recommendations for care of the medically at-risk or developmentally delayed infant. Wis Med J 1990;89(3):111-114

Trends in Expenses and Revenues at Not-for-profit and For-profit Postsecondary Institutions: The Nondistribution Constraint and the Future of the Trust Market

In the United States, every child has the right to an education and is required by law to attend school. The government provides an enormous number of public schools throughout the country, free of charge, in order to ensure education for all, yet there are families who choose to homeschool their children instead. Hill (2010) explains that “homeschooling is not a new phenomenon. In colonial days families, including wealthy ones, educated their children at home, combining the efforts of parents, tutors, and older children” (p.1). He goes on to mention how colonial rural one-room schoolhouses provided a place for the children of several families to study together under the direction of a teacher who implemented their personal program of instruction

A Quantitative Analysis of the Relationship among Sources of Aid and Predictors of Student Veteran Graduation and Persistence

This study uses multinomial logistic regression models to identify significant predictors of graduation and persistence for veteran and military-aligned students (n=1141) at one veteran-friendly, not-for-profit institution.  Several statistically significant predictors of graduation and persistence for veteran and military-aligned students are unique when compared to the literature on the general student population, such as the positive effect of part time enrollment and the negative effect of continuous enrollment.  In addition, comparisons are made among subgroups of the students based on the source of their financial aid (government, institutional, no veteran or military aid).  Distinct policies designed to assist veteran and military-aligned students are suggested as well as individual policies to support subgroups of these students.  Unique institutional policies that may have a positive impact on the subgroups of students include encouragement for part time enrollment for veteran and military-aligned students who are not using government funded veteran and military aid and assistance with stop outs and returns for those using government funded veteran and military aid.  Federal policy implications such as the impact of the 36 month limit on Post-9/11 GI Bill funding are discussed. </p