Tracing Changes in Families Who Participated in the Home-Start Parenting Program: Parental Sense of Competence as Mechanism of Change

The present study aimed to (1) determine the long-term effectiveness of Home-Start, a preventive parenting program, and (2) test the hypothesis that changes in maternal sense of competence mediate the program’s effects. Participants were 124 mothers (n = 66 intervention, n = 58 comparison). Four assessments took place during a 1-year period. Latent growth modeling showed that Home-Start enhanced growth in maternal sense of competence and supportive parenting, and led to a decrease in the use of inept discipline. Results of mediational and cross-lagged analyses were consistent with the hypothesized model: Participation in Home-Start was related to the changes in maternal sense of competence, which in turn predicted changes in parenting. The results affirm the importance of directly targeting parental sense of competence in the context of prevention work with parents

Emotional distress and responsive parenting among mothers of early adolescents: The mediational effects of maternal self-efficacy and perspective-taking.

Although much attention has been directed to describing parenting practices and to understanding their effects, we know little about the determinants of parenting practices themselves. Belsky (1984) suggested that parental psychological resources are primary determinants of individual differences in parenting. A number of studies support Belsky's notion; however, much of this work assumes that psychological adjustment affects parenting directly. When mediators have been considered, they have been limited to interpersonal and environmental variables such as marital relations and social support. Although these external mediators are important, it is possible that internal mediators could be important as well; that is, there may be an interplay of factors within parents that underlie the seemingly direct connection between psychological adjustment and parenting. In particular, parental cognitions might help account for the often reported connection between parental emotional distress and problematic parenting. This study examines whether the relation between parental emotional distress and parental responsiveness is mediated by two kinds of parenting-relevant cognitions: parenting efficacy (Model 1), and parental perspective- taking (Model 2). A nonclinical sample of 94 mothers and their early adolescent children from maritally intact, two-parent households, and single-parent households was obtained. Participants visited a university research facility, where they completed questionnaires and were videotaped while discussing personally relevant topics. Multiple measures were used to operationalize emotional distress and responsive parenting. To use a multiple measures approach within a regression framework, factor scores on the emotional distress and responsive parenting constructs were generated and were used in subsequent analyses. Each model was evaluated with a series of multiple regression analyses, conducted in the manner outlined by Baron and Kenny (1986). Results indicated that the relation between maternal emotional distress and maternal responsiveness was mediated by parenting efficacy. Although emotional distress was negatively related to responsive parenting, the relation was reduced to nonsignificance once parenting efficacy also entered the equation. In contrast, the mediational role of parental perspective-taking was not supported. The importance of attending to the psychological determinants of parental behavior--and the potential for indirect connections between parental emotional distress and lower levels of responsiveness--is discussed

Dimensionality of three family assessment instruments: FAM, FES, and FACES

This research identifies the major dimensions exhibited across three self-report family assessment instruments: the FAM, FES and FACES. The instruments were administered to 138 families, consisting of a mother, father, and one child between 12-18 years old. Principal components analysis was used to identify dimensions across instruments. As dimensions were identified, correspondence across instruments was assessed. Results indicated that the instrument subscales could be organized along three factors, labeled Affect, Activities, and Control. Factor composition for different family members, although not identical, was highly similar. Results also indicated that there was relatively little correspondence across the three instruments. Lack of correspondence appeared to be largely caused by the limited dimensionality of the FACES and FAM. In contrast, the FES demonstrated greater range, contributing substantially to all three factors. Additionally, the obtained factors corresponded to the domains of the Family Environment Model: Relationships, Personal Growth, and System Maintenance