Parenting Education for Low-Income Job Seekers: A Mixed-Methods Analysis of the Parenting with Love and Logic Program

Although the principles and strategies outlined in Cline and Fay’s (1990) Parenting with Love and Logic have been the foundation for several parent and educator training curricula over the last 30 years, there has been a dearth of empirical research to evaluate these programs (Fay, 2012). Prior research has documented the impact of cumulative family risk factors on parenting skills and child outcomes (Repetti et al., 2002, 2012), but few studies have examined the impact of parenting education courses within unemployed, low-income families. This study investigates perceived parental efficacy across the four program domains of connection, autonomy, regulation, and parental stress management within a sample (n = 267) of unemployed parents from several counties across a western state. Analyses show consistent retrospective-pre to post improvement across all four domains. Additionally, reported gains did not vary significantly by gender, age, ethnicity, education level, prior divorce, or financial strain. Small group differences were found according to income level, the age of the participants’ oldest child, and dosage (amount of prior relationship education exposure as well as the number of class sessions attended). Qualitative results are included to illustrate further the thoughts and experiences of program participants

Parenting Education for Low-Income Job Seekers: A Mixed-Methods Analysis of the Parenting with Love and Logic Program

Although the principles and strategies outlined in Cline and Fay’s (1990) Parenting with Love and Logic have been the foundation for several parent and educator training curricula over the last 30 years, there has been a dearth of empirical research to evaluate these programs (Fay, 2012). Prior research has documented the impact of cumulative family risk factors on parenting skills and child outcomes (Repetti et al., 2002, 2012), but few studies have examined the impact of parenting education courses within unemployed, low-income families. This study investigates perceived parental efficacy across the four program domains of connection, autonomy, regulation, and parental stress management within a sample (n = 267) of unemployed parents from several counties across a western state. Analyses show consistent retrospective-pre to post improvement across all four domains. Additionally, reported gains did not vary significantly by gender, age, ethnicity, education level, prior divorce, or financial strain. Small group differences were found according to income level, the age of the participants’ oldest child, and dosage (amount of prior relationship education exposure as well as the number of class sessions attended). Qualitative results are included to illustrate further the thoughts and experiences of program participants

Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time

This longitudinal study examined the relationship between executive function (EF) and mathematics with rural and urban preschool children. A panel of direct and indirect EF measures were used to compare how well individual measures, as well as analytic approaches, predicted both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, were given EF and mathematics assessments twice, approximately six months apart, concurrent to their teachers completing an indirect assessment of EF for each child. Results suggest: (1) the child’s age determines if a panel of direct EF measures is a better predictor of numeracy and geometry skills than a single EF measure, (2) geometry and numeracy skill are influenced differently by contextual factors, and (3) the EF-geometry link may develop about six months later than the EF-numeracy connection. As the relationship between preschool age EF and mathematics is better understood, efforts can be made to improve the aspects of EF connected to mathematics skill, which may aid in performance

Comparing the Predictive Power of Executive Function Assessment Strategies on Preschool Mathematics Performance

A child’s executive function (aspects: working memory, response inhibition, and set-shifting between sets of rules) capabilities have been found to strongly relate to their mathematics skills. However, while the relationship has been strongly supported by researchers, a consensus has not been reached regarding the specifics of the relationship between executive function and math skills, including which executive function aspect is most predictive of mathematical performance and the differences in said relationship that might be found when examining both numeracy, such as counting skills and basic operations, and geometry skills. The lack of consensus may be in part because researchers have assessed both executive function and mathematics in a variety of ways. To address the consensus issue, this study used a panel of face-to-face measures of executive function, a paper-and-pencil measure of executive function, and a broader measure of mathematical performance than has typically been used, one including numeracy and geometry. Using a longitudinal approach, with two assessment periods about six months apart (M = 5.61 mos., SD = 1.12), this study examined this relationship among 118 children (61 girls), ages 39 to 68 months (M = 52.58, SD = 6.35), living in both rural (n = 64) and urban (n = 54) areas in a state in the western United States. A longitudinal approach allowed for comparisons between results from the two assessment periods. Results suggest that while numeracy and geometry skill among preschool-age children are connected, there are some independent elements. Additionally, because of rapid cognitive growth, age is an important factor when selecting both assessments and analytic strategies, as statistically significant variations in the predictive power of measures and strategies occurred between assessment periods. Connections between younger children’s executive function and numeracy skills appeared to be best assessed through a non-number-based measure, older children’s numeracy ability can be predicted by a greater variety of executive function measures. Face-to-face executive function measures included in this study were more predictive of numeracy skill than geometry skill, and geometry skill appears to be connected to inhibitory control. Differences between rural and urban children were found on numeracy skill and working memory ability, but not on geometry skill. Statistically significant differences by gender were found on an inhibitory control measure, with boys scoring higher than girls in our sample

How Far Is Too Far? Parenting Behaviors In Youth Sports

Literature is reviewed on parent-child relationships related to youth sports, both positive and negative effects are discussed. Family systems theory is presented as a guide to understanding the relationship process occurring between parents and youth athletes. The authors propose family therapists take a more active role in assessing and discussing the parent-child relationship with regards to youth sports and, if deemed appropriate for the clients, help parents develop an encouraging process, implement reframing and boundary setting, and look at the impact of their own actions using circular causality. Implications for clinical practice and directions for future research are discussed