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

Self-Report QRIS: Challenges with Validation

Research Findings. The current study looks at the validity of a voluntary self-report Quality Rating and Improvement System (QRIS) and the characteristics of participating childcare centers. The self-reported quality indicators are compared to external ratings of quality (ECERSR) and correlated with variables such as size of center and number of state subsidy clients. ECERS-R scores were unrelated to capacity but significantly lower for centers with a large percentage of state supported clients. Regarding self-reported quality, centers frequently underreported their quality and what was claimed was not always externally validated, suggesting a self-report QRIS may not be an accurate assessment of quality. Additionally, no significant differences in quality were found between centers participating and those not-participating in the self-report QRIS. Practice or Policy. Self-reported childcare quality was not accurate in this study. Although providers over-reported some quality, they frequently under-reported quality, by claiming fewer indicators than external validators found. When centers are unmotivated to participate in a voluntary, self-report QRIS, when items reported are the easiest to report, and when existing quality indicators are unreported, a self-reported QRIS cannot validly reflect quality. Because providers both over reported and under-reported quality criteria, it is doubtful the system truly incentivizes desired quality changes

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

Predictors of Early Numeracy: Applied Measures in Two Childcare Contexts

The purpose of the current research was: (1) To assess differences in early numeracy, phonological awareness, receptive language, executive functioning, and working memory for children in two childcare settings (family and center); (2) To determine whether applied measures of phonological awareness and executive functioning could serve as predictors of numeracy performance. Children (N = 89) ranging in age from 39 to 75 months were recruited from state-licensed childcare centers and family childcare homes. Teacher ratings of executive functioning were significantly related to early number skills, phonological awareness, and receptive language, but none of the parent ratings were significantly related to the child scores. The overall model did not differ between center and family childcare children. Phonological awareness was a significant predictor of number skills for both younger and older children. Receptive language skills were the best predictor of early numeracy performance for younger children and the best predictor for older children was phonological working memory measured by a non-words repetition task. These results suggest a connection between children’s numeracy skills and a developmental change from receptive language skills to phonological working memory skills

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

This longitudinal study, with urban and rural preschool children, examines the relationship between executive function (EF) and mathematics. A panel of direct and indirect measures of EF were used to determine which EF measures were most predictive and a measure of mathematics assessed both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, and their preschool teachers were included, with assessments given twice, about six months apart. EF measures were compared by the amount of variance in mathematics skill each claimed, including the influence of a child’s age, gender, and rural-urban context. Results suggest the child’s age determines if a panel of direct EF measures is a better predictor of numeracy and geometry skills than the use of a single EF measure. Different EF measures were more strongly related to numeracy versus geometry at Time 1 and Time 2. Differences unrelated to income were found between rural and urban children on numeracy skill but not geometry skill. These results are particularly important to state and regional early childhood directors who work across urban and rural areas, legislators and policymakers, teachers and parents

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

Association of Angiotensin-Converting Enzyme and Angiotensinogen Gene Polymorphisms with Preeclampsia

We tested the hypothesis that angiotensin-converting enzyme (ACE) and angiotensinogen gene polymorphism influence the incidence, development and outcome of preeclampsia. Subjects were recruited from 90 Korean patients with preeclampsia during pregnancy and 98 age-matched controls. After isolation of DNA, polymerase chain reactions (PCR) were carried out to detect polymorphism of the ACE and angiotensinogen. M235T and T174M genotypes of angiotensinogen were determined by digestion with restriction enzyme endonuclease Tth 111-I and NCo I, respectively. The frequency of DD genotype was significantly greater in preeclampsia (0.36) than in controls (0.14) (p<0.05). The frequency of D allele was 0.55 in preeclampsia and 0.40 in controls (p<0.05). There were no differences in the onset of preeclampsia and pregnancy outcomes according to the ACE genotypes. There was no difference in the frequency of a allele of angiotensinogen M235T between the groups (0.79:0.78 in preeclampsia : controls). The frequency of T allele of angiotensinogen T174M gene was slightly increased, but not significantly, in preeclampsia (0.11) than in controls (0.07). In a multivariate analysis, only ACE genotype was associated with the development of preeclampsia (β=0.27, p=0.05). In conclusion, a molecular variant of ACE, but not angiotensinogen, gene is associated with preeclampsia in Korean women

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

Marital Quality as a Mechanism Linking Childhood Abuse to Mental Health

Childhood abuse has been widely associated with mental health problems in adulthood and marital quality may be one possible mediator. We examine marital quality as a mediator linking childhood abuse to positive affect, negative affect, emotionally reactivity, and aggression. Using data from Midlife Development in the United States (MIDUS), results of structural equation modeling indicate that the indirect effects from childhood abuse to each of the mental health outcomes were significant. Marital quality may be a source of resilience among adults who were abused in childhood and could be a point of intervention for clinicians

Moving Out of Your Mind and Into Your Body: Yoga Buffers the Effects of Childhood Maltreatment On PTSD Symptoms

Objective: Childhood maltreatment has been consistently linked to posttraumatic stress disorder (PTSD) symptoms among college students and yoga may buffer the effects. The current study examined the frequency of college student’s yoga practice over the past year as a moderator of childhood maltreatment and PTSD symptoms in the past 30 days. Participants: A sample of 177 college students from a southern university. Methods: Participants competed an online survey in exchange for extra credit or entry into a gift card raffle. Results: Moderation analysis indicated that a more frequent yoga practice buffered the relationship between maltreatment and PTSD symptoms. Conclusion: Clinicians working with college students with a history of maltreatment are encouraged to make referrals to yoga classes. Universities are encouraged to adopt trauma-sensitive yoga programs