A Randomized Trial of Methods to Engage Mexican American Parents Into a School-Based Parenting Intervention

Emily Winslow, Elizabeth Poloskov, Rachelle Begay, Jenn-Yun Tein, Irwin Sandler, Sharlene Wolchik

    Research output: Contribution to journalArticle

    9 Citations (Scopus)

    Abstract

    Objective: This study examined the efficacy of motivational strategies for increasing engagement into evidence-based, parenting interventions delivered through schools. Method: Participants were 122 mothers of kindergarten and third grade students attending an urban school that predominantly served Mexican American families living in low-income conditions. At pretest, mothers reported sociocultural characteristics, and teachers rated children's behavior. Mothers randomly assigned to the experimental condition received a multicomponent engagement package mothers assigned to the control condition received a brochure plus a nonengagement survey interview. All families were offered a free parenting program delivered at their child's school. Dependent variables included parenting program enrollment, initiation (i.e., attending at least 1 session), and attendance. Results: Parents in the experimental condition were more likely to initiate compared with those in the control condition if their children had high baseline concentration problems (OR = 8.98, p &< .001, 95% CI [2.55, 31.57]). Parents in the experimental condition attended more sessions than did those in the control condition if their children had high baseline concentration problems p &< .01, d = .49, 95% CI [.35, 2.26]) or conduct problems p &< .01, d = .54, 95% CI [.51, 2.56]). Highly acculturated parents attended more sessions if assigned to the experimental condition than the control condition p &< .01, d = .66, 95% CI [.28, 2.57]). Conclusions: The motivational engagement package increased parenting program initiation and attendance for parents of students at-risk for behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

    Original languageEnglish (US)
    JournalJournal of Consulting and Clinical Psychology
    DOIs
    StateAccepted/In press - Sep 5 2016

    Fingerprint

    Parenting
    Parents
    Mothers
    Students
    Pamphlets
    Child Behavior
    Risk-Taking
    Interviews
    Mexican Americans

    Keywords

    • Attendance
    • Engagement
    • Latino
    • Parenting
    • Prevention

    ASJC Scopus subject areas

    • Medicine(all)
    • Arts and Humanities (miscellaneous)
    • Clinical Psychology
    • Psychiatry and Mental health

    Cite this

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    title = "A Randomized Trial of Methods to Engage Mexican American Parents Into a School-Based Parenting Intervention",
    abstract = "Objective: This study examined the efficacy of motivational strategies for increasing engagement into evidence-based, parenting interventions delivered through schools. Method: Participants were 122 mothers of kindergarten and third grade students attending an urban school that predominantly served Mexican American families living in low-income conditions. At pretest, mothers reported sociocultural characteristics, and teachers rated children's behavior. Mothers randomly assigned to the experimental condition received a multicomponent engagement package mothers assigned to the control condition received a brochure plus a nonengagement survey interview. All families were offered a free parenting program delivered at their child's school. Dependent variables included parenting program enrollment, initiation (i.e., attending at least 1 session), and attendance. Results: Parents in the experimental condition were more likely to initiate compared with those in the control condition if their children had high baseline concentration problems (OR = 8.98, p &< .001, 95{\%} CI [2.55, 31.57]). Parents in the experimental condition attended more sessions than did those in the control condition if their children had high baseline concentration problems p &< .01, d = .49, 95{\%} CI [.35, 2.26]) or conduct problems p &< .01, d = .54, 95{\%} CI [.51, 2.56]). Highly acculturated parents attended more sessions if assigned to the experimental condition than the control condition p &< .01, d = .66, 95{\%} CI [.28, 2.57]). Conclusions: The motivational engagement package increased parenting program initiation and attendance for parents of students at-risk for behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).",
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    author = "Emily Winslow and Elizabeth Poloskov and Rachelle Begay and Jenn-Yun Tein and Irwin Sandler and Sharlene Wolchik",
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    AU - Winslow, Emily

    AU - Poloskov, Elizabeth

    AU - Begay, Rachelle

    AU - Tein, Jenn-Yun

    AU - Sandler, Irwin

    AU - Wolchik, Sharlene

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    N2 - Objective: This study examined the efficacy of motivational strategies for increasing engagement into evidence-based, parenting interventions delivered through schools. Method: Participants were 122 mothers of kindergarten and third grade students attending an urban school that predominantly served Mexican American families living in low-income conditions. At pretest, mothers reported sociocultural characteristics, and teachers rated children's behavior. Mothers randomly assigned to the experimental condition received a multicomponent engagement package mothers assigned to the control condition received a brochure plus a nonengagement survey interview. All families were offered a free parenting program delivered at their child's school. Dependent variables included parenting program enrollment, initiation (i.e., attending at least 1 session), and attendance. Results: Parents in the experimental condition were more likely to initiate compared with those in the control condition if their children had high baseline concentration problems (OR = 8.98, p &< .001, 95% CI [2.55, 31.57]). Parents in the experimental condition attended more sessions than did those in the control condition if their children had high baseline concentration problems p &< .01, d = .49, 95% CI [.35, 2.26]) or conduct problems p &< .01, d = .54, 95% CI [.51, 2.56]). Highly acculturated parents attended more sessions if assigned to the experimental condition than the control condition p &< .01, d = .66, 95% CI [.28, 2.57]). Conclusions: The motivational engagement package increased parenting program initiation and attendance for parents of students at-risk for behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

    AB - Objective: This study examined the efficacy of motivational strategies for increasing engagement into evidence-based, parenting interventions delivered through schools. Method: Participants were 122 mothers of kindergarten and third grade students attending an urban school that predominantly served Mexican American families living in low-income conditions. At pretest, mothers reported sociocultural characteristics, and teachers rated children's behavior. Mothers randomly assigned to the experimental condition received a multicomponent engagement package mothers assigned to the control condition received a brochure plus a nonengagement survey interview. All families were offered a free parenting program delivered at their child's school. Dependent variables included parenting program enrollment, initiation (i.e., attending at least 1 session), and attendance. Results: Parents in the experimental condition were more likely to initiate compared with those in the control condition if their children had high baseline concentration problems (OR = 8.98, p &< .001, 95% CI [2.55, 31.57]). Parents in the experimental condition attended more sessions than did those in the control condition if their children had high baseline concentration problems p &< .01, d = .49, 95% CI [.35, 2.26]) or conduct problems p &< .01, d = .54, 95% CI [.51, 2.56]). Highly acculturated parents attended more sessions if assigned to the experimental condition than the control condition p &< .01, d = .66, 95% CI [.28, 2.57]). Conclusions: The motivational engagement package increased parenting program initiation and attendance for parents of students at-risk for behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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