Bringing Parenting Education Into The Early Childhood Care and Education System

Bringing Parenting Education Into The

Early Childhood Care and Education System

by Kerby T. Alvy, Ph.D.

with Scott W. Plunkett, Ph.D., Larry D. Rosen, Ph.D.,

Nelson Pichardo, Veronica Salinas,

Natasha Kulkin, and Alejandra Gonzalez

September 2003

Center for the Improvement of Child Caring 11331 Ventura Boulevard, Suite 103 Studio City, California, 91604-3147 (818) 980-0903 Fax (818) 753-1054 www.ciccparenting.org

TABLE OF CONTENTS

Section Page Executive Summary………………………………………………………………4 Chapter One: Introduction and Rationale………………………………………..11

1. Benefits of Effective Parenting………………………………………..12

2. The Role of CICC……………………………………………………..13

3. The Proposition 10 Funding Source…………………………………..13 Chapter Two: A Project to Bring Parenting Education

into the Early Childhood Care and Education System…………………..15

1. Rationale for Selecting Parenting Programs and Materials………………………………………………………….15

2. The Selected Parenting Skill-Building Programs……………………..16

• Confident Parenting………………………………………….17

• Early Childhood Systematic Training for Effective Parenting…………………………………………..17

• Los Niños Bien Educados …………………………………...18

• School Success from the Start……………………………….19

a. Delivering the Programs as Parenting Classes and One-Day Seminars…………….………..…..20

b. Evaluating the Impact of the Classes and Seminars…………….……………………………….22

3. The Selected Written and Videotaped Effective Parenting Materials……………………………………………………24

• The Power of Positive Parenting Guidebook………………...24

• The America’s Youth PASSPORT Health and Safety Record ……………………………………………25

• Yelling, Threatening, and Putting Down: What To Do Instead……………………………………….…26

• Golpes y Gritos…Cómo Evitarlos…………………………...26

a. Distributing the Materials………………………………..27

b. Evaluating the Impact of the Materials…………………..28

4. A New Role for Early Childhood Care and Education Professionals: Effective Parenting Advocates and Resource Persons……………………………………….……………..29

• Development of the New Role………………………….…....29

• Training for the New Role…………………………………...32

• Evaluating the Role Training………………………………...33

5. Survey of Project Partners and Collaborators………………………....34 Chapter Three: Project Results…………………………………………………..35

1. Confident Parenting Classes and Seminars……………………..…….36

2. Early Childhood Systematic Training for Effective Parenting Classes and Seminars………………………………………44

3. Los Niños Bien Educados Classes and Seminars……………………..53

4. School Success from the Start Seminar……………………………….65

5. The Power of Positive Parenting Guidebook………………………….72

6. The America’s Youth PASSPORT Health and Safety Record……………………………………………………..78

7. Yelling, Threatening, and Putting Down: What To Do Instead Video Program………………………………….88

8. Golpes y Gritos…Cómo Evitarlos Video Program…………………...99

9. Training to Become Effective Parenting Advocates and Resource Persons………………………………………………...109

• Training Conference Results………………………………..109

• Reactions to The CICC Discovery Tool……………………115

10. Survey of Project Partners and Collaborators………………………119 Chapter Four: Conclusions……………………………………………………..124 References………………………………………………………………………130 Kerby T. Alvy, Ph.D……………………………………………………………132 Acknowledgements……………………………………………………………..134

Bringing Parenting Education into the Early Childhood Care and Education System

EXECUTIVE SUMMARY

Societal changes and economic conditions over the last forty years have stimulated millions of American parents to obtain out-of-home childcare to supervise and educate their infants, toddlers, and preschoolers. As a result, there now exists a vast system of early childhood care and education centers and homes, some of which are licensed and/or supervised by state and federal governments, and some of which are unlicensed and unsupervised. This vast system is now being utilized by the majority of parents of young children, i.e., sixty one percent of all young children participate in some form of out-of-home care (Child Trends Data Bank, 2003). This system could also be utilized as a nationwide vehicle through which the majority of American parents can be assisted in being more effective in raising their children. Such assistance would be very welcomed and badly needed, as effective parenting is a central ingredient in children being ready and capable of making successful use of their formal education experiences. Numerous research studies also indicate that effective parenting is a core ingredient in children making other positive adjustments and community contributions, as well as in predisposing them to stable marriages and successful careers. The reverse is also unfortunately true, i.e., ineffective and uninformed parenting predisposes children to school failure, drop out, and health and mental health problems. These, in turn, often result in delinquency, drug abuse, gang involvement, and crime. Ineffective parenting is also a root cause of child abuse and neglect. So the nation has a great deal to gain from helping all parents to be as effective as possible. The use of the early childhood care and education system for promoting effective parenting is a good way to accomplish this important societal goal. The twenty-nine year old Center for the Improvement of Child Caring (CICC) has been actively promoting and advocating for this approach for years. It has also been exploring funding sources to support projects where the idea could be actualized, since no one has shown that this vast but uncoordinated system is receptive to this idea or that the idea can be implemented across the variety of centers, preschools, and family childcare homes that constitute the system. With the advent of the Proposition 10 funding source in California, a funding source for early childhood projects that exists because of a voter-supported tax on tobacco products, projects of this nature became eligible for funding. CICC designed a three-year project to bring parenting education into the early childhood care and education system and it was funded to implement the project in 2000 by the Los Angeles County Proposition 10 Commission (First 5 LA). The project was located in the sprawling San Fernando Valley region of Los Angeles County, where a multi-cultural, multi-class array of 1.9 million people resides. The largest proportion of young children (birth to 4 years of age) in that region (49 percent) are Latino American children including many whose parents do not speak English. It was in this heterogeneous area that the project’s many services were delivered, with and through the centers, schools and homes that compose the local system. The parenting services that were delivered included multi-session parenting skill-building programs and one-day seminars versions of the programs. A variety of other effective parenting materials, like guidebooks, health


and safety booklets, and effective parenting video education programs, was also provided. In addition, a complementary role for providers of early care and education was created, and various methods were designed and implemented to prepare these providers to be Effective Parenting Advocates and Resource Persons. Based on the realities and results of this pioneering project, the project demonstrated the many benefits of bringing parenting education into the early childhood care and education system. This conclusion is warranted because of the following project characteristics and outcomes.

1. The Parenting Programs and Materials Selected for the Project Were Developmentally and Culturally Appropriate

Each of the parent education services that were selected to be delivered in the project were developmentally appropriate for parents of infants, toddlers and preschoolers.

In addition, the fact that the largest cultural group that utilized project services were Latino American parents was accommodated by selecting parenting programs and materials that were culturally and linguistically relevant, and by selecting culturally and linguistically competent instructors and staff.

2. The Variety of Service Delivery Methodologies Were Implemented Effectively

The methods used for delivering the services and the days on which they were delivered maximized the participation of today’s time-starved parents.

The project’s parenting classes and seminars were located at convenient sites in the neighborhoods and communities where the parents resided, including at their childcare centers, local public schools, park and recreation centers, community agencies, and local college and university campuses. The vast majority of these were conducted on Saturdays or on weeknights so as to better enable parents who work or are continuing their education to participate. Childcare was also systematically provided to allow for greater parent participation, as was a variety of attendance and participation incentives such as coupons for food and household items and raffles for home computer systems. In terms of the written and videotaped effective parenting materials that were provided, these were conveniently distributed to the majority of the parents at their family childcare homes or childcare and Head Start centers, or at their preschools.

3. The Amount and Diversity of Parents, Families, Programs, and Institutional Partners was Extensive

The amount and diversity of the institutions involved in the project, and the amount and diversity of the parents who received services, makes it highly appropriate to speak of the project as having influenced an entire early childhood education and care system.

Over 300 different family childcare homes and associations, public, private, faith-based, school-based and corporate-based childcare and child development centers, and Head Start centers and agencies, were active partners in this project, representing the entire spectrum of the local system. Over 480 professionals from this system received training in how to be Effective Parenting Advocates and Resource Persons.


In terms of parents being educated and trained, over 500 participated in the project’s multiple-session parenting skill-building classes. These classes were in a variety of well-known programs, including the Confident Parenting, Los Niños Bien Educados, and Early Childhood Systematic Training for Effective Parenting programs. A total of 15 different classes were taught. Another 1,330 parents attended one-day skill-building seminars that were based on the above three programs as well as on a new program created for this project, School Success from the Start. Here 14 different seminars were conducted. In addition, nearly 18,000 other parents received and used the Power of Positive Parenting guidebooks and over 8,000 obtained and learned from the America’s Youth PASSPORT Health and Safety Record. At least another 1,725 parents were educated through viewing the project’s two video programs on parent effectiveness: Yelling, Threatening, and Putting Down: What To Do Instead and Golpes y Gritos…Como Evitarlos. Nearly every one of these parents said they will or they have shared the ideas, skills and benefits they received from the classes, seminars, written materials, and video programs with other parents in their families and communities. This indicates that the impact of the project’s services was even larger than the numbers of parents who received them directly. The diversity of the participating parents was equally as comprehensive. In terms of educational backgrounds, they ranged from professionals with graduate degrees to college educated to high school educated, and to parents with no formal education. Occupationally they were equally as diverse, including parents who were employed full-time, part-time, or unemployed. Regarding ethnicity and cultural backgrounds, the participating parents included Caucasian parents from a variety of ethnic groups, African American parents, parents from the Middle East, Israel, India, Vietnam, Armenia, Native Americans, and an extraordinary range of Latino Americans (Mexican Americans, El Salvadorians, Guatemalans, Peruvians, Argentines, Cubans, Puerto Ricans, etc.). These parents spoke varied languages including English, Spanish, Hebrew, Farsi, Arabic, Hindi, Vietnamese, Armenian, Portuguese, etc. The parents also differed in terms of the numbers of children they had, and in terms of being leaders of single parent, dual parent, or blended families.

4. The Effectiveness and Success of All Parenting Services was Confirmed Through Numerous Evaluations

The success and effectiveness of the various parenting education services was confirmed over and over again through numerous parental evaluations. These indicated that the vast majority of the participating parents learned new and better ways of raising and relating to their children, and that they received authoritative information to assist them in promoting their children’s health, safety, growth and development. There was also ample evidence that what the parents learned was being applied with their young children at home, and that their children were becoming healthier and more cooperative.


For those parents who were already using some of the skills and strategies that were taught and demonstrated, the services provided validation and reinforcement that they were on the right track with their children. This validation served to increase their confidence as parents and made them even more receptive to the new skills and information to which they were being exposed. A sampling of the consistently positive results from each type of parenting education service follows:

• Parents who completed the multiple-session parenting classes showed significant gains in their overall effectiveness in nurturing and guiding the development of their children, as well as specific increases in the use of positive parenting methods like praise and encouragement and decreases in the use of negative or abusive practices. Many parents stopped hitting or spanking their children or reduced their use of these practices. Most of the parents became more patient and thoughtful in how they approach their children and reported that their children were responding better.

For the Latino American parents who attended the Los Niños Bien Educados classes, they indicated that the coverage of cultural issues, like acculturation adjustments and gender role distinctions, were particularly meaningful. That coverage also helped motivate them to engage in all of the positive parenting skills that were taught in the classes.

• Parents who completed the one-day seminars also showed significant increases in overall parental effectiveness. In addition, they evidenced a desire to utilize more positive practices and to abandon or decrease the use of potentially abusive methods. Like with the different programs that were taught as classes, the different programs that were taught as one-day seminars produced similar gains in overall parent effectiveness.

The one school readiness parenting seminar, School Success from the Start, resulted in the vast majority of parents being prepared and eager to engage their children in the simple, everyday tasks (setting the table, reading books and magazines, etc.) that the program had showed them they could use to teach micro-academic and school readiness attitudes and skills.

• All of the parents who read and/or discussed The Power of Positive Parenting guidebook commented on how useful the effective parenting guidelines and examples of this brief publication were to them and their families. Many had used the guidebook to evaluate what they are already doing with their children, saying it showed them what they were doing right and what they were doing wrong. Many also indicated they had changed how they are raising their children as a result. Others commented that the guidebook was a “mini-bible for parents” that everyone should have.

• Parents who received the Health and Safety PASSPORT booklet made

various uses of the checklists and developmental and health information that was included, as well as making extensive use of the areas for keeping track


of immunizations and for listing important phone numbers and community resources. Several commented that the PASSPORTs were particularly useful for new parents and that they had wished they were available with their first children or when their children were born.

• Parents who viewed the Video Effective Parenting Programs, either at home

or as part of Parent Education Meetings at their childcare homes and centers, commented on how truthful and realistic were the parenting challenges that were depicted. They were particularly impressed by the variety of parenting solutions that were demonstrated to help them learn alternatives to yelling, threatening, and putting down or physically punishing their children. Having vivid examples of resolving parent-child conflicts without resorting to violent means helped most of the parents move away from such approaches and to learn newer, better ways of gaining child cooperation.

5. The Large Number of Participants, and the Variety and Timing of the Evaluation

Measures, Enhanced the Validity of the Positive Results

The variety and timing of the parental evaluation measures of service effectiveness adds to the validity of the findings. Parental ratings, open-ended questioning and focus groups were all employed to provide different vantage points on what parents learned and gained from the various services. There were also follow-up calls several months after certain services were initiated, which allowed for parents to report on changes they had seen in themselves and their children. Using these varied evaluation methods was particularly meaningful in judging the impact of the services on the numerous Latino American parents. They had many individual and group opportunities to share in their own language and in their own style what they, their children, and their families learned and applied. For all of the parenting classes there were parental ratings of what they learned and how they changed that were conducted at the beginning of the classes and three to four months later, enabling the parents to have had enough time to see the impact of what they learned and applied on the actual growth and behavior of their young children. Those in the seminars were tested immediately after learning the new parenting skills and ideas. Their post seminar ratings and reactions were about their expectations of changed behavior on their part and the expected corresponding changes in the functioning of their children. Their behavioral change expectations turned out to be mirror images of what the parents in the classes reported after having had time to actually apply new skills and to experience beneficial changes in their children’s growth and behavior. The large number of parents who provided evaluations of the classes, seminars, guidebooks, passports, and video programs also reinforces the validity of the consistently positive results. By having delivered so many classes and seminars with so many parents, and with having addressed so many parents who utilized the written and videotaped programs, one can be much more confident in concluding that the results are valid representations of the impact of these services than if smaller numbers were evaluated.


6. The Multiple Methods for Training and Involving Early Care and Education Personnel as Effective Parenting Advocates and Resource Persons were Successful

The vehicles for preparing early childhood care and education personnel as Effective Parenting Advocates and Resource Persons were varied and showed success.

The major vehicle was training conferences for large numbers of administrators, directors, owners, teachers, teachers’ aides, and students. Here the rationale and importance of the new role was introduced. The four major role components or parts were presented in terms of what skills and knowledge would be needed to successfully carry out each component. The role components were: (1) Relating to Parents Over the Children in Their Care, (2) Relating to Parents about Effective Parenting, (3) Relating to Parents About Community Services for Parents and Children, and (4) Relating to Parents About Educational Materials for Parents. Some of the knowledge needed for carrying out the various components included effective verbal and non-verbal communication skills, knowledge of child development milestones and children with special needs, an appreciation of what constitutes effective parenting in today’s world, and a good understanding of the pressures and realities of modern family life. The training conferences included workshops to learn about and use the appropriate skills, knowledge, and information. The overall conferences and the conference workshops were very positively evaluated, as was the book on identifying and helping children with special needs that was provided at the conferences, The CICC Discovery Tool book. Additional small group workshops were also conducted several weeks after each conference to teach various role component skills. In addition, Parent Education Meetings that featured the use of a guidebook, passport, or video program were conducted so that the personnel could see how they might run such meetings, which is a very concrete instance of serving as an Effective Parenting Advocate and Resource Person. All of these role-training vehicles were highly evaluated by the participating personnel. In addition, a large number of project partners were surveyed at the end of the third project year to learn what they, their staff, and the parent clients had gained through the project’s various services and training vehicles. Their evaluations were extremely positive. For those Head Start agencies who are accustomed and staffed to provide some type of parenting education services to supplement their regular services, the project’s parenting services and materials added many new dimensions and were very well received by their clients. For the vast majority of the other institutions who had never provided parenting education, the project services were even more highly valued. They not only saw how important the services were to the parents, but they saw the ultimate value of services to the children in their care. Several commented that they observed positive changes in the growth and behavior of the children whose parents had an opportunity to receive the project services. All of them indicated how appreciative their parents were to have had the opportunity to be trained and educated.


Regrettably, most of these childcare facilities and family childcare homes also indicated that they would not be able to do as much to help parents once the project ended. It was only through the existence of the project, with its multiple services and its aggressive outreach partnership strategies, that they would be able to be as much help to parents. Most did not have either time or staff to continue on their own. And, of course, those were some of the main reasons for creating the project in the first place.

Taken in their totality, the results and realities of this three-year project show how much can be accomplished by bringing an array of parenting education services into the early childhood care and education system. Parents become more effective, successful, and confident in raising their children. Their children’s growth, development, and adjustment are enhanced. The personnel in the system also benefit by becoming more knowledgeable, better trained, and better connected to the parents who they serve. It is a win-win-win project all the way. The continuation and replication of projects like this also can serve broader societal goals. As has been mentioned, numerous research studies show that effective parenting is a key ingredient in preparing children for family, school, community, and career success. Conversely, ineffective or uninformed parenting contributes to the tragedies of child abuse and neglect, health and mental health problems, school failure, delinquency, drug abuse, gang involvement, and crime. By investing in bringing high quality parenting education into the system where the majority of American parents now have their young children cared for, our society could reap numerous benefits and help to prevent numerous problems. This pioneering project provides a blueprint for how these important outcomes can be achieved.


CHAPTER ONE INTRODUCTION AND RATIONALE

For the last several decades, increasing numbers of American parents have been looking toward and using out-of-home childcare to supervise and educate their infants, toddlers, and preschool children. This social phenomena has been stimulated by a variety of needs and motivations:

• The enormous increase in single parent families has contributed to the need for out-of-home care so that these parents can work or continue their educations.

• Economic conditions and greater career opportunities for women have created more

two-career and two-paycheck families than every before, increasing the demand and need for the out-of-home care of children from two-parent families.

• And, many two-parent and single parent families, who can afford to stay home with

their young children, seek out early childhood settings to provide their children with group socialization and early education experiences.

Our society has responded by expanding and creating a variety of publicly supported and private childcare and early childhood education opportunities. These consist of state-licensed public and private preschools and childcare centers, including those operated by public school districts and by corporations and government agencies. These out-of-home opportunities also include state-licensed family childcare homes. All of these involve some degree of official state supervision. Also included is the nationwide Head Start program and centers for low-income families that are supported and supervised by the federal government. Unlike the previously mentioned out-of-home care programs, Head Start supplements its basic child care and early education activities with a variety of social and health services for the children and their families. Head Start programs have personnel whose jobs include coordinating and/or facilitating the provision of these supplemental services. The fact that there are not enough licensed childcare centers, family homes, and Head Start centers to serve all of the families who require out-of-home care has resulted in large numbers of children either being cared for by relatives and friends or by unlicensed family care providers, where there is no official oversight and supervision. Taken together, the non-government supervised and government supervised programs constitute the Early Childhood Care and Education System in the United States. This system is now being utilized by the majority of parents of young children, i.e., sixty one percent of all young children have participated in some form of out-of-home care (Child Trends Data Bank, 2003). Because this system is now being utilized by the majority of parents of young children, it also can be seen and utilized as a system through which the majority of parents can be assisted in raising their children.


Indeed, it may be the only social system that has daily contact with children and parents, that is run by personnel who are committed to the careful nurturance and guidance of children, and which has some credibility in the eyes of parents for taking good care of their children. Parents already entrust their children in the daily care of the individuals and centers that constitute this system. It is not a far stretch to also look to these people and institutions for assistance in rearing children. The originators of the national Head Start program recognized this opportunity. They made parent involvement a requirement of having a child accepted into Head Start. As part of this involvement, they often provide some types of child rearing or parenting education.

1. BENEFITS OF EFFECTIVE PARENTING Part of the rationale for including parenting education as a supplementary Head Start service was an understanding of the need for and benefits of effective parenting. Study after study has demonstrated that when parents are effective in providing warmth and acceptance, and fair, firm, and authoritative family leadership, children are much more likely to be healthy and well-adjusted socially and emotionally. These effectively parented young people are also more likely to achieve academically at school and to make pro-social contributions to community life as they are growing up. As adults, they are more likely to establish stable families themselves and have productive careers (see child rearing research literature in the References). In addition to these types of benefits of effective parenting, a society can expect a reduction in numerous problems as more parents become effective. Indeed, many costly and tragic societal problems can be traced back to ineffective parenting. Child abuse and neglect, which effects millions of children, can be reduced by more parents becoming effective, as can juvenile delinquency, school failure, gang involvement, and learning and mental health problems. In addition, as these problems diminish through more parents becoming effective, it is reasonable to expect increases in the productivity and safety of various institutions, such as schools, churches, and workplaces. The accompanying diagram from the Center for the Improvement of Child Caring captures the myriad Benefits of Effective Parenting.


With this type of understanding, it made great practical sense to promote effective parenting through the nationwide Head Start program. And the same rationale is valid and applicable to the entire Early Childhood Care and Education System in the United States.

2. THE ROLE OF CICC The Center for the Improvement of Child Caring (CICC), a 29 year-old non-profit, research, training, and community service organization, has been a consistent and long-time advocate for utilizing this nationwide system to educate and train more parents to be effective in raising America’s children. CICC has grown to be one of the nation’s most productive and influential parenting and parenting education organizations. It has created, conducted, and disseminated some of the best known and best accepted parenting skill-building programs, including national model programs for culturally diverse parent populations. It has won numerous awards for its efforts on behalf of America’s children and families, including awards form the White House. Its advocacy for bringing parenting education into the Early Childhood Care and Education System has included appearances at White House Conferences on childcare and editorials in major newspapers. It has also concretely worked to bring parenting skill-building programs into Head Start, through delivering such programs as Confident Parenting, Effective Black Parenting, and Los Niños Bien Educados in and with Head Start centers. In addition, as a part of its National Parenting Instructor Training workshops where over 6000 instructors from social, health, and education institutions nationwide have been trained to deliver these parenting skill-building programs, CICC has trained hundreds of Head Start personnel in different states to deliver these model skill-building programs themselves to the Head Start families they serve. But Head Start is only one segment of this overall system, and it is the segment that already is prepared with rationales and personnel that can facilitate parenting education as part of its on-going activities. Other sectors of the system are not as prepared or equipped. Indeed, the practical problems and challenges of making the official system receptive to parenting education, and the practical problems of actually bringing parenting education into this complex and uncoordinated system, have never been systematically addressed. One of the reasons that his has not happened until recently is that there was not a funding source for projects that could explore how best to prepare an entire early childhood care system for parenting education and how to make parenting education a part of that system.

3. THE PROPOSITION 10 FUNDING SOURCE A funding source that was appropriate, accepting, and sufficiently large enough to underwrite such a project emerged in California in 1998 with the passage of Proposition 10. This proposition has brought millions of dollars into local communities for projects to enhance the health and welfare of children birth through age four, using a 50-cent tax on tobacco products. Under its broad funding purview, it was possible to design and seek funds for a project that could bring parenting education into local early childhood care systems.


CICC designed a project for these purposes and sought funding from the Proposition 10 Commission who distributes funds in the county where CICC’s offices are located, Los Angeles County. CICC was awarded a three-year grant (July 2000 through June 2003) to implement a Child Care System and Parenting Education Project in the San Fernando Valley region of the county. This region is home to a culturally diverse population of 1.9 million people. In terms of the 137,767 children in the birth to four year old population in this region, 49 percent are from Latino American families, many of whose parents only speak Spanish; 38 percent are white; 9 percent Asian American; 4 percent African American; and .4 percent Native American. This geographically sprawling region also varies greatly in terms of the educational and economic characteristics of its residents, ranging from millionaires, corporate executives and professionals who live in relatively safe and well-manicured communities to impoverished people who live in substandard housing in gang infested and highly dangerous areas. It was this large, heterogeneous region that became home for this pioneering project. The second chapter of this book contains descriptions of the project in terms of how CICC understood and addressed the challenges of bringing education about effective parenting into the early childhood care and education system in the San Fernando Valley. It includes the rationales for selecting the various effective parenting programs, materials and services, as well as descriptions of them. Here you will find descriptions of the modern parenting skill-building programs that were selected to be taught as classes and seminars through and with the local system, as well as the written and videotaped programming that took place. Also described is the new role for system personnel that was developed and used in this project, a role that complements the introduction of parenting education into the system. A survey of many of the project partners and collaborators from the early care and education system is also described where they were asked for global assessments of project impact. The evaluation methodologies of all of the individual facets of the project are also described in this chapter. Chapter Three presents the outcomes of each facet and service of the project. Included are extensive results on the impact of the various effective parenting classes and seminars, and the use of the parenting guidebooks and video programs. The results of the training conference and workshops to prepare system personnel to carry out the new role are presented, as are the results of the survey of project partners and collaborators. These summarized results are based on the sixteen evaluative studies and reports that were conducted on the various facets and services of the project (see Reference section). Chapter Four highlights what was learned, and how and why such projects deserve to be replicated and sustained in communities nationwide.


CHAPTER TWO A PROJECT TO BRING PARENTING EDUCATION INTO THE

EARLY CHILDHOOD CARE AND EDUCATION SYSTEM

As has been indicated, this three-year project was conducted with and through the early care and education system in the San Fernando Valley region of Los Angeles County. It supplied a unique and interrelated array of effective parenting services for parents and complimentary training for professionals in the system. The effective parenting services included classes and seminars to learn such effective parenting skills as how best to nurture and communicate with young children, and how to discipline effectively without using physical punishment. These services required parents to leave their homes. Other parent education vehicles that could be used without leaving the home were also provided, including guidebooks about effective parenting and videotaped parenting programs. As also mentioned, the project provided complementary training for childcare and early education professionals. This training was based on the new role for these professionals that was developed as part of this project, the role of an Effective Parenting Advocate and Resource Person. The following project description includes the rationales for selecting the services and creating the new role, brief descriptions of each service, and how each service was implemented and evaluated.

1. RATIONALE FOR SELECTING PARENTING PROGRAMS AND MATERIALS The United States has an extraordinary array of well researched and carefully constructed parenting skill-building programs that are now available for use in communities nationwide, as well as a wide range of excellent written and electronic effective parenting materials (Alvy, 1994; Smith, Perou, and Leseme, 2002). Many of these programs and materials have been created by the Center for the Improvement of Child Caring. In addition, the Center has affiliations with nearly all of the other public and private organizations in the country who also create, test, and disseminate parenting education programs and materials. Thus, in selecting the programs and materials to be used in this pioneering project, CICC had a wide spectrum from which to choose and was uniquely qualified to select the best and most appropriate educational programs and materials. The first issue was the developmental appropriateness of the programs and materials. They all had to deal with the child rearing issues and challenges that were specific to raising children in the birth through age four range. Secondly, the cultural relevance of the programs and materials needed to be taken into consideration, and especially their relevance to Latino American families since they were the largest cultural group to receive such services. As has been indicated, CICC has particular expertise and knowledge in this area through its having created, conducted, tested, and widely


disseminated a national model parenting skill-building program for parents of Latino American children, its Los Niños Bien Educados program. This highly effective program already was in use in some Head Start agencies in the San Fernando Valley through instructors from those agencies who CICC had previously trained to deliver the program. Its acceptance and effectiveness in Latino American communities in Los Angeles and other areas nationwide had been confirmed through prior research studies and through the program receiving awards for its cultural appropriateness and for its successful teaching of positive child management skills and strategies (Alvy, 1994). Another consideration in selecting parenting programs and materials was the education and socioeconomic backgrounds of the parents. Because the project was designed to provide services to all parents whose children were enrolled in childcare/early education facilities in the sprawling San Fernando Valley, this included parents from very high education and socioeconomic backgrounds, as well as, from low social class backgrounds. While many parenting programs and materials are applicable to parents of all education and class backgrounds, some are more relevant than others. This is so because of the complexity or simplicity of what they teach or because of the family circumstances that are depicted in the programs and materials. Thus, the programs and materials that were selected had to match, as much as possible, the cultural, educational, and class backgrounds of the parents and communities to be served, and at the same time be developmentally appropriate.

2. THE SELECTED PARENTING SKILL-BUILDING PROGRAMS Three main parenting programs were selected for use in different communities in the San Fernando Valley. All of these programs teach a set of parenting skills and strategies for nurturing positive behaviors in children and managing their functioning and development in non-violent ways. The Los Niños Bien Educados program was chosen for Latino American parents and communities. Another CICC parenting skill-building program that taught similar child management skills but without a cultural emphasis, the Confident Parenting program, was also selected for use across education and class backgrounds. A third program was also selected, the Early Childhood Systematic Training for Effective Parenting program (Early Childhood STEP). This program was created for the American Guidance Service Company by psychologists who have worked with CICC in the past, and it is one of the most widely used parenting skill-building programs in middle and upper class communities nationwide. Other practical reasons for selecting these three programs had to do with the availability of professionally trained instructors who CICC could hire to deliver the programs. CICC had trained numerous professionals to deliver these programs and could select instructors from these instructional pools. Also, there are many STEP program instructors who have been trained by American Guidance Service and by other professional training organizations who could also be candidates. A fourth parenting program was created for use in this project, a program called School Success from the Start, which focuses on teaching parents how to use everyday activities, like setting the table, to teach children the pre-academic skills and attitudes that are needed to succeed in kindergarten. CICC’s executive director and creator of other CICC programs, Dr. Kerby T. Alvy, worked closely with Dr. Reg Clark and his associates, to create this school readiness program for use in this project. It became available during the third project year.


Each of these programs are more fully described below, and their various effective parenting strategies, skills and concepts are listed.

Confident Parenting CICC’s Confident Parenting: Survival Skills Training Program teaches a set of child rearing strategies and skills to help parents to better manage their children’s behavior, and to promote child emotional and social well-being and harmony in the home. It is widely used throughout California and other states as part of local school readiness, child abuse prevention and drug abuse prevention efforts. It is considered a national model parenting skill-building program. The Confident Parenting Program is taught as 20 hours of intensive training, one two-hour training session per week for ten weeks, for groups of 15 to 25 parents at a time. The Confident Parenting class covers the strategies and skills that are listed below.

General Parenting Strategies • The Confident Parenting Approach

• The Family Rules Strategy • The Thinking Parents Approach • Pinpointing and Describing Behaviors • Charting Behaviors • Resources for Further Learning Specific Parenting Skills • Effective Praise • Mild Social Disapproval • Ignoring • Time Out from Attention • Special Incentive Systems • Contracting • Using Methods in Combination

The instructor utilizes a variety of teaching methods. All concepts are presented in brief lectures, which are supported by charts and diagrams. The specific parenting skills are demonstrated by the instructor and then parents role-play them in class. Homework assignments include conducting behavior change projects where parents apply the skills they learn in class. Parents report back at the next class session and receive feedback on skill applications from the instructor and the other parents in the class. Parents receive and use the Confident Parenting Handbook which contains all of the information that is covered in the class as well as how to apply the skills with older children, like teenagers.

Early Childhood STEP The Early Childhood Systematic Training for Effective Parenting (STEP) Program teaches parents of infants, toddlers and preschoolers a variety of parenting strategies and skills, and it is one of the most widely used parenting programs in the United States.


This multi-session programs covers such topics and issues as:

• Understanding Young Children’s Development and Behavior • Young Children’s Emotional and Social Development • The Goals of Child Misbehavior • Taking Time for Fun and Play • Building Self-Esteem in the Early Years • Mutual Respect • The Difference Between Encouragement and Praise • The Courage to be Imperfect • Communicating with Young Children • Effective Listening • Talking and Being Heard • Realistic Expectations • Helping Young Children Learn Cooperation • Problem Solving with Young People • How to Hold a Family Discussion • Effective Discipline • Controlling the Situation, Not the Child • Guidelines for Using Natural and Logical Consequences

The version of the complete Early Childhood STEP program that was used in this project was taught in ten two-hour sessions. The instructional strategies included presentations by the instructor and discussions with the parents, as well as weekly homework assignments. Videotaped examples of the program’s effective parenting strategies were also shown and discussed. Parents also were provided and used the handbook for this program, called Parenting Young Children.

Los Niños Bien Educados The Los Niños Bien Educados Program is the nation’s first parenting skill-building program created specifically for Latino American parents. It was developed and tested in the 1980’s by the Center for the Improvement of Child Caring (CICC). It is now being used nationwide in schools, agencies, Head Start programs and other institutions, by parenting instructors who were trained by CICC. The Los Niños Bien Educados Program, in its entirety, is taught as a twelve-session class that meets weekly for three hours a session, with the last session including a gala graduation. The program provides parents with a variety of strategies and skills for raising children to be “Bien Educados” (i.e., well-educated in both a social and academic sense). It teaches parents (1) how to define behaviors of their young children that they consider as reflective of Bien and Mal Educados, (2) how to count and chart those behaviors, and (3) how to use a variety of effective parenting skills to increase or decrease the occurrence of these behaviors.


The skills are taught in a culturally sensitive manner, using dichos or Spanish proverbs to show their relationship to cultural traditions. The skills taught include:

• What parents do for children (i.e., parental functions) • The meaning of bien and mal educados

o Specific behaviors o Family expectations

• Increasing respectful behaviors o First you work, then you play o Effective praising

• Decreasing disrespectful behaviors o Effective ignoring o Mild social disapproval o Time out from parental attention

• Using methods in combination with each other • Adjustment to the U.S. context

The program addresses important cultural issues having to do with the different types of adjustments immigrant families make to the United States, and the impact of traditional family and gender roles on the expectations that parents have for their children. It also teaches parents special strategies for evaluating expectations, for understanding the causes of children’s behaviors, and for how and what to think before and after you act. As may be apparent from the listing of program skills, Los Niños Bien Educados teaches all of the skills that are taught in the Confident Parenting program. This is because Los Niños Bien Educados is a cultural adaptation of the Confident Parenting program.

School Success from the Start School Success from the Start: 8 Ways to Support Your Children Before They Start Kindergarten, was developed by Dr. Reg Clark of Clark and Associates for the Center for the Improvement of Child Caring for the purpose of enhancing the ability of parents to prepare their young children for future academic success. More specifically, the program is designed to teach parents how to be involved in their children’s educational development. The goal is to help parents prepare their pre-kindergarten children to (1) be academically ready, (2) have good attitudes toward learning and school, and (3) to exhibit good personal and social traits. Most of what is taught in this program is based on the Kindergarten Survival Handbook, by Dr. Allana Elovson. School Success from the Start incorporates numerous instructional strategies such as: • Lecture • Participant discussion • Self-reflection exercises

o Parent behavioral checklists o Child behavioral checklists o Self-assessment surveys

• Individual and group exercises that incorporate “hands-on” activities


• Skill-building exercises • Role-playing The general topic areas that are addressed in the program are: • What schools will expect from your child (and from you and your family) • How to enhance your effective parenting • How to communicate positively and often with your children • How to help your children learn to use their senses • How to help your children develop speaking and listening skills • How to help your children learn the alphabet, colors, and numbers • How to help your children learn creative thinking, reasoning, and mathematical skills • How to help your children gain awareness of words and word sounds • How to help your children learn how to use books and tell stories • How to help your children build physical movement skills Each parent receives a copy of the School Success from the Start Parent’s Guide as well as the Kindergarten Survival Handbook by Dr. Allana Ellovson.

a. Delivering the Programs as Classes and Seminars Nearly all parenting skill-building programs are designed to be delivered in the form of classes that meet once a week for two to three hours. Most are for six to twelve class sessions where the program curriculum is sequenced and where parents have regular homework assignments or behavior change projects to complete between class meetings. Class size ranges from 10 to 25 parents per class. Participation in these multiple session classes requires a good deal of advance planning and organization on the part of parents. Some programs, like CICC’s Los Niños Bien Educados and Confident Parenting, have briefer versions that can be taught to large numbers of parents in a one-day parenting seminar format. The existence of these one-day seminar versions provides opportunities for parents whose lives do not allow for multiple session class commitments to also take advantage of the skill-training and education. CICC also created a one-day seminar version of the Early Childhood STEP program for use in this project. Thus, it chose to have both multiple session classes and one-day seminars in Los Niños Bien Educados, Confident Parenting, and Early Childhood STEP. In terms of the new School Success from the Start program, only a one-day seminar version was available. All of the classes and seminars were taught by experienced, professional instructors. The Los Niños Bien Educados classes and seminars were taught in Spanish, and all others were taught in English. In terms of where these classes and seminars were taught, CICC looked to the childcare/early education groups themselves, and to universities, community colleges, and park and recreation centers in the various communities. Arrangements were made and these local groups and institutions became the hosts for the classes and seminars. These community sites had to have comfortable and appropriate rooms and auditoriums, as well as parking. Equally as important, they had to have space where childcare services could be provided. CICC knew well that without providing childcare, many parents would be unable to


participate in these out-of-home parenting education experiences. So it was critical that the community sites had space for children to be cared for while their parents were learning new and helpful skills. Making childcare available also required the screening and hiring of appropriate childcare/early education personnel. These individuals were recruited from the staffs of neighboring childcare centers. Having childcare available also required the purchase and use of play, educational, and napping materials and equipment, as well as, appropriate nutritional resources. All of the classes were provided free-of-charge since the Proposition 10 grant paid for everything. However, prior research on delivering parenting programs indicated that participation and attendance could be enhanced by the use of refundable enrollment fees. These modest fees would be returned when parents attended and/or completed the classes and seminars. These fees were used whenever possible, but not when parents couldn’t afford them or when their school district or agency would not allow participation if any fee was charged. Parents were recruited mainly through their childcare and early education programs. A variety of recruitment vehicles were utilized. CICC made presentations about the classes and seminars at these sites. Eventually CICC created structured Parenting Education Meetings to promote class and seminar participation, as well as to promote the use of the project’s parenting education materials that will be described below. Colorful recruitment flyers, which described the classes and seminars and provided an enrollment form, were created for each class and each seminar. Thousands of these were distributed through the childcare/early education system in the targeted communities. Parents, or their childcare providers, could complete the enrollment form and mail, fax, or phone in the enrollments. In addition, ads were occasionally placed in local newspapers and radio announcements were occasionally used. Booths at community events and agencies were also set up to recruit parents. Toward the end of the three-year project, CICC developed the ability to have parents learn about and enroll in the classes and seminars over CICC’s Website (www.ciccparenting.org). Ads, radio announcements, and schedules of classes and seminars indicated that online enrollment was possible. While the focus was on recruiting parents with children in out-of-home care, some parents whose children were being cared for at home were also accepted into classes and seminars toward the end of the three-year project. Knowing that just enrolling in classes and seminars was not insurance that today’s time starved parents would or could participate, CICC also called each enrolled parent the week before the class or seminar. These reminder and welcoming calls consumed a great deal of staff time Another way that CICC promoted participation and attendance was the use of prizes and gifts that could be earned by attending, being on time, and completing homework assignments. These incentives were used throughout the multiple session classes and at all seminars. The incentives included were raffles for home computers, tickets to Disneyland and Magic Mountain, and coupons for food and parenting books. The actual performance of each class and each seminar required careful planning, orchestration and management. All class materials and audio-visual resources (overhead projectors and screens, VCRs, etc) had to be available and working. Childcare had to be ready. Parents needed to be greeted and officially enrolled. Food and beverages had to be available. For the one-day seminars where 50 to 150 parents could be expected, breakfasts and lunches with a variety of beverages


had to be prepared and provided. Each of these classes and seminars were major management challenges. The vast majority of these classes and seminars were conducted on Saturdays so that as many parents as possible could participate. This meant, of course, that instructors and project staff also had to work on weekends. Thus, a great deal of staff time, effort, and money went into making these classes and seminars as attractive and accessible as possible, and to maintaining participation. Over the three years of the project, the following numbers of classes and seminars were taught in the various parenting programs: Los Niños Bien Educados – 7 classes, 4 seminars Confident Parenting – 3 classes, 3 seminars Early Childhood STEP – 5 classes, 6 seminars School Success from the Start – 1 seminar Over the course of the three year project, a total of 689 parents enrolled in the multi-session classes, with 506 actually attending. The seminars attracted 2,146 parents and 1,330 attended. The number of children who were provided childcare while their parents participated in the classes and seminars was 1,194.

b. Evaluating the Classes and Seminars Each class and seminar was evaluated in terms of what the parents learned from these educational experiences, and how the classes or seminars changed or would change how they raise their children. This was accomplished through questionnaires about effective parenting and about the specific skills and ideas that were taught in the classes and seminars.

Pre and Post Tests Separate questionnaires were created for each type of program that was taught, i.e., questionnaires for the classes and seminars in the Los Niños Bien Educados program, questionnaires for the classes and seminars in the Early Childhood STEP program, etc. There was a questionnaire that was taken before each class and seminar started (pre-test). Here parents were asked a series of rated questions about the effective parenting skills and approach that they were to be taught in a particular program, and they were asked to rate how often they currently engage in the skills that are taught in the program and how much they currently endorse the approach. They also were asked questions about practices and ideas that are not endorsed in the programs, such as spanking, and to rate how often they currently use those practices. At the end of each class and seminar, they parents again completed a questionnaire (post-test). This was more extensive. It included the questions from the pre-test and therefore could reveal whether the parents endorsed the effective parenting approach and skills more after completing the class or seminar.


For the one-day seminar, where this post-test was administered at the end of the day and before parents actually had a chance to apply what they had learned with their children, they were also asked to rate how often they were planning to employ the skills and approach in the future. For the classes, the post-test was administered at the close of the last class session, which meant that the parents had several weeks to apply what they learned with their children and to observe changes in children’s reactions and overall behavior. Thus, these ratings of how often they were using or not using various skills, practices and approaches were based on their actual applications with their children. The post-tests for the classes and the seminars also contained questions that parents could answer in their own words. They were asked whether the class or seminar resulted in their feeling different about themselves and their children, about how they changed or might change their approach with their children, about how their children changed or might change as a result of their changes, and whether they had shared or planned to share what they had learned with others. Finally, the parents were asked to rate the overall experience in terms of whether it made them more effective and confident, and to rate the instructor’s performance and support.

Data Analysis

The use of numerical rating scales on a pre and post-test basis allowed for a review of these results from a statistical perspective. This meant that any changes from pre and post could be analyzed in terms of their statistical significance. This also meant that an overall parent effectiveness score could be computed and compared on a pre and post-test basis, which would reveal in general whether the classes and seminars led to overall enhancements of parental effectiveness. In addition, it was also possible to look at each question on a specific skill or practice and determine whether, as a group, the parents changed from pre to post in using or planning to use specific skills and practices. All of this evaluative data was analyzed and several reports were written, the results of which will be summarized in the third chapter. These reports, which are listed in the References, included evaluative studies that combined the results from the same type of class or seminar. For example, there are separate research reports on a Los Niños Bien Educados class and on a Los Niños Bien Educados seminar, and an additional report that combines the results from all of the Los Niños Bien Educados classes and seminars. There is also a special report on the Los Niños Bien Educados where the cultural components of that skill-building program receives special attention (Ortiz, 2003). All of the other reports focus on the use and impact of specific skills and approaches, as all programs teach specific skills and have a particular approach. Los Niños Bien Educados differs in terms of teaching the skills and approach from a particularly Latino American perspective. The program also includes content and issues that are particular to Latino American parents, such as the impact of acculturation and traditional family roles on child rearing and the importance of raising children to be “bien educados”. The study by Dr. Ortiz explored the impact and importance of these cultural features, using a focus group evaluation methodology.


3. THE SELECTED WRITTEN AND VIDEOTAPED EFFECTIVE PARENTING MATERIALS

These were selected on the basis of authoritativeness of the effective parenting information conveyed, and the congruence of what these materials conveyed with the effective parenting skills and ideas that are taught in the parenting programs. It was likely that some parents who attended the parenting classes and seminars would also be exposed to these written and videotaped materials, and their content needed to reinforce and amplify what the classes and seminars taught. The materials were also selected on the basis of their attractiveness and quality. For the written materials (the effective parenting guidebook and the health and safety item), they needed to be brief and succinct in their presentation, as well as, be available in Spanish and English. The videotaped effective parenting materials had to depict multi-cultural families or be specific to Latino Americans, as well as, being of high production value and compelling in presentation. The written materials that were selected included a brief guidebook for parents entitled, The Power of Positive Parenting: Ten Guidelines for Raising Healthy and Confident Children, which CICC had used in other projects and which parents felt is “the manual that should come with every child”. The other written item that was selected was the America’s Youth PASSPORT: Health and Safety Record, which provided a wealth of practical information that was packaged like a real passport, e.g., the same size and look as an actual passport and in a plastic case.

The Power of Positive Parenting Guidebook The Power of Positive Parenting is an easy-to-read and attractively designed Guidebook that provides ten research-based guidelines and numerous examples of effective parenting skills and strategies, written by psychologist, Dr. Kerby T. Alvy. The guidebook version that was used in this project was the combined English and Spanish version. A total of 17,986 of these were distributed over the three project years. The Power of Positive Parenting emphasizes the following ten guidelines for raising healthy and confident children and presents numerous examples of the parenting practices and skills that are involved in carrying out each guideline:

• Giving children warmth, acceptance, and respect

• Using fair and firm leadership

• Avoiding spanking and verbal abuse

• Starting early in preparing children for school

• Creating a home environment that supports education

• Being an active partner with your child’s school

• Teaching children about their and other cultures

• Taking charge of watching television

• Setting a good example of life-long learning

• Maintaining a healthy life style


America’s Youth PASSPORT: Health and Safety Record

The America’s Youth PASSPORT Health and Safety Record is a simple-to-use, record-keeping, and resource booklet that allows parents to document a child’s health history. The Passport also provides a wealth of child safety and development information. It was created for all parents, but particularly for first time parents of infants and toddlers. It summarizes and succinctly presents the most basic health and safety information for parents. A total of 8,437 were distributed over the three project years. The Passport provides the following record keeping sections where parents record information about their child:

• Basic child information including blood type • Birth data

o weight o length o apgar score

• Well child visits • Schedule for childhood immunizations • Medical/dental history • Your child’s fingerprints

The Passport also has valuable information sections concerned with:

• Emergency information • Growth of body and mind • Learning during infancy • Social, emotional, and learning skills:

o grade school o teen years

• Dental health • Child physical fitness • Feeding your baby and child • Keeping your child safe • Preventing child abuse and neglect • Choosing a babysitter • Choosing child care • Teaching children about safety • Preparing for your next baby

Both of the selected effective parenting videos provided numerous examples of non-violent ways of disciplining children and of gaining their cooperation. The emphasis on alternatives to physical punishment and abusive correctional strategies was chosen because research on the use of such practices indicate that they are most prevalent during the preschool years (Straus, 1994). These are years when most children are very active and demanding, which places special stress on parents. Being able to see successful, non-violent, and non-abusive ways of coping is particularly important at these times. One of the video programs was in English and the other in Spanish. A total of 385 of these videos were distributed.


Yelling, Threatening, and Putting Down: What To Do Instead

This new and award-winning 35-minute video program called Yelling, Threatening, Putting Down: What To Do Instead was developed with professional guidance from the Center for the Improvement of Child Caring. This high quality, home-use video program demonstrates and teaches a variety of parenting strategies and skills. The video demonstrates the correct use of the following effective parenting strategies and skills:

• Effective praise • Empathy • Parental modeling • Parental coaching • Communicating expectations • Role playing desired behavior • Use of material rewards • Family meetings • Mild social disapproval • Logical consequences • Redirection of attention • The thinking parent’s approach • Family rule guidelines

These demonstrations take place after parents have seen a typical childrearing situation handled through parents yelling, threatening, or verbally putting their children down as a result of parental frustration and child non-compliance. The effective parenting strategies and skills are offered as alternatives to these understandable, but abusive, methods. Four typical situations are addressed:

1. When a toddler interrupts a parent who is watching television; 2. When a child becomes frustrated and angry over not being able to build a sturdy tower of

blocks; 3. When a child is whiney and insistent in a market; and 4. When a brother and a sister fight over a valued possession (i.e., a CD).

Golpes y Gritos…Como Evitarlos The Golpes Y Gritos…Como Evitarlos video is a high quality video program that demonstrates and teaches a variety of parenting strategies and skills in Spanish. The 30-minute video presents real-life situations in which the parents are tempted to spank and/or yell at their children. After showing each situation, the video is stopped so that parents can try to figure out other ways to deal with the situation. Then the video shows alternative solutions to yelling and hitting. The four real-life situations follow:

• Scenario 1: When parents are tired – This real-life situation shows a young mother who loses control when her baby will not stop


crying. • Scenario 2: When children explore – This real-life situation shows a father who becomes

frustrated when his toddler gets into cleaning products under the kitchen sink. • Scenario 3: When children don’t cooperate – This scenario shows a mother who does not

know how to handle her son when he refuses to quit playing with his friends to come inside for dinner.

• Scenario 4: When parents are busy – This common situation shows a busy father who gets annoyed when his daughter will not clean her room.

a. Distributing the Materials The local childcare system through which these materials were distributed and evaluated is complex and diverse. As has already been mentioned, the system consists of individual family childcare home providers (all of whom operate as small businesses) and individual childcare centers and preschools (either state-supported or operated as small businesses). The system also consists of Head Start agencies who have multiple Head Start class sites and which are either administered by non-profit agencies or school districts, and state preschools that are administered by school districts. It is more labor intensive to distribute materials through the private homes, centers, and preschools, as they are spread all over the valley and they have limited staff to assist in distribution. It is much easier to distribute through the larger Head Start and school district entities that have centralized administration responsible for multiple sites and which have much larger staffs to assist in distribution. The thousands of educational materials were distributed on the basis of formal agreements with the administrators of public childcare programs and owners of private operations. They agreed to make certain that their parents were given free copies of the Guidebooks and/or Passports. To receive these materials, administrators and owners signed a letter of partnership. The Guidebooks and Passports that they distributed were accompanied by pre- and post-tests that parents were asked to mail back. Parents were entered into a drawing for tickets to Magic Mountain by returning the pre/post tests. For the video parenting programs, similar agreements were signed and the administrators or owners indicated that they would either loan or show the videos to their parents. As an incentive for helping, they got to keep the videos for their own resource libraries for use throughout coming years. In addition, some childcare facilities received these materials through Parent Education Meetings that the project staff conducted at selected childcare and Head Start institutions. At these meetings, either the Guidebooks, Passports, or videos were featured, discussed, and/or viewed. Parents took the pre test for the educational item that was focused upon, and were told that they would be contacted by phone at a later time to take the post-test. Also, at these meetings, parents learned about the project classes and seminars and about other resources that were available to them through CICC and through other parenting education organizations. Some parents also received and discussed these materials through Focus Groups where the impact of these parent educational materials was also evaluated.


b. Evaluating the Materials As is obvious from the above information on how the guidebooks, passports, and video programs were distributed, a variety of methods were used to evaluate their impact on parents. The methods were used with representative samples of the thousands of parents who received and/or where exposed to these effective parenting materials. There were four complementary methods of evaluation:

1. Pre and post-test questionnaires were included with the guidebooks or passports that parents received at their childcare center or homes. Incentives were provided for their completing the pre-test before reading the materials and for completing the post-test after reading them, and for mailing both back to CICC.

These questionnaires were constructed in a manner that was similar to the questionnaires used in evaluating the parenting classes and seminars. There were sections where parents provided ratings of parenting methods, where they rated the quality and utility of the guidebook or passport, sections where they could express in their own terms what effect these educational materials had on them and their children, and sections where they could indicate whether and to what extent they were sharing effective parenting information with others.

2. Similar pre and post-test questionnaires were also used when the guidebooks, passports,

and videos were provided during Parent Education Meetings at various childcare and Head Start centers. For the written materials, they were read and discussed at these meetings, with pre-tests completed before these discussions and the post-tests after the discussions and reading of the materials. For the video programs, the same pre and post exposure completion of the questionnaires was followed. The questionnaires for the video programs included specific inquiries about the various child-rearing challenges depicted in the videos and the solutions that were provided.

3. Follow up telephone interviews were conducted with other samples of parents who

received the written materials through their childcare facilities but who had not sent in pre and post-test questionnaires. These follow-up interviews were also conducted with samples of parents who had viewed the parenting videos at Parent Education Meetings but had not completed the questionnaires.

4. Focus groups were held with other representative samples of parents where they

discussed what they learned from the guidebooks or passports or video programs. The themes that emerged from the groups were extracted and analyzed. They served as complementary evaluations to the data on the effectiveness of these materials that had emerged from the pre and post-test questionnaires and the telephone follow-up calls.

Taken together, the variety of evaluation methods that were used to assess the impact of these high quality effective parenting materials provided a fine overall picture of what the parents gained and applied.


4. A NEW ROLE FOR EARLY CHILDHOOD CARE AND EDUCATION PROFESSIONALS:

EFFECTIVE PARENTING ADVOCATES AND RESOURCE PERSONS

a. Development of the New Role The decision to create this new role emerged out of discussions and focus groups with leaders in the early childhood care and education system in Los Angeles County. These discussions and group meetings took place at the beginning of the three-year project, and faculty members from the community colleges where early care and education personnel usually receive their formal training and course work were part of these group meetings. The main purpose of the meetings was to determine what type of additional training the project might provide to help early childhood care and education personnel better manage their relationships with the parents whose children are entrusted in their care. These discussions revealed the following about such personnel: 1. They do not receive formal training in relating to parents;

2. They believe the hardest part of their job is relating to parents; and,

3. There are no curricula for training early care and education personnel to relate to

parents.

CICC’s first response to these needs and realities was to explore the possibility of conducting training sessions that would draw upon and modify existing curricula for assisting elementary teachers with their interactions with parents. However, through further discussions with the early care professionals, CICC learned that the issues that were particular to child care professionals in their relating to the parents of 0-5 year-old children, are quite different from the issues that teachers need to address in relating to parents of older children who are enrolled in school. Not only are the ages of the children very different, but with infants, toddlers, and preschoolers in early care, the major focus is on social and emotional matters rather than on the educational matters that school teachers relate to parents over, (e.g., their children’s abilities to learn academic content and complete homework). Thus, it became clear that a curriculum for helping school teachers relate better to parents was radically different than a curriculum to help early childhood care providers relate better to parents. This led CICC to begin developing a curriculum model just for these personnel. The first step in this creative process was to investigate what they needed to know in order to be as effective as possible with parents. In addition, because this activity was taking place within a project that was pioneering in how to bring parenting education into the child care system, and thereby was working to promote effective parenting as a new objective of this system, the investigation also had to determine what the personnel needed to know about orienting parents how best to raise their children. This meant that the new curriculum also needed to cover basic knowledge of what is considered to be effective parenting in today’s world. All of this work led CICC to develop the new role for these personnel and to speak of it in terms of professionalism, i.e., Early Childhood Care and Education Professionals As Effective Parenting Advocates and Resource Persons. The description of the role would outline the various skills and knowledge that these professionals would ideally need in order to carry out the role.


The role description that CICC created has four interrelated parts, each of which requires different and complementary skills and knowledge (see the full page description of the role that follows). With this differentiated role conception at CICC’s disposal, CICC personnel set out on developing a training conference and other ways of teaching child care personnel how to perform the role. CICC also knew that it would be a real challenge in selling this new role to the early childhood field, as it is a field that has very few training requirements and whose personnel are very poorly paid. To ask its main workers (e.g., child care center administrators, teachers, teachers’ assistants, and family care providers) to take on this additional role would be a daunting endeavor. In addition, these were the exact same personnel who CICC needed to rely upon to help recruit parents into the project’s classes and seminars and to help in distributing the project’s self-instructional parenting education materials. The distribution of these self-instructional materials also involved having the parents complete pre-and post-surveys about what they learned from these materials. CICC needed to have the child care providers’ help in the distribution, completion, and return of the surveys. Obviously this was a lot to ask from people who are generally under-prepared for their work and who are very underpaid, even if they sincerely want to see that their parents are as effective as possible in raising children. So CICC built in several incentives for being involved, including being able to earn new equipment and materials for their centers and childcare homes.

b. Training for the New Role A one-day training conference was created as the initial vehicle for introducing this new role to the early childhood care and education personnel in the San Fernando Valley. The conference, which was called, “Getting Parents on Your Side”, was designed to convey the rationale and societal importance of the new role, describe its components, and to provide workshops about the knowledge, skills and attitudes that are needed in order to carry out the various parts of the new role. An opening keynote address conveyed the rationale and importance, and 15 conference workshops followed throughout the day, three of which each participant could select. The participants also were provided with ample supplies of the parenting guidebooks and passports to share with their parents, and with copies of the video parenting programs to show and/or lend out. They also received flyers about upcoming classes and seminars to use in recruiting parents. They were informed that they were welcomed and encouraged to attend the classes and seminars with their parents.


EARLY CHILDHOOD CARE AND EDUCATION PROFESSIONALS AS EFFECTIVE PARENTING ADVOCATES AND RESOURCE PERSONS:

A FOUR PART ROLE

PART ONE: RELATING TO PARENTS OVER THE CHILDREN IN THEIR CARE Skills, knowledge, and attitudes that are needed:

• Communication skills with parents, verbal and non-verbal • Attitudes toward parents: partners or adversaries? • Knowledge and appreciation of the demands on contemporary parents: work and family

demands, marital demands, single parents, stepfamily parents, etc. • Knowledge of child development: stages, processes, milestones, range of normal

development • Knowledge of children with special needs

PART TWO: RELATING TO PARENTS ABOUT EFFECTIVE PARENTING

Skills, knowledge, and attitudes that are needed:

• Standards for effective contemporary parenting • Keeping children safe and healthy • Effective child management • Preparing children for kindergarten

PART THREE: RELATING TO PARENTS ABOUT COMMUNITY SERVICES FOR PARENTS AND CHILDREN

Knowledge that is needed:

• Community parenting classes, seminars and workshops • Parenting internet websites • Child and family health services • Child and family mental health services • Child care services • Services for children with special needs

PART FOUR: RELATING TO PARENTS ABOUT EDUCATIONAL MATERIALS FOR PARENTS

Knowledge that is needed:

• Parenting and child development books, videos, audiocassettes, CD-ROMs, pamphlets, and so on

• Parenting kits • Child development charts • Age-appropriate educational toys


The workshops at the conference were conducted by CICC staff and parenting instructors, by well-known professionals from the local universities and community colleges where these personnel receive their formal training as well as by other leaders from the local chapters of the National Association for the Education of Young Children, and by representatives from community agencies, Internet companies, and referral sources. The following were the titles of the workshops at the conference that was conducted during the first project year. Similar workshops, plus one or two new ones, were conducted at the training conferences during the second and third project years.

1. Effective Latino Parenting: The Los Niños Bien Educados Program 2. Toys as Tools for Learning 3. Parenting Books and Videos: Helping Parents Choose 4. Drop Offs & Pick Ups: How to Use Transitions to Support Families 5. Parent Talk and Children with Special Needs 6. Yelling, Threatening, and Putting Down: What To Do Instead 7. Community Services for Children and Families: How to Find the Needed Services

and Connect Families to Them 8. For Spanish Speaking Child Care Professionals: Tools to Construct Sturdy

Relationships with Parents 9. Child Care Professionals: Who Are We Really Caring For? 10. Are You Seeing What’s NOT Being Said? Using Non-Verbal Communications to

Increase Effective Communications with Parents 11. Effective Parenting: The Confident Parenting Program 12. How to Help Parents Keep Their Children Safe and Healthy 13. Bring a Smile to Your Relationship with Parents 14. Effective Parenting: The Early Childhood Systematic Training for Effective

Parenting Program 15. Using the Internet as a Parenting Tool

At the conference during the third project year, a general session was devoted to the new methodology that CICC had developed by that time for (a) educating about child development, (b) identifying young children who may have special needs, and (c) for connecting families to appropriate community services. This new methodology, which is called The CICC Discovery Tool™, consists of questionnaires about various areas of child development which parents or providers can complete online over the CICC website, by calling CICC or through The CICC Discovery Tool book (Alvy, 2002). The results convey whether the child is developing along the lines of the majority of his or her age mates, or whether there are indicators of special needs (developmental delays, disabilities, behavior problems, etc.) that may require professional attention. Each form of the tool also includes information about what community resources to turn to for further assistance. The Internet version provides a print out on CICC stationary about the results of the tool. This can be shared as parents and providers seek out help for the child. Participants at the third year conference were given free copies of The CICC Discovery Tool book with the stipulation that they would read it, complete the tool for a child in their family or at their childcare facility, and complete and return a Discovery Tool Feedback card that asked about their evaluation of the tool and the book.


Recruitment for the participants at these conferences was extensive and involved the active participation of the major early education institutions in the area, such as the local National Association chapter, the Child Development Departments at community colleges, various related departments at local universities, Head Start programs, WIC programs where low income parents receive food supplements, and local school districts. These partnering groups helped by running stories about the conference in their newsletters, passing out flyers and reservation forms (a modest refundable reservation fee was employed), and by encouraging their staffs and associates to participate. The first year conference had 184 reservations and 195 attendees. The second had 149 reservations and 122 participants, and the third year event attracted 255 reservations with 167 actually attending. In addition to these training conferences, a variety of workshops and meetings were conducted in various local communities for smaller groups of early care professionals to learn more about how to actualize various facets of the new role. These included workshops on how to improve communications with parents, how to use the Internet as a source of effective parenting information, how to use The CICC Discovery Tool, and how to conduct parent meetings where effective parenting ideas and materials are incorporated.

c. Evaluating the Role Training The training conferences were evaluated through questionnaires about the impact and quality of the keynote and general sessions, and of each conference workshop. The questionnaires asked the participants to rate and write about the training activities in terms of their effectiveness in educating them about the new role and in terms of helping them become Effective Parenting Advocates and Resource Persons. The additional workshops were also evaluated by systematically questioning the participants about what they had learned.

5. SURVEY OF PROJECT PARTNERS AND COLLABORATORS During the three-year project, approximately 300 early childhood groups served as partners and collaborators in implementing the project services. Some of these groups hosted and co-sponsored classes and seminars, workshops, and conferences. Nearly all of them facilitated having their parents and staff participate in these educational events, and nearly all played a role in distributing and encouraging the use of the parenting guidebooks and videos with their parent clients. Many of these organizations were CICC partners for all three project years, and some for only one or two years. At the end of the third project year, a representative sample of approximately ten percent of these partnering organizations (childcare centers, Head Start agencies, colleges, family childcare associations, public school districts, etc.) were surveyed regarding their perspective on the project and its various services. These surveys included explorations of the value of the training conferences, parenting classes and seminars, parenting materials, parenting education meetings, and the institutional partnering


with CICC. Finally, the groups were asked about the potential impact of ending this partnership relationship on their ability to be helpful to their parent clients. The results of these surveys, which will be presented in the next chapter, provide a complementary organizational evaluation of the impact of this pioneering effort.


CHAPTER THREE PROJECT RESULTS

The results of this multi-service, three-year project will be presented on a service-by-service basis. We will begin by looking at the results of the numerous parenting skill-building classes and seminars that were taught over the three-year period. Here we will look at the classes and seminars that were conducted in a particular program and examine the results from analyses that combined the data across classes and seminars. This will provide a view of their impact over many different parents from different communities and neighborhoods. The characteristics of these parents will be displayed along with their evaluations of how the classes and seminars influenced their parenting and the lives of their children and families. Then we will turn to the results of the studies on the impact of using the various effective parenting written and videotaped materials. Next will be a review of the results of the initial training conference and workshops to educate and prepare people to carry out the Effective Parenting Advocate and Resource Person role. The concluding section of this Results chapter will summarize the perspective and evaluations of the early childhood care and education organizations who partnered with CICC in implementing the project services.


1. CONFIDENT PARENTING CLASSES AND SEMINARS For the three Confident Parenting classes, a total of 114 parents enrolled and 81 attended. For the three one-day seminars, 404 enrolled and 293 attended. Evaluative questionnaires were administered on a pre and post class and seminar basis.

Not all of the parents who completed the pre-test questionnaire were also available to take the post-test evaluation. This was because some parents had to discontinue their participation in the multi-session classes before they ended, and because some parents had to leave the seminar before the close of the seminar day. The major reasons for discontinuing participation were conflicts with other family or work responsibilities, such as having to attend to sick children or a change in work schedule. These realities were evident at all of the project’s parenting classes and seminars. Thus, in subsequent sections, there will also be higher numbers of parents completing the pre-tests than taking the post-tests. This meant that the number of parents for whom pre-post test comparisons could be made was always lower than the number who attended.

a. Characteristics of the Parent Participants for the Classes and Seminars

MULTI-SESSION CLASSES Of the total 81 parents who attended the 10-week parenting classes, 80 completed pre-tests where they also indicated various characteristics of themselves and their families, and 54 completed post-tests where they indicated how much they had learned from the class. The 80 parents who completed pre-tests ranged in age from 22 to 53 with an average age of 34.04. Of these 80, 80% were female and the remainder was male. On the average, the parents had 1.65 children. As can been seen in Figure 1, 42% of the parents who participated in the Confident Parenting classes were Hispanic, while 32% were White, and the remaining 26% were split between Asian, African American, Armenian, and other.

Figure 1 Self-Reported Ethnicity of Participants in Parenting Classes

32%

42%

8%

7%4% 7%

White

Hispanic

Asian

African American

Armenian

Other


In terms of languages spoken, 38% spoke both English and Spanish; while 3% spoke only Spanish and 59% spoke only English. The remaining parents spoke Armenia, Farsi, Korean and Tagalog (2% each), Tongan and Arabic (1% each). The languages spoken most often in the home were English (72%) followed by Spanish (1%), and then both English and Spanish (5%). Other languages accounted for the remainder. The parents represented a wide range of educational levels, with 47% of the parents having completed a college education or graduate degree. Another 30% had completed high school or GED while 20% had completed high school plus additional training. In regards to occupation, just over half of the parents were employed full-time. Specifically, 54% were employed full-time, 15% were employed part-time, and 31% were not employed.

ONE-DAY SEMINARS Of the total 293 parents who attended the all-day parenting seminars, 280 completed pre-tests where they also indicated various characteristics of themselves and their families, and 255 completed post-tests where they indicated how much they had learned from the seminar. The 280 parents who completed pre-tests ranged in age from 19 to 74 with an average age of 35.93. Of these 280, 81% were female and the remainder was male. On the average, the parents had 1.71 children As can been seen in Figure 2, 35% of the parents who participated in the Confident Parenting Seminars were White, while 33% were Hispanic, and the remaining 32% were split between Asian, African American, Armenian, and other.

Figure 2

Self-Reported Ethnicity of Participants in Parenting Seminars

35%

33%

14%

6%6% 6%

WhiteHispanicAsianAfrican AmericanArmenianOther

In terms of languages spoken, 25% spoke both English and Spanish; while 3% spoke only Spanish and 58% spoke only English. The remaining parents spoke Armenian (6%), Farsi (2%), Arabic (1%) and 18 other languages. The languages spoken most often in the home were English (68%), Spanish (8%), and then both English and Spanish (13%). Other languages accounted for the remainder.


These parents also represented a wide range of educational levels, with 54% of the parents having completed a college education or graduate degree. Another 25% had completed high school or a GED and 15% had completed high school and additional training. The remainder (6%) had either completed grade school or had no formal education. In regards to occupation, under half of the parents were employed full-time. Specifically, 52% were employed full-time, 13% were employed part-time, and 35% were not employed.

b. Changes in Effective Parenting Behaviors, Attitudes, and Knowledge At the first class session and the last class session, parents were presented with a 20-item Parent Effectiveness Questionnaire that was concerned with the parent effectiveness approach and the parenting strategies and skills that are taught in the Confident Parenting classes and seminars. On the average, 80 of the 81 parents answered 13.1 of the items correctly before the class sessions started, and 54 parents answered 15.3 items correctly after completing all the classes. For the 50 parents who completed both pre and post tests, the average number of correct answers at the pre-test was 13.2 and at the post-test they averaged 15.4 correct answers (see Table 1). This improvement from pre to post test was highly statistically significant, t (49) = -4.72, p < .001.

Table 1 Composite Parental Effectiveness Changes from the Beginning to the End of the Classes

Measure # Correct at Pre-test

# Correct at Post-test t-test

Parenting Effectiveness (20 items) 13.1 15.4 -4.72*** ***p<.001 For the parenting seminars, 280 parents answered 12.3 of the items correctly before the seminar started, and 255 parents answered 15.4 items correctly after completing the seminar. For the 249 parents who completed both pre and post tests, the average number of correct answers at the pre-test was 12.4 and at the post-test they averaged 15.4 correct answers (see Table 2). This improvement from pre to post test was highly statistically significant, t (248) = -16.00, p < .001.

Table 2 Composite Parental Behavior Changes from the Beginning to the End of the Seminar

Measure # Correct at Pre-test

# Correct at Post-test t-test

Parenting Effectiveness (20 items) 12.4 15.4 -16.00*** ***p<.001 The results reflect that as a group these parents were more knowledgeable about what constitutes effective parenting after completing the Confident Parenting class or seminar, and better prepared to be more effective.


Table 3

Knowledge Changes from the Beginning of the Classes to the End of the Classes

Parent Effectiveness Items % Correct on Pretest

% Correct on Posttest z-test

Most children’s behaviors are inherited 73% 76% -0.40 There’s nothing wrong with spanking a child 50% 44% 0.70 Family rules about bad AND good behaviors are important 99% 98% 0.48 Ignoring works best when used with a lot of praise 28% 57% -3.40*** A long lecture is better than a brief command 74% 85% -1.58 When old annoying habits are first ignored, they will get worse before they get better 68% 80% -1.58

The more you praise a child the better 86% 98% -2.56** When new annoying habits are ignored, they will get worse before they get better 30% 41% -1.33

Time Out should only be used after other milder methods have been tried 55% 79% -2.95**

Awarding points for good behavior and then allowing children to use the points to buy rewards is a good idea 78% 94% -2.67**

A parent should not care about the causes of bad behavior, just the behavior itself. 85% 89% -0.69

Praise should never be used after a Time Out 32% 36% -0.49 Expensive rewards work well with a point system for good behavior 61% 46% 1.74

Spanking can lead to a parent being reported for child abuse 75% 85% -1.45

Rewards earned for good behavior should be taken away if the child then behaves badly 50% 78% -3.38***

Most children’s behavior can be changed 93% 98% -1.40 Spanking can lead to children becoming depressed 68% 85% -2.32* Praise can spoil a child 73% 96% -3.68*** Looking the child right in the eyes is important when reprimanding but not when praising 64% 85% -2.79**

As long as children follow family rules it is not necessary to give them reasons why they should follow the rules 76% 83% -1.00

Eight of the above differences are statistically significant at the following levels by a z-test for proportions. *p<.05; **p<.01; ***p<.001 For the parenting classes, Table 3 displays the 20 parent effectiveness items and the pre and post tests percentages of correct answers. It can be seen in Table 6 that there were significant positive changes on 8 of the 20 items. Closer inspection of the positive changes show that more parents understood that ignoring works best with lots of praise, annoying habits get worse before they get better, time out is only used after milder methods are attempted, giving points for good behavior is a good idea, rewards for good behavior should never be taken away, praise cannot spoil a child, and looking the child in the eye is important for both reprimands and praise. The positive changes on several items having to do with praising children reflects a fuller appreciation of the power and effectiveness of being verbally positive with one’s children. Other significant item changes speak to the fact that the parents also learned some of the nuances of the other parenting skills that were taught, such as what is likely to happen when they begin using their ignoring skills. For the parenting seminars, it can be seen in Table 4 that there were significant positive changes on 13 of the 20 items. These items reflect changes similar to those in the classes plus additional


items relating to information learned directly from the Confident Parenting program including praise, time out, and the negative effects of spanking.

Table 4 Knowledge Changes from the Beginning of the Seminar to the End of the Seminar

Parent Effectiveness Items % Correct on Pretest

% Correct on Posttest z-test

Most children’s behaviors are inherited 71% 80% -2.42** There’s nothing wrong with spanking a child 38% 47% -2.10* Family rules about bad AND good behaviors are important 96% 97% -0.63 Ignoring works best when used with a lot of praise 28% 75% -10.87*** A long lecture is better than a brief command 68% 85% -4.63*** When old annoying habits are first ignored, they will get worse before they get better 67% 82% -3.98***

The more you praise a child the better 73% 93% -6.15*** When new annoying habits are ignored, they will get worse before they get better 37% 43% -1.41

Time Out should only be used after other milder methods have been tried 62% 90% -7.58***

Awarding points for good behavior and then allowing children to use the points to buy rewards is a good idea 73% 92% -5.78***

A parent should not care about the causes of bad behavior, just the behavior itself. 79% 78% 0.28

Praise should never be used after a Time Out 29% 34% -1.24 Expensive rewards work well with a point system for good behavior 39% 44% -1.17

Spanking can lead to a parent being reported for child abuse 68% 95% -8.03***

Rewards earned for good behavior should be taken away if the child then behaves badly 42% 80% -9.00***

Most children’s behavior can be changed 95% 97% -1.18 Spanking can lead to children becoming depressed 59% 93% -9.19*** Praise can spoil a child 64% 88% -6.49*** Looking the child right in the eyes is important when reprimanding but not when praising 62% 69% -1.70*

As long as children follow family rules it is not necessary to give them reasons why they should follow the rules 78% 78% 0.00

Twelve of the above differences are statistically significant at the following levels by a z-test for proportions. *p<.05; **p<.01; ***p<.001

c. Parent Described Changes as a Result of the Classes and Seminars

CHANGES AS A RESULT OF THE CLASSES Five additional questions were asked of the parents following their last class:

1. Do you feel different about being a parent? (93% said yes)

2. Do you feel different about your children? (92% said yes)

3. Do you think this class changed how you treat your children? (100% said yes)

4. Do you think your children changed because of you taking the class? (85% said yes)

5. Will you discuss the ideas learned in the class with others? (92% said yes)


When asked if the parent felt that the class changed how they treat their children, typical answers included:

• Yes. I must be ready and consistent. • Yes. Praise more often than before by using techniques more often than before. • Yes. I am more patient and cognizant of how much my attitude and approach determine

her behavior. • Yes. I have more patience.

When asked if they felt that their children changed based on the parent taking the class, typical answers included:

• Yes. They change because I have changed and learned more methods of praise and disapproval.

• Yes. Because my behavior has changed my son changed. • Yes. Positive tools equal positive results. • Yes. They seldom refuse to cooperate.

When asked if they will discuss the ideas with others, the most common responses were: friends, family members, and partner (husband or wife).

CHANGES AS A RESULT OF THE SEMINARS The five additional questions were also asked of the parents following their seminar:

• Do you feel different about being a parent? (84% said yes)

• Do you feel different about your children? (76% said yes)

• Do you think this seminar will change how you treat your children? (94% said yes)

• Do you think your children will change because of you taking the seminar? (84% said

yes)

• Will you discuss the ideas learned in the seminar with others? (97% said yes)

When asked if the parent felt that the seminar will change how they treat their children, typical answers included:

• Yes, I will speak to them directly instead of screaming. • Yes, I will be more consistent on rules, praise and consequences. • Yes, more praise for good behavior. • Yes, less lecturing on my behalf and more praising for things they do I take for granted.

When asked if they felt that their children would change based on the parent taking the seminar, typical answers included:

• Yes, he will change because of how I will change the ways I discipline him. • Yes, I will be more understanding.


• Yes, if I change and be more positive and more consistent, they will improve their behavior.

• Yes, because I know how to help them. These anticipated parental changes are nearly identical to the actual changes that were reported by the parents who took the Confident Parenting classes and who had time between the pre and post-tests to actually change their behavior and observe the impact on their children. These and their other open-ended answers clearly show that many of the participants had personal revelations about their style of parenting and disciplining, and that many have changed or are planning to change for the positive as a result of these educational experiences.

d. Parental Ratings of Classes and Seminars At the end of the last class session, and at the end of the one-day seminars, the parents were also asked to rate them in terms of their overall impact and value. Tables 5 and 6 summarize their ratings and evaluations.

Table 5 Ratings of the Classes

Please Use the Following Scale to Rate the Class

Strongly Disagree Disagree

Neither Disagree nor

Agree Agree Strongly

Agree

This class increased my knowledge about parenting

- - 2% 20% 78%

This class has improved my confidence in being an effective parent

- - - 17% 83%

This class has improved my parenting skills

- - - 24% 76%

This class was worthwhile to me - - 2% 13% 85% I would recommend this class to others

- - 2% 19% 80%

Table 6 Ratings of the Seminars

Please Use the Following Scale to Rate the Seminar




Agree

This seminar increased my knowledge about parenting

2% 1% 5% 37% 56%

This seminar has improved my confidence in being an effective parent

2% - 4% 33% 60%

This seminar has improved my parenting skills

2% - 6% 31% 62%

This seminar was worthwhile to me 2% 1% 2% 23% 73% I would recommend this seminar to others

2% - 6% 33% 59%


As the ratings in Table 5 and 6 reflect, the parents rated the classes and seminars very favorably. More specifically, 99% of the parents in the classes and 92% of the parents in the seminars would recommend the class or seminar to others. Nearly all of the parents agreed or strongly agreed that their parenting knowledge, skills, and confidence were enhanced through these educational experiences.


2. EARLY CHILDHOOD SYSTEMATIC TRAINING FOR EFFECTIVE PARENTING CLASSES AND SEMINARS

Regarding the five multiple session classes in this parenting program, 212 parents enrolled and 169 attended. For the six one-day parenting seminars in the program, 563 enrolled and 404 attended. While their parents were participating in the classes and seminars, 245 of their children were provided educationally oriented childcare and food and beverages.

a. Characteristics of the Parent Participants

MULTI-SESSION CLASSES

The ages of the participants in the multi-session classes, who completed pre-test surveys, ranged from 18 to 63 with the mean age being 35.82. The vast majority of participants were female. More specifically, 73% were female. On average, the parents had 2.79 children. Overall, 93% of the parents who answered this question on the demographic survey had children five years of age and younger. The majority of the parents who participated in the parenting classes were either Caucasian or Hispanic, as can be seen in Figure 3.

Figure 3 Self-Reported Ethnicity of Multi-Session Class Participants (n = 98)

1% 5%14%

62%

18%African AmericanAsianHispanicWhiteOther

In terms of language, 16% spoke both English and Spanish; while 76% spoke English. The remaining parents spoke other languages in addition to English including Hebrew (9%), Armenian (4%), Farsi (3%), Arabic (1%), Hindi (1%), Portuguese (1%) and Vietnamese (1%). However, the languages spoken most often in the home were English (83%) followed by Spanish (8%). Other languages accounted for the remainder. In regards to educational level, the participants represented a wide range of educational levels, with the majority being college educated (45% had completed college and another 12% had


graduate degrees). In addition, 23% had completed high school or GED, and 19% had completed high school and also had other training but no college. In regards to occupation, most of the parents (67%) were employed full-time. In addition, 27% were employed part-time.

ONE-DAY SEMINARS The ages of the 371 participants in the one-day seminars ranged from 17 to 62, with the mean age being 36.21. The vast majority of participants were female. More specifically, 78% were female. On average, the parents had 3.08 children, ranging from a single child to six children. Overall, 88% of the parents had children five years of age and younger. The majority of the parents who participated in the parenting seminars were either Caucasian or Hispanic, as can be seen in Figure 4.

Figure 4 Self-Reported Ethnicity of One-Day Seminar Participants (n = 328)

2% 3%

30%

44%


In terms of language, 27% spoke both English and Spanish; while 5% spoke only Spanish and 63% spoke only English. In addition, parents spoke Armenian (6%), and Farsi (4%) with the remaining speaking a wide variety of languages and combinations of languages in the home. However, the languages spoken most often in the home were English (79%) followed by Spanish (14%). Other languages accounted for the remainder. In regards to educational level, the participants also represented a wide range of educational levels with an emphasis on the higher educational levels. More specifically, 3% of the parents had completed grade school, 21% had completed high school or GED, and 15% had completed high school and also had other training but no college. In terms of the highest levels, 44% had completed college, while 16% had a graduate degree. In regards to occupation, most of the parents (69%) were employed full-time. In addition, 28% were employed part-time.


b. Changes in Effective Parenting Behaviors, Attitudes, and Knowledge At the beginning and the end of the classes and seminars, the parents were presented with a 28-item Parent Effectiveness Questionnaire to assess their parenting behaviors, attitudes and knowledge. The items had to do with important parenting issues that were addressed in the classes and seminars, such as whether a parent allows their children to learn from the consequences of their own actions (parenting behavior), whether a parent believes that children misbehave to get attention or power (parenting attitude), or whether children develop at their own rate (parenting knowledge).

EFFECTIVE PARENTING BEHAVIORS Half of the items (i.e., 14) had to do with effective parenting behaviors, and asked the parents how often they engage in these behaviors. At the end of the multi-session classes, the parents were asked how often they are now engaging in each of the behaviors. For those participating in the seminars, they were asked how often they should engage in these behaviors. On each item, parents could indicate that they should “never” (1 point), “seldom” (2 points), “often” (3 points), or “always” (4 points) engage in the parenting behaviors mentioned in a particular item. A statistical test that compared the parents’ frequency of use of all 14 of the valued parenting behaviors showed that as a group the parents changed significantly from the beginning to the end of the multi-session classes (See Table 7) and one-day seminars (See Table 8). If there was a significant increase from the beginning to the end of the classes or seminars in parents who believe they should engage in the valued parenting behaviors more regularly, that increase would be evidence that the training had moved them in the direction of being more effective with their children. As can be seen Tables 7 and 8, that’s exactly what occurred. There was a statistically significant increase from the pre-test scores to the post-test scores, indicating that more parents thought it was more important to regularly engage in the valued parenting behaviors. In both instances, this can be considered clear evidence of increased parental effectiveness in terms of how parents behave or plan to behave toward their children as a result of participating in these classes and seminars.

Table 7 Composite Parental Behavior Changes

from the Beginning to the End of the Classes (n = 98)

Measure Pre-test Mean Score

Post-test Mean Score t-test

Parenting Effectiveness Behaviors (14 items) 2.97 3.28 -7.76*** 1=never, 2 = seldom, 3 = often, 4 = always ***p<.001


from the Beginning to the End of the Seminars (n = 328)



Parenting Effectiveness Behaviors (14 items) 3.28 3.58 -9.89*** 1=never, 2 = seldom, 3 = often, 4 = always ***p<.001


Next, each of the 14 behavior items were individually examined. Each item showed a statistically significant change from pretest to posttest (see Table 9), indicating once again that parents reported that they engaged more often in effective parenting behaviors due to participation in the Early Childhood STEP classes.

Table 9 Specific Parental Behavior Changes

from the Beginning to the End of the Multi-Session Classes (n = 98)

Parenting Effectiveness Behavior Items Pre-test

Mean Score

Post-test Mean Score

t-test

Say “yes” to your children just as often as you say “no” 3.01 3.18 -2.27* Acknowledge your children’s feelings when listening to them 3.23 3.40 -2.36* Identify the goals of your children’s behaviors 2.79 3.11 -4.82*** Respond differently depending on what you think is the goal 2.95 3.19 -3.48*** Use specific words to encourage your children 3.16 3.39 -2.76** Encourage yourself with statements such as “I am capable” 2.49 2.99 -5.70*** Use your children’s interest to involve your children in family activities or chores 3.06 3.33 -3.26**

Explore choices with your children 3.07 3.44 -4.15*** Know when a problem belongs to you and when the problem belongs to your children 2.78 3.13 -3.88***

Allow your children to learn from the consequences of their actions 2.95 3.28 -4.43*** Make sure that discipline is always related to your children’s misbehavior 3.00 3.21 -2.45*

Create opportunities for your children to pick from a choice 3.10 3.42 -4.01*** Use strategies such as ignoring your children’s misbehavior and encouraging positive behavior 2.60 3.20 -6.72***

Accept the idea that parents and children make mistakes 3.46 3.65 -2.94** 1=never, 2 = seldom, 3 = often, 4 = always All above differences are statistically significant at the following levels by a paired samples t-test. *p<.05; **p<.01; ***p<.001 The findings for the one-day seminars, shown in Table 10, illustrate that more of these parents intend to increase engaging in each of the effective parenting behaviors as a result of the one-day Early Childhood STEP seminars. Here again there was a statistically significant increase on every effective parenting behavior item.

EFFECTIVE PARENTING ATTITUDES AND KNOWLEDGE The next 14 items in the pre and post-tests were concerned more with effective parenting attitudes and knowledge, and parents who agreed or disagreed greatly with different items were considered to be more effective parents. For example, if a parent strongly agreed that children develop at their own rate even in the same family, that parent is more effective because of being more likely to be pleased or comfortable with his or her child’s unique growth and development. Comfort and acceptance with a child’s uniqueness is an important quality of effective parenting.


Table 10 Specific Parental Behavior Changes

from the Beginning to the End of the One-Day Seminars (n = 328)

Parenting Effectiveness Behavior Items Pre-test

Mean Score


t-test

Say “yes” to your children just as often as you say “no” 3.15 3.42 -5.67*** Acknowledge your children’s feelings when listening to them 3.63 3.79 -4.88*** Identify the goals of your children’s behaviors 3.41 3.77 -8.40*** Respond differently depending on what you think is the goal 3.10 3.62 -

10.80*** Use specific words to encourage your children 3.59 3.77 -4.73*** Encourage yourself with statements such as “I am capable” 3.25 3.70 -9.65*** Use your children’s interest to involve your children in family activities or chores 3.37 3.73 -9.22***

Explore choices with your children 3.37 3.72 -8.65*** Know when a problem belongs to you and when the problem belongs to your children 3.48 3.70 -2.12*

Allow your children to learn from the consequences of their actions 3.40 3.67 -6.91*** Make sure that discipline is always related to your children’s misbehavior 3.42 3.62 -4.71***

Create opportunities for your children to pick from a choice 3.32 3.67 -9.20*** Use strategies such as ignoring your children’s misbehavior and encouraging positive behavior 2.98 3.68 -

14.90*** Accept the idea that parents and children make mistakes 3.63 3.83 -6.10*** 1=never, 2 = seldom, 3 = often, 4 = always All above differences are statistically significant at the following levels by a paired samples t-test. *p<.05; **p<.01; ***p<.001 A statistical test that compared the parents on all 14 of the attitude and knowledge items demonstrated that as a group the parents changed significantly from the beginning to the end of the classes and seminars (See Tables 11 and 12). This was further evidence that these parents became more effective as a result of their participation in this Early Childhood STEP classes and seminars, as they deepened or expanded their knowledge and understanding.

Table 11 Composite Parental Attitudinal and Knowledge Changes

from the Beginning to the End of the Classes



Parenting Attitudes and Knowledge (14 items) 3.28 3.58 -9.89*** 1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree ***p<.001

Table 12 Composite Parental Attitudinal and Knowledge Changes

from the Beginning to the End of the Seminars



Parenting Attitudes and Knowledge (14 items) 3.31 3.53 -11.60*** 1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree ***p<.001


Statistical tests were also conducted on the individual items, which revealed a large number of significant pre to post-test changes in specific effective parenting attitudes. These tests revealed 12 significant pre to post-test changes by the parents. These changes as a result of the multi-session classes are indicated in Table 13.

Table 13 Specific Parental Attitudinal and Knowledge Changes

from the Beginning to the End of the Classes

Parenting Attitudes and Knowledge Items Pre-test

Mean Score


t-test

Children are born with a temperament that stays the same through their childhood 2.37 2.32 0.59

Adults frequently say “no” to children. It is just as important to say “yes” to them 3.44 3.59 -1.66*

Children develop at their own rate, even within the same family 3.49 3.79 -3.91*** Children misbehave to get attention or power 3.23 3.70 -6.72*** Infants usually do not misbehave for a reason 2.71 3.22 -4.61*** It is normal and healthy for a young child to be self-centered 2.92 3.35 -5.32*** Recognizing children’s abilities helps them believe in themselves 3.69 3.87 -3.31*** Reflective listening is acknowledging children’s feelings 3.46 3.78 -4.94*** I-messages are ways to express feelings without blame 3.24 3.71 -7.12*** Children learn from seeing parents model positive behavior 3.80 3.86 -1.18 It is important to identify who owns a problem to solve it 3.15 3.68 -6.93*** A child’s emotional outburst may have a purpose 3.37 3.63 -3.78*** Discipline should teach rather than punish children 3.52 3.87 -5.96*** Children learn from making choices 3.58 3.85 -4.80*** 1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree All above differences are statistically significant at the following levels by a paired samples t-test. *p<.05; **p<.01; ***p<.001 Statistical tests were also conducted on the individual items from the questionnaire for the seminar. Similar to the data on the multi-session classes, a large number of significant pre to post-test changes in effective parenting attitudes was found. These specific changes as a result of the one-day seminars are indicated in Table 14. These data are further strong evidence of how much these parents learned and applied from their participation in these classes and seminars.


Table 14 Specific Parental Attitudinal and Knowledge Changes

from the Beginning to the End of the Seminars

Parenting Attitudes and Knowledge Items Pre-test

Mean Score


t-test

Children are born with a temperament that stays the same through their childhood 2.36 2.49 -2.50*

Adults frequently say “no” to children. It is just as important to say “yes” to them 3.36 3.54 -4.36***

Children develop at their own rate, even within the same family 3.37 3.64 -6.87*** Children misbehave to get attention or power 3.17 3.69 -12.52*** Infants usually do not misbehave for a reason 2.83 3.09 -4.11*** It is normal and healthy for a young child to be self-centered 3.10 3.15 -1.14 Recognizing children’s abilities helps them believe in themselves 3.66 3.75 -3.01*** Reflective listening is acknowledging children’s feelings 3.58 3.85 -1.92* I-messages are ways to express feelings without blame 3.29 3.71 -10.55*** Children learn from seeing parents model positive behavior 3.71 3.81 -3.88*** It is important to identify who owns a problem to solve it 3.40 3.69 -8.33*** A child’s emotional outburst may have a purpose 3.43 3.61 -5.61*** Discipline should teach rather than punish children 3.58 3.72 -5.83*** Children learn from making choices 3.49 3.72 -7.42*** 1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree All above differences are statistically significant at the following levels by an independent t-test. *p<.05; **p<.01; ***p<.001

c. Parent Described Changes as a Result of the Classes and Seminars

CHANGES AS A RESULT OF THE CLASSES At the end of the course, the parents were asked several questions to further explore what might have changed or happened as a function of their class participation. Below are the questions and the percentage of parents who responded positively:



3. Have you changed how you treat your children? (96% said yes)

4. Have your children changed because of you taking the class? (83% said yes)

5. Have you discussed the ideas learned in the class with others? (91% said yes) When asked if they felt that they had changed how they were treating their children, typical answers included:

• Yes, I try not to use punishment or anger to get them to use different behaviors. • Yes, I don’t yell at them as much. • Yes, there are certain situations that I’ve been able to use new techniques that have worked. • Yes. Giving choices, reflective listening and doing the unexpected – getting less angry at

them.


When asked if their children had changed because of the class, the most common responses were:

• Yes. My 4 year old is happy that I don’t get angry and respond differently. I believe what I’ve learned has helped a lot. He misbehaves a lot less.

• Yes. Our relationship has changed because it reduced the power struggles, making life more calm.

• Yes, I learned simple common sense ways to handle situations. If my son is angry and I use reflective listening, it helps him talk about how he feels rather than escalate the situation to yelling or why ‘you did that’

These answers are further evidence that the parents became more effective as a result of the class, as they reflect that the positive changes that parents made are having corresponding positive changes in their relationships with their children and in their children’s behavior.

CHANGES AS A RESULT OF THE SEMINARS To further explore what might have changed as a result of participating in these day-long training events, and to gain an appreciation of whether the parents were planning to do anything different as a result of their participation, they were also asked the five additional questions at the close of the seminars.



3. Do you think this seminar will change how you treat your children? (96% said yes)

4. Do you think your children will change because of you taking the seminar? (80% said

yes)

5. Will you discuss the ideas learned in the seminar with others? (98% said yes) When asked if they felt that the seminar would change how they treat their children, typical answers included:

• Yes, by being more of a listener. • Yes, I hope that I will be better able to help them grow. • Yes, because I learned how to discipline them better. • Yes, being more positive, having eye contact, asking about feelings and expressing how I

feel to them. • Yes, the positive and negative reinforcement discussion was the reinforcement I needed.

Consistency is the hard part. When asked if they thought that their children would change because of taking the seminar, typical answers included:

• Yes, because I think my attitude toward them will change. • Yes, if I am positive, she will be more positive. • Yes, because I'll treat them with more respect and confidence. • Yes, by changing my reactions they will have a different thing to react to. • Yes, my son will probably be more mature and confident and learn lessons more

effectively.


b. Parental Ratings of Classes and Seminars At the close of the multi-session classes and one-day seminars, the parents were asked to rate them in terms of their overall impact and value. As seen in Table 15, the parents gave consistently high evaluations regarding what they learned from the multi-session classes about being an effective parent.

Table 15 Class Ratings





Agree

This class increased my knowledge about parenting - - 1% 12% 88%

This class was worthwhile to me - 2% 1% 12% 86% This class has improved my confidence in being an effective parent

- 1% 4% 19% 77%

I would recommend this class to others 1% - - 6% 93%

This class has improved my parenting skills - 1% - 18% 81%

Similarly, as seen in Table 16, the parents gave consistently high evaluations regarding what they learned from the one-day seminars about being an effective parent. In every instance, the vast majority of parents indicated that the classes and seminars increase their knowledge and skills of effective parenting and improved their confidence to be effective.

Table 16 Seminar Ratings





Agree

This seminar increased my knowledge about parenting 1% 1% 4% 35% 60%

This seminar was worthwhile to me - 1% 4% 27% 68% This seminar has improved my confidence in being an effective parent

- 1% 7% 30% 62%

I would recommend this seminar to others - 1% 5% 22% 73%

This seminar has improved my parenting skills - 1% 8% 28% 63%


3. LOS NIÑOS BIEN EDUCADOS CLASSES AND SEMINARS All of these classes and seminars were taught in Spanish. A total of 363 parents enrolled in the seven multiple session classes, and 256 attended the classes. For the four one-day parenting seminars, 1,083 parents enrolled and 569 attended. The total number of children who received high quality care, food, and beverages while their parents participated in the classes and seminars was 703.

a. Characteristics of the Parent Participants

MULTI-SESSION CLASSES

Of the 285 parents who attended the multi-session classes, 278 were available to complete the pre-tests, 229 completed the post-tests, and 222 completed both the pre and post-tests that were used to determine the impact of the class. The characteristics of the parents that are highlighted in this report are for the 278 parents who completed the demographic questions on the pre-tests. However, the evaluation information on pre and post-test changes is for the 222 parents who were available to complete both tests. The ages of the participants in the multi-session classes, who completed pre-test surveys, ranged from 14 to 73 with the mean age being 33.07. The vast majority of participants were female. More specifically, 88% were female. On average, the parents had 2.30 children. Overall, 85% of the parents who answered this question on the demographic survey had children five years of age and younger. The majority of the parents who participated in the parenting classes were born in Mexico, as can be seen in Figure 5. The "other" category includes parents born in various Central and South American countries as well as Nicaragua, Cuba, and Puerto Rico.

Figure 5 Self-Reported Birth Country of Multi-Session Class Participants (n = 266)

60%8%

15%

10%7%

MexicoUSAEL SalvadorGuatemalaOther


In terms of language spoken most often, 7% spoke both English and Spanish; while 9% spoke English and 84% spoke Spanish. However, the languages spoken most often in the home were English and Spanish (60%) followed by Spanish only (39%) and English only (1%). In regards to educational level, the participants represented a range of educational levels, with the majority being at the lower levels of formal education. More specifically, 36% had either no education or had not completed grade school, 37% had completed high school or GED, and 10% had completed high school and also had other training but no college. In addition, 15% had completed college, while 3% had a graduate degree. In regards to occupation, most of the parents (60%) did not work. Of the rest, 24% were employed full-time. In addition, 16% were employed part-time.

ONE-DAY SEMINARS Of the 524 seminar participants, 494 completed pretests, 486 completed posttests and 457 completed both. The ages of the parents ranged from 17 to 62 with the mean age being 36.20. The vast majority of participants were female. More specifically, 84% were female. On average, the parents had 2.42 children, ranging from a single child to six children. Overall, 73% of the parents had children five years of age and younger. The majority of the parents who participated in the parenting seminars were born in Mexico, as can be seen in Figure 6. The "other" category includes parents born in various Central and South American countries as well as Nicaragua, Cuba, and Puerto Rico.

Figure 6 Self-Reported Birth Countries of One-Day Seminar Participants (n = 328)

67%6%

10%

8%9%

MexicoUSAEl SalvadorGuatemalaOther

In terms of language, 8% spoke both English and Spanish; while 82% spoke only Spanish and 9% spoke only English. In addition, parents spoke Arabic (1%), and Farsi (less than 1%). However, the languages spoken most often in the home were English and Spanish (53%), Spanish only 47% and English only (1%). In regards to educational level, these participants also tended to have lower levels of formal education. More specifically, 39% of the parents had no education or completed grade school,


31% had completed high school or GED, and 10% had completed high school and also had other training but no college. In addition, 14% had completed college, while 7% had a graduate degree. In regards to occupation, half of the parents (50%) did not work while 33% were employed full-time. In addition, 17% were employed part-time.

b. Changes in Effective Parenting Behaviors, Attitudes and Knowledge At the beginning and end of the classes, the parents were presented with a brief Parent Effectiveness Questionnaire that consisted of 27 items that had to do with what is taught in the Los Niños Bien Educados Program. Some items were concerned with the cultural content of the program, while other items had to do with some of the parenting skills taught in the program. It was hypothesized that there would be positive movement from the beginning to the end of the class in most parents’ understanding of the cultural and skills information. For example, it was expected that parents would gain a good deal of clarity about the fact that different immigrant families make different types of acculturation adjustments to their new country (i.e., assimilation, isolation or multi-cultural adjustments which affect what they expect from their children). It was also expected that by the end of the class the parents would have a keener appreciation about the use of the various parenting skills, like the idea that when a parent first uses the Ignoring Skill the child’s behavior usually gets worse before it gets better. In terms of all 27 of the items, it was expected that as a group more parents would provide the correct answers at the close of the class in comparison to the number of correct answers they provided before the class started. This pre-post test expectation was confirmed. The parents answered an average of 18.62 items correctly at the pretest, and 22.21 items correctly at the posttest. This sign of movement toward more effective parenting was put to a statistical test and found to be highly significant, t (221) = -16.69, p < .001 (see Table 17). Thus, there is strong evidence of increased parental effectiveness in terms of how parents behave toward their children as a result of participation in a LNBE class.


from the Beginning to the End of the Classes (n = 222)

Measure # Correct on Pretest

# Correct on Posttest t-test

Parenting Effectiveness Behaviors (27 items) 69% 82% -16.69*** ***p<.001 In terms of the seminar participants, the parents answered an average of 18.59 items correctly at the pretest, and 21.33 items correctly at the posttest. This sign of movement toward more effective parenting was put to a statistical test and found to be highly significant, t (456) = -18.44, p < .001 (see Table 18). So as it was with the LNBE classes, here too there was strong indications of enhanced parental effectiveness as a result of completing the one-day seminars in this culturally-specific program.



from the Beginning to the End of the Seminar (n = 457)

Measure # Correct on Pretest

# Correct on Posttest t-test

Parenting Effectiveness Behaviors (27 items) 69% 79% -18.44*** ***p<.001 Each of the individual items on this test were also analyzed statistically. As can be seen in Table 19, 22 of the 27 pre-post differences in the percentage of parents who provided correct answers were statistically significant in and of themselves.

Table 19 Knowledge Changes from the Beginning to the End of the Classes (n = 222)

Statements About Parenting % Correct on Pretest

% Correct on Posttest z-score

All Latino families have the same expectations of proper behavior for children 18% 38% -4.69***

A child’s behavior can have many causes 97% 100% 2.60** Praise works best when it is used often 92% 98% 2.90** Parents should avoid using threats 93% 98% 2.54** Recently immigrated Latino parents all adjust the same to the U.S. 48% 69% 4.49*** Time Outs should be used very frequently to prevent bad behaviors* 44% 65% 4.44***

Ignoring a new disrespectful behavior can prevent the behavior from getting worse 56% 78% 4.93***

Allowing children to make choices is good for the child 80% 93% 4.01*** Parents can go to jail for abusing their children 94% 96% 0.97 All Latino parents want their children to speak Spanish at home 26% 45% 4.18*** Children are either “Bien Educados” or “Mal Educados” all the time 48% 52% 0.84

Praising children helps them to behave well 87% 95% 2.95** Time Outs give the parent time to figure out how to stop the behavior from happening again

77% 89% 3.37***

Expectations for children change as children get older 73% 91% 4.94*** Parents sometimes teach bad behaviors to their children 85% 92% 2.31* There are laws to protect children from harm by their parents 95% 100% 3.37*** Unrealistic expectations can hurt children 68% 93% 6.65*** Parents should call their children names when they do something bad

89% 95% 2.33**

Time Outs should be used before other methods to prevent bad behaviors

27% 51% 5.18***

Praise works best when you praise a behavior, not the child 51% 85% 7.68*** If a two-year-old child says "no," he/she is being disrespectful 71% 78% 1.69* It is normal for a four-year-old child to tell lies 41% 64% 4.85*** Parents often have to show a child how to do a good behavior 92% 93% 0.40 Chores should always be done after the child goes out to play 67% 79% 2.85** Parents should show respect for children, even whey they are disciplining them 96% 98% 1.23

A long lecture is better than a brief command. 52% 90% 8.82*** Parents should help their children with homework 97% 97% 0.00 22 of the 27 differences are statistically significant at the following levels by a paired samples t-test. *p<.05; **p<.01; ***p<.001


Similar to the classes, many significant changes in effective parenting were found for the parents who participated in the one-day seminars. More specifically, as can be seen in Table 20, 19 of the 27 pre-post differences in the percentage of seminar participants who provided correct answers were statistically significant.

Table 20 Knowledge Changes from the Beginning of the Class to the End of the Seminars (n = 457)

Statements About Parenting

% Correct on

Pretest

% Correct on

Posttest z-score

All Latino families have the same expectations of proper behavior for children 20% 23% 1.10

A child’s behavior can have many causes 96% 99% 2.90** Praise works best when it is used often 90% 95% 2.87** Parents should avoid using threats 90% 96% 3.55*** Recently immigrated Latino parents all adjust the same to the U.S. 61% 68% 2.21* Time Outs should be used very frequently to prevent bad behaviors* 45% 66% 6.39*** Ignoring a new disrespectful behavior can prevent the behavior from getting worse 58% 67% 2.81**

Allowing children to make choices is good for the child 79% 86% 2.78** Parents can go to jail for abusing their children 94% 94% 0.00 All Latino parents want their children to speak Spanish at home 32% 41% 2.82** Children are either “Bien Educados” or “Mal Educados” all the time 42% 56% 4.23*** Praising children helps them to behave well 88% 91% 1.48 Time Outs give the parent time to figure out how to stop the behavior from happening again

70% 86% 5.84***

Expectations for children change as children get older 72% 83% 3.98*** Parents sometimes teach bad behaviors to their children 89% 94% 2.71** There are laws to protect children from harm by their parents 96% 98% 1.77* Unrealistic expectations can hurt children 73% 84% 4.05*** Parents should call their children names when they do something bad

88% 89% 0.47

Time Outs should be used before other methods to prevent bad behaviors

22% 52% 9.39***

Praise works best when you praise a behavior, not the child 48% 82% 10.78*** If a two-year-old child says "no," he/she is being disrespectful 71% 74% 1.01 It is normal for a four-year-old child to tell lies 42% 58% 4.84*** Parents often have to show a child how to do a good behavior 93% 94% 0.61 Chores should always be done after the child goes out to play 61% 76% 4.88*** Parents should show respect for children, even whey they are disciplining them 97% 96% -0.82

A long lecture is better than a brief command. 58% 84% 8.66*** Parents should help their children with homework 98% 97% -0.97 All above differences are statistically significant at the following levels by a paired samples t-test. *p<.05; **p<.01; ***p<.001 Parents were also asked questions at both the first and last sessions about their use of praise and spanking. The program teaches and promotes the use of a fairly sophisticated method for praising children (i.e., behavior-specific Effective Praise). It also seeks to move parents away from spanking and hitting their children by teaching alternatives to such practices and by bringing attention to child abuse laws. The questions about praising and spanking required the parents to think back over the past three months about how often they engaged in these practices. Table 21 contains the results from the


multi-session class participants. As can be seen in Table 21, there was a discernable shift in the reported use of praise and spanking across the duration of the class, although neither of these changes were statistically significant.

Table 21 Parent Reported Behavior Changes from the Beginning of the Classes to the End of the Classes

Regarding the Use of Praise and Spanking

Question Never Rarely Sometimes Often Very Often

In the last three months, would you say that you praised your child:

Pretest - 3% 22% 46% 29% Posttest 2% 2% 11% 34% 51%

In the last three months, would you say that you spanked or hit your child:

Pretest 35% 41% 22% 1% 1% Posttest 54% 29% 15% - 1%

A close inspection of the results in Table 21 shows that this group of parents reported making much use of praise before taking the course, as a very high percentage reported its use on an “often” and “very often” basis before the classes (75%). A higher percentage (85%) said they were using praise as frequently over the three months they were taking the course. It seems reasonable to assume that during the three months of class sessions the type of praise they were using was of the more effective, behavior-specific variety that was taught and promoted in the class. In terms of spanking, the data in Table 21 indicates that more parents stopped spanking their children as a result of the class. At the posttest, the majority of parents reported that they never spanked their children over the prior three months, whereas only 35% had said they never spanked their children prior to the start of the class. Table 22 contains the results from the one-day seminar participants. As can be seen in Table 22, there was very little change in the reported use of praise and spanking before the seminars in comparison to the level of intended praise and spanking after the seminars. This lack of change seems to be a function of the fact that the vast majority of these parents indicated that they already praised their children often and that they rarely, if ever, used spanking. So there was not much room for change on these important parenting behaviors.


Table 22 Parent Reported Behavior Changes from the Beginning of the Seminars to the End of the Seminars

Regarding the Use of Praise and Spanking

Question Never Rarely Sometimes Often Very Often

In the last three months, would you say that you praised your child:

Pretest 1% 3% 20% 41% 35% Posttest 2% 5% 20% 42% 31%

In the next three months, how often do you plan on spanking or hitting your child:

Pretest 45% 33% 18% 2% 1% Posttest 47% 31% 18% 3% 1%

Further information on changes in parental behavior that occurred as a result of the classes and seminars is available below where the parents speak of such changes in their own words.

c. Parent Described Changes as a Result of the Classes and Seminars At the end of the multi-session classes and seminars, the parents were also asked several questions to further explore what might have changed or happened as a function of their participating in these learning experiences. Below are the questions and the percentage of parents who responded positively about the multi-session classes:



3. Have you changed how you treat your children? (99% said yes)

4. Have your children changed because of you taking the class? (100% said yes)

5. Have you discussed the ideas learned in the class with others? (97% said yes) When asked whether the class made them feel differently about being a parent, nearly all agreed that it did, and their explanations are typified by the following:

• Yes, there aren’t any parents who are at fault. The problem is there is a lack of education and a guide for how to teach your children.

• Yes, because my attitude toward my children is better. • Yes, because my knowledge has grown with each session and I have learned that there is

always room for improvement. • Yes, I didn’t have any instructions on how to treat my children other than the way my

parents treated me. So I treated my children the same way, until I took this class. When asked if the parent felt that his/her feelings had changed about his/her children, typical answers included:

• Yes, there aren’t any ‘bad’ children, only negative behaviors. • Yes, because there is communication and understanding now.


• Yes, now I see all the good things she does and I show her things in a positive manner. • Yes, I feel more in touch with them and I listen to them and we speak to each other

without getting angry. When asked if the class changed how they treat their children, which reveals further information about parental behavior change, typical answers included:

• Yes, now I think about the causes and what is best for them. I don’t yell and I have more patience.

• Yes, I don’t yell at them anymore and I control myself better. • Yes, by not making them feel bad. • Yes, I don’t hit them now.

When asked if their children had changed because of taking the classes, the most common responses were:

• Yes, a lot of changes that are very noticeable with my children. They have noticed it. • Yes, they do their chores without me having to remind them and they are better behaved. • Yes, they have seen that I will be consistent in all situations. • Yes, they now perceive that they are important to me. Their self-esteem has improved. • Yes, we both like the point system that did not exist in our home before.

The same five questions were asked of the parents following the seminars:



3. Do you think this seminar will change how you treat your children? (94% said yes)

4. Do you think your children will change because of you taking the seminar? (95% said yes)

5. Will you discuss the ideas learned in the seminar with others? (100% said yes)

When asked if the parents “felt different about being a parent,” nearly all parents answered, “Yes” and their explanations are typified by the following:

• Yes. Being a parent is not an easy job. Thanks to these parenting seminars my job as a parent will get a lot easier.

• Yes. I realized that I am an important figure for my children, and my job is to guide them through their early life.

• Yes. All the information I heard at the seminar was new to me. I am thankful for attending this seminar.

• Yes. I have to have more communication and respect with my children. • Yes. It is not necessary to scold your child for hours. To be brief is very important. I have

learned to love and respect my child as a person. • Yes. Spanking and hitting are not good ways to discipline your children.

When asked if the parent felt differently about their children, typical answers included:

• Yes. I have the urge to want to understand my child better. • Yes. I now treat my children with more love and respect.


• Yes. I will try to focus more on their education to help them grow up to be good kids. • Yes. I learned that I have to value and appreciate my children. • Yes. I am going to try to apply the parenting methods I learned today. I thank God and

the collaborators for this seminar. • Yes. It is important for me to start playing with my children, and build trust with them.

When asked if the parent felt that the seminar changed how they will treat their children, typical answers included:

• Yes. I will be more tolerant and will become a better listener when they are speaking. • Yes. I will be more patient and will try not to yell at them so much. • Yes. I do not want to hit my child anymore. It hurts both my child and I when I do that.

This seminar has changed the way I discipline my child. • Yes. I learned new parenting methods I had never thought about thanks to this seminar. • Yes. I have to make changes in the way I educate my child. • Yes. From a scale of 1-10 I have changed a 10, totally changed.

When asked if they felt that their children would change based on the parent taking the seminar, typical answers included:

• Yes. I feel that my children will change when they see me changing. • Yes. I believe that once I change my whole family will see the positive difference and will

change along with me. • Yes. My children will see how I am making the effort to become a better parent and will

change along with myself. • Yes. My children will learn good values and respect. • Yes. My children will see how I am making the effort to become a better parent and will

change along with myself. • Yes. I know they will change. I have total faith in the parenting techniques I learned. • Yes. I have totally changed my way of thinking.

When asked if they will discuss the ideas with others, everyone indicated that they intend to share what they have learned with friends, family members, and partners (husband or wife). These and their other open-ended answers clearly show that many of these seminars participants had personal revelations about their style of parenting and disciplining, and that many are planning to change for the positive as a result of this educational experience. The changes that they are anticipating are the types of changes that similar parents who attended the multiple-session classes actually found themselves doing!

d. Parental Ratings of the Classes and Seminars At close of the multi-session classes and one-day seminars, these parents were also asked to rate the overall class or seminar. As seen in Table 23, the parents gave extraordinarily high evaluations regarding what they learned from the multi-session classes about being an effective parent.


Table 23 Class Ratings





Agree

This class increased my knowledge about parenting - - 1% 10% 89%

This class was worthwhile to me - - 1% 8% 91% This class has improved my confidence in being an effective parent

- - 1% 8% 91%

I would recommend this class to others - - - 6% 94%

This class has improved my parenting skills 1% - - 9% 89%

Similarly, as seen in Table 24, the parents gave consistently high evaluations regarding what they learned from the one-day seminars about being an effective parent.






Agree

This seminar increased my knowledge about parenting - - 2% 22% 76%

This seminar was worthwhile to me - - 2% 20% 78% This seminar has improved my confidence in being an effective parent

- - 1% 18% 80%

I would recommend this seminar to others - - 1% 12% 87%

This seminar has improved my parenting skills 1% - 2% 16% 82%

The vast majority said the classes and seminars increased their knowledge, skills and confidence in being effective parents, and that they did or will recommend the classes and seminars to many other parents.

e. Focus Group Results The focus group methodology, where a group of parents who had just completed one of the Los Niños Bien Educados classes extensively discussed the cultural dimensions and issues of the program, was used to supplement the other evaluation methods. The consistent themes that emerged from the parents in the focus group serve to amplify and help explain the previously reported positive results. As will be evident from a listing of what emerged from the focus group, the cultural coverage of the program was extremely important. Here we will begin by reviewing the themes and their overall impact. Then we will see how important the culturally-matched and highly competent instructor was in bringing forth the


results. Like all Los Niños Bien Educados instructors, she had been trained to deliver the program through a CICC parenting instructor workshop. After seeing the impact of the instructor, we will hear about the importance of the support that the group of parents, in conjunction with the instructor, provided for each other. The quotes that follow are from Dr. Ortiz’ research report on the focus group.

Cultural Themes and Their Overall Class Impact

1. The participants in the focus group conveyed in a global and very appreciative manner that the class “was attuned to them culturally, and was, thus, extraordinarily impactful on their experience as attendees. They overwhelmingly reported that the discussions of Latino and American cultures and of cultural adjustments to this country were empowering to them, both personally and culturally.”

2. “They also described improved relationships with their children as a result of shifts from

hierarchically-based, one-way communication to methods of communication that include more discussion and listening to their children.”

3. “Moreover, the participants shared many changes in their views on traditional gender

roles. For example, they learned to allow their boys to play with dolls, to develop interests in cooking, and to clean after themselves without fear that it would make them homosexual.”

4. “The participants also expressed considerable adaptations to their cultural adjustments to

America that made them more accepting of themselves and of those that are different from them. They described making more cultural adjustments in an informed, deliberate, and culturally enriching manner.”

5. Also particularly emphasized was the use of the dichos or Spanish proverbs. “The

participants unanimously declared that these culturally important proverbs put them ‘on the same channel’ and conveyed the meaning behind the teachings in the class.”

Importance of the Instructor “Additionally salient throughout the focus group meeting were descriptions of the characteristics of the instructor that impacted the experience in the class.”

1. The participants “explained that her understanding of Latino culture and traditions was motivating for them.”

2. “They also described her egalitarian stance as a crucial aspect of their positive connection

to the course. Related to that style, the participants expressed the safety they felt as a result of the instructor’s acceptance, without burdening them with blame or guilt for their mistakes.”

3. “Other characteristics included her ability to understand their situations, provide

confidence and security, her consistent motivation and respect, the individual attention she provided, and her ability to help them see the positive viewpoint in their situation.”


Support Group Impact “The impact of the group support environment was also discussed in the focus group. Throughout the meeting, the parents expressed their appreciation for the ‘sharing’ aspects of the class; both in terms of sharing their own experiences and in the motivation felt in hearing the experiences of the other parents.” “The participants described these significant aspects of the Los Niños Bien Educados class as resulting in their motivation to continue attending the class, their connection to the course and information, improved parent-child relationships, overall improvement in cultural adjustment, and overall parenting skills.” Taken together, the results of this focus group evaluation and the results of the prior evaluations, provide very strong evidence of the effectiveness of this culturally-specific program in enhancing and positively changing the parenting behaviors and attitudes of parents of Latino American children. And that the cultural content and emphasis is a key component.


4. SCHOOL SUCCESS FROM THE START

This school readiness program was created specifically for use in this project and it was available during the third project year. A one-day seminar version was implemented. A total of 96 parents enrolled and 64 attended. The children who were in childcare while their parents were learning how best to prepare them for their formal education and for the kindergarten experience totaled 34.

a. Characteristics of the Parents Of the 64 parents who attended this all-day parenting seminar, 60

completed pre-tests where they also indicated various characteristics of themselves and their families, and 58 completed post-tests where they indicated how much they had learned from the seminar. Of the 60 parents who completed pre-tests, their ages ranged from 23 to 72 with an average age of 38.50. Of these 60 parents, 92% were female and the remainder were male. On the average, the parents had 1.10 children, ranging from a single child to six children. As can be seen in Figure 7, the participants were ethnically diverse. Specifically, the ethnicity of the participants follow: 2% African American, 19% Asian, 36% Hispanic, 28% White, and 15% other (e.g., 6% biracial, 2% Armenian, 7% other or missing).

Figure 7 Self-Reported Ethnicity of Parent Participants

2% 19%

36%

28%


In terms of languages spoken, 33% spoke both English and Spanish; while 3% spoke only Spanish and 57% spoke only English. The remaining parents spoke a myriad of languages in addition to English including Farsi, Chinese, Punjabi, Hebrew, Filipino, Italian, and Castellan. The languages spoken most often in the home were English (62%) followed by Spanish (17%), and then both English and Spanish (62%). Other languages accounted for the remainder.


In regards to educational level, 10% of the parents had completed grade school, 24% had completed high school or GED, and 9% had completed high school and also had other training but no college. In addition, 48% had completed college, while 16% had a graduate degree. In regards to occupation, most of the parents (68%) were employed full-time. In addition, 32% were employed part-time.

b. Changes in Effective Parenting Behaviors, Attitudes, and Knowledge At the beginning and end of the one-day seminar, parents were presented with a Parent Effectiveness Questionnaire that was concerned with the parent effectiveness approach and the parenting strategies and skills that are taught in the School Success from the Start program. PARENTING EFFECTIVENESS REGARDING PREPARATION FOR SCHOOL: ATTITUDE CHANGES

FROM PRE- TO POST-TEST The first eight questions asked the parents about their attitudes regarding various effective parenting strategies. At pre-test and at post-test, the parents were asked to “Circle the number that is closest to your reaction to each statement. The response choices follow: 1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree. The first three of these questions asked the parents about their attitudes regarding positive communication, listening, and praising. As can be seen in Table 25, parents showed significantly greater parenting effectiveness attitudes on 1 of the 3 items at post-test (as compared to pre-test). Specifically, at post-test, parents had significantly more agreement with the importance of communicating positively and often with their children

Table 25 Parenting Effectiveness Attitudes:

Pre-Test and Post-Test Scores (n = 58)

Questionnaire Items Mean Pre-Test

Score

Mean Post-Test

Score t-score Significance

Level

It is important to communicate positively and often with your child 3.85 3.96 -2.31 .022

Parents should listen to their children 3.85 3.90 -0.82 .416 Parents should only praise a child when he/she is correct 2.59 2.44 1.21 .230

Note: Only one item (i.e., the first item) demonstrated a statistically significant change in attitude from pre-test to post-test.

The next three questions on the survey asked the parents about their attitudes regarding various effective parenting strategies that research has found to enhance children’s literacy (e.g., reading to children, modeling reading, watching educational TV). As can be seen in Table 26, parents showed significantly greater parenting effectiveness attitudes on all three of the items that deal specifically with parenting attitudes relating to children’s literacy.


Table 26 Parenting Attitudes Related to Children’s Literacy:



Score

Mean Post-Test


Level

Parents should read aloud to their children everyday 3.75 3.89 -2.66 .009 Parents should let their child see them reading and learning from books, newspapers, and magazines 3.73 3.89 -2.85 .005

Children should be encouraged to watch educational TV 3.40 3.69 -4.38 .000 Note: A statistically significant change in attitude form pre-test to post-test was demonstrated for all items. The next two questions asked the parents about their knowledge of children’s learning. As can be seen in Table 27, parents showed significantly greater understanding about their child’s learning ability on both items at post-test.

Table 27 Parenting Attitudes Related to Children’s Learning: Pre-Test and Post-Test Scores (n = 58)


Score

Mean Post-Test


Level

Pre-school children should know if 2 colors are the same or different before they know the names of the colors. 3.21 3.58 -4.56 .000

Children imitate behavior they see in their homes. 3.64 3.85 -4.07 .000 Note: A statistically significant change in attitude form pre-test to post-test was demonstrated for both items.

PARENTING EFFECTIVENESS BEHAVIORS Next, parents were asked how often they engage in behaviors to enhance their child’s ability to perform tasks that are integral to school success and literacy. At pre-test, the participants were asked to “Circle the number that indicates how often you currently help your child do each of the following.” At the end of the one-day seminar, the participants were asked to “Circle the number that indicates how often you will help your child do each of the following in the future.” The response choices follow: 1 = never, 2 = rarely, 3 = sometimes, 4 = often. These questions all dealt with behaviors that parents can encourage with a child that will enhance his/her school readiness. As can be seen in Table 28 below, parents indicated they will assist their children significantly more frequently in each of the 12 tasks after attending the seminar. Again, these tasks are integral to helping children acquire the abilities necessary to be successful academically.


Table 28 Frequency of Parenting Assistance Related to School Success:


Questionnaire Items

Mean Pre-Test

Score

Mean Post-Test

Score

t-score Significance Level

Communicate positively 3.70 3.95 -4.82 .000 Answer questions with more than one-word answers 3.62 3.86 -4.14 .000 Follow directions with 2 or 3 parts 3.34 3.82 -6.90 .000 Recognize letters of the alphabet 3.57 3.81 -3.61 .000 Recognize difference between a rectangle and a square 3.58 3.81 -3.40 .001 Distinguish between letters and numbers 3.60 3.86 -4.17 .000 Identify words that sound the same or rhyme 3.08 3.79 -7.79 .000 Recognize numbers 3.62 3.87 -4.01 .000 Recognize colors 3.75 3.88 -2.68 .008 Know which object is bigger and which is smaller 3.62 3.88 -3.98 .000 Identify words that begin with the same sound 3.16 3.76 -6.60 .000 Recognize and write names 3.20 3.78 -6.77 .000 Response choices = never (1), rarely (2), sometimes (3), and often (4) Note: A statistically significant change in attitude form pre-test to post-test was demonstrated for all items. Next, the parents were asked how often they engage in behaviors that studies have identified as critical to enhancing children’s literacy (e.g., reading, going to the library). As can be seen in Table 29, parents indicated they plan to engage in each of the five literacy-enhancing behaviors significantly more frequently after attending the seminar.

Table 29 Frequency of Parenting Behaviors Related to Children’s Literacy:


Questionnaire Items

Mean Pre-Test

Score

Mean Post-Test

Score

t-score

Significance Level

Read to your child 3.61 3.93 -5.57 .000 Ask questions about a story while reading it to your child 3.36 3.89 -7.82 .000

Have the child repeat a story back to you 3.13 3.84 -9.01 .000 Take your child to the library 2.81 3.70 -9.77 .000 Expose your child to books your buy or borrow 3.41 3.90 -6.65 .000 Note: A statistically significant change in attitude form pre-test to post-test was demonstrated for all items. The parents were then asked how often they praise their “child for making an effort, even when not perfect.” This behavior has been shown to assist children in developing self-confidence, self-efficacy, and a sense of belonging. Hence, praising children can enhance their belief they can be successful, including success in school. As can be seen in Table 30, parents indicated they will praise their children significantly more frequently after attending the seminar.


Table 30 Frequency of Parents’ Praising for Effort: Pre-Test and Post-Test Scores (n = 58)

Questionnaire Item

Mean Pre-Test

Score

Mean Post-Test

Score

t-score

Significance Level

Praise your child for making an effort, even when not perfect 3.73 3.96 -5.21 .000

Note: A statistically significant change in attitude form pre-test to post-test was demonstrated on this item.

EFFECTIVE PARENTING STYLE And finally, parents were asked “Which type of parenting is considered the best for raising children ready for school?” The response choices were Authoritative, Authoritarian, Permissive, Indifferent, and Don’t Know. The percentages are indicated in Table 31. The difference between the pretest and the posttest is significant [χ2(16) = 441.12, p<.001]. The clear difference is in the overwhelming percentage of participants (84%) who chose Authoritative parenting after the seminar compared with 53% who chose that option before the seminar.

Table 31 Knowledge of Effective Parenting Style: Pre-Test and Post-Test Scores (n = 58)

Which type of parenting is considered the best

for raising children ready for school?

Authoritative (high warmth, high control)

Authoritarian (low warmth, high control)

Permissive (high warmth, low control)

Indifferent (low warmth, low control)

Don’t know

Before the Seminar 53% 4% 14% 2% 28% After the Seminar 84% 4% 5% 1% 6%

c. Parent Described Changes as a Result of the Seminar Additional questions were asked of the parents following the School Success from the Start seminar, including:

1. Will the ideas presented in the seminar help you prepare your children for success in school? (100% said yes)

2. Did the seminar present ideas that you already knew or were already doing with your children? (92% said yes)

3. Will you discuss the ideas learned in the seminar with others? (99% said yes) When asked to explain how the seminar helped them, typically responses included:

• The seminar helped me to prepare children for different skills: reading, math, and awareness of body parts.

• The ideas will hopefully improve my parenting style and hopefully boost my child’s confidence.


When asked if the parent felt that the seminar presented ideas that they already knew or were already doing with their children, a variety of answers were given:

• Most of the ides presented I have tried with my daughter and it helped greatly. She was praised by her teacher as being the best obedient and loving child.

• The majority of information I did not think about doing with my child. • Some, but there were others that added variety and additional approach. • I must say the seminar showed me many, many new ways to communicate with my

children. • Some of them. I’m already doing it on a regular basis but I didn’t realize the impact it

brings in his development. When asked what they liked best about the seminar, some of the responses were:

• Seminar increased my knowledge so I can help my child to be ready for school or kindergarten.

• Simple practical approaches to help child develop skills needed for school. • Lots of useful tools to use to expose child to educational learning concepts. • Learning new techniques/games I can use w/my child to prepare him for school. The

Kindergarten Survival Handbook is great. I think it will be a wonderful gift for somebody with kids 3-4 yrs of age.

When asked to explain with whom they would discuss the seminar ideas with, the most common responses were: friends, family members, and partner (husband or wife). These and other open-ended answers clearly show that many of the seminar participants learned a great deal about how to prepare their children for school, and that many are planning to change for the positive as a result of this educational experience.

d. Parental Ratings of the Entire Seminar At the close of the School Success from the Start seminar, the parents were also asked to rate the overall seminar. Table 32 displays those ratings, and indicates very high evaluations of the seminar: The vast majority of the parents found the demonstrations of parenting skills and the exercises to be of great value and that the seminar increased their knowledge about how to prepare their young children for school. They also indicated that the seminar had provided ideas to improve their parenting skills and that it made them feel more confident in being an effective parent. The Kindergarten Survival Handbooks they received were also highly valued.







Agree

This seminar was worthwhile to me 1% - 2% 16% 82% The demonstrations of the activities to do with my child was helpful 1% - 1% 9% 90%

The checklists in the Kindergarten Survival Handbook were helpful 1% - 1% 10% 89%

This seminar increased my knowledge about how to help my child be ready for school.

1% - 2% 7% 90%

This seminar has given me ideas to improve my parenting skills. 1% - 2% 7% 90%

This seminar has improved my confidence in being an effective parent.

1% 2% 7% 90%

I would recommend this seminar to others. 1% 2% 9% 89%


5. POWER OF POSITIVE PARENTING GUIDEBOOK Over the three years of the project, a total of 17,986 guidebooks were distributed to parents through numerous early childhood care and education centers and homes in the San Fernando Valley. The guidebook version that was used in the project was the one that was written in English and Spanish. Table 33 provides a listing of some of the groups who received the guidebooks and the number of guidebooks that were made available free-of-charge to each of them.

Table 33 Examples of Organizations Who Received Guidebooks and the

Number of Guidebooks Received at these Organizations

Organization # ABC Little School-Burbank 90 ABC Little School-Van Nuys 150 Balboa School 40 Burbank Unified School District-Child Development Program 150 Burbank YMCA 100 Casa Montessori Preschool & Elementary 90 Child Care Resource Center-Van Project 200 Child Care Resource Center-Head Start 1300 Creative Years Nursery 350 Discovery School Preschool 30 First Presbyterian Church-Weekday School 130 Kids Korner Preschool, Inc 65 Kidsville, U.S.A. 175 Kol Tikvah Preschool 100 L.A. Mission College-Campus Child Development Center 52 Occupational Therapy Training Program 75 Pinecrest Schools-Granada Hills 210 Pinecrest Schools-White Oak 130 Pinecrest Schools-Woodland Hills 220 Schooltime Child Care Center 40 Seventh-Day Adventist Church Children’s Center 250 St. Bernadine of Siena Children’s Center 100 The Disney Children’s Center, Inc. 40 Volunteers of America – Head Start 500

a. Characteristics of Parents As has been indicated, four complementary methods were used to evaluate the impact of the guidebook with four samples of parents. A total of 366 parents were involved.

Sample One One sample of parents read the guidebook on their own at home and was asked to complete effective parenting questionnaires before and after reading it. There were 127 parents in this


sample, 11% being males and 89% females. The age of the parents ranged from 15-58 with a mean age of 34.13. Most of the parents were married (71%), with 11% single parents, 11% divorced, 2% remarried, 4% living with a significant other, and 2% other. The mean number of children reported by the parents was 1.73. More specifically, 36% of the parents reported having one child, 48% had two children, 12% had three children, and 5% had four children. The education range was as follows: 12% had a graduate degree, 38% had a college degree, 16% had post high school training, 21% had a high school education, 12% had a grade school education, and 2% had no education. Most of the parents (i.e., 65%) reported being employed full-time, while 30% reported being employed part time. Thus, this sample of parents consisted of 50% with college or graduate degrees, most of whom were employed full time. As seen in Figure 8, the ethnicity of the sample was diverse: 48% Caucasian/White, 25% Mexican American, 7% Hispanic/Latino, 5% Salvadorian, 2% Armenian and Black/African American, and the remainder Cuban, Egyptian, English, Filipino, Guatemalan, Italian American, Persian/Iranian, Puerto Rican, Native American, and other or mixed ethnicity. Approximately 34% reported being foreign-born.

Figure 8 Self-Reported Ethnicity of Parents in Sample One

48%

25%

12%

2%2%11%

WhiteMexican AmericanHispanic/LatinoArmenianBlack/African AmericanVaried

In regards to language spoken in the home, 89% spoke English in the home, 34% spoke Spanish in the home, with numerous other languages being spoken in the home such as Arabic, Armenian, Russian, Farsi, French, and Italian. Obviously, many of these families spoke more than one language in their home, hence, they were also asked which language was spoken the most frequently. The greatest majority reported speaking English in the home (i.e., 79%), with 24% reporting that Spanish was spoken most frequently. Other languages spoken most often in the home included Arabic (1%), Armenian (1%), and Farsi (1%).

Sample Two This sample of parents read and discussed the guidebooks in parent education meetings. The sample was composed of 130 parents, 95% females and 5% males. They had an average of 2.42 children. The education range of the parents was as follows: 12% had a graduate degree, 38% had a college degree, 16% had post high school training, 21% had a high school education, 12% had a grade school education, and 2% had no education.


Most of the parents (i.e., 65%) reported being employed full-time, while 30% reported being employed part-time Here again this sample of parents tended to be from the higher end of the education spectrum, with 50% being college educated or above, and the majority also were employed full time. As can be seen in Figure 9, the ethnicity of the sample was also diverse: 16% Caucasian/White, 33% Mexican, 22% Hispanic/Latino, 8% Salvadorian, 3% Nicaraguan, 3% Guatemalan, and 2% or less of each of the following: Native American, Danish, Japanese, Italian American and other or mixed ethnicity.

Figure 9 Self-Reported Ethnicity of Parents in Sample Two

16%

33%

22%

8%

6%

15%WhiteMexican AmericanHispanic/LatinoSalvadorianOther HispanicVaried

In regards to language spoken in the home, 89% spoke English in the home, 34% spoke Spanish in the home, with numerous other languages being spoken in the home such as Arabic, Armenian, Russian, Farsi, French, and Italian. Obviously, many of these families spoke more than one language in their home, hence, they were also asked which language was spoken the most frequently. The greatest majority reported speaking English in the home (i.e., 79%), with 24% reporting that Spanish was spoken most frequently. Other languages spoken most often in the home included Arabic (1%), Armenian (1%), and Farsi (1%).

Sample Three These were the parents whose reactions to the guidebook were explored in focus groups. Five groups of approximately 14 parents per group (total number of parents = 70) were conducted:

• Group 1: fourteen mothers

• Group 2: twelve mothers and one father

• Group 3: fourteen mothers.

• Group 4: ten mothers and three fathers.

• Group 5: fifteen mothers and one father. In contrast to the first two samples of parents, all of these parents were Spanish-speaking, and only a small percentage were college-educated. These groups were conducted in Spanish.


Sample Four To complement the pre/post-tests and focus groups, a sample of the parents were interviewed over the phone approximately 3-6 months after receiving the Guidebook. The parents were asked the following questions:

• Did you receive and/or use the Guidebook?

• After reading the Guidebook, do you feel different about being a parent?

• After reading the Guidebook, do you feel different about your children?

• Will the ideas in the Guidebook help you raise your children?

• Do you think your children will change because of your reading the Guidebook?

• Did the Guidebook tell you things you already knew or were already doing with your children?

• What did you like best about the Guidebook?

• Will you discuss the ideas learned in the Guidebook with others? If so, with whom? A total of 72 parents were contacted. In terms of the language used in conducting these phone interviews, 61 were conducted in English and 11 in Spanish. In addition, 27 of the childcare organizations through which the Guidebook was distributed were surveyed about the value of the Guidebook to the parents they serve.

b. Parental Reactions and Behavior Changes Parental reactions were extremely positive and indicated that most parents had changed how they raised their children, or were planning to change, as a result of what they learned from the Guidebook. Other parents indicated that the Guidebook confirmed and reinforced the skills and strategies they were using, remarking that it was good to know that what they were doing was considered to be effective parenting. Statistical testing revealed that, as a result of reading and using the Guidebook, significantly more parents indicated that they were engaging or not engaging in the following behaviors and activities:

1. Kissing and hugging children more often

2. Yelling at them less

3. Spanking less, if not stopping spanking altogether

4. Reminding them more often about family rules

5. Praising good behavior more often

6. Looking at and praising their children’s art and writing more often

7. Giving instructions in a clear and firm voice more often

8. Reading to their children more often and telling them stories


9. Getting books or visiting the library to learn about different cultures

10. Getting to know their child care providers and developing positive relations with them

11. Talking to their child care providers about good ways of raising their children

12. Learning more about parenting and child development by reading books, watching television shows and videos

13. Taking parenting classes to become better parents, and

14. Getting more rest, relaxation and exercise for themselves

c. Parental Comments

Parents were uniformly positive about how concisely and simply the Guidebook was written and how they could make use of the examples of effective parenting skills and strategies. Overall assessments of the Guidebook included such comments as:

“It gave me 10 perfect guidelines for raising my children to be healthy and confident.”

“It helped me to realize what I am doing wrong and what I am doing right.”

“It made me realize that children are a reflection of what they see at home.”

“The Guidebook explains and then has examples! Easy to read with steps and guides to each problem.”

“Great ideas! Great book to guide you. Short and concise.”

“Everyone should have one in their home.”

“It’s like a mini Bible for parents.” The vast majority of parents also indicated that they were sharing the ideas and strategies from the Guidebook with their spouses or significant others, and with other family members and friends. The parents who discussed the Guidebook, as part of the parent meetings and focus groups, seemed the most enthusiastic and committed to making changes. The vast majority of parents who were interviewed over the phone after receiving it months earlier were positive and appreciative also. Some of those had the Guidebook long enough to see that the changes they had made as a result of reading it were showing positive effects on their children’s behaviors and feelings. Equally significant, is the fact that more than 80% of those parents had actually read the Guidebook, indicating that just putting it in the hands of parents is enough to have them use it and produce positive results.


d. Childcare Organization Reactions The survey responses from the childcare organizations also reflected that parents were very appreciative of receiving the Guidebook. The leaders of these organizations indicated that (1) they had kept the Guidebooks, and the other educational materials they received through this project, in their resource libraries, and (2) numerous other parents were being exposed and assisted through the availability of the Guidebooks.


6. THE AMERICA’S YOUTH PASSPORT HEALTH AND SAFETY RECORD Approximately 8,500 PASSPORTS were given to parents through the early care and education organizations who partnered with CICC during the three-year project. A listing of some of those groups, and the number of PASSPORTS they received, can be seen in Table 34. Since many of these organizations served predominantly Latino American families and children, Spanish as well as English language versions of the PASSPORT were made available free.

Table 34

Examples of Organizations Who Received Passports and the Number of Passports Received at these Organizations

Organization Passports

Burbank Unified School District-Child Development Program 150 Burbank YMCA 100 Child Care Resource Center-Van Project 200 Kids Korner Preschool, Inc 65 Kidsville, U.S.A. 175 Kol Tikvah Preschool 100 L.A. Mission College-Campus Child Development Center 52 Occupational Therapy Training Program 150 Pinecrest Schools-Granada Hills 210 Pinecrest Schools-White Oak 130 Schooltime Child Care Center 29 St. Bernadine of Siena Childrens’ Center 100 Volunteers of America-Head Start 500

The following are descriptions of the parents who were sampled to explore their reactions of the PASSPORTS. Here several different research methods were used, similar to those employed in understanding the impact of the Guidebooks.

a. Characteristics of Parents

Sample One

During the first year of the project, pre- and post-test surveys were collected from parents who completed a pre-test, read the Passport, and then completed a post-test. The parents mailed the completed surveys to CICC. Of the total sample of 125 parents who completed either pre-tests or post-tests, 9% were males and 91% were females. The age of the participants ranged from 15-59 with a mean age of 35.11. Most of the parents were married (69%), with 10% single parents, 8% divorced, 5% remarried,


7% living with a significant other, and 1% other. The mean number of children reported by the parents was 1.90. The education range was as follows: 14% had a graduate degree, 31% had a college degree, 15% had post high school training, 25% had a high school education, 15% had a grade school education, and 1% had no education. The majority of the parents (i.e., 70%) reported being employed full-time, while 28% reported being employed part time, and 2% other. As can be seen in Figure 10, the ethnicity of the sample was very diverse: 56% Caucasian/White, 22% Mexican, 5% Salvadorian, 5% Hispanic/Latino, 4% Black/African American, 4% Filipino, 1-2% of the following ethnicities: Armenian, Guatemalan, Italian American, Japanese, Persian/Iranian, and other or mixed ethnicity. Approximately 44% reported being foreign-born.

Figure 10 Self-Reported Ethnicity of Parent s in Sample One

56%22%

5%5%

4% 4% 4% Caucasian/WhiteMexicanSalvadorianHispanic/LatinoBlack/African AmericanFilipinoOther

In regards to language spoken in the home, 84% spoke English in the home, and 42% spoke Spanish in the home. Obviously, many of these families spoke more than one language in their home, hence, they were also asked which language was spoken the most frequently. The greatest majority reported speaking English in the home (i.e., 71%), with 31% reporting that Spanish was spoken most frequently.

Sample Two Parent education workshops were held at childcare centers for these parents using the information in the Passport as the content of the workshops. Pre- and post-test surveys were collected from 163 parents. These parents completed a pre-test, and then they watched a PowerPoint presentation on the material in the Passport while following along in the Passport. After the presentation, the parents completed the post-test. Of the total sample of 163 parents who completed either pre-tests or post-tests, 11% were males and 89% were females. The mean number of children reported by the parents was 1.33. The majority of these parents came from low income and low education backgrounds and more than half were Latino Americans.

Sample Three


The purpose of the focus groups was to complement the data from the pre- and post-tests with additional qualitative information from parents who read the Passport. The focus groups gave the parents an opportunity to reflect on the impact of these parenting education booklets and to express what was most salient in what they learned and remembered. Five focus groups were conducted. Each group had an average of thirteen mothers; resulting in a total of 67 participants. None of these participants had participated in the prior mentioned studies. However all of these focus group parents also had children in the same age range of the parents in the prior studies. Here again the majority were low income, low education Latino Americans.

Sample Four To complement the pre/post-tests and focus groups, a sample of the parents were interviewed over the phone approximately 3-6 months after receiving the Passport. These parents were asked the following questions:

• Did you receive and/or use the Passport? • After reading the Passport, do you feel different about being a parent? • After reading the Passport, do you feel different about your children? • Will the ideas in the Passport, help you raise your children? • Do you think your children will change because of you reading the Passport? • Did the Passport tell you things you already knew or were already doing with your

children? • What did you like best about the Passport? • Did you discuss the ideas learned in the Passport with others? If so, with whom?

A total of 51 parents participated in these follow-up interviews, where 41 of the interviews were conducted in English and 10 in Spanish.

b. Parental Reactions and Changes in Behavior Here general parental reactions seemed to vary a good deal based on the education, income and cultural backgrounds of the parents. The higher educated, higher income parents tended to indicate that much of what was conveyed about health and safety matters they already knew and were doing, reflecting that they had already sought out and utilized other authoritative sources. For the majority of the low income, low formal education Latino American parents, the information was new and fresh. Thus, their general reactions tended to be uniformly positive and they found the Passports to be of greater use. Some specific findings follow. Let’s look first at what the higher educated parents indicated they did learn from the Passports. Health Care Visits


First, the parents were asked multiple-choice questions regarding when they should take their baby to the doctor and to the dentist. As can be seen in Table 35, a significantly greater percentage of parents answered the items correctly at post-test (in comparison to the pre-test). Specifically, a significant number of parents learned the correct age to take their baby to the doctor for a first check up, and when to take their child to the dentist for the first time.

Table 35 Percentage of Respondents Answering the Questions Correctly

Before and After Reading the Passport (n = 111)

When should you do the following? Correct Answer Pre-test Post-test z-value

Take your baby to the doctor for his/her 1st checkup? 0-4 days 60% 90% -5.88*** Take your child to the dentist for the 1st time? 1 year old 33% 52% -3.11*

Note: One of the items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001 In terms of answering questions about how often they should take their baby to the doctor, the results in Table 36 show that a significantly greater percentage of parents indicated the correct number of health visits after being exposed to the Passport.


Before and After Reading the Passport (n = 111)

How often should you take your baby to the doctor… Correct Answer Pre-test Post-test z-value

During the first year? 7-12 times 24% 55% -5.29*** For a regular check-up between the 1st and 4th years? 4-6 times 45% 65% -3.24**

Note: Both items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001 A Variety of Health and Safety Behaviors Next the parents were asked whether or not they engaged in a variety of behaviors related to different aspects of their child’s health and safety. As noted in Table 37 and in the previous findings, the majority of the parents indicated that they engaged in these important health and safety behaviors at pre-test, but even higher percentages of parents said they engaged in these behaviors after being exposed to the Passport. Since the percentages were so high at pre-test on many of the items, it left little room for a statistically significant positive growth with the sample size. Three statistically significant findings were found in the items in Table 37. Specifically, a statistically significant greater percentage of parents indicated that they took classes or read books on how to be a good parent after being exposed to the Passport, which suggests that such exposure stimulated those who weren’t already predisposed to seek out such education to do so now. In addition, more parents kept a medical history and more parents let their child decide how much he or she will eat.

Table 37

Percentage of Parents Engaging in the Following Health and Safety Behaviors Before and After Reading the Passport (n = 111)


Do you? Pre-test

Post-test

z-value

Keep a record of your children’s vaccinations (shots)? 97% 99% -1.13 Keep a medical history for your children’s illnesses, emergencies, operations? 85% 92% -1.74*

Limit the time your child spends watching television? 86% 91% -1.24 Serve meals and snacks at about the same time each day? 84% 88% -0.91 Let your child decide how much he or she will eat? 72% 81% -1.69* Have your small child sit in a car seat when in a car? 97% 98% -0.51 Have guns in your home? 11% 10% 0.26 Take classes or read books on how to be a good parent or caregiver? 81% 91% -2.30* Discipline your children using “time out” or talking with your child? 98% 99% -0.65 Choose a child care provider by asking questions of the potential caregiver? 88% 90% -0.50 Keep medicine, cleaning products and other harmful items out of reach of children? 98% 99% -0.65

Teach your children about traffic safety? 100% 100% 0.00 Cover electrical outlets with child-safe guards? 89% 93% -1.12 Shake your baby or child? 2% 4% -0.93 Ever leave your baby or child alone at home? 2% 1% 0.65 Ever leave your baby or child alone at the store? 0% 0% 0.00 Ever leave your baby or child alone in the car? 2% 1% 0.65 Have a social security number for your child? 96% 99% -1.53 Have a record of your children’s fingerprints? 50% 58% -1.27 Have a growth record for your child? 75% 76% -0.18

Total percentage from all 20 items 65% 69% -0.63 Note: Three of the items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001 The results of the same questioning of the lower income and lower education sample of parents follows. Health Care Visits First, the parents were asked the multiple choice questions regarding when they should take their baby to the doctor and to the dentist. The results appear in Table 38.


Before and After Reading the Passport When should you do the following? Correct

Answer Pre-test Post-test n z-value

Take your baby to the doctor for his/her 1st checkup? 0-4 days 44% 44% 120 0.00 Take your child to the dentist for the 1st time? 1 year old 47% 59% 120 -1.88*

Note: One of the items demonstrated statistically significant change from pre- to post-test *p < .05, **p < .01, ***p < .001 When comparing these results to the results with the higher educated group of parents (see Table 35), it is apparent that higher percentages of the higher educated group knew this important information before receiving the Passport. For example, 60% of the higher educated group knew when to take their baby to the doctor for the first visit at the time of the pre-test while 44% of the lower level group knew this before exposure to the Passport.


Another noteworthy difference was that there was one statistically significant pre to post-test gain for the lower educated group (more learned when to take a child to the dentist the first time), and two such significant increases for the higher educated group (more learned when was the best time to take their children for their first check up and first dentist visits). In terms of answering questions about how often they should take their baby to the doctor, the results in Table 39 show that a significantly greater percentage of the less educated parents indicated the correct number of health visits for the first year of life after being exposed to the Passport, and more also indicated the correct number of check-ups between the first and fourth years but not enough for this difference to reach statistical significance.


Before and After Reading the Passport

How often should you take your baby to the doctor… Correct Answer Pre-test Post-test n z-value

During the first year? 7-12 times 25% 44% 120 -3.16*** For a regular check-up between the 1st and 4th years? 4-6 times 42% 47% 106 -0.73

Note: One of the items demonstrated statistically significant change from pre- to post-test *p < .05, **p < .01, ***p < .001 Comparing these findings to the more educated group of parents (see Table 36), it can be seen that there were no appreciable differences between these groups at the pre-test (almost the exact same percentage knew how often to bring their children to health care providers). Also evident by comparing the groups is that more of the higher education groups tended to learn the better number of health visits after exposure to the Passport because both their pre to post-test gains were statistically significant. A Variety of Health and Safety Behaviors The lower income and lower education parents were also asked whether or not they engaged in a variety of behaviors related to different aspects of their child’s health and safety. As noted in Table 40, the majority of the parents indicated that they engaged in these important health and safety behaviors at pre-test, but even higher percentages of parents said they engaged in these behaviors after being exposed to the Passport. Since the percentages were so high at pre-test on some of the items, it left little room for a statistically significant positive growth with a sample of this size. In spite of this, nine out of twenty were statistically significant. In addition, the total percentage again on all of the items from pre to post-test was statistically significant (for this total, negative items were reversed before computing the average).


Table 40 Percentage of Parents Engaging in the Following Health and Safety Behaviors

Before and After Reading the Passport

Do you? Pre-test

Post-test n z-value

Keep a record of your children’s vaccinations (shots)? 89% 98% 116 -2.83** Keep a medical history for your children’s illnesses, emergencies, operations? 92% 98% 139 -2.32*

Limit the time your child spends watching television? 92% 96% 115 -1.28 Serve meals and snacks at about the same time each day? 90% 99% 149 -3.48*** Let your child decide how much he or she will eat? 61% 86% 124 -4.65*** Have your small child sit in a car seat when in a car? 96% 97% 116 -0.41 Have guns in your home? 11% 10% 122 0.27 Take classes or read books on how to be a good parent or caregiver? 74% 93% 136 -4.07*** Discipline your children using “time out” or talking with your child? 98% 99% 115 -0.62 Choose a child care provider by asking questions of the potential caregiver? 79% 96% 135 -4.37***

Keep medicine, cleaning products and other harmful items out of reach of your children? 97% 98% 113 -0.48

Teach your children about traffic safety? 97% 96% 116 0.41 Cover electrical outlets with child-safe guards? 90% 100% 155 -4.15*** Shake your baby or child? 3% 3% 67 0.00 Ever leave your baby or child alone at home? 2% 5% 67 -0.95 Ever leave your baby or child alone at the store? 0% 2% 66 -1.17 Ever leave your baby or child alone in the car? 3% 3% 67 0.00 Have a social security number for your child? 95% 96% 114 -0.36 Have a record of your children’s fingerprints? 59% 87% 130 -5.36*** Have a growth record for your child? 76% 91% 147 -3.54***

Total percentage from all 20 items 87% 95% 149 -2.42** Note: Nine of the items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001 Comparing these findings to those with the higher income group (see Table 37), it can be seen that there were more statistically significant increases in anticipated behavior changes for the lower educated group (9 such changes for the lower educated parents and three for the higher group). Also evident by comparison, the total percentage of change across all 20 of the health and safety behaviors was statistically significant for the lower income group. Here again, there is evidence that more of the lower educated parents learned more new health and safety information which they could put into action in protecting their children.

Focus Group Findings Mothers in three of the five focus groups mentioned that reading the Passport made them aware of the need to keep a child’s fingerprints available. Mothers in two of the groups said that the Passport increased their use of several effective parenting skills, as well as the need to keep updated pictures of their child and to be concerned about their child’s nutrition and education. Parents in one or more groups also indicated that they learned how to prevent violence, how to bring up drug issues with their children, what precautions to use, and how to choose a childcare provider. These themes and findings indicate that some or all of the parents in the focus groups found something of value about their child’s health and safety from being exposed to the Passport.


Parents in each of the focus group also agreed that reading the Passport would change how they raise their children. But even more impressive is that all of the parents in all of the groups gave either verbal or nonverbal consensus that reading the Passport had already changed behavior on their parts. These parents mentioned many ways that they felt they had changed their parenting practices such as modeling good behavior, thinking before acting, speaking and paying more attention to their children, decreasing their use of spanking, setting rules and being consistent, and establishing secret words. Also, some mothers stated that reading the Passport made them more aware of developmental milestones, when and how many times they should visit the doctor, and the importance of tracking information about their children in case their child is ever lost. As one mother stated “It makes you aware of any mistakes you might be making.” These themes support the conclusion that the parents in the focus groups believe that reading the Passport increased their effective parenting skills, increased their ability to protect and ensure the safety of their children, and decreased their potentially abusive behaviors.

Follow Up Telephone Interviews Of the 51 parents contacted in the follow-ups, thirteen of the parents had not read the Passport . Four of those parents planned on reading it, but said they had not had time yet. Of the remaining 38 parents, 68% felt reading the Passport made them feel different about being a parent. The parents who answered “No,” stated that they thought the Passport would be good for parents with newborns, or they stated they had other materials to track information about their children. 65% of the parents who read the Passport said they felt different about their children after reading the booklet. The parents felt the information gave them a better understanding of their children. Specifically, one parent said it “helped reinforce she’s doing the right things.” Another parent said that she learned “good things about the different stages.” 79% of the parents also felt reading the Passport would help them raise their children. One parent stated that the Passport was a “good reminder.” Another parent felt the Passport offered some “helpful tips.” The parents were also asked if they thought their children had changed because of their reading the Passport. Over half (i.e., 55%) of the parents said “Yes.” Approximately 63% of the parents said the Passport validated their perceptions of themselves as parents. Specifically, they felt the Passport “solidified” or “reinforced” their parenting attitudes and behaviors.

c. Additional Parental Comments

When asked to explain in their own words what they gained or did not gain from reading and using the Passport, the following range of comments exemplifies what the parents in the various samples conveyed.


• Yes. I learned a lot from reading the Passport. For example: how to have a secret code word with my child and the correct temperature setting for a water heater.

• Yes. I need to keep track of their illnesses better than I have been. For those who did not feel they learned a great deal new from the Passport, they often stated that PASSPORT validated the effective parenting strategies they were already engaging in, such as typified in the following quote:

• No. Reading the Passport refreshed all the information and experiences I had and have. Hopefully with this knowledge, I’ll be able to raise two good kids.

Also, some parents stated that Passport would be an excellent resource for new parents.

• No. Before and after having children, I read numerous books, articles, etc. on child care, health care, home safety, etc. Almost everything in this booklet I already knew and practiced. For new parents, this would be an excellent guide.

When asked if they felt different about their children after reading the Passport, those who answered “Yes,” often made comments such as these:

• Yes. My 5 year old can do much more than the Passport says a five year old can do. I am very proud of my son

• Yes. I understand her reactions and behavior better. Even the parents who answered “No” often reported learning from the Passport as demonstrated by the following quote:

• No. I cannot say I have changed the way I feel towards my child. But, I can say I am more aware of how to keep my child safe.

When asked if reading the Passport would change how they treated their children, 48% of the parents answered “yes”. Some of their quotes follow:

• Yes. Gain more understanding about their feelings, how they will react about most situations. Yes. It gives a lot of

helpful tips that I would not have thought of.

• Yes. It reminds you not to loose your cool when disciplining your kids.

For those who answered “No,” they still felt the Passport validated what they were already doing such as demonstrated in the following comments:

• No. It reminded me of the importance of positive discipline and anger management. • No. I have always done the things recommended.

Over a third of the parents (i.e., 38%) think their children will change because of their reading the Passport. Their comments were typical of the following quotes:

• Yes. My reactions will be healthier and in turn she will be happier and healthier. • Yes. I am more aware of the development stages. • Yes. If you treat them with greater respect they will become more respectful too.


Those who answered “No” were often the same parents who felt they were already using effective parenting strategies and that the Passport validated their parenting effectiveness. Or they recognized that it is their behaviors that have to change.

• No. I am a good parent and try to do my best to educate and care for my child. • No. I think I have to change, not them.

When asked if they plan on discussing the ideas learned in the Passport with others, 81% answered “Yes.” And finally, the parents were asked what they liked best about the Passport. Some of the most common themes included that the Passport was easy to understand and informative, and that they liked the parenting tips. In addition, they liked being able to log information about their child. Also, many parents said it was very appropriate for new parents. Some of the qualitative responses follow:

• It was written so you can understand it easily.

I would definitely recommend it to an

expecting or new mom.

“I believe that I will have to change first. Because taking the Passport into account, the one who has to change is me, to be able to guide them. How am I supposed to guide them if I don’t have the slightest notion of anything. So, once we read it, studied it a bit, then I have something to go by in continuing (to discipline). I learned what examples I am going to provide.”

• It was very informative. I wish I would of had it 3.5 years ago. I would definitely recommend it to an expecting or new mom.

• I like how it keeps all my child’s health information in one place. • Allows me to log important information as well as read helpful tips. • I really liked the information on the child finger-prints, photo, social/emotional growth,

and the vaccination records. It seems important to remember in appreciating these and other comments by the parents that nearly all of these parents had children who were older than infants and toddlers and that the vast majority had more than one child. This means that they were not brand new parents, and that they have had substantiated time and reason to become educated about child health and safety issues. Even so, nearly all of these parents found value in the Passport, either as a source of new and important information and guidance, or as confirmation of what they already have learned and are doing with their children. It is likely that if the sample was composed of truly new parents, that even more positive comments and results found would have been obtained.


7. YELLING, THREATENING, AND PUTTING DOWN: WHAT TO DO INSTEAD

This video parent effectiveness training program presents four challenging child rearing situations where parents respond by yelling, threatening or putting their children down. The situations include when a young child interrupts a parent who is watching television; when a child becomes frustrated, angry and throws things; when a child becomes whiny and demanding in a market; and when siblings fight. As each of these situations escalate, the parents in the videos begin yelling, threatening or putting down their children. The parents and children in the video represent several cultural and ethnic groups. At the point where the parents are being verbally abusive, the video is stopped. The video narrator asks the parents, “What would you do instead?” After a moment, the narrator indicates that the video will be continued to see how parenting experts suggest that these situations be

understood and managed. Then a variety of effective and non-abusive parenting approaches and skills are demonstrated and explained. To evaluate the impact of these powerfully presented situations, a variety of methods were used, including testing about the methods demonstrated on a pre and post viewing basis, calling parents after they had viewed the video program, and convening focus groups where parents shared their reactions and how they were influenced and changed by exposure to the video program. These evaluative activities took place after the video programs were made available free-of-charge to family childcare homes and childcare centers. These providers could either loan the videos to their parents so the parent could view them at home. They could also show the videos as part of regular parent meetings. Or they could ask CICC to send a staff member to show and discuss the video program. This latter method allowed CICC to train the providers how to best utilize this type of parent education vehicle, which is part of the new role CICC was promoting for such providers, i.e., being an Effective Parenting Advocate and Resource Person. At the various parent meetings, the pre and post-tests were administered. On the pre-tests, the parents were asked how often they would likely respond to the situations in the effective ways that would eventually be demonstrated in the video program, using a rating scale of 1 = never, 2 = rarely, 3 = sometimes, and 4 = often. After viewing the video program, they were again asked how often they would engage in the effective parenting methods, using the same response scale. They were also asked additional questions about their reactions to the video program. Data was collected on 484 parents who viewed the program in parent education meetings. Of these parents, 461 completed pre-tests, 430 post-tests, and 415 completed both pre and post-tests. In the analyzes to be presented, the sample sizes for different analyzes vary because sometimes parents didn’t complete all the test items.


a. Characteristics of Parents Of the sample of 415 parents who completed both pre-tests and post-tests, 18% were males and 82% were females. The age of the participants ranged from 15-72 with a mean age of 35.46. The majority of the parents were married (60%), with another 20% single-parents, 9% divorced, 2% remarried, 4% living with a significant other, and 4% other. The mean number of children reported by the parents was 2.02. The education range was as follows: 10% had a graduate degree, 40% had a college degree, 11% had post high school training, 30% had a high school education, 6% had a grade school education, and 3% had no education. The majority of the parents (i.e., 72%) reported being employed full-time, while 28% reported being employed part time. As can be seen in Figure 11, the sample was ethnically diverse: 35% Caucasian/White, 21% Mexican, 15% Hispanic/Latino, 6% Salvadorian, 4% Black/African American, 3% Guatemalan, 3% Mexican-American, 3% Filipino, 3% Persian/Iranian, and many other ethnicities with 1-2%.

Figure 11 Self-Reported Ethnicity of Parents

In regards to language spoken he home, and 37% spoke

b. Effective Parenting Knowledge and Behavioral Changes

Situation One: Child Interrupting

he first situation was: “You are trying to watch television and your 2-year old child keeps

35%

21%15%

6%

4%3%3%3%3% 7%

Caucasian/WhiteMexicanhispanic/latinoSalvadoriaBlack/African AmericanGuatemalanMexican/AmericanFilipinoPersian/IranianOther

in the home, 86% spoke English in tSpanish in the home. Obviously, many of these families spoke more than one language in their home, hence, they were also asked which language was spoken the most frequently. The greatest majority reported speaking English in the home (i.e., 71%), with 20% reporting that Spanish was spoken most frequently.

Trunning in front of the television, making noise and making it difficult for you to watch the television.”


As can be seen in Table 41, parents reported that they would engage in all four of the effective

Table 41 Pre-Test and Post-T nses to Situation 1

parenting strategies significantly more after viewing the video. More specifically, parents would talk to their spouse or others to better understand why a young child may behave that way, choose their child’s needs over their own, redirect their child, and/or try to figure out the cause of their child’s behavior.

est Respo

Item Pretest Mean

Posttest Mean n t-value

Talk to your spouse, anothe t or a preschool teacher 244 -4.40*** r parento better understand your child’s behavior. 2.94 3.26

Choose to satisfy your child’s needs (to play) rather than 3.45 3.59 244 -2.55* your own needs (to watch television). Have your child do another (quieter) activity. 3.27 3.44 415 -3.61***Think about what is causing your child’s behavior. 3.44 3.58 402 -2.59*

Average of the four items 3.27 3.47 222 -5.34***Note: All four of the items demons cha rom pre- to post-t

Situation Two: Getting Very Angry

he second situation was: Your four-year-old child is trying to build a tower with blocks and they

Tab 42 Pre-Test and Post-T nses to Situation 2

trated statistically significant nges f est *p < .05, **p < .01, ***p < .001

Tkeep falling down. When the blocks fall, the child gets angry and throws them.

le

est Respo

Item Pretest Mean


Recognize when your child’s tion is increasing and step in 245 frustrabefore the blocks start flying. 3.33 3.51 3.50***

Model the desired behavior (playing nicely with the blocks) while you stay calm and help your child play nicely. 3.54 3.70 247 3.40***

Praise your child when he or she plays calmly. 3.54 3.76 238 -4.76*** Avoid a power struggle with your child over little problems like this. 3.06 3.40 236 -5.46***

Average of the four items 3.38 3.59 229 -6.18*** Note: All four of the items demonstra ng pre-

s can be seen in Table 42, once again parents reported that they would engage in all of the

ted statistically significant cha es from to post-test *p < .05, **p < .01, ***p < .001 Aeffective parenting strategies significantly more after viewing the video. Specifically, parents reported they would try to recognize their child’s frustration, model the desired behavior, praise their child for playing quietly, and try to avoid a power struggle.


Situation Three: Child Being Demanding in Market

he third situation was a common public challenge to any parent: You have taken a child to the

Tab 43 Pre-Test and Post-T nses to Situation 3

Tgrocery store and the child wants you to buy a candy bar. You say “maybe” and the child begins to whine and becomes more and more demanding.

le

est Respo

Item Pretest Mean


Calmly and clearly communica r expectations to your child 249 te youbefore you even go to the store. 3.36 3.57 -3.70***

Help your child practice the behavior you want her to do in the store before you even go to the store. 2.75 3.05 246 -4.04***

Have your whole family meet together, talk over what you expect 2.74 3.00 243 -3.10*** of children in a store and agree to a set of rules. Give your child something to play with or a helpful job to do in the 3.32 3.61 243 -5.40*** store and praise the child while she is playing or helping.

Average of the four items 2.96 3.31 238 -7.57*** Note: All four of the items demonstrate ge pre- t

nce again, the parents reported that they would engage in all of the effective parenting strategies

Situation Four: Siblings Fighting

he fourth situation had to do with sibling rivalry: Your child and her brother or sister are

Tab 44

Pre-Test and Post-T nses to Situation 4

d statistically significant chan s from o post-test *p < .05, **p < .01, ***p < .001 Osignificantly more frequently after viewing the video (see Table 43). More specifically, the parents reported they would more calmly and clearly communicate their expectations to their child, help their child practice the desired behavior, have family meeting to discuss expectations, and encourage their child to engage in the appropriate behavior.

Tfighting over the use of a toy or a game.

leest Respo

Item Pretest Mean


Agree on rules in advance for g fights. These rules include 222 solvinwhich behaviors are acceptable and which are not.. 3.16 3.43 -4.15***

If the fighting gets out of control with hitting, kicking, name- 3.75 3.85 222 -1.79 calling, etc., stop the fighting immediately. If the fighting is about an object, remove it. 3.52 3.69 221 -3.55*** Set a positive example yourself about how to solve problems peacefully. 3.40 3.62 220 -4.38***

Hold a family meeting to talk about fighting and have everyone take turns listening and speaking. 2.78 3.20 222 -5.96***

Average of the five items 3.46 3.64 204 -5.42*** Note: Four of the items demonstrated es from pre- to post-test statistically significant chang*p < .05, **p < .01, ***p < .001


As can be seen in Table 44, the parents reported that they would engage in four of the five

Overall Impact of Video Programs

he parents were asked to rate their perceptions of the video in the five areas listed in Table 45.

Tab 45

Parental R Video

effective parenting strategies significantly more after viewing the video. Specifically, parents reported they would more frequently agree on rules in advance for solving fights, remove an object that causes the fight, set positive conflict resolution examples, and hold family meetings to discuss fighting. Clearly, the results of the pre-tests and post-tests show that the parents learned more effective parenting strategies by watching the videos.

TAs can be seen, 86% of the parents agreed or strongly agreed that the video increased their knowledge about parenting. The greatest majority of the parents (i.e., 82%) felt that the video improved their confidence in being an effective parent. Also, 79% felt the video increased their parenting skills.

leating of the

Rate the Yelling, Threatening, Putting Down: What To Do Instead video

Strongly Disagree Disagree Neither Agree

Nor Disagree Agree Strongly Agree

This video increased my knowledge 49% about parenting 1% 1% 12% 37%

This video has improved my confidence in being an effectiparent

ve 1% 2% 14% 42% 40%

This video has improved my 1% 3% 17% 43% 36% parenting skills This video was worthwhile to me 1% 1% 11% 49% 38% I would recommend this video to others 1% 1% 7% 39% 52%

Also noteworthy is that 87% of the parents believed the video was worthwhile, while 91% said

c. Parent Described Changes as a Result of Viewing Video

dditional questions were asked of the parents following their viewing of the video.

• After watching the video, do you feel different about being a parent? 64% said “yes”

said

• your children will change because of you watching the video? 58% said

“yes”

they would recommend the video to others. The overall results clearly and consistently indicated that the Yelling, Threatening, Putting Down: What To Do Instead video progam was very favorably received by the vast majority of the parents.

A

• After watching the video, do you feel different about your children? 60% said “yes”

• Do you think watching the video will change how you treat your children? 83%

“yes”

Do you think


• Will you discuss the ideas learned in the video with others? 95% said “yes” When asked if the parents “felt different about being a parent,” over half of the r

llowing:

itive parenting. parent in the proper

Eve hparentin fs and behaviors.

itional ideas of how to handle situations but has not made me

• forced my feelings but did not change them. Parenting is the most

Wh a83% sa e

ideo, as shown below:

howed me that yelling really does not work and it’s true. I have realized

Tho pfollowin

ferent ideas on problem solving, but not how we treat our kids. When a

and children,

• ch do what is discussed in the video. I like the family rules and may ss.

Anoviewing

with your children?

I feel that my parenting niques are consistent the video and it is a

good feeling to know I’m on the right track.

techwith

pa ents answered “yes” and their explanations are typified by the fo

• Yes. I think the video was a gentle reminder to cleanup my sloppy behavior as a parent, and to be more vigilant and conscious in my pos

• Yes. It gives more confidence to know that I am handling being a ways.

n t ose parents who answered “no,” still felt they learned additional ideas or reinforced their g belie

• No. I love being a parent. It was nice to know you are not alone with the daily struggles of being a parent.

• No. It only provided addfeel different about being a parent. No. The video reinimportant event of my life and it is a daily consistent job. Your first focus is on the kids.

en sked if they thought watching the video would change how they treated their children, id “yes.” Their answers show they learned new effective parenting strategies from th

v

• Yes, I think about how I say things to make sure it is clear, firm and not a put down. • Yes, it helps by giving other ideas and solutions to different problems. • Yes, because it s

that giving into my daughter when I have said no is not accomplishing anything.

se arents who answered “no” still reported learning from the video as demonstrated by the g two comments:

• Yes & No. It will probably make me have more patience with my children, but as far as handling situations I handle them in most of the same ways.

• No. It provided dif

sked what they liked best about the video, parents said:

• Everything. The whole video was great, because it had real There s

educatiohould be more nal videos such

as these to help parents with their children

situations. • The video shows exactly the problem between parents

and how they can solve their problems. I pretty muincorporate a family values sheet to show respect, honesty, and kindne

ther sample of 13 of parents was interviewed over the phone approximately 3-6 months after the video program. The parents were asked the following questions:

• Did the ideas in the video help you raise your children?

• Did the video tell you things you already knew or were already doing


• What did you like best about the video?

• Did you discuss the ideas learned in the video with others? If so, with whom? Each of the parents felt the video was helpful in raising their children, because of the real world situ

y also said the ideo gave them additional ways to deal with the common scenarios.

ituations, good solutions, made them think creatively, and learned

d. Parental Reactions through Focus Groups

he purpose of the focus groups was to complement the written and rated data with in-person qualitative reactions fr he focus groups were

sed as an additional source of information that would assist in the understanding what the

roups were highly representative of all of the groups as they tressed the same thematic reactions to the video program as were expressed in all of the other

d of 56 mothers and 17 fathers. The gender make up of the six groups follows:

• Group 3 had nine mothers and five fathers. e fathers.

nd four fathers.

The a ted below.

• After watching the video, will you change how you raise your children? Please explain. ecause you watched the video?

Please explain.

• e video can be improved? Please explain.

ations and the practical solutions presented in the video. When the parents were asked if the video told them things they already knew or were doing, all of the parents said “yes.” They felt the video reinforced some of their ideas, but thev When the parents were asked what they liked best about the video, their answers centered around the following ideas: common

I told many of the other parents they should watch the video to learn solutions

to common problems snew ideas. These parents also shared that they had discussed these solutions with other parents such as their spouses, friends, and siblings.

T

om the mothers and fathers who watched the video. Tuparents learned from watching the video, as well as tap into information and concepts that were not reflected in other measures. Numerous focus groups were conducted throughout the project. Here we will present the results from six of the groups. These gssuch groups. Each of the six focus groups had an average of fourteen participants. The total of 73 participants were compose

• Group 1 had three fathers and fourteen mothers. • Group 2 had eight mothers.

• Group 4 was comprised of fifteen mothers and fiv• Group 5 had eight mothers a• Group 6 had four mothers.

m jor questions asked in the focus groups are lis

• Do you think your children’s behavior will change b

• What did you like best about the video? Please explain. • Will you discuss the ideas learned in the video with others? Why?

Is there a way th


As c oned that watching the vide in fic skills that were mentioned

cluded being firm (not wishy-washy), thinking before yelling/acting, being calm, role playing,

e to all situations, and parents in half of the groups felt the video was very realistic. ne parent stated, “I like it because it went over the situation very clearly and then gave you a lot

ps mentioned how the video covered different age roups, was multicultural, helped the parents see the child’s perspectives, presented very clear

: Focus Group Themes

an be seen in Table 46, the participants in all of the focus groups mentio creased their use of effective parenting skills. The speci

inbeing prepared, and changing activities to meet the child’s needs. For example, one parent in group 1 stated “I try to take into consideration the different developmental stages. I have a four year old and a one and a half year old. One may be cranky or both and so I try to look at other factors.” In addition to the effective parenting skills, participants in 83% of the groups mentioned that they could relatOof examples of what to do. Sometimes, just the words don't help you. I mean, you know the theory but you don't know how to put it into action.” In addition to the focus group findings that have been presented so far, four other themes were revealed. Specifically, parents in half the grougideas, and provided many alternatives to the situations,. One parent stated, “I like the coin idea. The ‘do’ do this or ‘do not’ do that. I have a two year old and I use that with him.” Parents in 33% of the focus groups felt the video gave them “food for thought.”

Table 46 What Parents Learned from the Video Program

What did you learn from the video? Group

1 (n=15)

Group 2

(n=8)

Group 3

(n=14)

Group 4

(n=20)

Group 5

(n=12)

Group 6

(n=4)

% of Groups stating theme

Parenting skills √ √ √ √ √ √ 100% Be firm, not wishy-washy √ √ √ 50% Think before yelling or acting √ √ 33% Be calm √ √ 33% Role-playing (good for visulearners)

al √ 17%

Preparation √ 17% Changing activities to meet child needs

’s √ 17%

Could relate to all situations √ √ √ √ √ 83% Realistic √ √ √ 50% Covered different age groups √ √ √ 50% Multicultural √ √ √ 50% Seeing the child’s perspective √ √ √ 50% Very clear ideas √ √ √ 50% Many alternatives √ √ √ 50% Food for thought √ √ 33%

√ means that the theme was mentioned in the focus group by at least on articip t.

e ideas in the video ould help them raise their children. But even more impressive is that all of the parents in all of

the groups gave either verbal or nonverbal consensus. Parents in half of the focus groups

e p an As can be seen in Table 47, parents in each of the focus group agreed that thw


indicated that watching the video taught them specific parenting skills such as focusing on the

of ‘stop now.’ I try to xpress expectations ahead of time.”

expectations. For example, one parent stated, “I like that hey advocate) getting down to the children's level and interact with them and respond to them

t this video would be very good for regnant women.

Focus Group Themes

“dos” instead of “don’ts”, redirecting, or avoiding threats and putdowns. Parents in 33% of the groups indicated that watching the video encouraged them to establish rules ahead of time. One parent stated, “You know the right way to respond to a situation but because of time management, frustration, the easier way may be the intimidatione Parents in 33% of the groups also indicated that watching the video enhanced their preparation for parenting, was a good reminder or reinforcement of what they were already doing, and encouraged them to have appropriate(tas people. I'd like to have the tape and watch it all the time.” Many other themes were identified by the parents such as emphasizing the positive and being consistent. In addition, parents mentioned that they learned that children model behavior and want attention. And finally, parents in one group indicated thap

Table 47 Ideas the Parents Learned from the Video to Help Them Raise Their Children:

Will the ideas in the video help you raise your children?

Group 1

(n=15)

Group 2

(n=8)

Group 3

(n=14)

Group 4

(n=20)

Group 5

(n=12)

Group 6

(n=4)


Yes √ √ √ 100√ √ √ % Parenting skills √ √ √ 50% Do vs. Don’t √ √ 33% Redirecting √ 17% Avoiding threats and put downs √ 17% Having rules beforehand √ √ 33% Preparation √ √ 33% Common sense reminder/reinforcement √ √ 33%

Know your own expectations √ √ 33% Are they age appropriate? √ 17% Emphasizing the positive √ 17% Manage your anger √ 17% Helps project ideas with own children √ 17% Many alternatives √ 17% Consistency √ 17% Kids want attention √ 17% Know your child √ 17% Children model behavior √ 17% Good for pregnant women √ 17%

√ means that the theme was mentioned in the focus group by at least on t.

es in both Ta e 46 a Table 47 woul support that the parents in the arenting skills and

ecreased their potentially abusive behaviors (e.g., yelling, threats, anger).

e participan Needless to say, the them bl nd dfocus groups believed that watching the video increased their effective pd


Next the parents were asked if they felt that the video illustrated ideas that they already knew or were doing with children. Parents in all of the focus groups said “Yes” and provided examples of effective parenting ideas and strategies that the video encouraged that they were already doing

ee Table 48).

(s Some of these effective parenting strategies included giving choices, expressing expectations ahead of time, using logical consequences, and being consistent, just to name a few.

Table 48 Ideas From the Video the Parents Were Already Doing With Their Children:

Focus Group Themes

Did the video tell you things you already knew or were already

doing with your children?

Group 1

(n=15)

Group 2

(n=8)

Group 3

(n=14)

Group 4

(n=20)

Group 5

(n=12)

Group 6

(n=4)


Yes √ √ √ 100√ √ √ % Serves as reminder √ √ √ 50% Giving choices √ √ 33% Redirecting √ √ 33% Logical consequences √ 33% Expressing expectations beforehand √ √ 33% Saying "no" at supermarket √ 17% Taking into consideration the different

s developmental stage √ 17%

Ignoring √ 17% Separating siblings for a while √ 17% Being consistent √ 17% Using outside resources √ 17% Children model your behavior √ 17% Using family rules √ 17% Childen want your attention √ 17%

√ means that the theme was mentioned in the focus group by at least on

sked if they d on discussing or sharing the ideas learne of the groups said,

es.” Parents were also asked in each of the groups to raise their hands if they planned on aring these ideas with others. All of the parents in each of the groups indicated that they will

lso learned what behaviors they should y to avoid such as yelling and threatening. Also, the parents stated they would share the ideas

in the Video Program: Focus Group Themes

e participant. Next, the parents were a planne d fromwatching the video with others. As can be seen in Table 49, parents in each“Yshdiscuss the ideas with family members and other parents. In summary, the parents in all six of the focus groups seemed to have extremely positive comments about the video. They seemed to feel that they had learned new effective parenting strategies and techniques from watching the video. They atrlearned from the video program with other parents.

Table 49

Will Parents Discuss the Ideas


Will you discuss the ideas learned in the Video Program

with others?

Group 1

(n=15)

Group 2

(n=8)

Group 3

(n=14)

Group 4

(n=20)

Group 5

(n=12)

Group 6

(n=4)


Yes √ √ √ √ 100% √ √ Spouse √ √ √ 50% Sister √ 17% Other parents √ 17%

√ means that the theme was mentioned i u participn the focus gro p by at least one ant.


8. GOLPES Y GRITOS…CÓMO EVITARLOS

This effective parenting video program also presents four dramatic child rearing situations that depict parents on the brink of hurting their children, and non-violent ways of resolving the situations. Here all the parents are Latino and the video is in Spanish. The situations involve both verbal and physical abuse instances. The first situation involves a mother who is trying to sooth a crying infant in the middle of the night who is about to violently shake the baby; a father who is frustrated with a toddler who is making a mess under the kitchen sink and who is about to strike the child; a mother whose son refuses to come into the house for dinner and who starts to berate him; and a father who becomes increasingly annoyed by a daughter who refuses to clean her room and becomes verbally offensive.

The video programs were made available free to both family childcare providers and to a variety of public and private childcare centers and preschools. The videos were either loaned to the parents for home usage, shown at parent nights, or were the centerpieces of Parent Education Meetings led by CICC as part of training providers to be Effective Parenting Advocates and Resource Persons. The impact of the videos was assessed through similar methods that were used in assessing the Yelling video program. For example, a similar pre and post viewing questionnaire was utilized in the instances where the parents were exposed to the program as part of Parent Education Meetings. A total of 342 parents attended the Parent Education Meetings, and 316 completed pre-tests, 336 completed post-tests, with 306 completing both pre and post-testing.

a. Characteristics of Parents Of the parents who completed both pre and post-test, 8% were males and 92% were females. The age of the parents ranged from 13 to 61 with a mean of 33.91. The majority of the parents were married (64%), with 11% single-parents, 4% divorced, 10% living with a significant other, and 8% other. The mean number of children reported by the parents was 2.83. The education range was as follows: 12% had a college degree, 10% had post high school training, 34% had a high school education, 40% had a grade school education, and 3% had no education. Only 42% of the parents reported being employed full-time. Of those employed, 60% worked full-time, and 40% reported working part-time. As can be observed in Figure 12, the parents came from a variety of countries and a variety of Hispanic backgrounds: 60% Mexican, 16% Salvadorian, 7% Honduran, 4% Guatemalan, 4% Peruvian, 4% Mexican-American, 4% Ecuadorian. Only 4% of the sample was born in the U.S., with the rest reporting being born in Mexico, Central America, or South America.


Figure 12 Self-Reported Ethnicity of Parents

60%16%

7%4%

4% 4% 4% 1%MexicanSalvadorianHonduranGuatemalanPeruvianMexican-AmericanEcuadorianOther

In regards to language spoken in the home, 61% spoke English in the home, and 100% spoke Spanish in the home. The greatest majority reported most frequently speaking Spanish in the home (i.e., 88%), with 12% reporting that English was spoken most frequently.

b. Effective Parenting Knowledge and Behavioral Changes The pre-tests and post-tests contained questions about the effective parenting knowledge issues and skills that were demonstrated in the video. First, twelve items were asked about various effective parenting strategies addressed in the video. The parents could answer “yes,” “no,” or “don’t know.” As can be seen in Table 50, many of the items were answered correctly by more parents at post-test than pre-test. A significantly larger percentage of the parents correctly answered three of these items more at post-test than pre-test. Specifically, they learned that when they are tired they are more likely hurt their children and when they are busy they are more likely to yell and hit their children. Also, it is normal to feel frustrated when the baby does not stop crying. Raising their awareness of the link between being tired and busy and child abuse is a major step in preventing child abuse. Next, the parents were given situations similar to each of the video vignettes followed by 3-4 questions that asked how often they would engage in the effective parenting behaviors that were demonstrated in the program.. The response choices for each of the questions follow: 1 = “Never”, 2 = “Rarely”, 3 = “Sometimes”, 4 = “Often”.


Table 50 Percentage of Correct Responses at Pre-Test and Post-Test

Item % Correct at Pre-test

% Correct at Post-Test n z-score

It is O.K. to shake a baby. 94% 92% 331 1.01 When we are tired, we are more likely to hurt our children. 61% 73% 339 -3.35***

It is natural to feel frustration when your baby doesn’t stop crying. 74% 80% 333 -1.84*

Achieving a positive attitude will help you not to hurt your child. 96% 100% 24 -1.00

If you are calm, your baby will imitate you and will calm down sooner. 96% 96% 24 0.00

Young children have the necessary intellectual ability to relate being hit to the inappropriate behavior. 48% 46% 335 0.52

When small children are spanked by their parents, they learn it is all right to hit others. 67% 71% 336 -1.12

Taking a privilege away from a child is a good way to guide his behavior, especially if the lost privilege is related to the inappropriate behavior.

73% 69% 337 1.14

When parents are busy, they are more likely to yell and hit their children. 66% 75% 331 -2.55**

Establish clear family rules ahead of time. 84% 85% 321 -0.35 Children often ask for help by crying. 86% 89% 311 -1.13 Shaking a baby is one of the main causes of brain and spinal chord damage in children younger than two years. 100% 100% 25 0.00

Average of the 12 items 79% 81% 25 -1.21 Note: Three of the items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001

Situation One: Crying Baby The first situation was: “You have put your child to bed and he or she keeps crying and trying to get out of bed. In similar situations, how often should you...”

Table 51 Parental Responses to Situation One

Item Pre test Mean

Post Test Mean n t-

value See if the child has a fever, colic, gas, cutting teeth, or other problem. 3.12 3.37 337 -3.15**

Kiss and hug your child and tell him/her to go to sleep in a calm voice. 3.51 3.48 336 0.37

Yell at your child and tell him/her to go back to bed. 1.40 1.43 336 -0.46 Average of the 3 items 2.67 2.77 334 -1.67*

Note: One of the items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001 As can be seen in Table 51, significantly more parents reported that they would check to see if their child has a fever, colic, gas, cutting teeth, or other problem. As can also be seen, the parents reported they would engage in more kissing and hugging and less yelling after viewing the video. While not statistically significant, Table 51 also shows that fewer of the parents would yell at their child in this situation.


Situation Two: Toddler Touching Unsafe Objects

In the second situation was: “Your young child is touching and playing with things that are not safe. In similar situations, how often should you...”

Table 52 Parental Responses to Situation Two

Item Pre test Mean

Post Test Mean

n t-value

Spank your child. 1.11 1.00 19 1.46 Move dangerous things out of the child’s reach. 3.68 4.00 22 -1.67 Move your child away from the dangerous things and distract your child to help him/her play with something else instead. 3.85 3.80 20 0.25

Average of the three items 2.91 2.94 18 -0.46 *p < .05, **p < .01, ***p < .001 As can be seen in Table 52, none of the differences in the means for these items were statistically significant, though there was movement in the positive direction on all of the items. A close inspection of the pre-test means explains why there were no pre to post-test significant changes: these parents already were engaging in the positive parenting practices that were demonstrated in the video.

Situation Three: Child Refuses to Cooperate The third situation was: “You have just asked your child to do something, but he does not do what you asked. In similar situations, how often should you…” Again, none of the differences in the pre to post-test mean responses to the items were statistically significant (see Table 53). Also, once again, there was little room for improvement as the majority of the parents indicated they were also approaching these situations in more desirable ways before viewing the video.

Table 53

Parental Responses to Situation Three

Item Pre test Mean

Post Test Mean n t-

value Allow your child to do something else that he/she chooses. 2.71 2.57 21 0.51

Praise your child’s behavior when he/she does cooperate. 3.95 3.95 21 0.00

Yell at the child. 1.30 1.25 20 0.37 Calmly explain the consequences of not cooperating. 3.70 3.70 20 0.00

Average of the four items 2.92 2.88 19 0.42 *p<.05, **p<.01, ***p<.001


Situation Four: Child Wants Something While Parent is Busy In situation 4 the parents were give the following scenario: “Your child wants something from you and you are too busy at the time. In similar situations, how often should you…” In this situation, these parents showed statistically significant changes from pretest to posttest (see Table 54). Even though the parents were mainly engaging in the desired parental functioning prior to seeing the video program, they improved in terms of being more likely to model the desired behavior and to discuss in advance what they expect from their child.

Table 54 Parental Responses to Situation Four

Item Pre test Mean

Post Test Mean n t-value

Discuss in advance what you expect from your child during the time you are busy. 3.25 3.33 336 -4.18***

Model the desired behavior. 2.65 3.04 333 -3.36*** Create reasonable, but firm expectations of your child. 2.85 3.16 336 -1.00

Average of the three items 2.91 3.17 332 -3.26*** Note: Two of the items demonstrated statistically significant changes from pre- to post-test *p < .05, **p < .01, ***p < .001

c. Overall Impact of Video Program Even though there were few statistically significant results on the above types of questions, the parents rated the video program extremely favorably (see Table 55). As can be seen, 97% of the parents agreed or strongly agreed that the video increased their knowledge about parenting. In addition, the greatest majority of the parents (i.e., 97%) felt that the video improved their confidence in being an effective parent. Also, 100% felt the video increased their parenting skills.

Table 55 Parental Rating of the Video

Rate the Como Evitarlos video Strongly Disagree Disagree

Neither Agree

Nor Disagree Agree Strongly

Agree

This video increased my knowledge about parenting 1% -- 2% 10% 87%

This video has improved my confidence in being an effective parent 1% 1% 2% 9% 88%

This video has improved my parenting skills -- -- -- 12% 88% This video was worthwhile to me 1% -- 2% 10% 87% I would recommend this video to others 1% -- 2% 6% 91% Also noteworthy was that 97% of the parents believed the video was worthwhile, and 97% said they would recommend the video to others. These results indicate that the Golpes Y Gritos…Como Evitarlos video program was very favorably received by these Latino parents, despite the fact the questions they were asked about each childrearing situation were not apparently sufficient to undercover what they actually learned.


d. Parent Described Changes as a Result of Viewing the Video Program During the first year of the project, five additional questions were asked of the parents following their viewing of the video.

1. After watching the video, do you feel different about being a parent? (83% said yes)

2. After watching the video, do you feel different about your children? (84% said yes)

3. Will your watching the video change how you treat your children? (90% said yes)

4. Do you think your children will change because of you watching the video? (77% said

yes)

5. Will you discuss the ideas learned in the video with others? (100% said yes) Here again, there is strong evidence that most of these parents found the video to be very helpful. When asked if the parents “felt different about being a parent,” 83% of the parents answered “yes” and their explanations are typified by the following:.

• Yes. They have changed because of the fact that being a parent is not just about giving money, nutrition but also we have to give them love and understanding, and help them with their problems.

• Yes. One notices that we as mothers or fathers do sometimes make some or all of the mistakes that the video shows. And that we don’t have to act that way, there are solutions.

Even those parents who answered “no,” still felt they learned ideas for other parents and/or reinforced their parenting beliefs and behaviors. For example, one parent stated, “No. Because although I was hit, I do not hit my son. But, it helped me have ideas for other people that I know have those problems.” When asked if they thought watching the video would change how they treated their children, 90% said “yes.” Their answers show they learned new effective parenting strategies from the video, as shown below:

• Yes. Never yell at them and try to guide them with examples. • Yes. But I think we need to have to more classes to be able to

educate our children. When asked if they will change because of watching the video, most of the parents (i.e., 77%) believed their children would change. Many of these parents indicated the important change would be in their own behavior. Typical comments follow:

Yes, I have learned that you have to talk to children in a

positive manner and we have to be proper models.

• Yes. My daughters will change because I am going to be a good mother and I am going to be better.

• Yes. If we implement the good of what we learned in the video and practice with our children, they will change.

• Yes. They will not be aggressive and violent because I will not be that way with them.


Similar to those parents who answered “yes,” those who answered “no” recognized that it was their behavior that needed to change. Their explanations are typified by the following comment by one parent, “No. The one who has to change is me.” The parents were also asked what they liked best about the video program.

• I liked it a lot because it is very realistic. I liked it also because one learns how to talk to their children.

• Everything, however, I would like it if I could have a copy of the video to help other parents. • I liked everything because it reminded me that I never treated them badly, or had bad habits.

But it is a good experience knowing that there are such things to teach.

• I liked the way they show solutions to family problems. • I liked that it teaches us how to help our children understand our

messages better and the best way to transmit them. • How to have patience when teaching children about acceptable

behavior. Lastly, the parents were asked if they planned on sharing the information in the video with others. Will you discuss the ideas learned in the video with others? 100% of the mothers and fathers who watched the video said “yes.” A couple of their answers follow:

• Yes. Of course I will, my daughter will be the first, and with other mothers that need my help. • Yes. I always share what I am learning with my friends because all the information is very

important. Several parents were available to be interviewed over the phone approximately 3 months after viewing the video. The parents were asked the following questions:

• Did the ideas in the video help you raise your children?

• Did the video tell you things you already knew or were already doing with your children?

• What did you like best about the video?

• Did you discuss the ideas learned in the video with others? If so, with whom? All of the parents felt the video was helpful in raising their children. The parents liked the real-life situations and the solutions presented in the video.

This video is extremely good for everyone. I took a class to see this video and I

like it a lot. It is very complete.

I still remember the things I learned from the video. I wish my husband would

watch it.

When the parents were asked if the video told them things they already knew or were doing, all said “yes.” They felt the video reinforced some of their parenting attitudes and behaviors. All parents also felt the video gave them new ideas to handle these common problems. When these parents were asked what they liked best about the video, they liked the real-life situations and the solutions. These parents also shared that they had discussed these solutions with other parents and family members.

e. Parental Reactions Through Focus Groups


As was mentioned previously, the purpose of the focus groups was to complement the written and rated data with in-person qualitative information from the mothers and fathers who watched the video. The focus groups were used as an additional source of information that would assist in the understanding what the parents learned from watching the video, as well as tap into information and concepts that were not reflected in other measures. The five focus groups to be reported upon here had an average of thirteen participants. The 64 total participants were composed of 4 fathers and 60 mothers. As can be seen in Table 56, the participants in 80% of the focus groups mentioned that watching the video increased their use of effective parenting skills. The specific skills that were mentioned included thinking before acting, maintaining self-control, redirecting, enhancing self-esteem, role playing, praising, avoiding hitting, using sense of humor, and modeling behavior. One parent stated, “I was raised with hitting and I believed that by hitting I would learn and when I had my kids I didn't know how to praise. I only knew this way. I had to go through situations that I hated everyone…but it made me reflect and now I want to be a mother that my kids can be proud of.” In addition, parents in 40% of the focus groups mentioned that they could relate to the situations in the video program, they learned alternatives to common situations they encounter, and that both parents should be on the same page. One parent stated, “I liked the part where the father is disciplining his daughter. Because fathers don't have much time for their kids, they are always busy. He came, even though he was doing something, and took the time to help his daughter.”

Table 56 What Parents Learned from the Video Program:

Focus Group Themes

What did you learn from the video? Group

1 (n=15)

Group 2

(n=10)

Group 3

(n=13)

Group 4

(n=10)

Group 5

(n=16)


Parenting skills √ √ √ √ 80% think before acting √ √ 40% relax; self-control √ √ 40% how to redirect √ 20% raise self-esteem √ 20% role playing (good for visual learners) √ 20% praise √ 20% avoid hitting √ 20% using your sense of humor √ 20% children model parents’ behaviors √ √ 40% Could relate to all situations √ √ 40% Many alternatives √ √ 40% Both parents should be on same page √ √ 40% Control own frustration √ 20% It's up to parents to create a safe environment √ 20%

Children express feelings differently √ 20% Everything √ 20%

√ means that the theme was mentioned in the focus group by at least one participant.


Parents who watched the video also mentioned that they learned it was important for parents to control their frustration, and that it is up to them to create a safe environment. Parents in one of the groups said they learned that children express feelings differently. Parents in one group said that they liked everything about the video. As can be seen in Table 57, parents in each of the focus group agreed that the ideas in the video would help them raise their children. But even more impressive is that all of the parents in all of the groups gave either verbal or nonverbal consensus. Parents in half of the focus groups indicated that watching the video taught them specific parenting skills such as redirecting, being firm and clear, expressing clear expectations, and praising. One parent stated, “I liked that we learned how to use different forms of disciplining our children and we can use different forms than what our parents used on us. That way we don't make the same mistakes as our parents.” Parents in 40% of the groups indicated that watching the video encouraged them to pay more attention to their children. A parent in one of the groups indicated that the video really encouraged her to have more patience, “It will help you have more patience with your children.” Other themes that emerged included being consistent, using other’s help, maintaining control and calmness, and managing anger. Also, parents in one group expressed that they learned that children model their behavior.

Table 57 Ideas the Parents Learned from the Video to Help Them Raise Their Children:

Focus Group Themes

Will the ideas in the video help you raise your children?

Group 1

(n=15)

Group 2

(n=10)

Group 3

(n=13)

Group 4

(n=10)

Group 5

(n=16)


Yes √ √ √ √ √ 100% Parenting Skills √ √ √ 60% how to guide behavior √ 20% redirecting √ 20% Be firm and clear √ 20% Express expectations clearly √ 20% Time-limits, e.g. bed time √ 20% Praise and reward desired behavior √ 20% Pay more attention √ √ 40% More patience √ 20% Use another person's help √ 20% Consistency √ 20% Common sense reminder/reinforcement √ 20% Maintain control and calmness √ 20% Manage your anger √ 20% Children model behavior √ 20% Children are different √ 20%

√ means that the theme was mentioned in the focus group by at least one participant. Needless to say, the themes in both Table 56 and Table 57 would support that many of the parents in the focus groups believed that watching the video increased their effective parenting skills and decreased their potentially abusive behaviors (e.g., yelling, threats, hitting, anger).


Parents were asked if they planned on discussing or sharing the ideas learned from watching the video with others. Parents in each of the groups said “Yes.” Parents were also asked in each of the groups to raise their hands if they planned on sharing these ideas with others. All of the parents in each of the groups indicated that they will discuss the ideas with family members and other parents.


9. TRAINING TO BECOME EFFECTIVE PARENTING ADVOCATES AND RESOURCE PERSONS

The major vehicle for introducing and training personnel from the early childhood care and education system to assume this new role was an annual training conference, the “Getting Parents on Your Side” training conferences. The three conferences that were conducted were attended by a total of 465 administrators, directors, owners, teachers, and teachers’ aides. Each conference presented the rationale for and description of the new role. Conference participants were oriented that each of the workshops at the conference would provide them with information and education about one or more of the skill and knowledge components of this new role (see prior listing of the role components and the workshops that were provided at the first conference). These workshops included training in how best to understand and relate to parents, how to promote effective parenting, and how to appreciate children with special needs and help them and their families obtain appropriate community services. During the third training conference the participants were provided with a new methodology to assist in identifying young children with special needs and connecting their parents to appropriate services, The CICC Discovery Tool. In addition to the training at these conferences, there were several small group workshops on different role components that were delivered several months after the conferences. In addition, several providers received demonstrations and training in how to conduct Parent Education Meetings for the parents at their childcare facilities. These were the meetings where one of the project’s written parent education materials (The Power of Positive Parenting guidebook or the Health and Safety PASSPORT) or one of its parent effectiveness video programs (Yelling or Golpes) was the focus and where a CICC staff member led the meetings and modeled how to conduct them. All three of the training conferences were positively received, with similar evaluative feedback from the participants. Here we will present the findings from the first such conference which was held at a local community college during the first project year. It was during this year that CICC began recruiting “partners” or collaborators in carrying out all of the project services. These are referred to as Partners for Effective Parenting.

a. Training Conference Results At the close of the conference, the participants were asked to reflect back on their experiences and rate the conference and its various facets and logistics. They rated these from Poor (1) to Excellent (5). Table 58 contains the results. As seen in the Table 58, the overall conference presentations were rated extremely positively. More specifically, the majority of participants rated both the keynote presentation in the morning and the summary presentation at the end of the conference as “Excellent.” The lunch presentation ratings were slightly lower (48% Excellent, 26% one point below Excellent). The lower ratings were probably due to people getting their lunch while the speaker was presenting. The conference logistics (e.g., organization, food, prizes, displays, facilities) were also rated extremely positively with the majority of participants indicating an “Excellent” evaluation.


Table 58 Ratings of Overall Conference Presentations and Logistics

Rate the overall conference on the following: Poor (1) 2 3 4 Excellent (5)

Overall Conference Presentations Dr. Alvy’s morning keynote presentation 1% 1% 7% 26% 65% Lunch presentation on Partners for Effective Parenting 5% 4% 17% 26% 48% Afternoon closing session 2% - 9% 30% 59% Conference Logistics The planning, organization and administration of the conference 1% 1% 6% 25% 68% The conference folder and enclosures - - 4% 20% 76% The continental breakfast 1% - 7% 23% 69% The lunch 4% 3% 12% 21% 60% The refreshments in the afternoon 6% 5% 15% 22% 53% The partners for Effective Parenting display tables 1% - 7% 39% 54% The prize for becoming a Partner for Effective Parenting 1% 2% 14% 28% 55% The workshop prizes 3% 1% 13% 23% 60% The conference grand prize 1% 1% 7% 23% 67% The registration process - 1% 3% 18% 78% The location of the conference 1% 2% 9% 29% 61%

Participants were also asked additional open-ended questions about whether they would recommend the conference to other childcare professionals, as well as questions about whether they were planning to become CICC Partners. The number of participants who answered “Yes,” and sample responses are listed below. Would you recommend today’s conference to other people in the child care field? • 99% of the participants answered “Yes.” • Samples of the qualitative responses follow:

Yes. It was very effective/informative. I think all parents could benefit from a conference like this and one way to find out about them would be through their children’s day care professionals.

ABSOLUTELY! A very educational day! Yes. Very informative and empowering. Yes. Parents love their children and this conference is a very positive way to help and

encourage parents to use new skills and methods. Yes. Good training for teachers. I wish my whole staff could come.

Are you planning to become (or already have become) a Partner for Effective Parenting with CICC? • 63% of the participants answered “Yes.” • Samples of the qualitative responses follow:

We will talk to our director. We are excited about this program. Yes. Parents of toddlers and preschoolers often need examples and demonstrations, need

more information from a program like this and learning how to encourage parents to participate.

Yes. I plan on becoming involved because of the tremendous benefit to parents, children and our overall school.


All ratings were compared by occupation using an Analysis of Variance F-Test. There were no statistically significant differences for any rating across occupations. This reflects that nearly everyone attending, regardless of their occupational roles and status in the childcare field, found the conference to be a positive learning experience. Overall, 15 different workshops were offered to the participants with some being offered twice for a total of 20 professionally conducted workshops. Table 59 provides a quick overview of the workshop titles, instructors, and total number of participants attending each individual workshop. Each participant could attend four workshops during the training conference.

Table 59 Workshop Titles, Instructor, and Participation

Workshop Title Instructor N Confident Parenting Program Scott Plunkett, Ph.D. 49 Are You Seeing What’s Not Being Said? Non-Verbal Communication

Scott Plunkett, Ph.D. 54

Early Childhood STEP Program – 2 sessions Hanna Levni 60 Effective Latino Parenting: The Los Niños Bien Educados Program – 2 sessions

Magdelena Malagon, MSW, MFCC 29

Sturdy Relationships for Spanish Speaking Providers Julie Ruelas 5 How to Help Parents Keep their Children Safe and Healthy Hilda Flores 22 Yelling, Threatening, Putting Down: What to Do Instead Kerby Alvy, Ph.D. 58 Bring a Smile ... Communication With Parents Diane Stein 54 Toys as Tools for Learning Teresa Geary 40 Using the Internet as a Parenting Tool Kate Zentall 21 Community Services for Children and Families Carolyn Stubblefield 27 Child Care Professionals - Who Are We Caring For? – 2 sessions Scott Williams, M.S. 83 Children With Special Needs – 2 sessions Elaine Fogel Schneider, Ph.D. 78 Transitions – 2 sessions Marnie Roosevelt, M.A. 57 Parenting Books, Materials, etc. Norma Paniagua 17 While most of the workshops focused on providing information and training about one or two parts of the role of an Effective Parenting Advocate and Resource Person, the evaluation form allowed the participants to rate the workshop in terms of how it helped them learn about all aspects of the new role. For ease of presentation, the participants’ ratings of each of the 20 workshops in terms of all role aspects were combined. This data treatment strategy allows for achieving an “overall sense” of how well all of the workshops prepared the participants to carry out the new role. Table 60 contains those ratings. The majority of the ratings were at the highest end of the rating scale, which indicates that the majority of participants saw these workshops as providing them with excellent training to help them carry out the new role and its various aspects. Table 61 presents the ratings of the workshop leaders from all of the workshops combined. Each rating on the workshop leader was extremely positive with over 70% of the participants rating the workshop leaders in the “Excellent” category.


Table 60 Compilation of Ratings of Workshops in Terms of what was Learned about Becoming an Effective

Parenting Advocate and Resource Person

Workshop Rating Poor (1) 2 3 4 Excellent

(5) The workshop has broadened my understanding of how best to communicate with parents. - 3% 12% 27% 58%

The workshop provided me with new ideas and skills for communicating with parents. - 3% 10% 27% 60%

The workshop broadened my understanding of what is effective parenting. - 3% 13% 28% 56%

The workshop provided me with new ideas and skills for helping parents to be more effective. - 3% 9% 30% 58%

The workshop broadened my understanding of the community services that parents and children may need. - 4% 10% 28% 57%

The workshop provided me with specific information on how to help parents find needed community services. 1% 5% 10% 28% 56%

The workshop broadened my understanding of the educational materials that help parents to be more effective. 2% 4% 10% 26% 59%

The workshop provided me with new information to help parents find good educational materials. 1% 2% 12% 23% 62%

Overall how would you rate the workshop in terms of helping you become an Effective Parenting Advocate and Resource Person?

- 2% 11% 25% 61%

Table 61 Compilation of Workshop Leader Ratings Across All Individual Workshops

Workshop Leader Questions Poor (1) 2 3 4 Excellent

(5) The leader was knowledgeable about the workshop material. - 1% 6% 18% 75% The workshop was well organized and conducted smoothly. - 1% 7% 20% 71% The workshop format was appropriate for the subject matter. - 1% 6% 19% 74% The leader was able to communicate clearly and understandably. - 1% 6% 17% 76% The leader provided adequate time for discussion and questions. 1% 2% 8% 19% 71% The skill demonstrations and/or group exercises were helpful. 1% 3% 8% 18% 70% Overall, how would you rate the leadership of this workshop? - 1% 6% 20% 73%

Four examples of conference workshops and how they were evaluated are as follows: DROP OFFS & PICK UPS: HOW TO USE TRANSITIONS TO SUPPORT FAMILIES Instructor: Marni Roosevelt, M.A. – Ms. Roosevelt’s distinguished career in the child care field has included being a Child Care and Child Development Consultant, Executive Director for the Alliance of Businesses for Child Care Development, a Child Development Instructor at Santa Monica Community College, a Program Developer for a Nanny Training Program, and a Children’s Program Administrator for County Offices of Education. Ms. Roosevelt is Vice President and Executive Board Member for the Child Care Resource Center for the San Fernando Valley. Description: This workshop addressed the importance of the parent’s two most critical connections with their children’s daily care: drop off and pick up times. These are the times that staff can connect with the parent in order to make the child’s morning transition from home to


school and evening transition back to home, work smoothly. This workshop provided a variety of strategies for making these transitions as smooth as possible and for using them to build strong bonds with parents. Sample Comments from Workshop Participants • I learned how to be more effective with the transition time. • I learned about working in partnership with parents during transitions. Being clear and

honest with parents about transition times. • Giving parents ideas of how to talk to their children about drop-off time.

Table 62 Workshop Ratings


(5) Overall, how would you rate the leadership of this workshop? - 2% 13% 30% 54%


- 8% 15% 44% 33%

PARENT TALK AND CHILDREN WITH SPECIAL NEEDS Instructor: Elaine Fogel-Schneider, Ph.D. – A psychologist and Executive Director of the Community Therapies Organization in Antelope Valley, Dr. Fogel-Schneider is a widely recognized authority on children with special needs. She has developed a Speech-Language Movement Therapy technique that has been presented at international and national professional conferences and has written such books as Expressions from the Heart and The Power of Touch. She is a frequent appointee to important panels including the California State Interagency Coordinating Council for Early Intervention with Infants and Toddlers with Disabilities and their Families. Workshop Description: About ten percent of all children have special emotional, behavioral, physical, intellectual or sensory needs. Some are easy to spot, others more subtle. Child care professionals learned in this workshop how to identify these children, and how to understand and talk to their parents. Sample Comments from Workshop Participants • I learned about what the family goes through with a special needs child. • I learned how to be an advocate for the parents. • I learned about the multitude of issues and needed resources that parents with children of

special needs face.




(5) Overall, how would you rate the leadership of this workshop? - 22% 75% - 3%


- 2% 14% 19% 66%

ARE YOU SEEING WHAT’S NOT BEING SAID? USING NON-VERBAL COMMUNICATIONS TO INCREASE EFFECTIVE COMMUNICATIONS WITH PARENTS Instructor: Scott W. Plunkett, Ph.D. – After serving as the Director of the Parenting Research Center at Oklahoma State University, Dr. Plunkett moved west to accept an Assistant Professorship at the California State University in Northridge where, since 1998, he has been teaching a variety of parenting, family life, and marriage courses. Drawing on both his academic and research backgrounds, as well as prior clinical positions at Youth and Family Service agencies, Dr. Plunkett has contributed greatly to several CICC community service and research projects, including the project of which this conference is a part. Description: It is estimated that 65% of all communication is non-verbal. Therefore, learning effective nonverbal communication skills can facilitate your positive interactions with others – including the parents you work with. This exciting, interactive and fun workshop demonstrated how to use non-verbal communications. Sample Comments from Workshop Participants • Learned new facts about verbal and nonverbal behaviors from both males and females. • How to sit and relate more at a child’s level. • Using effective body language to communicate with parents and children.

Table 64

Workshop Ratings


(5) Overall, how would you rate the leadership of this workshop? - - 2% 8% 91%


- - - 17% 83%

USING THE INTERNET AS A PARENTING TOOL Instructor: Kate Zentall – A highly respected journalist, Ms. Zentall is now the Supervising Editor for one of the most widely used World Wide Web sites, Disney.com. Description: Parents can find a wealth of valuable information about child development and child rearing by becoming knowledgeable about the many excellent Internet Web Pages on


Parenting. This workshop helped child care professionals orient their parents to the most helpful resources on the World Wide Web. Sample Comments from Workshop Participants • The presenter provided very specific web sites and an over-all strategy in connecting parents

to the wealth of information available to meet their needs on-line. • By attending this workshop it opened a big door of opportunity to how to become an Effective

Parent Advocate and Resource Person. • It gave me more confidence to use the Internet and guiding my parents to using it.



(5) Overall, how would you rate the leadership of this workshop? - 6% 6% 22% 67%


- - - 42% 58%

Very similar positive reactions were also noted for the various small group workshops that were conducted several weeks after each training conference.

b. Reactions to The CICC Discovery Tool In terms of reactions to The CICC Discovery Tool presentation at the third training conference, the providers were extremely receptive and appreciative of learning about this new methodology for identifying young children who may have special needs. They were also provided free copies of The CICC Discovery Tool book for which they were especially appreciative.

The book contains the 11 age-specific questionnaires about what most children can do at specific ages and about behaviors that are considered problematic at various stages. These can be used in several ways. The providers could have the parents take the questionnaires. They could use the questionnaires themselves to get a gauge on the level of development of each in their care. Or they could do both. The book also includes discussions of important issues related to young children with special needs, many of which were also covered in the conference workshop. Also included are numerous community resources for children with special needs and their families. In addition, the providers learned that there were two other ways that

parents and professionals could access this new tool. It is available on CICC’s website and someone can call CICC by phone and set up an appointment to take the Tool over the phone.


As a condition of receiving a free copy of the Discovery Tool book, participants were asked to complete an evaluation feedback form after they read the book and send the form to CICC. A total of 32 participants did so. Their evaluative feedback follows:

Figure 13 Overall, what did you think about The CICC Discovery Tool book?

n=32

47%44%

6%3%

0%5%

10%15%20%25%30%35%40%45%50%

Outstanding Very Good Good Just OK

When asked what features of the book they liked best, they said the following:

• All of the book (2 respondents); • The introduction; • Chapter 2, Interpretation; • Chapters 3 and 5; • The resources chapter; • The 0 thru 5 months section; • Skill and behavior (2 respondents); • Assessments and grading scale; • Testing according to age; • Children with special needs (2 respondents); • The development of the children; • How easy it was to use, find index and information, and understand (4 respondents); • It was a great tool and contained helpful resources and examples (5 respondents); • It tells what to look for; • The ability to pass it on to others; • Latino books and videos; • The descriptiveness of sections; and, • The surveys.


Figure 14 Did you use the CICC Discovery Tool in Chapter 2? If so, how helpful was it?

91%

9%

84%

16%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes No Very Helpful SomewhatHelpful

Figure 15 Did the results suggest that this child might have special needs?

n=31

n=32 n=29

No64%

Yes36%


Figure 16 If so, what do you plan to do next?

n=15

19%

0%

8%

11%

11%

14%

17%

19%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%

Other

Contact CICC for further help

Contact a regional center treatment program

Contact a school or school district about availableservices

Contact a Head Start Program

Contact a resource and referral agency

Talk to a pediatrician

Contact and early treatment program such as EarlyStart

Those early childhood care and education respondents who replied with “other” and wrote in a response indicated that they planned to talk to the child’s parents first. At the end, they were given an opportunity to provide any additional comments. Responses were as follows:

• Great for childcare providers; • Titles for observations helpful for parents; • Helpful on knowing what is and isn't normal; • Counsel for parents in denial; • Hope to see more classes like this; • Look forward to future classes; • Learned a lot from this book; • Really liked the book; • Dr. Alvy is brilliant; • Very good layout; and, • Very good program.

From all of these findings, it is clear that including and providing the CICC Discovery Tool book as part of the training to become an Effective Parenting Advocate and Resource Person, is facilitative in actualizing the facet of the role that has to do with children with special needs.


10. SURVEY OF PROJECT PARTNERS At the end of the three-year project, a representative sample of the more than 300 early care and education system groups who were CICC project partners was contacted. This sample included partners from family care homes, childcare centers, Head Start agencies, school district child development centers, and community agencies (see Table 66). These partnering organizations were surveyed about their perspectives and evaluations of the various project services, and the impact they saw the services having on their clients and their organizations. They did this by ranking their agreement with various statements about the services, using the following response choices: 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree. They were also asked what would be the likely impact on themselves and their clients of having these services discontinued.

Table 66 List of Child Care Provider Organizations that Participated in the Partner Survey

Balboa Preschool, Van Nuys Bethel Lutheran Preschool, Encino Burbank Unified School District Child Development Center Burbank YMCA Child Development Center

Children Assault Treatment Sevices, Northridge Hospital, Van Nuys Los Angeles Valley College, Child Development

Congregational Church Preschool, Chatsworth California State University Northridge Associated Students Child Development Center

El Nido Family Centers, Pacoima El Projecto De Barrio Head Start, Panorama City Family Care Network of the San Fernando Valley Family Day Care, Granada Hills Glendale Community College Child Development Center Glendale Unified School District Preschool

Haddon Elementary School Preschool, Pacoima Jeffery Foundation Child Care Program, Los Angeles

Kadema Hebrew Academy, Agoura Hills Latin American Civic Association Head Start Delegate Agency, San Fernando

Los Angeles Educational Partnership, Pacoima Los Angeles Unified School District B Office Newhall School District Preschool, Valencia Rinaldi Adult School, Granada Hills

Salvation Army Child Care, Los Angeles St. Bernardine's of Sienna Preschool, Woodland Hills

Valerio Primary Center, Van Nuys Volunteers Of America Head Start Delegate Agency, North Hollywood

Woodland Hills Private Preschool YWCA Child Care Center, Glendale

a. Evaluation of the Child Care Professionals’ Conferences

(“Getting Parents on Your Side”) As can be seen in Table 67, representatives from 88% of the organizations agreed or strongly agreed that the conferences enhanced the professional development of their staff. Also, 69.8% of the organizations agreed or strongly agreed that the conferences helped their staff meet their continuing education requirements for their teaching or administrative permits.


Table 67 Rating Training Conferences (“Getting Parents on Your Side”)

Item Strongly Disagree Disagree Neutral Agree Strongly

Agree The Conference has helped the professional development of our staff. 12% 32% 56%

The Conference has helped our staff meet their requirement for continuing education (CEU’s) for their teaching or administrative permits.

4.3% 26.1% 34.8% 34.8%

b. Evaluation of the Multi-Session Parenting Classes As can be seen in Table 68, 92.3% of the organizations agreed or strongly agreed that the multi-session parenting classes were helpful to their parents and were helpful to their organization. In addition, 96.3% of the organizations agreed or strongly agreed that the classes helped enhance the parenting practices of their parents, and hence, enhanced the lives of the children.

Table 68 Ratings of the Multi-Session Parenting Classes


Agree The classes were helpful to our parents. 7.7% 30.8% 61.5% The classes were helpful to our school, center, or organization. 7.7% 34.6% 57.7%

The classes helped enhance effective parenting practices and the lives of children. 3.7% 22.2% 74.1%

c. Evaluation of the One-Day Parenting Seminars As can be seen in Table 69, 95.8% of the organizations agreed or strongly agreed that the one-day parenting seminars were helpful to their parents, while 91.7% indicated the seminars were helpful to their organization. Also, 96% of the organizations agreed or strongly agreed that the one-day seminars helped enhance the parenting practices of their parents, and hence, enhanced the lives of the children.

Table 69 Ratings of the One-Day Parenting Seminars


Agree The seminars were helpful to our parents. 4.2% 29.2% 66.7% The seminars were helpful to our school, center, or organization. 8.3% 25.0% 66.7%

The seminars helped enhance effective parenting practices and the lives of children. 4.0% 28.0% 68.0%


d. Evaluation of the Parenting Educational Materials As can be seen in Table 70, 96.6% of the organizations agreed or strongly agreed that the parenting educational materials were very useful to their organizations. Also, 92.9% of the organizations agreed or strongly agreed that the parents seemed very appreciative of receiving the parenting educational materials.

Table 70 Ratings of the Distribution of Educational Materials


Agree The parenting educational materials were very useful to our organization. 3.4% 24.1% 72.4%

The parents appeared to be very appreciative of receiving these parenting educational materials. 7.1% 28.6% 64.3%

The representatives from the organizations were also asked if they kept any of the parenting educational materials to add to their resource library. The vast majority, (i.e., 93%) of the organizations said “yes”. The organizations were also asked if the parents have used the parenting educational materials. Again, 93% of the organizations said “yes”. These organizations were then asked to estimate how many parents have viewed the materials. The responses ranged from 4 parents to 2000 parents (one agency answered ‘a lot’). On average, 166 parents from each of the organizations used the parenting materials. Even removing the outlier of 2000, the average is still 82 parents per organization. This meant that over 2,200 parents at 27 of the surveyed organizations utilized these parenting educational materials, plus the 2,000 at the “outlier” organization.

e. Evaluation of the Parenting Educational Meetings As can be seen in Table 71, 82.6% of the organizations agreed or strongly agreed that the parenting educational meetings (1) were helpful to their parents, (2) were helpful to their organization, and (3) helped enhance the effective parenting practices of their parents, and hence, enhanced the lives of the children.

Table 71 Ratings of the Parenting Educational Meetings


Agree The PEM’s were helpful to our parents. 17.4% 30.4% 52.5% The PEM’s were helpful to our school, center, or organization. 17.4% 34.8% 47.8%

The PEM’s helped us enhance effective parenting practices and the lives of children. 17.4% 26.1% 56.5%


f. Benefits of Partnering with CICC The next group of questions asked about the benefit of the partnership between CICC and each of the organizations. As can be seen in Table 72, 100% of the organizations agreed or strongly agreed that they have a positive working relationship with CICC. Almost two-thirds (i.e., 65.5%) of the organizations agreed or strongly agreed that without CICC’s parenting education initiative, they would not have much parenting education to offer to their parents. Nearly seventy percent of the organizations also agreed or strongly agreed that CICC helped them network with other organizations in the San Fernando Valley, and 65.5% of the organizations indicated that CICC helped them meet their obligation to funding sources for providing parent training. Clearly, there were numerous benefits to these organizations, and to the communities they serve, as a result of the partnership with CICC and the services that emanated from that partnership.

Table 72 Benefits of Partnering with CICC


Agree Our organization has a positive working relationship with CICC. 17.2% 82.8%

If it were not for CICC’s parenting education initiatives, we would not have much parenting education to offer to our parents.

13.8% 20.7% 34.5% 31%

CICC has helped us network with other resources or agencies in the San Fernando Valley. 7.1% 25% 32.1% 35.7%

CICC has helped us meet our obligations to our organization’s funding source by providing parent education services.

3.4% 31.0% 27.6% 37.9%

g. Impact of Ending the Delivery of Project Services At the end of the Partner Survey, the representatives from the organizations were asked “What will be the impact on your agency if CICC is not able to continue these services?” Many of the representatives responded by sending letters to support the continuation of these services, while others provided their answers directly on the surveys. A representative sample of the written expressions on the surveys can be found below. We need these services because a lot of our students are “at risk” – come from poverty,

single parent homes, etc. The parents are very grateful. They need to know they are doing the right thing, or need to feel that they are not the only ones with similar problems. In addition many of these workshops (parent seminars) provide healthy answers to troubling questions. Some parents don’t know how to treat children or how to help them due to cultural differences, etc. These workshops address these issues on many different levels.

The resource books, pamphlets and videos have been a great addition to our library.

Parents appreciated having parenting advice and discussions led by staff from CICC rather than just me disseminating the information. I too learned presentation ideas observing the CICC staff.


We are not aware of any other agencies that offer this. Parents have loved what they have received and feel the materials have been very helpful. CICC has reached many parents of all races to help them better understand what is the normal behavior of young children, and how they could be the best parents. It was also taught them about understanding their children. I also feel that it has helped them organize their health records.

Our parents will have lost one of the most effective combination of parenting resources to

help them improve their parenting skills and create a more loving positive family environment. The multi session parenting class was outstanding! It should be continued and made available to thousands.

CICC has effectively and efficiently provided parent education classes and resources to our

Latino families. These seminars and resources are irreplaceable for our families. Having the ability to offer these exceptional resources to both our Anglo and Latino families has prompted attendance to our parent education events by 75%.

Please, don’t take away the parenting classes because my school feels very satisfied with

the results and the difference in the behavior of the students, after the parents have taken these classes.

Head Start and Early Head Start programs are traditionally parent oriented programs, and

the complimentary parent educational training that was provided by CICC was extremely beneficial for the 1000+ parents we service at our Head Start agency.

I am unaware of any other services that offer free parenting classes. Since we serve poverty

level families, it is unlikely that our parents would attend Parenting Classes that charge fees.

Unfortunately our agency will be out of compliance and we could loose funds if these

CICC services are not continued. Our agency is required to collaborate and form partnerships with community agencies and parents; therefore, our collaboration with CICC has been exceptional.

These heartfelt comments provide vivid testimony to the value and importance of these type of child care supplementary services, as well as to the negative impact that stopping these services once they are being provided is likely to have on some organizations and the families they serve.


CHAPTER FOUR CONCLUSIONS

The results of this three-year pioneering project support the conclusion that the project creatively and successfully was able to bring a variety of parenting education services into a large and culturally diverse early childhood care and education system. In addition, the project generated a new and complementary role for the early care and education system personnel and arrived at several successful means for training these personnel to become Effective Parenting Advocates and Resource Persons. The project realities and results that warrant these conclusions are as follows:

1. The Parenting Programs and Materials Selected for the Project Were Developmentally and Culturally Appropriate

Each of the parent education services that were selected to be delivered in the project were developmentally appropriate for parents of infants, toddlers and preschoolers.

In addition, the fact that the largest cultural group that utilized project services were Latino American parents was accommodated by selecting parenting programs and materials that were culturally and linguistically relevant, and by selecting culturally and linguistically competent instructors and staff.

2. The Variety of Service Delivery Methodologies Were Implemented Effectively

The methods used for delivering the services and the days on which they were delivered maximized the participation of today’s time-starved parents.

The project’s parenting classes and seminars were located at convenient sites in the neighborhoods and communities where the parents resided, including at their childcare centers, local public schools, park and recreation centers, community agencies, and local college and university campuses. The vast majority of these were conducted on Saturdays or on weeknights so as to better enable parents who work or are continuing their education to participate. Childcare was also systematically provided to allow for greater parent participation. In terms of the written and videotaped effective parenting materials that were provided, these were conveniently distributed to the majority of the parents at their family childcare homes, childcare and Head Start centers, or at their preschools.

3. The Amount and Diversity of Parents, Families, Programs, and Institutional Partners was Extensive

The amount and diversity of the institutions involved in the project, and the amount and diversity of the parents who received services, makes it highly appropriate to speak of the project as having influenced an entire early childhood education and care system.


Over 300 different family childcare homes and associations, public, private, faith-based, school-based and corporate-based childcare and child development centers; and Head Start centers and agencies were active partners in this project, representing the entire spectrum of the local system. Over 480 professionals from this system received training in how to be Effective Parenting Advocates and Resource Persons. In terms of parents being educated and trained, over 500 participated in the project’s multiple-session parenting skill-building classes. These classes were in a variety of well-known programs, including the Confident Parenting, Los Niños Bien Educados, and Early Childhood Systematic Training for Effective Parenting programs. A total of 15 different classes were taught. Another 1,330 parents attended one-day skill-building seminars that were based on the above three programs as well as on a new program created for this project, School Success from the Start. Here 14 different seminars were conducted. In addition, nearly 18,000 other parents received and used the Power of Positive Parenting guidebooks and over 8,000 obtained and learned from the America’s Youth PASSPORT Health and Safety Record. At least another 1,725 parents were educated through viewing the project’s two video programs on parent effectiveness: Yelling, Threatening, and Putting Down: What To Do Instead and Golpes y Gritos…Como Evitarlos. Nearly every one of these parents said they will or they have shared the ideas, skills and benefits they received from the classes, seminars, written materials, and video programs with other parents in their families and communities. This indicates that the impact of the project’s services was even larger than the numbers of parents who received them directly. The diversity of the participating parents was equally as comprehensive. In terms of educational backgrounds, they included professionals with graduate degrees, college educated parents, high school educated parents, and parents with no formal education. Occupationally they were equally as diverse, including parents who were employed full-time, part-time, or unemployed. Regarding ethnicity and cultural backgrounds, the participating parents included Caucasian parents from a variety of ethnic groups; African American parents; parents from the Middle East, Israel, India, Vietnam, and Armenia; Native American parents; and an extraordinary range of Latino Americans (Mexican Americans, El Salvadorians, Guatemalans, Peruvians, Argentines, Cubans, Puerto Ricans, etc.). These parents spoke varied languages including English, Spanish, Hebrew, Farsi, Arabic, Hindi, Vietnamese, Armenian, Portuguese, etc. The parents also differed in terms of the numbers of children they had, and in terms of being leaders of single parent, dual parent, or blended families.

4. The Effectiveness and Success of All Parenting Services was Confirmed Through Numerous Evaluations

The success and effectiveness of the various parenting education services was confirmed over and over again through numerous parental evaluations. These indicated that the vast


majority of the participating parents learned new and better ways of raising and relating to their children, and that they received authoritative information to assist them in promoting their children’s health, safety, growth and development. There was also ample evidence that what the parents learned was being applied with their young children at home, and that their children were becoming healthier and more cooperative.

For those parents who were already using some of the skills and strategies that were taught and demonstrated, the services provided validation and reinforcement that they were on the right track with their children. This validation served to increase their confidence as parents and made them even more receptive to the new skills and information to which they were being exposed. A sampling of the consistently positive results from each type of parenting education service follows:

• Parents who completed the multiple-session parenting classes showed significant gains in their overall effectiveness in nurturing and guiding the development of their children, as well as specific increases in the use of positive parenting methods (e.g., praise and encouragement) and decreases in the use of negative or abusive practices. Many parents stopped hitting or spanking their children or reduced their use of these practices. Most of the parents became more patient and thoughtful in how they approach their children and reported that their children were responding better.

The Latino American parents who attended the Los Niños Bien Educados classes, indicated that the coverage of cultural issues, like acculturation adjustments and gender role distinctions, were particularly meaningful. That coverage also helped motivate them to engage in all of the positive parenting skills that were taught in the classes.

• Parents who completed the one-day seminars also showed significant increases in overall parental effectiveness. In addition, they evidenced a desire to utilize more positive practices and to abandon or decrease the use of potentially abusive methods. Similar to the programs that were taught as classes, the programs that were taught as one-day seminars produced significant gains in overall parent effectiveness.

The school readiness parenting seminar, (i.e., School Success from the Start), resulted in the vast majority of parents being prepared and eager to engage their children in the simple, everyday tasks (e.g., setting the table, reading books and magazines, etc.) that the program showed them they could use to teach micro-academic and school readiness attitudes and skills.

• All of the parents who read and/or discussed The Power of Positive Parenting guidebooks commented on how useful the effective parenting guidelines and examples of this brief publication were to them and their families. Many had used the guidebook to evaluate what they are already doing with their children, saying it showed them what they were doing right and what they were doing wrong. Many also indicated they had changed how they are raising their children as a result. Others commented that the guidebook was a “mini-bible for parents” that everyone should have.


• Parents who received the Health and Safety PASSPORT booklets made

various uses of the checklists and developmental and health information that was included, as well as making extensive use of the areas for keeping track of immunizations and for listing important phone numbers and community resources. Several commented that the PASSPORTs were particularly useful for new parents and that they had wished they were available with their first children or when their children were born.

• Parents who viewed the effective parenting video programs, either at home

or as part of Parent Education Meetings at their childcare homes and centers, commented on how truthful and realistic were the parenting challenges that were depicted. They were particularly impressed by the variety of parenting solutions that were demonstrated to help them learn alternatives to yelling, threatening, and putting down or physically punishing their children. Having vivid examples of resolving parent-child conflicts without resorting to violent means helped most of the parents move away from such approaches and to learn newer, better ways of gaining child cooperation.

5. The Large Number of Participants, and the Variety and Timing of the Evaluation

Measures, Enhanced the Validity of Positive Results

The variety and timing of the parental evaluation measures of service effectiveness adds to the validity of the findings. Parental ratings, open-ended questioning and focus groups were all employed to provide different vantage points on what parents learned and gained from the various services. There were also follow-up calls several months after certain services were initiated, which allowed for parents to report on changes they had seen in themselves and their children.

Using these varied evaluation methods was particularly meaningful in judging the impact of the services on the numerous Latino American parents. They had many individual and group opportunities to share in their own language and in their own style what they, their children, and their families learned and applied. In addition, for the parenting classes there were parental ratings of what they learned and how they changed that were conducted at the beginning of the classes and three to four months later, enabling the parents to have had enough time to see the impact of what they learned and applied on the actual growth and behavior of their young children. Those in the seminars were tested immediately after learning the new parenting skills and ideas. Their post seminar ratings and reactions were about their expectations of changed behavior on their part and the expected corresponding changes in the functioning of their children. Their behavioral change expectations turned out to be mirror images of what the parents in the classes reported after having had time to actually apply new skills and to experience beneficial changes in their children’s growth and behavior. In addition, the large number of parents who provided evaluations of the classes, seminars, guidebooks, passports, and video programs also reinforces the validity of these consistently positive results. By having delivered so many classes and seminars with so many parents, and with having addressed so many parents who utilized the written and videotaped programs, one can be much more confident in concluding that the results are valid representations of the impact of these services than if smaller numbers were evaluated.


6. The Multiple Methods for Training and Involving Early Care and Education

Personnel as Effective Parenting Advocates and Resource Persons were Successful

The vehicles for preparing early childhood care and education personnel as Effective Parenting Advocates and Resource Persons were varied and showed success.

The major vehicle was training conferences for large numbers of administrators, directors, owners, teachers, teachers’ aides, and students. Here the rationale and importance of the new role was introduced. The four major role components or parts were presented in terms of what skills and knowledge would be needed to successfully carry out each component. The role components were: (1) Relating to Parents Over the Children in Their Care, (2) Relating to Parents about Effective Parenting, (3) Relating to Parents About Community Services for Parents and Children, and (4) Relating to Parents About Educational Materials for Parents. Some of the knowledge needed for carrying out the various components included effective verbal and non-verbal communication skills, knowledge of child development milestones and children with special needs, an appreciation of what constitutes effective parenting in today’s world, and the pressures and realities of modern family life. The training conferences provided workshops to learn about and use the appropriate skills, knowledge, and information. The overall conferences and the conference workshops were very positively evaluated, as was the book on identifying and helping children with special needs that was provided at the conferences, The CICC Discovery Tool book. Additional small group workshops were also conducted to teach various role component skills. In addition, Parent Education Meetings that featured the use of a guidebook, passport, or video program were conducted so that the personnel could see how they might run such meetings, which is a very concrete instance of serving as an Effective Parenting Advocate and Resource Person. All of these role-training vehicles were highly evaluated by the participating personnel. In addition, a large number of project partners were surveyed at the end of the third project year to learn what they, their staff, and the parent clients had gained through the project’s various services and training vehicles. Their evaluations were extremely positive. For those Head Start agencies who are accustomed and staffed to provide some type of parenting education services to supplement their regular services, the project’s parenting services and materials added many new dimensions and were very well received by their clients. For the vast majority of the other institutions who had never provided parenting education, the project services were even more highly valued. They not only saw the value of such services to the parents, but they saw its ultimate value to the children in their care. Several commented that they observed positive changes in the growth and behavior of the children whose parents had an opportunity to receive the project services. All of them indicated how appreciative their parents were.


Regrettably, most of these childcare facilities and family childcare homes also indicated that they would not be able to do as much to help parents once the project ended. It was only through the existence of this project, with its multiple services and its aggressive outreach partnership strategies, that they would be able to be as much help to parents. Most did not have either time or staff to continue on their own. And, of course, those were some of the main reasons for creating the project in the first place.

Taken in their totality, the results and realities of this three-year project show how much can be accomplished by bringing an array of parenting education services into the early childhood care and education system. Parents became more effective, successful, and confident in raising their children. Their children’s growth, development, and adjustment were enhanced. The personnel in the system also benefited by becoming more knowledgeable, better trained, and better connected to the parents who they served. It is a win-win-win project all the way. The continuation and replication of projects like this also can serve broader societal goals. As was discussed in the introductory sections, numerous research studies show that effective parenting is a key ingredient in preparing children for family, school, community, and career success. Conversely, ineffective or uninformed parenting contributes to the tragedies of child abuse and neglect, health and mental health problems, school failure, delinquency, drug abuse, gang involvement, and crime. By investing in bringing high quality parenting education into the system where the majority of American parents now have their young children cared for, our society could reap numerous benefits and help to prevent numerous problems. This pioneering project provides a blueprint for how these important outcomes can be achieved.


REFERENCES

1. Child Trends Data Book (2003) Childcare. Washington, D.C.: Child Trends (www.childtrendsdatabook.org, 8/12/03).

2. Smith, C., Perou, R., & Lesesne, C. (2002) Parent Education. In Bornstein, M. H. (Editor), Handbook of Parenting, Second Edition, Volume 4, Social Conditions and Applied Parenting, Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

3. Alvy, K. T. (2002) The CICC Discovery Tool. Studio City, CA: Center for the Improvement of Child Caring.

4. Alvy, K. T. (1994) Parent Training Today: A Social Necessity. Studio City, California: The Center for the Improvement of Child Caring.

5. Selected child rearing research references a. Bornstein, M. H., Editor. (1995) (2002) Handbook of Parenting, First and Second

Editions, Volume I, II, III, IV, and V., Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

b. Collins, A. W., Maccoby, E. E., Steinberg, L. Hetherington, M. E., & Bornstein, M. H. (2002). Contemporary research on parenting. American Psychologist, 55(2), 218-232.

c. Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco: W. H. Freeman and Company.

d. Franz, C. E., McClelland, D., & Weinberger, J. (1991). Childhood antecedents of conventional social accomplishments in midlife adults: A 36-year prospective study. Journal of Personality and Social Psychology, 60(4), 586-595.

e. Kumpfer, K. (1987). Special populations: Etiology and prevention of vulnerability to chemical dependency in children of substance abusers. In A. Brown & E. Mills (Eds.), Youth At Risk for Substance Abuse. DHHS Pub. No. (ADM) 87-1537. Rockville, MD: Alcohol, Drug Abuse and Mental Heath Administration.

f. Maccoby, E., & Martin, J. (1983). Socialization in the context of the family. In M.E. Hetherington (Ed.), Handbook of Child Psychology. Volume IV. New York: John Wiley.

g. Martin, B. (1975). Child-parent relations. In F. Horowitz (Ed.), Review of Child Development Research. Vol. 4. Chicago, IL: University of Chicago Press.

h. Straus, M.A. (1994) Beating the Devil Out of Them: Corporal Punishment in American Families. New York: Lexington Books.

6. CICC Project Research Reports a. Alvy, K.T., Plunkett, S.W., and Rosen, L.D. (2003) A Multi-Method Study of the Impact

of the American Youth PASSPORT. Studio City, CA: Center for the Improvement of Child Caring.

b. Alvy, K.T., Plunkett, S.W., and Rosen, L.D. (2003) A Multi-Method Study of the Impact of Parenting Education Video Programs. Studio City, CA: Center for the Improvement of Child Caring.

c. Alvy, K.T., Plunkett, S.W., and Rosen, L.D. (2003) CICC’s Confident Parenting Skill-Building Program: An Evaluation of Multiple Classes and One-Day Seminars. Studio City, CA: Center for the Improvement of Child Caring.


d. Alvy, K.T., Plunkett, S.W., and Rosen, L.D. (2003) CICC’s Los Niños Bien Educados Skill-Building Program: An Evaluation of Multiple Classes and One-Day Seminars. Studio City, CA: Center for the Improvement of Child Caring.

e. Alvy, K.T., Plunkett, S.W., and Rosen, L.D. (2003) The Early Childhood Systematic Training for Effective Parenting Program: An Evaluation of Multiple Classes and One-Day Seminars. Studio City, CA: Center for the Improvement of Child Caring.

f. Plunkett, S.W., Rosen, L.D., Pichardo, N., Salinas, V., Gonzalez, A., and Kulkin, N. (2003). A Multi-Method Study of the Impact of the Power of Positive Parenting Guidebook. Studio City, CA: Center for the Improvement of Child Caring.

g. Ortiz, H. J. (2003). A focus group evaluation of the cultural dimensions of the Los Niños Bien Educados Program. Studio City, CA.: Center for the Improvement of Child Caring.

h. Plunkett, S. W., Alvy, K. T., Rosen, L. D., Pichardo, N., & Salinas, V. (2003). Evaluation of a one-day seminar in the “School Success from the Start” school readiness program. Studio City, CA.: Center for the Improvement of Child Caring.

i. Alvy, K. T., Plunkett, S. W., Rosen, L. D., Pichardo, N., Kulkin, N., & Salinas, V. (2003). The child care system and parenting education project: The evaluation of the community impact of this First 5 LA-supported three-year child care quality enhancement project. Studio City, CA.: Center for the Improvement of Child Caring.

j. Plunkett, S. W., Alvy, K. T., Rosen, L. D., Pichardo, N., & Salinas, V. (2002). Evaluation of a one-day seminar in the Los Niños Bien Educados Program. Studio City, CA.: Center for the Improvement of Child Caring.

k. Alvy, K. T., Plunkett, S. W., Rosen, L. D., Pichardo, N., & Salinas, V. (2002). Evaluation of a parenting class in the Confident Parenting Program. Studio City, CA.: Center for the Improvement of Child Caring.

l. Alvy, K. T., Plunkett, S.W., & Rosen, L. D. (2001). Evaluation of a parenting class in the Los Niños Bien Educados Program. Studio City, CA.: Center for the Improvement of Child Caring.

m. Alvy, K. T., Plunkett, S.W., & Rosen, L. D. (2001). Evaluation of a parenting class in the Childhood Systematic Training for Effective Parenting Program. Studio City, CA.: Center for the Improvement of Child Caring.

n. Alvy, K. T., Plunkett, S. W., & Rosen, L. D. (2001). Evaluation of a one-day seminar in the Early Childhood Systematic Training for Effective Parenting Program. Studio City, CA: Center for the Improvement of Child Caring.

o. Alvy, K. T., Plunkett, S. W., & Rosen, L. D. (2001). Evaluation of a one-day seminar in the Confident Parenting Program. Studio City, CA: Center for the Improvement of Child Caring.

p. Alvy, K. T., Plunkett, S. W., & Rosen, L.D. (2001). Evaluation of a “Getting Parents on Your Side” professional training conference and the role of child care professionals as Effective Parenting Advocates and Resource Persons. Studio City, CA: Center for the Improvement of Child Caring.


KERBY T. ALVY, PH.D.

Dr. Kerby T. Alvy, a clinical child psychologist, is a nationally and internationally respected authority on parenting and parent training. He is the Executive Director and Founder of the Center for the Improvement of Child Caring, which has received worldwide acclaim for creating, delivering and disseminating model parent training programs. All of the activities and projects of the Center are designed to bring coherence and strength to the nationwide Effective Parenting Movement to improve the overall quality of parenting in the United States. Dr. Alvy is a prolific author of books and articles on parenting, child development, and child abuse, as well as authoring and co-authoring parenting education programs and seminars. His books include Parent Training Today: A Social Necessity, one of the most comprehensive and authoritative books ever written on parent training, Black Parenting: Strategies for Training, a groundbreaking book of research on African American parenting and implications for culturally-specific parent training, The Power of Positive Parenting, a guidebook for parents that many consider to be the “manual” that should come with every child, and The CICC Discovery Tool about educating parents about child development and identifying and helping young children with special needs. Other publications by Dr. Alvy have appeared on the editorial pages of metropolitan newspapers and in such professional journals as the American Psychologist and the Journal of Community Psychology. The parenting education programs and seminars that Dr. Alvy has authored and co-authored include the Center’s trio of national model programs: Confident Parenting: Survival Skill Training, Effective Black Parenting and Los Niños Bien Educados. The latter two programs have become the most widely used culturally-specific parenting skill-building programs in the United States. His expertise as a researcher and scientist has been acknowledged through research and demonstration grants from a variety of federal government agencies and from his being selected to serve on scientific review committees. Dr. Alvy has been a Principal Investigator on research projects sponsored by the National Institute of Mental Health, the National Institute on Drug Abuse, and the U.S. Office of Juvenile Justice and Delinquency Prevention, as well as being Principal Investigator on the research project funded by the First 5 LA Proposition 10 Commission to further validate The CICC Discovery Tool. Dr. Alvy has also distinguished himself as a creator and director of numerous community service projects to increase parental effectiveness and reduce child abuse, drug abuse, juvenile delinquency, school failure and gang involvement. Projects that he has designed and directed have gained the support of various state and local funding bodies, and the support of over 75 private foundations and corporations, including the Ford Foundation, AT&T, Xerox, Annenberg, Mattel and Hearst. Dr. Alvy was previously affiliated with Kedren Community Mental Health Center in South Central Los Angeles for seven years where he served as Director of Children's Services, and with the California School of Professional Psychology for 17 years where he was a Professor and Dean for Academic Affairs. He has also taught at other institutions, including UCLA and the California State University at Los Angeles.


Dr. Alvy has received numerous awards for his and CICC’s accomplishments in improving the quality of child rearing in America, including being honored in the White House in 1995 as part of the First National Parent's Day Celebration, receiving the Distinguished Alumni Award in 1997 from the State University of New York at Albany, where he received his doctorate, and earning the “Illuminating the Way to the New Millennium Award” from the Parenting Coalition International and the Center for Substance Abuse Prevention in 1999. Dr. Alvy continues to be an advocate for children's rights before government and civic bodies, and to appear on television and radio programs on child, family and parent training issues. He also continues to serve as a consultant on these matters to governmental agencies, corporations, news departments and film and television companies. He draws inspiration and support from his wife, a special education and kindergarten teacher, and their two daughters, with whom he lives in Sherman Oaks, California.

www.ciccparenting.org


ACKNOWLEDGEMENTS

A project of this scope, complexity, and intensity required the cooperation and good will of thousands of parents and the commitment and carry through of hundreds of early childhood care and education professionals. It also required the dedication and competence of numerous talented individuals who delivered, coordinated, and/or implemented the project’s wide range of services. The several thousand parents, from all cultural and socioeconomic backgrounds, were very receptive to being trained and educated to be the best parents possible. They were also very appreciative of the lengths that the project went to making the effective parenting services so accessible and convenient. It is a very gratifying experience to work with so many people who want to do the best job possible in raising and guiding the next generation. The underpaid and dedicated individuals who run the San Fernando Valley system are also to be warmly acknowledged for their pivotal roles in implementing the project. The fact that so many of these administrators, owners, directors, teachers, and teachers’ aides made themselves and the facilities and homes available to the project was crucial to its success. Their involvement and participation in the training experiences to become Effective Parenting Advocates and Resource Persons was particularly commendable, since they had to give up precious family and relaxation times to take advantage of the training conferences and workshops. The many highly competent and sensitive professionals who led the parenting classes and seminars were models of effectiveness and competence. They inspired and supported the parents to be the best that they could be. And the equally competent professionals who led the training conferences and workshops for system personnel also are deserving of special praise and recognition. They demonstrated that it was not only possible to become Effective Parenting Advocates and Resource Persons but that it was gratifying and self-fulfilling to play such an important role in the lives of families. The project staff members provided the dedication and competence that was required to keep all services and community relations going in a steady and productive manner. Of special note was the work of the Operations Manager for the project, Nelson Pichardo. He managed the logistical complexities of coordinating numerous and overlapping services, and the many political challenges of working with a diverse range of people and groups, in a timely, exemplary, and extraordinary manner. Finally, the project would have never happened without the funding source recognizing its merit and providing sufficient monies to fully implement it. The good people at the Los Angeles County Proposition 10 Commission (First 5 LA) deserve our appreciation. And the citizens of California who voted for Proposition 10, and the force behind that act, Mr. Rob Reiner, also deserve special recognition. There would have been no Commission to recognize the value of the project, and to be able to adequately fund it, without Mr. Reiner and the millions of other child-loving people who saw to it that substantial resources were made available to put children and families first. Bravo, Rob Reiner! Bravo, the citizens of California!

Bringing Parenting Education Into The Early Childhood Care and Education System

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