Enrollment and Attendance in a Parent Training Prevention Program for Conduct Problems

Abstract

Low levels of enrollment and attendance in parent training programs present major problems for researchers and clinicians. The literature on enrollment and attendance in prevention programs is especially limited, and these constructs may be particularly difficult to address in this context. Further, most previous research has not made the distinction between enrollment and attendance. This study describes predictors of enrollment and attendance in a behavioral parent training program intended to prevent conduct problems in preschoolers. Information was gathered from 106 preschoolers, their parents, and their teachers. Parent socioeconomic status (SES), single parent status, ethnicity, child externalizing behavior, parent depressive symptoms, and parent social support were investigated as possible predictors of families' enrollment and attendance. Only 48% of the families that had already provided informed consent and completed demographic questionnaires actually enrolled in the parent training program; parents with lower incomes and lower levels of social support were less likely to enroll. In addition, African-American and Puerto Rican families were less likely to enroll than Caucasian families. The average attendance rate for enrolled parents was 61%; dual parents and parents with children evidencing externalizing behavior problems attended more parent training sessions. Parent depression was not associated with enrollment or attendance. Significant relationships were maintained when controlling for other predictors including SES and when accounting for center-level variance. In addition, three distinct patterns of attendance were observed, which may have practical implications related to retention strategies.

An impact and feasibility evaluation of a six-week (nine hour) active play intervention on fathers’ engagement with their preschool children: a feasibility study

“…Fathers in particular are notoriously difficult to engage with, particularly within environments such as CC's (Baker, Arnold, & Meagher, 2011). Research has explored this lack of engagement with services (Katz, La Palca & Hunter, 2007), including barriers for parents engaging in mainstream services and notes that men still exhibit traditional views regarding the role of the father with a tendency to want to be self-sufficient and independent rather than accept help and parenting services.…”

“…This is particularly important for fathers against claims that across Europe fathers are notoriously difficult to engage within programmes of parental support (WHO, 2007). Even where fathers are engaged, dropout rates can be as high as 40% to 60% (Baker, Arnold, & Meagher, 2011).…”

Benefits of daddy play

“…This is particularly important as fathers are notoriously difficult to engage with, especially within environments such as Children's Centre's (Baker, Arnold, & Meagher, 2011). However, seven Children's Centres were not able to recruit to the sessions and therefore the programme was not delivered at these centres.…”

Parents dépendants à l’alcool et aux drogues

“…Pour améliorer les compétences des parents de familles vulnérables, de nombreux programmes d'entrainement aux habiletés parentales (PEHP) ont été conçus (Baker, Arnold et Meagher, 2011Normandeau et Venet, 2003 depuis les 25 dernières années (Sanders, 2008). S'inspirant de la théorie de l'apprentissage social, du conditionnement opérant et de la théorie de coercition de Patterson (Hauth-Charlier et Clément, 2009;Kazdin, 2009;Sanders, 2008;), ces programmes abordent les habiletés parentales, le développement de l'enfant et les facteurs de risque contribuant à l'apparition et au maintien des problèmes de comportement chez l'enfant (Hurlburt, Nguyen, Reid, Webster-Stratton et Zhang, 2013;Kumpfer, Alvarado, Tait et Whiteside, 2007;Petersson, Petersson et Håkansson, 2003).…”