Supporting Parents: How Six Decades of Parenting Research Can Inform Policy and Best Practice

Teti, Douglas M.; Cole, Pamela M.; Cabrera, Natasha; Goodman, Sherryl H.; McLoyd, Vonnie C.

doi:10.1002/j.2379-3988.2017.tb00090.x

Cited by 41 publications

(40 citation statements)

References 161 publications

(160 reference statements)

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“…Effective bullying prevention and the co-construction of positive replacement behaviors should involve the entire family. Numerous evidence-based interventions improve parenting practices and child outcomes (see Teti et al 2017), from universal parenting education programs that teach authoritative parenting to time-limited, structured counseling with parents at risk for violence (e.g., Cowan et al 2009). It is noteworthy that focusing on the co-parents' relationship can be more effective than teaching parenting skills (Cowan and Cowan 2015).…”

Section: Context: Microsystemmentioning

confidence: 99%

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Divecha

Brackett

2019

Int Journal of Bullying Prevention

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This article makes the case for shifting the national focus from bullying prevention to the systemic integration of evidence-based practices of social and emotional learning (SEL) into US school programs and policies. Several meta-analyses demonstrate that SEL is a promising approach for reducing a range of disruptive behaviors in schools. The data also show that SEL enhances school engagement and climate, interpersonal relationships, well-being, and academic achievement. We critically analyze existing approaches to bullying prevention in the USA and, from a bioecological perspective, describe their limitations, in addition to the importance of emotions in the organization of children's development. We discuss why schools should address the social and emotional development of children and adults in order to decrease harmful behaviors, form positive relationships, support psychological health, and offer more effective education. The bioecological perspective provides a framework for successfully integrating whole-school, evidence-based approaches to SEL, including statewide adoption of SEL standards and increased focus on school climate.

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Section: Context: Microsystemmentioning

confidence: 99%

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Divecha

Brackett

2019

Int Journal of Bullying Prevention

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“…There have been numerous evaluations of programs developed to support parents and caregivers who face challenges in child rearing (Powell, in press; Teti et al, ). In this article, we describe a relatively new theoretical approach to developing models to support caregivers.…”

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confidence: 99%

“…Accumulated scientific research suggests that the relationships and interactions children have with parents, family members, teachers, and other primary caregivers are key (Shonkoff, 2010). Accordingly, efforts to improve children's early development often focus on improving the quality of those interactions and relationships (Teti, Cole, Cabrera, Goodman, & McLoyd, 2017;Shonkoff, 2010).…”

mentioning

confidence: 99%

Supporting Children's Early Development by Building Caregivers' Capacities and Skills: A Theoretical Approach Informed by New Neuroscience Research

Magnuson

Schindler

2019

J of Family Theo & Revie

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The potential of parent training and professional development programs for improving early childhood experiences and later outcomes is well established. Yet traditional models of training and support, which largely consist of providing information to parents and teachers, have not met the needs of caregivers who experience the greatest levels of adversity. In this article, we describe the challenges faced by low‐income parents and nonparental caregivers, review traditional theoretical models used in parenting and professional development programs, and discuss a new approach focusing on building caregivers' self‐regulation and executive function skills. We review innovative program efforts focused on family goal setting, caregiver stress reduction, and reducing barriers that impede caregivers' core capabilities. Although there is still much to learn about these approaches, we conclude that addressing self‐regulation and executive function in caregivers is worthy of more theoretical and empirical study.

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“…For example, highly educated parents tend to have children who are successful in school and children of anxious parents tend to be more anxious. While intergenerational transmission of wealth and institutional barriers account for a large portion of these phenomena, researchers still do not understand much about how experiences are passed from parents to children (Teti, Cole, Cabrera, Goodman, & McLoyd, 2017). Polygenic scores can help shed light on intergenerational transmission in two ways.…”

Section: Polygenic Scores As a Tool For Developmental Psychologistsmentioning

confidence: 99%

Genetics and Child Development: Recent Advances and Their Implications for Developmental Research

Armstrong‐Carter

Wertz

Domingue

2021

Child Dev Perspectives

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Recent genetic discoveries offer a new lens through which to study cognitive, emotional, behavioral, and social processes that are foundational to children’s development. In this article, we review the latest advances in genomics—genome‐wide association studies and the polygenic scores that have come out of them—and discuss how these techniques can be leveraged to shed light on developmental research questions. Then, we describe how developmental scientists might apply these methods in their own lines of work—for example, in investigations of individual differences in developmental trajectories, intergenerational transmission, peer relationships, and processes of resilience and positive adaptation. Finally, we discuss ethical concerns and limitations of genetics research as they pertain to developmental science.

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Supporting Parents: How Six Decades of Parenting Research Can Inform Policy and Best Practice

Cited by 41 publications

References 161 publications

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Supporting Children's Early Development by Building Caregivers' Capacities and Skills: A Theoretical Approach Informed by New Neuroscience Research

Genetics and Child Development: Recent Advances and Their Implications for Developmental Research

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