The impact of SafeCare® Dads to Kids program on father maltreatment risk and involvement: Outcomes and lessons learned from an efficacy trial

Self‐Brown, Shannon; Osborne, Melissa; Boyd, Clinton; Brown, Natasha DeVeausse; Rostad, Whitney L.; Patterson, Alexandria; Baker, Evander; Thomas, Amanda; McAdam, Elizabeth M.; Jackson, Matt; Glasheen, Theresa; Lai, Betty S.

doi:10.1016/j.chiabu.2018.06.014

Cited by 19 publications

(6 citation statements)

References 52 publications

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“…Thus, the significant and substantial difference in father presence at home visiting sessions between the two conditions (62% vs. 37%) is encouraging. This result is in keeping with findings from Dads Matter (Guterman et al, 2018) and Dads to Kids (Self-Brown et al, 2018) indicating that home visiting materials focused on fathers increased fathers’ engagement with home visits. It could be that increased participation in the EHV program, in combination with exposure to father-specific material, will translate into a stronger commitment to the fathering role and that, as suggested by Fox and Bruce (2001), this enhanced commitment may lead to increased role-ascribed behaviors (such as engagement with young children) and improved child outcomes.…”

Section: Discussionsupporting

confidence: 87%

“…An overlay curriculum designed exclusively for fathers may provide the “hook” that encourages fathers to attend, after which the strength of the primary curriculum and the skill of the HV take over. The TD program, spanning 24 home visits, is somewhat lengthier than other overlay EHV curricula such as Dads Matter (four to eight sessions; Guterman et al, 2018), Dads to Kids (six sessions; Self-Brown et al, 2018), and the In-Home Cognitive Behavior Therapy program for maternal depression (15 sessions; Ammerman et al, 2007). Our goal was to use the specialized fathering program to, in part, encourage ongoing participation with the primary EHV curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…There is precedent for the use of a service enhancement “overlay” curriculum that attempts to improve the fit of EHV services for a particular population; enhancements for existing evidence-based EHV programs are available for various circumstances including mothers struggling with depression (Ammerman et al, 2007) and domestic violence (Sharps et al, 2008). One example of this type of service delivery for fathers is “Dads to Kids,” a component of the SafeCare curriculum that includes six home visiting sessions specifically focused on positive fathering (Self-Brown et al, 2018). SafeCare is a behavioral parent training model that targets parental risk factors for child abuse and neglect (Lutzker & Bigelow, 2002).…”

Section: Review Of Literaturementioning

confidence: 99%

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Exploring Fathers’ Engagement With Home Visiting: The Tennessee Dad Project

Stolz

LaGraff

Mullican

et al. 2020

Families in Society

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This study explores fathers’ engagement with home visiting in the “Tennessee Dad” project, a cluster randomized-controlled trial of an in-home parenting education program for fathers delivered alongside a primary home visiting curriculum. Results from three mixed models using data from 2,916 visits with treatment ( n = 113) and control ( n = 117) condition families indicated that visits to treatment condition families were more likely to have a father present than visits to control condition families, but there were no differences between conditions on participation minutes or level of interest. Nonresidential fathers did not differ from married and cohabiting fathers on presence at home visit, controlling for covariates. Implications are discussed, including the need for father-specific materials and father-inclusive funding.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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Exploring Fathers’ Engagement With Home Visiting: The Tennessee Dad Project

Stolz

LaGraff

Mullican

et al. 2020

Families in Society

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“…To date, research mainly focused on assessing parenting programs effectiveness as a secondary prevention intervention, thus considering at-risk families where maltreatment has not occurred yet [ 30 , 31 , 32 , 33 ]. Less is known about the impact of parenting programs as a tertiary prevention intervention, on families with prior reports of child physical maltreatment, aimed at reducing the recurrence of physical abuse.…”

Section: Introductionmentioning

confidence: 99%

Parenting Programs to Reduce Recurrence of Child Maltreatment in the Family Environment: A Systematic Review

Morello

Caputi

Forresi

2022

IJERPH

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Physical maltreatment is a public health issue affecting millions of children in their lifetime, with a high risk of recurrency. Although there are several parenting programs (PPs) available, existing reviews on their effectiveness in preventing physical abuse recurrences have many limitations. The current systematic review aims at (1) providing a summary of evidence on the effectiveness of behavioral/cognitive–behavioral PPs in preventing physical re-abuse; (2) extending previous reviews by including reduction of child maltreatment recurrence as the main outcome but also focusing on the effect of PPs on maltreatment risk, parent and child psychopathology, and parent–child relationship; and (3) including only RCT with at least one follow-up. A PRISMA-compliant systematic review was performed in the EBSCOhost and PUBMED databases. In total, 93 articles were identified, of which 8 were included in the review. Among them, three reported a significant reduction in recidivism rates and maltreatment risk, and five improvements in parent–child relationships. Although limitations arise from methodological heterogeneity across studies, there is some evidence that some brief and manualized cognitive behavioral PPs can reduce the recurrence of child physical maltreatment and improve parent–child relationships. More studies are needed to give further support to PP effectiveness in protecting children from recurrent maltreatment.

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“…In Tanzania, a the 2019-2020 report by the MoHCDGEC highlighted that churches, mosques, books, and campaigns from various ministries and government agencies, among others, had offered CSAPE programs in the 2019-2020 period to 72,832 children. Similarly, in the United States, a community preventative technique that includes home visits and technological enhancement tools (eg, mobile phones, websites, phoning, SMS text messaging) to educate parents on positive parenting has shown encouraging results [ 16 - 18 ].…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of a Mobile Game for Culturally Sensitive Child Sexual Abuse Prevention Education in Tanzania: Mixed Methods Study

Malamsha¹,

Sauli²,

Luhanga³

2021

JMIR Serious Games

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Background Globally, 3 out of 20 children experience sexual abuse before the age of 18 years. Educating children about sexual abuse and prevention is an evidence-based strategy that is recommended for ending child sexual abuse. Digital games are increasingly being used to influence healthy behaviors in children and could be an efficient and friendly approach to educating children about sexual abuse prevention. However, little is known on the best way to develop a culturally sensitive game that targets children in Africa—where sexual education is still taboo—that would be engaging, effective, and acceptable to parents and caretakers. Objective This study aimed to develop a socioculturally appropriate, mobile-based game for educating young children (<5 years) and parents and caretakers in Tanzania on sexual abuse prevention. Methods HappyToto children’s game was co-designed with 111 parents and caretakers (females: n=58, 52.3%; male: n=53, 47.7%) of children below 18 years of age and 24 child experts in Tanzania through surveys and focus group discussions conducted from March 2020 to April 2020. From these, we derived an overview of topics, sociocultural practices, social environment, and game interface designs that should be considered when designing child sexual abuse prevention (CSAP) education interventions. We also conducted paper prototyping and storyboarding sessions for the game’s interface, storylines, and options. To validate the application’s prototype, 32 parents (females: n=18, 56%; males: n=14, 44%) of children aged 3-5 years and 5 children (females: n=2, 40%; males: n=3, 60%) of the same age group played the game for half an hour on average. The parents undertook a pre-post intervention assessment on confidence and ability to engage in CSAP education conversations, as well as exit surveys on the usability and sociocultural acceptability of the game, while children were quizzed on the topics covered and their enjoyment of the game. Results Parents and caregivers showed interest in the developed game during the conducted surveys, and each parent on average navigated through all the parts of the game. The confidence level of parents in talking about CSAP increased from an average of 3.56 (neutral) before using the game to 4.9 (confident) after using the game. The ability scores, calculated based on a range of topics included in CSAP education talks with children, also increased from 5.67 (out of 10) to 8.8 (out of 10) after the game was played. Both confidence level and ability scores were statistically significant (P<.001). All 5 children were interested in the game and enjoyed the game-provided activities. Conclusions The HappyToto game can thus be an effective technology-based intervention for improving the knowledge and skills of parents and children in CSAP education.

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The impact of SafeCare® Dads to Kids program on father maltreatment risk and involvement: Outcomes and lessons learned from an efficacy trial

Cited by 19 publications

References 52 publications

Exploring Fathers’ Engagement With Home Visiting: The Tennessee Dad Project

Exploring Fathers’ Engagement With Home Visiting: The Tennessee Dad Project

Parenting Programs to Reduce Recurrence of Child Maltreatment in the Family Environment: A Systematic Review

Development and Validation of a Mobile Game for Culturally Sensitive Child Sexual Abuse Prevention Education in Tanzania: Mixed Methods Study

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