Using Focus Groups to Guide the Development of a Parenting Program for Difficult-to-Reach, High-Risk Families

Lengua, Liliana J.; Roosa, Mark W.; Schupak-Neuberg, Erika; Michaels, Marcia L.; Berg, Carolyn Nourse; Weschler, Louis F.

doi:10.2307/584828

Cited by 67 publications

(36 citation statements)

References 11 publications

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“…Research suggests that lower socioeconomic status (SES) is associated with lower enrollment rates (Heinrichs et al 2005;Lengua et al 1992), with one study demonstrating that the relationship between SES and enrollment disappears when controlling for parent education . Other work has failed to find relationships between parent income or education and enrollment (Gross et al 2001;Heinrichs et al 2005).…”

Section: Structural and Demographic Characteristicsmentioning

confidence: 98%

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

2010

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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.

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Section: Structural and Demographic Characteristicsmentioning

confidence: 98%

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

2010

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“…The group interaction is expected to produce insights that would be difficult to obtain through individual interviews (Lengua et al, 1992;Morgan, 1988). Recently, there has been phenomenal growth in the use of focus groups in social science research (Morgan, 2002).…”

Section: Focus Group Methodologymentioning

confidence: 99%

Conducting Focus Groups with Latino Populations: Lessons from the Field*

Umaña‐Taylor¹,

2004

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We explore the use of focus groups with Latino families. Based on our work with Colombian, Guatemalan, Mexican, and Puerto Rican mothers, we review the factors that make this methodology particularly useful for working with these families. In addition, we provide a number of strategies for making the use of focus groups with Latino populations successful. These strategies can be broadly applied to practical aspects of working with Latino populations, as well as in research settings.

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“…This recommendation is based on literature that suggests participants in family life education programs feel most comfortable with others like them (e.g., Lengua et al, 1992) and that "the more instructors are familiar with the particular issues that participants face, the more credibility they will have" (Hawkins, Carroll, Doherty, & Willoughby, 2004;p. 549).…”

Section: Life Experiencesmentioning

confidence: 97%

Professional and Personal Experiences and Perceived Facilitator Effectiveness

Allgood

Higginbotham

2013

Journal of Couple & Relationship Therapy

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This study analyzes the relationship between facilitator effectiveness ratings and several facilitator characteristics. Characteristics include professional and personal experiences as well as demographics. Participants attended Smart Steps, a relationship education course for stepfamilies, which was offered through community agencies. There were 858 participants with an overrepresentation of low-income and Latino participants. Facilitators who had specific training in Smart Steps and facilitators who had stepchildren of their own had higher effectiveness ratings. A regression model identified that both of these variables along with being female were significantly associated with higher effectiveness ratings as reported by the participants.

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Using Focus Groups to Guide the Development of a Parenting Program for Difficult-to-Reach, High-Risk Families

Cited by 67 publications

References 11 publications

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

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

Conducting Focus Groups with Latino Populations: Lessons from the Field*

Professional and Personal Experiences and Perceived Facilitator Effectiveness

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