Preliminary Evidence for Conscious Discipline’sParenting Education

Curriculum

Prepared by

Authors: Kristen Darling, Deborah Seok, Patti Banghart, Kerensa Nagle, Marybeth Todd, and Julianna Carlson

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Contents ExecutiveSummary....................................................................................................................................................................i Introduction.................................................................................................................................................................................1

Background.............................................................................................................................................................................1

Box1.KeyCDTermsUsedinThisReport............................................................................................................2

Purposeofthisreport.........................................................................................................................................................3

Methods....................................................................................................................................................................................3

Recruitmentandparticipants.........................................................................................................................................3

Datacollectioninstruments........................................................................................................................................4

Dataanalysis......................................................................................................................................................................4

Results............................................................................................................................................................................................5

PreliminaryevidenceforthevalueofCDPEC.........................................................................................................5

Parentattitudes,knowledge,andpractices.........................................................................................................5

Parentingexperiencesandbehaviors....................................................................................................................6

Children’sbehaviorsandemotionmanagement...............................................................................................8

Parent/teacherrelationshipsandhome-schoolconnection........................................................................9

ExperiencesImplementingandParticipatinginCDPEC....................................................................................9

MotivationsforselectingorparticipatinginCDPEC.......................................................................................9

Anticipatedbenefitsforparentsandchildren..................................................................................................10

CDPECtrainingandpreparation...........................................................................................................................10

ParentengagementinCDPEC.................................................................................................................................11

Supportsandchallengestoimplementation.....................................................................................................12

HelpfulandunhelpfulCDPECskillsforparents..............................................................................................13

DegreetowhichCDPECmetparticipants’expectations.............................................................................14

BenefitsofCDPEContheHeadStartprogramandclassrooms....................................................................14

Suggestionsandfeedbackaboutthecurriculum..................................................................................................14

FidelityofCDPECdeliverybysites............................................................................................................................15

Limitations.................................................................................................................................................................................15

Conclusions................................................................................................................................................................................16

References..................................................................................................................................................................................16

Contents

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ExecutiveSummaryInthespringandsummerof2018,ChildTrendsconductedadescriptivestudyofConsciousDiscipline’s(CD)ParentingEducationCurriculum(CDPEC),1theparentingcomponentofCD’swidelyusedsocialandemotionallearningprogram.Thestudyexploredthefollowing:

• CDPEC’sassociationwithimprovedparentingskills,parent-childrelationships,andchildbehaviorandemotionmanagement

• Programs’andparents’experienceswithCDPECimplementation• WhetherprogramswereimplementingCDPECwithfidelity

MethodsDatacollectionincludedtwositevisits(duringthefirstandlastweeksofimplementation)tofourHeadStartprogramsimplementingCDPEC.2Toassesschangesinparentingattitudesandperceptions,parents(n=25)completedtheAttentiveParentingSurvey(APS)3duringbothvisits.Additionally,theresearchteaminterviewed19parentsduringthesitevisits—andagainsixtoeightweeksfollowingtheendoftheparentingclasses—abouttheirexperienceswithCDPEC,theirchildren’sbehavior,andtheirparenting.TheteamalsoconductedinterviewswithfourHeadStartprogramdirectors,fiveCDPECtrainersaffiliatedwiththeHeadStartprograms,and11teachersofthechildrenwhoseparentsattendedtheseries.4

KeyfindingsOutcomesforchildrenandfamilies

• ParentsreportedimprovedparentingknowledgeandskillsfollowingcompletionofCDPEC.Fourteenofthe49itemsontheAPSshowedstatisticallysignificantimprovementsfollowingtheseven-weekclass.Forexample,parentsreportedbeinglesslikelytoraisetheirvoiceswhenfrustratedwiththeirchildren,morelikelytoencouragetheirchildrentosharetheirfeelings,andlesslikelytoreportfeelingoverwhelmedbyparentingresponsibilities.

• FollowingparticipationinCDPECclasses,parentsreportedimprovementsinhowtheyrespondedtotheirchildren’schallengingbehaviorsandinhowtheymanagedtheirown(adult)emotions.Nearlythree-quartersofparents(n=14)providedoneormoreexamplesofhowtheywererespondingdifferentlytochallengeswiththeirchildren’sbehavioraftertheintervention.Forexample,manyparentsreportedtryingtostaycalmortocommunicatewiththeirchildreninsteadofpunishingthem.Specifically,morethanhalfofparents(n=10)reportedimprovementsinregulatingtheirownemotions(e.g.,takingdeepbreathsandremainingcalm,thinkingabouthowbesttorespondbeforeacting,notyelling).Nearlyhalfoftheparents(n=8)reportedimprovementsincommunicatingwiththeirchildren(e.g.,takingtimetotalkaboutthechild’sbehavior,usingmorepositivewording).

• ParentsincreasinglyreportedusingCDPECskillsandstrategiestoaddresschildren’schallengingbehaviors.Overtime,moreparentsreportedusingConsciousDisciplinestrategiesandskillsinresponsetoachallengewiththeirchildren’sbehavior(n=3atPre,n=9atPost1,n=11atPost2).Sixtoeightweeksaftertheintervention,parentsexpandedtheiruseofCDPECskillsandstrategies.MoreparentsreportedusingmoreoftheCDPECstrategiesandskills.ThemostfrequentlyreportedCDskillsandstrategiesreportedatPost2werebreathing

1Thisstudyfocusedontheparentnightsmodeofcontentdelivery.Thecurriculumalsooffersoptionsforhomevisitingand“mini-sessions.”2EachoftheseHeadStartprogramshadalsobeenimplementingthegeneralCDcurriculumforatleastayear.3TheIncredibleYears®.(2013)AttentiveParentingSurvey.http://www.incredibleyears.com/for-researchers/measures/4 Throughoutthisreport,weusethetermPretorefertodatacollectedatthestartoftheCDPECseries,Post1torefertodatacollectedastheserieswasending,andPost2torefertodatacollectedsixtoeightweeksaftertheendoftheseries.

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(n=13),offeringtwopositivechoices(n=9),andpromotingparent-childconnectionthroughILoveYouRituals5 (n=8).

• Parentsreportedimprovementstochildren’sbehaviorandemotionmanagementaftercompletingCDPECclasses.DuringPost1andPost2interviews,morethanthree-quartersofparents(n=16)reportedatleastoneexampleofapositivechangeintheirchild’sbehavioraftercompletingCDPECclasses.Themostfrequentlyreportedchangesinvolvedchildrenbeingbetterabletoidentifyandcommunicatetheiremotions(n=9),ortocalmdownorhandletheiremotions(e.g.,breathingwiththeparent,listeningtotheparentmore;n=9).Amajorityofthose16parents(n=11)attributedsomeorallpositivechangestoCDPECclasses.

Implementationexperiences• Programdirectorsandtrainersreportedsomechallengeswithimplementation.

Challengesincludedlowparentenrollment/attendance,trainers’limitedexperiencewithleadinggroupactivities,lackofchildcareduringCDPECclasses,anddifficultyschedulingtimesthatworkedforallparents.

• Programdirectors,trainers,andparentsofferedseveralideasforimprovements.ParentsrequestedadditionalmaterialsabouttheCDskills/strategiestotakehomeandforsessionstobelongerthananhour.Programstaffsuggestedincreasingaccessibilityofclassestoparents,makingmoreCD-sponsoredCDPECtrainingsavailable,andbetterinformingteachersaboutCDPECcontentandtheplanfortheclassseries.ThelatterwouldallowteacherstocommunicatewithparentsaboutwhattheyarelearningintheparentingclassesandrelateittohowCDisusedintheclassroom.

• Mostsiteswereabletoimplementwithfidelity.ThreeofthefoursitesimplementedtheCDPECwithfidelity(i.e.,metafidelitythresholdscoreof75%acrossthreedimensionsofimplementation—materials,content,andfacilitation).Theonesitethatdidnotimplementwithfullfidelityhadascorebelow75%onthematerialsdimension.

• Teachersnotedimprovedrelationshipswithparents.AtPost1,morethanhalfoftheteachers(n=7)reportedachangeinthecontentoftheirdiscussionswithparents,includingtheuseofCD-specificlanguageandconversationsaroundCDstrategiesandskills.Someparents(n=3)andteachers(n=4)alsoreportedapositivechangeinthehome-schoolconnection,includingthesharingofactivitiesbetweenhomeandschool,aswellasgreaterunderstandingofCDandthebenefitofusingitconsistentlyacrossthetwosettings.

Conclusions Parentsreportedsignificantimprovementsinparentingskillsandattitudesfollowingconclusionoftheseven-weekCDPECseries.ParentsalsoconveyedanunderstandingoftheCDskillsandstrategies,andactiveuseofthesenewwaysofinteractingwithandsupportingtheirchildren.Notably,sixtoeightweeksaftertheintervention,moreparentsreportedconsistentuseofCDskillsandstrategiesthanimmediatelyafterclassesconcluded.Parentsreportedsuccesswithcontrollingtheirownemotionsandreactions,allowingthemtobetterhelptheirchildrencopewithemotions(e.g.,usingmorepositivepracticeswhileavoidingpunitiveactions).Parentsalsoreportedimprovementsintheirchildren’sbehaviorsfollowingtheclassseries.Finally,directors,trainers,andteachersreportedseeingpositivebenefitsfortheparentsandtheirchildrenand—barringafewchallengeswithfamilyengagementandscheduling—sharedmostlypositiveexperienceswithimplementingthecurriculum.

5ILoveYouRitualsareinteractivesongsandpoemswithhandmotionsdesignedtostrengthenadult-childrelationships,buildself-esteem,facilitatelanguagedevelopment,andteachchildrenhowtobekindandcaringusinggentletouches.

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IntroductionBackground Age-appropriatesocialandemotionalskills,suchasmanagingpeerrelationshipsandregulatingemotions(McClellandetal.,2017;Serpell&Mashburn,2012),arekeystoschoolreadinessinyoungchildren.Thequalityofadult-childrelationships,includingrelationshipswiththeparentorprimarycaregiverandearlychildcareproviders,isanimportantfactorinthedevelopmentofsocial-emotionalskillsandthepreventionofbehaviorproblems.Parent-childrelationshipscharacterizedbynegativeandintenseemotionality(suchasyelling)aremorelikelytoreinforce,ratherthandiscourage,behaviorproblems(Scarmella&Leve,2004).

ConsciousDiscipline(CD)isaresearch-basedsocial-emotionallearning(SEL)programthatseekstopromotebehaviorchangeinchildrenbyfirstchanginghowadultsunderstandandmanagetheirownbehaviorsandemotions.Byteachingadultsbetterself-regulationskillsandmorepositivewaystorespondtotheemotionbehindachild’sbehavior,CDpreparesadultstoeffectivelyrespondtochildren’sbehavior.Italsoteachesadultshowtheycanteachchildrenself-regulationskills.CD’sfocusonself-regulationpromotesresponsibilityforone’sownemotionsandbehaviors.Thecurriculumemphasizesstrengthenedconnectionsbetweenadultsandchildren,ratherthanfocusingnarrowlyonthechild’sbehavioralcompliance.

CD’smultidisciplinary“BrainStateModel”servesastheframeworkfortheCDprogram.Insteadoffocusingonchangingchildren’sbehavior,CDexplainstheinternalbrainstatebehindthebehavior(i.e.,survival,emotional,andexecutivestates)andteachesskillsandstrategiestoadultsthattheycanusetocalmthemselvesorsoothethechild.Thisreturnsbothtotheoptimalstateforlearning,problemsolving,andrelatingtoothers.

Recently,CDexpandeditsschool-basedgeneralcurriculumbycreatingthecomplementaryParentEducationCurriculum(PEC).CDPECaimstopositivelyimpactchildren’ssocial-emotionaldevelopmentbyteachingparentsandprimarycaregivershowtorecognizeandmoderatetheirownemotions.Studieshaveshownthatincreasingparentalempathyandpromotingconsistent,sensitive,anddevelopmentallyappropriatedisciplinestrengthenstheparent-childconnectionandresultsinfewerbehaviorproblems(Stern,Borelli,&Smiley,2015;Scaramella&Leve,2004).CDPECseekstopositivelyshiftcaregivers’perceptionsandattitudestowardparenting,aswellasincreaseparents’ownunderstandingofhowtheiractionsinfluence—eitherpositivelyornegatively—theirchild’semotionalstateandresponsetodiscipline.CDPECalsostrengthenstheconnectionsbetweenhomeandschoolbyteachingparentsthesameskillsandstrategiesthatadultsusewithchildrenintheschoolcontext.

ThecoreCDPECconsistsofeightclasssessions,includingafoundationalopenhousetointroduceparentstothecontent,followedbysevenskill-basedparentnights,eachfocusedononeofthesevencoreCDpowersandskills.Inaddition,CDPECincludestheoptionforfourinteractivehomevisitsthatreinforceselectedpowersandskills,and12mini-sessionsintendedtoprovideopportunitiesforparentstopracticewhattheyarelearning.Box1,below,detailsCD-specificterminologyusedthroughoutthisreport.

Introduction

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Box1.KeyCDTermsUsedinThisReportConsciousDisciplinePowers

• ThesevenCDpowers(Perception,Unity,Attention,FreeWill,Acceptance,Love,andIntention)describetheoptimalstateofawarenessandemotionalintelligenceonthepartoftheadult.TheCDpowershelpadultsoverrideimpulsiveandreactivetendenciesandbecomemoreconscious,present,attuned,andresponsivetotheneedsofchildrenandothers.

ConsciousDisciplineSkills

• Assertiveness:TheskillofAssertivenessencouragesparentstoclearlycommunicatewiththeirchildandfocusonwhattheywantthechildtodo—notwhattheydonotwantthemtodo.Forexample,say“Walk”insteadof“Don’trun.”

• Choices:TheskillofChoicespromotesofferingtwopositive,viablechoicestoreducepowerstruggles.Forexample,whenupset,aparentmayofferachildthechoiceoffindingaquietspacetocalmdownaloneorsittingonanadult’slap.

• Composure:TheskillofComposurepromotesself-regulation.CDPECencouragesparentstocalmthemselveswhenupsetsotheycanbetterrespondtotheirchildandmodelself-regulationbehaviors.

• Consequences:TheskillofConsequencesencouragesparentstoallowtheirchildtoexperiencetheresultsoftheirchoices(whensafetodoso)asamotivationforlearning.Insteadofpreventingchildrenfromfeelingdiscomfortfromtheresultsoftheirchoiceorimposinganadditionalconsequence,CDPECencouragesparentstoallowthatdiscomfortandthenhelptheirchildrenlearnfromtheirmistakes.

• Empathy:TheskillofEmpathyencouragesparentstolistentoandaccepthowtheirchildisfeeling.Parentsthenhelpchildrenidentifytheiremotions,whichhelpsthechildlearntomanagetheirownemotions.

• Encouragement:TheskillofEncouragementteachesparentstogivetheirchildhelpfuldirectionbyfocusingonaspecificskilltheirchildisexhibitinganddescribingwhattheydidwithoutjudgingthequalityofthechild’swork.Forexample,CDPECteachesparentstosay,“Youdidit!Youwroteyourname,”insteadof,“Nicejobwritingyourname!”

• PositiveIntent:TheskillofPositiveIntentencouragesparentstoattributepositivemotivestotheirchild’sbehavior.Insteadofpunishingachild,CDPECencouragesparentstoteachtheirchildrenwhatwouldbeamoreappropriatebehavior.

ConsciousDisciplineStrategies(usedacrosstherangeofCDskills)

• Breathing:ThisstrategypromotesComposureandself-regulationinparentsandchildren.CDusesthephrase“BeaS.T.A.R.(Smile,Takeadeepbreath,AndRelax)”toencouragedeepbreathing.

• ILoveYouRituals:Thisstrategyincludesinteractivesongsandfingerplaysdesignedtopromoteandstrengthenadult-childrelationshipsandconnection,buildself-esteem,facilitatelanguagedevelopment,andteachchildrenhowtobekindandcaringusinggentletouches.

• Routines:Thisstrategyprovidespredictabilityandconsistencytochildren,helpingthemanticipatewhatcomesnextthroughoutthecourseoftheirday.Specifically,CDencouragestheuseofvisualroutinesthatallowchildrentothinkandactbyfollowingapictureguide,ratherthanjustverbalorwritteninstructions.Thishelpschildrenclearlyunderstandandrecallwhatisexpectedofthem.

• SafePlace:ThisstrategyhelpschildrenpracticeComposure.ASafePlaceisalocationinwhichadultsinvitechildrentocalmthemselves(eitheraloneoraccompaniedbyafriendoradult)whentheyfeelupset.ASafePlaceisnotatime-out,whichisapunishmentanddoesnotpromotepermanentbehaviorchange.

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PurposeofthisreportThisreportsummarizesthefindingsfromChildTrends’mixed-methodsdescriptivestudy,designedtoinvestigatehowCDPECinfluencesparentingskills,theutilityofCDPECfromtheperspectivesofprogramstaffandparents,andthefidelityofcurriculumimplementation.6Specifically,wesoughttoanswerthefollowingquestions:

• IsCDPECrelatedtochangesinparentingskills,parent-childrelationships,andchildbehaviorandself-regulation?

• Whatwereprograms’andparents’experiencesparticipatinginCDPEC?• WerenewusersofCDPECabletoimplementthecurriculumwithfidelity?

MethodsThismixed-methodsstudyinvolvedinterviewswithprogramstaffandparentsparticipatinginCDPEC,questionnairescompletedbyparentsparticipatingintheclasses,andobservationsofprogramstafffacilitatingthetraining.Theresearchteamcollecteddataatthreetimepoints:priortothestartoftheCDPECclassseries(“Pre”),immediatelyafterthelastclass(“Post1”),andsixtoeightweeksafterthelastsession(“Post2”).7Weprovidemoredetailsabouteachofthesetypesofdatabelow,aswellasdetailsregardingparticipantrecruitment,datacollection,andanalyses.

RecruitmentandparticipantsWesoughttoincludeHeadStartprogramsthathadalreadyimplementedtheCDclassroom-basedcurriculumforatleastayear,hadreceivedtrainingonCDPEC,wereplanningtobeginimplementationofCDPECinSpring2018,andwereservingchildrenages3to4.WeselectedprogramsforrecruitmentfromCD’scustomerdatabaseandcontactedthemviatelephonecallstoleadershipandfamilysupportstaff.OurfinalsampleincludedfourHeadStartprogramsthatmetourinclusioncriteria:threeintheMidwestandoneintheWest.

Withineachparticipatingprogram,directorsdecidedwhichCDPECtrainersandteacherswouldtakepartintheinterviews.Weaskedallparentswhowerepresentwhentheparentquestionnaireswereadministeredtocompletethem.Programstaffhelpedrecruitparentsforinterviewsbydistributingfliersprovidedbytheresearchteamorbyaskingparentsdirectly.Theresearchteamselecteduptosixparentspersiteforinterviewsfromthosewhoexpressedinterest.8

Theresearchteamcompletedinterviewswithfourprogramdirectors,fourtrainers,and11teachers.Weintervieweddirectorsonce,afterCDPECclasses(Post1).Weinterviewedtrainersandteachersbothbefore(Pre)andafterCDPECclasses(Post1).AllteacherswhotookpartintheinterviewshadstudentswhoseparentsweretakingpartintheCDPECclassseries.Atotalof25parentscompletedquestionnairesatbothPre(fiveto17parentspersite)andPost1(fourtonineparentspersite).Nineteenofthose25parentscompletedinterviewsatallthreetimepoints.SeeExhibit1fordetails.

6Thestudy,fundedbyConsciousDiscipline,wasalsoconductedtobuildresearchevidenceneededtosatisfyOfficeofHeadStart(OHS)requirementsforprogramstouseevidence-basedparentinginterventions,6andtosupportarequestforrecognitioninOHS’sCompendiumofParentingInterventions.7Duetoschedulingchallenges,datacollectionatonesitebeganonweektwooftheclassseries.8Whenmorethansixparentsexpressedinterest,theresearchteamselectedsixparticipantsatrandomtoparticipateininterviews.Whenfewerthansixexpressedinterest,theresearchteamrecruitedallofthemforthestudy. 3

PurposeofthisreportThisreportsummarizesthefindingsfromChildTrends’mixed-methodsdescriptivestudy,designedtoinvestigatehowCDPECinfluencesparentingskills,theutilityofCDPECfromtheperspectivesofprogramstaffandparents,andthefidelityofcurriculumimplementation.6Specifically,wesoughttoanswerthefollowingquestions:

• IsCDPECrelatedtochangesinparentingskills,parent-childrelationships,andchildbehaviorandself-regulation?

• Whatwereprograms’andparents’experiencesparticipatinginCDPEC?• WerenewusersofCDPECabletoimplementthecurriculumwithfidelity?

MethodsThismixed-methodsstudyinvolvedinterviewswithprogramstaffandparentsparticipatinginCDPEC,questionnairescompletedbyparentsparticipatingintheclasses,andobservationsofprogramstafffacilitatingthetraining.Theresearchteamcollecteddataatthreetimepoints:priortothestartoftheCDPECclassseries(“Pre”),immediatelyafterthelastclass(“Post1”),andsixtoeightweeksafterthelastsession(“Post2”).7Weprovidemoredetailsabouteachofthesetypesofdatabelow,aswellasdetailsregardingparticipantrecruitment,datacollection,andanalyses.

RecruitmentandparticipantsWesoughttoincludeHeadStartprogramsthathadalreadyimplementedtheCDclassroom-basedcurriculumforatleastayear,hadreceivedtrainingonCDPEC,wereplanningtobeginimplementationofCDPECinSpring2018,andwereservingchildrenages3to4.WeselectedprogramsforrecruitmentfromCD’scustomerdatabaseandcontactedthemviatelephonecallstoleadershipandfamilysupportstaff.OurfinalsampleincludedfourHeadStartprogramsthatmetourinclusioncriteria:threeintheMidwestandoneintheWest.

Withineachparticipatingprogram,directorsdecidedwhichCDPECtrainersandteacherswouldtakepartintheinterviews.Weaskedallparentswhowerepresentwhentheparentquestionnaireswereadministeredtocompletethem.Programstaffhelpedrecruitparentsforinterviewsbydistributingfliersprovidedbytheresearchteamorbyaskingparentsdirectly.Theresearchteamselecteduptosixparentspersiteforinterviewsfromthosewhoexpressedinterest.8

Theresearchteamcompletedinterviewswithfourprogramdirectors,fourtrainers,and11teachers.Weintervieweddirectorsonce,afterCDPECclasses(Post1).Weinterviewedtrainersandteachersbothbefore(Pre)andafterCDPECclasses(Post1).AllteacherswhotookpartintheinterviewshadstudentswhoseparentsweretakingpartintheCDPECclassseries.Atotalof25parentscompletedquestionnairesatbothPre(fiveto17parentspersite)andPost1(fourtonineparentspersite).Nineteenofthose25parentscompletedinterviewsatallthreetimepoints.SeeExhibit1fordetails.

6Thestudy,fundedbyConsciousDiscipline,wasalsoconductedtobuildresearchevidenceneededtosatisfyOfficeofHeadStart(OHS)requirementsforprogramstouseevidence-basedparentinginterventions,6andtosupportarequestforrecognitioninOHS’sCompendiumofParentingInterventions.7Duetoschedulingchallenges,datacollectionatonesitebeganonweektwooftheclassseries.8Whenmorethansixparentsexpressedinterest,theresearchteamselectedsixparticipantsatrandomtoparticipateininterviews.Whenfewerthansixexpressedinterest,theresearchteamrecruitedallofthemforthestudy.

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Exhibit1:TotalNumberofParticipantsbyRespondentandTimePointRespondent Pre Post1 Post2Directors N/A 4 N/ATrainers 4 5 N/ATeachers 11 11 N/AParents(surveyed)9 39 26* N/AParents(interviewed)** 21 19 19N/Aindicatesthattheresearchteamdidnotintendtocollectdataatthistimepoint.*OneparentwhowasinterviewedcompletedthesurveyonlyduringPost1,soresultsbelowreflectthe25individualswhocompletedbothPreandPost1questionnaires.**ParentswhocompletedinterviewswereasubsetofthosewhocompletedPreandPost1surveys.

DatacollectioninstrumentsBelow,wedescribethetoolsusedfortheobservations,interviews,andquestionnaires(copiesareincludedinaseparateSupplementalMaterialsfile).AllprogramsadministeredthecurriculuminEnglishandalldatacollectionactivitiestookplaceinEnglish.

Parentsurveys.Toassesschangesinparentingattitudesandperceptions,parentscompletedtheAttentiveParentingSurvey(APS;seeSupplementalMaterialsAppendixA).10

Staffandparentinterviews.TheresearchteamdevelopedstaffandparentinterviewprotocolstoexploreCD-relatedexperiences,perceptions,andimplementation(seeSupplementalMaterialsAppendicesB–Ffortheprotocols).TheresearchteamconductedthePreandPost1interviewsinpersonandthePost2interviewsbytelephone.11

Fidelityobservations.Eachprogramconductedallsevenskill-focusedparentclasses.Threeofthefoursitesheldclassesweekly,forsevenweeks;thefourthsiteheldclassestwiceweekly.Toassessthefidelityofimplementation,aCD-certifiedinstructorobservedthefirstorsecondsessionandthelastsessionandratedfidelityusingarubriccreatedbyCD(seeSupplementalMaterialsAppendixG).12Usingthisrubric,theobserverassessedthreedimensionsoffidelity:useofCDmaterials,presentationofCDcontent,andfacilitationskills.Foreachdimension,observersratedtrainersonaseriesof8–16items(e.g.,havingnecessarymaterials,introducingcontentaccurately,modelingCDprincipleswhilefacilitating),usingathree-pointscalerangingfrommetcompletely(2),topartially(1),tonotatall(0).Trainersreceivedcopiesoftheirratingsattheendofeachobservedsession.

DataanalysisSurveydataanalysisWeusedpairedsamplet-teststocomparePreandPost1responsesforeachindividualquestionontheAPSsurvey.

9Note:Theretentionrateforsurveyswas64.1%atPost1(25/38).Theretentionrateforinterviewswas90.4%,bothimmediatelyaftertheintervention(Post1)andsixtoeightweeksaftertheintervention(Post2).10TheIncredibleYears®.(2013)AttentiveParentingSurvey.http://www.incredibleyears.com/for-researchers/measures/.11Allintervieweesreceived$25giftcardsasincentivesateachtimepoint,exceptdirectors,whoreceivedasingle$200giftcardfortheircenter.12CDdevelopedthisrubricforthisstudy.

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QualitativedataanalysisWeusedathematic-analysistoanalyzetheinterviewdata.Theresearchteamdevelopedacodingschemebasedonquestiontopicsfromtheinterviewprotocols.Reliable13codersappliedthecodingschemetointerviewtranscriptionsusingDedoose,aqualitativeanalyticsoftwarepackage.Thecodesincludedidentificationofcommonthemes(e.g.,thetypeofresponsesparentshadtochallengeswiththeirchildren[e.g.,hugging/holdingtheirchildren,oryelling],changesinchildren’sbehaviorsathome[e.g.,reducedfrequenciesoftantrums],andstaffimpressionsaboutimprovementsinparentengagement[e.g.,morefrequentparent-teacherdiscussionsaboutchildren’sbehavior]).Belowwereporttotalsbytheme,site,andtypeofrespondent.

FidelityobservationdataanalysisWithineachdimensionontheFidelityRubric(materials,content,andfacilitation),wecreatedthreepercentagesbytotalingindividualitemscores14anddividingthembythenumberofpossiblepointsinthedimension.Wealsocalculatedatotalpercentagebydividingthetotalscorebythetotalpossiblepointsacrossalldimensions.Wedefinefidelityasreaching75percentofthetotalpossiblepointsoneachdimensionandonthetotalscorecombined.

ResultsBelow,wefirstpresentthepreliminaryevidenceofthelinkbetweenCDPECandreportedchangesinparentbehavior,parentingskillsandknowledge,childbehavior,andparent-teacherrelationships.Next,wediscussprograms’experienceswithimplementingCDPECandotherfindingsfrominterviewswithdirectors,teachers,trainers,andparents.Last,wepresenttheresultsofthefidelityobservations.

PreliminaryevidenceforthevalueofCDPECAprimarypurposeofthisstudywastoexplorechangesinparents’behaviorsandparentingskills—aswellaschildbehavior—followingparents’participationinCDPEC.Wealsolookedatwhethertherewereimprovementsinparent-teachercommunicationaboutchildren’ssocial-emotionaldevelopment.

Parentattitudes,knowledge,andpracticesDuringthepostinterventioninterviews(Post1andPost2),researchersaskedparentstosharewhatCDPECclasseshadtaughtthemaboutthemselves,theirchildren,andtheHeadStartprogramstheirchildrenattended.Parents(n=19)sharedthefollowing:

• Basedonwhattheyhadlearned,someparentsarticulatedadesiretoimprovehowtheyhandledemotionsgenerallyorasanaspectoftheirparenting,citingtheneedtobecalmerandlessreactive(n=6)orlessharshandrestrictive(n=7).

• Someparentssharedspecificactionstepstheyhadlearned,suchasconnectingandengagingmorewiththeirchildren(n=6)orbeingmoreassertive(n=4).

• Parentsmentionedsettingparentinggoalsfollowingtheclasses.Theseincludedpracticingempathybyacknowledgingandlettingtheirchildrenexpresstheirfeelings(n=10);keepingtheirowncomposure(n=10);tryingnewparentingapproaches(n=5);andavoidingtheuseofpunitivemeasuressuchasyelling,screaming,orphysicaldiscipline(n=3).

13 Todemonstratereliability,teammembersappliedthecodingschemetointerviewexcerptsselectedandmaster-codedbyateamlead.TeammembershadtoachieveaKappacoefficientscoreforcodeapplicationthatwas>80%.14WeexcludedafewitemsfromthesetotalsthatCDdescribedas“Optional”ordeemedoflow-importance.Excludeditemsincludedfouritemsfromthematerialssection(primarilycurriculummaterialssuchasCDmusicorbooks)andoneitemfromthefacilitationsection(i.e.,whetherthefacilitatormentionedtheCD-website).

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QualitativedataanalysisWeusedathematic-analysistoanalyzetheinterviewdata.Theresearchteamdevelopedacodingschemebasedonquestiontopicsfromtheinterviewprotocols.Reliable13codersappliedthecodingschemetointerviewtranscriptionsusingDedoose,aqualitativeanalyticsoftwarepackage.Thecodesincludedidentificationofcommonthemes(e.g.,thetypeofresponsesparentshadtochallengeswiththeirchildren[e.g.,hugging/holdingtheirchildren,oryelling],changesinchildren’sbehaviorsathome[e.g.,reducedfrequenciesoftantrums],andstaffimpressionsaboutimprovementsinparentengagement[e.g.,morefrequentparent-teacherdiscussionsaboutchildren’sbehavior]).Belowwereporttotalsbytheme,site,andtypeofrespondent.

FidelityobservationdataanalysisWithineachdimensionontheFidelityRubric(materials,content,andfacilitation),wecreatedthreepercentagesbytotalingindividualitemscores14anddividingthembythenumberofpossiblepointsinthedimension.Wealsocalculatedatotalpercentagebydividingthetotalscorebythetotalpossiblepointsacrossalldimensions.Wedefinefidelityasreaching75percentofthetotalpossiblepointsoneachdimensionandonthetotalscorecombined.

ResultsBelow,wefirstpresentthepreliminaryevidenceofthelinkbetweenCDPECandreportedchangesinparentbehavior,parentingskillsandknowledge,childbehavior,andparent-teacherrelationships.Next,wediscussprograms’experienceswithimplementingCDPECandotherfindingsfrominterviewswithdirectors,teachers,trainers,andparents.Last,wepresenttheresultsofthefidelityobservations.

PreliminaryevidenceforthevalueofCDPECAprimarypurposeofthisstudywastoexplorechangesinparents’behaviorsandparentingskills—aswellaschildbehavior—followingparents’participationinCDPEC.Wealsolookedatwhethertherewereimprovementsinparent-teachercommunicationaboutchildren’ssocial-emotionaldevelopment.

Parentattitudes,knowledge,andpracticesDuringthepostinterventioninterviews(Post1andPost2),researchersaskedparentstosharewhatCDPECclasseshadtaughtthemaboutthemselves,theirchildren,andtheHeadStartprogramstheirchildrenattended.Parents(n=19)sharedthefollowing:

• Basedonwhattheyhadlearned,someparentsarticulatedadesiretoimprovehowtheyhandledemotionsgenerallyorasanaspectoftheirparenting,citingtheneedtobecalmerandlessreactive(n=6)orlessharshandrestrictive(n=7).

• Someparentssharedspecificactionstepstheyhadlearned,suchasconnectingandengagingmorewiththeirchildren(n=6)orbeingmoreassertive(n=4).

• Parentsmentionedsettingparentinggoalsfollowingtheclasses.Theseincludedpracticingempathybyacknowledgingandlettingtheirchildrenexpresstheirfeelings(n=10);keepingtheirowncomposure(n=10);tryingnewparentingapproaches(n=5);andavoidingtheuseofpunitivemeasuressuchasyelling,screaming,orphysicaldiscipline(n=3).

13 Todemonstratereliability,teammembersappliedthecodingschemetointerviewexcerptsselectedandmaster-codedbyateamlead.TeammembershadtoachieveaKappacoefficientscoreforcodeapplicationthatwas>80%.14WeexcludedafewitemsfromthesetotalsthatCDdescribedas“Optional”ordeemedoflow-importance.Excludeditemsincludedfouritemsfromthematerialssection(primarilycurriculummaterialssuchasCDmusicorbooks)andoneitemfromthefacilitationsection(i.e.,whetherthefacilitatormentionedtheCD-website).

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Parentsalsosharedthattheyhadgainedabetter understandingoftheirchildren (n=7). Someparents commented thattheyalwaysknewtheirchildren hadthepotentialtobe betterbehaved,buttheirpreviousparentingapproachwasnothelpingtheirchildren maximizethispotential(n=5).Sixparentsreportedthattheynowhad agreaterunderstandingoftheCDstrategiesandskillsbeingusedintheirchildren’sschool.

Surveyresults.AsdescribedintheMethodssection,weaskedallparentsparticipatingintheclassestocompleteasurvey(theIncredibleYearsAttentiveParentingSurvey[APS]) duringthefirst andlastclass.Resultsbelowarefromthe25 parentsacrossthefoursites whocompletedbothPreandPost 1 assessments.Ofthe49itemsontheAPS,parentreportsshowedstatisticallysignificantimprovementson14items.TherewerenochangesfromPretoPost1ontheremaining35items.SeeAppendixH forfull results.

Exhibit2 illustratesthechangesonthemostrelevant items thatchangedsignificantlyfromPretoPost1.Relevancewas determinedbyexaminingthealignmentoftheAPSsurveyitemswithCDPECcorecontent,goals,andobjectives.Broadly,aftertakingCDPECclasses,parentsreportedbeinglessoverwhelmedbyparenting,morelikelytoprovideemotionalsupportstotheirchild,and morelikelyto takeamoresupportive(vs.punitive)approachtodiscipline.

Exhibit 2: ParentingSurveyResultsBeforeandAfter(PreandPost1)CDPEC ClassSeries

ParentingexperiencesandbehaviorsAteachtimepoint,interviewersaskedparentstorecallrecentchallengeswiththeirchild’sbehavior.Parents mostcommonlystruggledwithchildren’s tantrums(n=12),refusaltolistentoorobeytheparent(n=9),aggressiveorroughbehavior(n=7),andpowerstruggles(n=5).

Interviewersaskedparentshowtheytypicallyrespondedtochallengingsituationsandbehaviorproblemswiththeirchildren. Veryfewmentionedusingpunitivemethods (e.g.,removal,physicaldiscipline,oryelling) atanytime point,butself-reportofthosetypesofresponsesdiddecreasebetweenPreandPost2 (seeExhibit3).Amongthe19interviewees,thenumberofparentswhoreported makingefforts tocalmthemselvesdownorpromoteconnectionwiththeirchildrenincreasedslightly.ThenumberofparentsreportingusingCD-specificskillsandstrategiesnearly

12%

77%

60%

84%

57%

35%

36%

68%

20%

52%

32%

8%

Likely/very likely to raise voice when frustrated

Likely/very likely to encourage child sharing feelings

Very likely to help child identify emotions

Likely/very likely to promote child deep breathing &positive self-talk

Likely/very likely to model problem-solving language

Strongly disagree they feel overwhelmed by parentalresponsibility

Pre Post 1

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7

quadrupled. TherewerelargeimprovementsfromPretoPost1,butimprovementscontinuedtogrowoverthetwomonthsaftertheclassesended.

Exhibit3. NumberofParentsReportingEachMethodUsedinResponsetoaChallengewithTheirChild

Researchersalsoquestionedparentsaboutwhethertheyhadtriedanynewstrategieswiththeirchildren sincetakingpartinCDPEC.Nearly three-quarters (n=14)indicatedtryingsomethingneworresponding differently tochildren’s behaviors.Infact,moreparentsateachtimepointreportedusingoneormoreCDstrategiesandskillsspecificallyinresponsetoachallengewiththeirchildren’sbehavior(n=3atPre,n=9atPost1,n=11atPost2;seeExhibit4).

Exhibit4.Numberof ParentsUsingCD Strategies/SkillsinResponsetoaChallengewithTheirChild

BetweenPost 1andPost2,parentsincreasinglyreportedconsistentuseofspecificCDskillsandstrategies(seeExhibit5).Forinstance,thenumberofparentswhoreportedusingbreathingtechniquesmorethantripledandthenumberofparentswhomentionedtheireffortstoexpressempathyfortheirchildren’sfeelingsandbehaviorsdoubled.WhileonlyoneparentmentionedpromotingconnectionusingILoveYouRituals duringPost1,almosthalfoftheparentsinterviewedatPost2mentionedusingthem.Additionally,parentsreportedusingsomeadditionalnewskillsorstrategiesduringPost2 thatwerenotmentionedatPost1.Specifically,fourtofiveparents

6

3 3 4 4 4 3 32 31 0

2

7

2

9

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5 4

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Walk aw

ay/ig

nore

Remove ch

ild

Physica

l disc

ipline

Yellin

g/scre

aming

Time out

Calm se

lf down

Hold/hug

CD strat

egies/s

kills

Num

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Method

Pre Post 1 Post 2

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911

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mentionedusingroutines15 orofferingencouragementtotheirchild sixtoeightweeksaftertheintervention.

Exhibit5.NumberofParentsReporting UseofSpecificCDSkillsandStrategiesaftertheClassSeries

Parentswerealsoaskedmoregenerallyaboutanypositivechangesthathadoccurredsinceparticipatingintheintervention. Morethanhalf(n=10)reportedpositivechangesinregulatingtheirownemotions(e.g.,takingdeepbreathsandremainingcalm; thinkingabouthowbesttorespondbeforeacting; notyelling), andnearlyhalf(n=8)reportedpositivechangesintheirskillsincommunicatingwiththeirchildren (e.g.,takingtimetotalktotheirchildren abouttheirbehavior;usingmorepositivewording).Similarly,when parentswereaskedhowtheyrespondedtochallengingsituationswiththeirchildren,theyreportedtryingtocalmthemselvesdownbeforerespondingtotheirchildren’sbehavior (n=4Preandn=9 ateitherPost 1andPost 2).

Inadditiontoparentself-reports,interviewersaskedHeadStart staffaboutanypositivechangestheynoticedin parents.Alldirectors(n=4)andmostofthetrainers(n=3)interviewedaftertheinterventionreportedabelief thatparentswhotooktheclassesweredemonstratingcomprehension andapplicationofCDskillsandstrategies.FourteachersalsosharedexamplesofhowtheyhadnoticedparentstakingownershipofCDprinciplesorstrategies.

Children’sbehaviorsandemotionmanagementIntheinterviews,parentswereaskedabouthowtheirchildren handled generalfrustrationsandemotionmanagement.Asnotedabove,themostcommonbehavioralchallenges parentsexperiencedwiththeirchildren werecrying,yellingandscreaming,andthrowingatantrumorfit.Afewparentsalsoreportedexamplesoftheirchildren’scompetenciesinmanagingemotions(e.g.,theabilitytoidentifyorexplaintheirfeelings).

15 CDPECteachesparentsthebenefitstochildrenofhavingaroutineandencouragesadultstoconveythoseroutinesusingpicturesordrawings.Respondentsdidnotalwaysmentionusingthevisualformatathome,butexpressedthattheyvaluedandwereapplyingthegeneralconceptofhavingconsistent routines (e.g., at mealtime or bedtime)withtheirchildrenthroughouttheday.

46

13

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6 5 4 3 3

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Breathing

Offerin

g Two Choice

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I Love

You Ritu

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Empath

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Enco

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Safe

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Clear C

ommunicatio

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Num

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CD strategy/skill

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Parentsreportedthefollowingwhenaskedabouttheirchildren’sbehavioracrosstimepoints,aswellasanychangesinhowchildrenhandledtheirfrustrationsandmanagedtheiremotions:

• Morethanfour-fifths(n=16)reportedatleastonespecificexampleofapositivechangeintheirchildren’sbehavioraftercompletingCDPECclasses.Themostfrequentlyreportedchangesincludedchildrenbeingabletobetteridentifyandcommunicatetheiremotions(n=9)andbeingbetteratcalmingdownorhandlingtheiremotions(e.g.,breathingwiththeparent,listeningtotheparentmore,calmingdownfaster)(n=9).

• Aboutone-thirdofparents(n=7)reportedthattheirchildrenshowedfewerbehavioralissues(e.g.,lesscrying,andfewertantrums),andthree-quarters(n=14)reportedoverallpositivechangesacrossthetwolatertimepoints.

Severalparents(n=11)attributedsomeorallofthepositivechangestotheirrecenteffortstohelptheirchildrencopewithemotionsandmanageunwantedbehaviors.ParentsoftencreditedCDPECclassesforinspiringtheireffortstotrynewstrategiesandskills.

Theteachersandtrainersinterviewedrespondedsimilarlytoparents.Theyobservedincreasesinchildren’sself-regulation(n=3)andimprovedbehavior(n=2),aswellasgeneralimprovement(n=3)amongthechildrenofparentsenrolledintheclasses.

Parent/teacherrelationshipsandhome-schoolconnectionTheresearchteamexploredwhetherparentsbelievedthatattendingCDPECclassesaffectedtherelationshipsamongparentsandteachers.Atthebeginningoftheclassseries,mostofthe19parentsandsometeachersreportedapositiveorstrongrelationshipwithoneanother.Specifically,mostparents(n=14)believedtheyheldsimilarviewsastheteachersregardingthebestwaytosupportchildren’sdevelopment,learning,behavior,anddiscipline.Althoughteachersreportedhavingpositiverelationshipswithparentsoverall,only4of11teachersfelttheyheldsimilarviewsasparentsregardingcareandeducationoftheirstudents;theremainingseventeachersreportedthatattitudesvariedgreatlybyfamily.

Whilebothparentsandteachersreportedpositiverelationshipspriortotheclassseries,teachersandparentsnotedthefollowingimprovementsafterCDPEC:

• AtPost1interviews,morethanhalfoftheteachers(n=7)reportedachangeinthecontentoftheirdiscussionswithparents,includingtheuseofCD-specificlanguageandconversationsaroundCDstrategiesandskills.

• Ahandfulofparents(n=3)andaboutone-thirdofteachers(n=4)reportedapositivechangeinthehome-schoolconnection,includingthesharingofactivitiesbetweenhomeandschool,andgreaterunderstandingofCDandthebenefitofusingitconsistentlyacrossthetwosettings.

ExperiencesImplementingandParticipatinginCDPECMotivationsforselectingorparticipatinginCDPECResearchersaskeddirectors,trainers,teachers,andparentshowtheyhadlearnedaboutCDPEC,theirreasonsforselectingorparticipatinginthecurriculum,andwhethertheyexpectedanyspecificchallengesorbenefitsasaresultoftheirparticipation.

ProgramdirectorsandtrainersreportedthattheyhadinitiallylearnedaboutCDPECthroughtheirexposuretotheCDgeneralcurriculumorinformationfromanexternalprofessionalconference.ProgramsreportedvariousreasonsforselectingCDPECinsteadofothercurricula.

• DirectorsandtrainersinallfourprogramsreportedthattheyhadselectedCDPECbasedontheirsuccesswithimplementingCDgeneralcurriculuminclassrooms,andtopromoteaconsistentapproachbetweenschoolandhome.

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• DirectorsatthreeofthefoursitesreportedthattheirprogramselectedCDPECtomeetHeadStartProgramandPerformanceStandards(HSPPS).

• TrainersatthreeofthefoursitesreportedthattheirprogramselectedCDPECtohelpparentsunderstandchilddevelopment.

• DirectorsandtrainersattwositesalsomentionedthattheyvaluedCDPEC’sfocusonadults’socialandemotionalstateandself-regulationskills,andthatparentsintheirprogramhadspecificallyaskedforsupportsaroundsocial-emotionalandbehavioralissues.

Manyteacherssharedthattheywerenotwell-informedabouttheparentingcurriculumselectionorimplementationprocess.TeacherswerenotabletoattendtheCDPECclasses,andalmostallreportedwantingmoreinformationaboutwhowaspresentingthecontentandwhatwasincludedinCDPEC(notrealizingthatitwasexactlyparalleltotheCDgeneralcurriculum).

Priortotakingtheclasses(Pre),interviewersaskedparents(n=21)fortheirreasonsforattendingtheclassesandwhattheyhopedtolearn.Parentsprovidedthefollowingreasonsforparticipating:

1) Learnmoreaboutchilddevelopmentandbehavior,includingthebasicsofsocialandemotionaldevelopment,howtohelpchildrendealwithemotions,andhowtohandledifferentbehavioralsituations(n=18).

2) Learnnewskillsandgetparentinghelpto"dotherightthing”(n=17).3) Learnhowtobelessharsh(includingbeinglessstrict,yellingless,orusinglesscorporal

punishment)andgetbetteratcontrollingthemselvesormanagingtheirownemotions(n=12).Threeofthe12parentswholistedthisreasonspecifiedthattheywantedtolearnaparentingstyledifferentthanthestyle(s)usedbytheirownparents.

4) LearnhowtoapplytheHeadStartprogram’sdisciplineandbehaviorstrategiesathomeandgenerallybecomemoreinvolvedintheschool(n=9).

5) Becomeclosertoorgainabetterrelationshipwiththeirchild(n=5).

AnticipatedbenefitsforparentsandchildrenBothbeforeandaftertheclasses,theresearchteamaskedallprogramstaff(i.e.,directors,trainersandteachers)whatbenefitstheyexpectedtoseeasaresultofofferingCDPEC.Abouthalfoftheprogramstaff(n=12of20)hopedthecurriculumwouldoffernewandmorepositivetoolsandstrategiestohelpparents,aswellasincreaseparents’understandingoftheschoolprogram.ThirteenstaffmembershopedthatCDPECwouldpromotemoreconsistencyforchildrenbetweentheclassroomandhomelife.Sevenmentionedthepotentialbenefitofboostingparentinvolvementandengagement.Regardingpotentialbenefitstochildrenspecifically,12staffmembersthoughttheymightseeimprovedsocial-emotionalskillsorself-regulationiftheparentsappliedCDathome.

CDPECtrainingandpreparationSitesvariedintheamountandtypeofCDPECtrainingthatstaffreceivedpriortoimplementation.Staff(n=4directors,4trainers)atallfoursitesverifiedthattheirleadtrainerhadatleastonefulldayofCDPEC-specifictraining.Theformatofthetrainingdifferedacrosssitesandstaffmembers.Forexample,fivestaffmembersreportedattendingtrainingsledbycertifiedCDinstructors;onetrainerandadirectormentionedusingtheCDPECbookforself-study,andmanystaffmembersmentioneddrawingontheirCDgeneralcurriculumexperiencestobolsterCDPECmaterials.

Wheninterviewersaskeddirectorsandtrainerswhethertheyfeltadequatelypreparedtoimplementthecurriculum,fiveresponded“yes,”tworesponded“no,”andtwoprovidedmixedresponses.Respondentsgaveseveralreasonsfornotfeelingadequatelyprepared:Somewouldhavelikedmoreguidanceonfollowingthecurriculum,othersfelttheneedtodevelopmoreconfidenceinengaginganaudience,andsomewishedtheyhadbeengivenmoretimetopractice.

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Staffwhoreportedmixedresponsesmentionedneedingmorepracticeandregularprofessionaldevelopmentrefreshersthroughouttheyeartofeeladequatelyprepared.

Additionally,somestaffmembersmentionedaneedformoreformalCD-sponsoredPECtrainingevents;whenoffered,therewerenotenoughspacesavailableforallstafftoattend.Onestaffmemberwhoreceivedonedayoftrainingstatedthatthistimewastooshort.

InPreandPost1interviews,interviewersaskedtrainersandonedirectorabouttheirapproachtopreparingforCDPECimplementation.Threetrainersreportedextensivepreparation,includingreviewoftheCDPECmanual,creatingPowerPointslides,andviewingwebinarsandotherresourcesontheCDwebsite.Allfivetrainersdescribedpreparingfortheirtrainingsbypracticingandfamiliarizingthemselveswiththecurriculumandreviewingthematerials.

Twotrainersreportedinvolvingprogramfamilyadvocatesandafamilyservicedirectortoassistthemwiththeirpreparation.Twostaffmembersmentionedthat,althoughpreparationwasnecessary,itdidnotfeelburdensome.Amongthosewhoresponded,theamountoftimepreparingforimplementationvaried.Forinstance,onetrainerreportedrequiringtwodaysoveralltoprepare,whileanotherreportedspendingthreehoursperlessononpreparation.

ParentengagementinCDPECParentrecruitment.DirectorsandtrainersusedseveralapproachestorecruitparentsforthePECclasses.Theseincludeddistributingflyers,makingphonecalls,talkingwithparentsinperson,andaskingallstaff(notjustfamilyadvocates)toinformparentsabouttheclasses.Onesiteaddressedapotentialbarriertoparentattendancebyprovidingtransportationtothoseinterested.

Parentenrollmentandattendance.Staffinthreeoutoffoursitesreportedthattheirexpectationsforenrollmentwerenotmet.Onetrainermentionedthatattendancevariedfromsessiontosession,andthatenrollmentshouldhavebeenhigherbasedonthetotalnumberoffamiliesinvolvedintheHeadStartprogram.Trainersfromanothersitestatedthatenrollmentstartedhigh,with18familiesparticipatinginthefirstsession,butdeclinedovertime.Staffattributedthisdeclinetotheburdenonfamiliesfromtheclassschedule(twice-weeklysessions).

Incontrast,thefourthsitereportedthatitsenrollmentexpectationsweremet.Staffmembersatthissiteweresurprisedbythelevelofcommitmentfromsomefamiliesfollowingtheconclusionoftheschoolyear;eventhoughclassesfortheirchildrenhadended,thesefamilieswerestillwillingtotravelagooddistancetoattendtheparentingclasseseachweek.

ResearchersalsoaskedparentsabouttheirattendanceatCDPECsessions.Fourof19parentsreportedattendingallsessionsandtheopenhouse,andoneparentreportedattendingallsessionsbutdidnotmentiontheopenhouse.Eightparentsreportedmissingoneclass,fourreportedmissingtwoclasses,andthreereportedmissingthreeclasses.16

Trainerandparentconnection.Interviewersaskedtrainers,whooftenservedadualroleasfamilyadvocatesandliaisons,todescribetheirconnectionswithparentswhoparticipatedintrainings.Threeoffivetrainersreportedfeeling“moreconnected”toparentsfollowingthecompletionoftheclassseries.Trainersfromtwositesdescribedbuildingtrustandcreatinganatmosphereinwhichparentsfeltcomfortablesharingandaskingquestions.Onetrainernotedtheimportanceofhavingconsistenttrainersthroughouttheentiretrainingseriestofacilitategreatertrustwithfamilies.ThreetrainersnotedtheimportanceoffollowingCDPECasintended,anddescribedusingtheCD

16Wecollectedtoolittleinformationaboutwhichsessionsparentsmissedtoexploretherelationbetweenattendanceandparents’self-reportedoutcomes.

11

Staffwhoreportedmixedresponsesmentionedneedingmorepracticeandregularprofessionaldevelopmentrefreshersthroughouttheyeartofeeladequatelyprepared.

Additionally,somestaffmembersmentionedaneedformoreformalCD-sponsoredPECtrainingevents;whenoffered,therewerenotenoughspacesavailableforallstafftoattend.Onestaffmemberwhoreceivedonedayoftrainingstatedthatthistimewastooshort.

InPreandPost1interviews,interviewersaskedtrainersandonedirectorabouttheirapproachtopreparingforCDPECimplementation.Threetrainersreportedextensivepreparation,includingreviewoftheCDPECmanual,creatingPowerPointslides,andviewingwebinarsandotherresourcesontheCDwebsite.Allfivetrainersdescribedpreparingfortheirtrainingsbypracticingandfamiliarizingthemselveswiththecurriculumandreviewingthematerials.

Twotrainersreportedinvolvingprogramfamilyadvocatesandafamilyservicedirectortoassistthemwiththeirpreparation.Twostaffmembersmentionedthat,althoughpreparationwasnecessary,itdidnotfeelburdensome.Amongthosewhoresponded,theamountoftimepreparingforimplementationvaried.Forinstance,onetrainerreportedrequiringtwodaysoveralltoprepare,whileanotherreportedspendingthreehoursperlessononpreparation.

ParentengagementinCDPECParentrecruitment.DirectorsandtrainersusedseveralapproachestorecruitparentsforthePECclasses.Theseincludeddistributingflyers,makingphonecalls,talkingwithparentsinperson,andaskingallstaff(notjustfamilyadvocates)toinformparentsabouttheclasses.Onesiteaddressedapotentialbarriertoparentattendancebyprovidingtransportationtothoseinterested.

Parentenrollmentandattendance.Staffinthreeoutoffoursitesreportedthattheirexpectationsforenrollmentwerenotmet.Onetrainermentionedthatattendancevariedfromsessiontosession,andthatenrollmentshouldhavebeenhigherbasedonthetotalnumberoffamiliesinvolvedintheHeadStartprogram.Trainersfromanothersitestatedthatenrollmentstartedhigh,with18familiesparticipatinginthefirstsession,butdeclinedovertime.Staffattributedthisdeclinetotheburdenonfamiliesfromtheclassschedule(twice-weeklysessions).

Incontrast,thefourthsitereportedthatitsenrollmentexpectationsweremet.Staffmembersatthissiteweresurprisedbythelevelofcommitmentfromsomefamiliesfollowingtheconclusionoftheschoolyear;eventhoughclassesfortheirchildrenhadended,thesefamilieswerestillwillingtotravelagooddistancetoattendtheparentingclasseseachweek.

ResearchersalsoaskedparentsabouttheirattendanceatCDPECsessions.Fourof19parentsreportedattendingallsessionsandtheopenhouse,andoneparentreportedattendingallsessionsbutdidnotmentiontheopenhouse.Eightparentsreportedmissingoneclass,fourreportedmissingtwoclasses,andthreereportedmissingthreeclasses.16

Trainerandparentconnection.Interviewersaskedtrainers,whooftenservedadualroleasfamilyadvocatesandliaisons,todescribetheirconnectionswithparentswhoparticipatedintrainings.Threeoffivetrainersreportedfeeling“moreconnected”toparentsfollowingthecompletionoftheclassseries.Trainersfromtwositesdescribedbuildingtrustandcreatinganatmosphereinwhichparentsfeltcomfortablesharingandaskingquestions.Onetrainernotedtheimportanceofhavingconsistenttrainersthroughouttheentiretrainingseriestofacilitategreatertrustwithfamilies.ThreetrainersnotedtheimportanceoffollowingCDPECasintended,anddescribedusingtheCD

16Wecollectedtoolittleinformationaboutwhichsessionsparentsmissedtoexploretherelationbetweenattendanceandparents’self-reportedoutcomes.

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greetingapron17andputtingforthagenuineefforttobuildconnections.Additionally,onetrainerreportedbringingpersonalexperiencesandexamplesintothetrainingstobuildconnections.ThistrainerenthusiasticallydescribedhowCDworkedinherpersonalsituationsathome.Thetrainerfeltthatsharingtheseexperiencesenhancedtheconnection.

DuringPost1,interviewersaskedparentstoprovidetheirthoughtsonCDPECtrainers.Themajorityofparentsrespondedpositively:

• Eighteenparentsdescribedthetrainersasfriendly,easilyapproachable,andabletoprovideanswerstoquestions.

• SeventeenparentsfoundthetrainerstobeknowledgeableaboutCDPECcontent.• Fifteenparentsreportedthatthetrainercommunicatedinawaytheparentcouldeasily

understand.

Onlyoneparentsharedanegativeimpression,indicatingthatthetrainerdidnotalwaysseemprepared(i.e.,notknowingthesongs).

GeneralparentengagementinPECInPost1interviews,allfivetrainersandonedirectorprovidedtheirthoughtsonparentengagement.Stafffromallfoursitesreportedthatallparentsparticipatedinclassdiscussionsandactivities,albeitatdifferentlevelsofengagementbasedoncomfortlevels.Forinstance,threetrainersnotedthatparentswereeasilyengaged,andthatparentparticipationnotablyimprovedbytheendoftheseries.Similarly,onetrainermentionedthatparentengagementwasinitiallydifficult,butthatparentsbecamemoreinvolvedoncetheywereassignedtasks(e.g.,helpingwithhandouts,leadingweeklycommitmentstolearnnewthings).Trainersreportedthatparentsaskedquestionsandwereopentolearningnewparentingstrategies,andonenotedthattheclasswasa“judgment-freezone.”

SupportsandchallengestoimplementationInterviewersaskeddirectorsandtrainerstoidentifyfactorsthatsupportedtheirimplementationofCDPEC,aswellasfactorsthatmadeimplementationchallenging.

AlldirectorsandtrainersfoundthatthematerialsandresourcesprovidedbyCDwerethemosthelpfulfactors.ParticipantsfeltthattheCDPECbookwasacomprehensiveresourceforplanningclassesandthat,whenquestionsarose,theycouldlookatCD’sonlinematerials(includingtheexamplevideos)formoreinformation.TwotrainersandtwodirectorsfromthreeofthefoursitesalsofoundtheCD-providedtrainingstobeusefulinpreparingtoimplementCDPEC.Trainersfromallfoursitesandtwooffourdirectorsalsoidentifiedvariousformsofassistancefromcenterstaffasahelpfulsupporttoimplementation.

Logisticswasthelargestsourceofimplementationchallenges.Allfourdirectors,andtrainersattwoofthefoursites,reportedlowparentattendance.Stafffromeachsitereportedthatschedulingatimethatworkedforallparentswasachallenge.Stafffromtwodifferentsitesfoundthatprovidingchildcarewasimportantforimplementation,andsharedproblemsthatoccurredwhenchildcarewasnotprovided.Specifically,onetrainerreportedthathavingachildintheCDPECclasswasalargedistractiontoparents,andonedirectorreportedthatparentswerelesslikelytoattendiftheprogramdidnotprovidechildcare.Trainersanddirectorsattwositesfeltthathavingtheclassseriesattheendoftheschoolyearwasdifficultbecauseitwasabusytimefortheprograms.

17Thegreetingapronisapropthatgivesclassmemberschoicesofimagesindicatinghowtheywouldliketobegreeted(e.g.,ahug,ahigh-five,ahandshake,oranotherimageforwhichaplayfulgreetingcanbemadeuptogowiththepicture).

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Oneofthesesitesusedanacceleratedtimeframe(sevensessionsoverthreeandahalfweeks)toensurethattheyfinishedbeforetheendoftheschoolyear.

Trainersanddirectorsfromthreeofthefoursitesraisedanunexpectedchallenge:Familyadvocateswhosharedtheresponsibilityofleadingtrainingsdidnotfeelpreparedfortheirrolebecausetheywerenotusedtoleadinggroup-basedactivities.Onedirectorfeltthatthecurriculumismeantforteacherstoimplement,butthatprogramsrealisticallyneedfamilyadvocatestoteachthecoursetoparents;theseadvocateshavelessexperienceteachingandneedhelpgainingconfidencetoworkwithgroups.

HelpfulandunhelpfulCDPECskillsforparentsResearchersgaveparentsandstaffmembersalistofCD-specificskillsandstrategiesandaskedthemtoindicatewhichwerehelpfulandnothelpful,orwhichweredifficultforparentstolearnoruse.Exhibit6reportstheirresponses.Allparentsidentifiedatleastonespecificskillorstrategytheyfoundvaluable.Whenaskedtoidentifyskillstheyfoundnothelpfulordifficulttouse,parentsidentifiedveryfewspecificcomponentsofCD.Infact,halfoftheparentsandonetrainerrespondedthatalloftheskillswerehelpful.Additionally,threeparentsandonetrainerattributeddifficultieswithapplyingtheskillstotheirneedformorepractice,nottotheskillbeingunhelpful.

Exhibit6:ParentandTrainerReportsofUtilityofSelectedCDSkillsandStrategiesSkill/Strategy ParentReport(n=19) Director/TrainerReport(n=5)18*

Helpful NotHelpfulORDifficulttoUnderstand

HelpfulforParents

NotHelpfulORDifficultforParentstoUnderstand

Composure 15 3 4 1Breathing 11 1 2 1SafePlace 1 2 0 0

Choices 14 1 4 3ILoveYouRituals 6 0 0 0Empathy 6 2 3 1PositiveIntent 6 0 1 2Consequences 3 1 0 1Encouragement 3 0 0 0Assertiveness 1 0 0 1Note:ItalicizedtextreferstoCDstrategies.*Wereportcountsforstaffmembersatthesitelevelbecauseimpressionsacrossdirectorsandtrainersweregenerallyconsistent.

SeveraltrainersnotedthatChoices(i.e.,offeringtwopositivechoices)wasdifficultforparentstounderstand.Onetrainerexplainedthat,whileparentsunderstoodthatbothchoicesshouldbepositive,itwasdifficulttocomeupwithtwopositivechoicesinsteadofapositiveandanegativechoice.OneofthetwoparentswhofoundSafePlaceunhelpfulreportedthattheyhadtriedusingthesafeplacebut,ratherthanviewingitasaplacetocalmdown,theirchildvieweditasapunishment.

18Fourtrainersandonedirector(n=5)indicatedskillsthatparentsfoundhelpful.Fivetrainers(n=5)indicatedskillsthatparentsfoundnothelpfulordifficult.

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DegreetowhichCDPECmetparticipants’expectationsInterviewersaskedparentsandstaffmemberswhetherCDPEChadmettheirpre-programexpectations.Fifteenofthe19parentsinterviewedaftertheclassesconcludedrespondedthatCDPEChadmettheirexpectations,andfourparentsreportedthattheyhadnotenteredtheclasswithanyexpectations.NoparentsreportedthatCDPECdidnotmeettheirexpectations.

AllfourdirectorsandtrainersatthreeofthefoursitesreportedthatCDPECmettheirexpectations.Thetrainerattheremainingsitereportedthat,whileshethoughtthecurriculumhelpedparents,itwasdifficulttotrackparents’useofCDandimprovementafterthecourse;asaresult,shewashesitanttosaywhetherthecurriculumwashelpful.Threeteachers,twotrainers,andonedirectorfromthreeofthefoursitesreportedpositivechangesinparents’parentingskills,confidence,orself-regulation.Sixteachersfromfoursitesverifiedimprovementsintheconsistencyofdisciplineapproachesusedbetweenschoolandhome.TheseteachersalsonoticedpositivechangesinthebehaviorsofthechildrenintheirclassfollowingCDPECclassseries.Oneteacherreportednochangesinchildren.Anotherteacherreportedthatitwashardtotrackimprovementbecauseofthelackofcommunicationfromthetrainerregardingwhichparentsweretakingtheclassesandwhatskillstheylearnedateachclass.

BenefitsofCDPEContheHeadStartprogramandclassroomsHeadStartstaffmembersattributedavarietyofpositivechangesandbenefitstoCDPEC,bothfortheprogramoverallandforclassroomenvironments.OnedirectorandtwotrainersreportedthatCDPECincreasedtheprogram’sCDknowledgebyimmersingstaffintheprocessofapplyingtheCDgeneralcontentinaparent-educationcontext.Relatedtothis,oneteacherandtwotrainersthoughtthatCDPECexpandedawarenessandpracticeofCDthroughoutthewholeprogram.Otherbenefitsmentionedonlyonceincludedenhancedparent/teacherrelationships,improvedconsistencyinhowteachersandparentsweremanagingchildren’sbehavior,andtheopportunity—throughexplorationofCDimplementation—tofindroomforimprovementoftheprogramoverall.

SuggestionsandfeedbackaboutthecurriculumAftercompletingtheseries,morethanhalfoftheparents(n=12of19)saidtheydidnothaveanyremainingquestionsortopicstheywouldhavelikedtolearnmoreabout.Thosewhodidhaveremainingquestionswereconcernedabouthowtohandlespecificexamplesoftheirchildren’sbehaviors(n=6),orwantedhelpassessingpotentialdevelopmentalissues(n=2).Twoparentswerealsocuriousaboutthelessonsfromthesessionstheyhadmissed.

Allparents(n=19)andtrainers(n=5)interviewedaftertheinterventionsaidtheywouldrecommend,orhavealreadyrecommended,theCDPECclassseriestoothers.AllfourdirectorsoftheHeadStartprogramssaidthatCDPECwasworththeinvestmentoverall,notingthelastingimpactsoftheupfrontmaterialspurchaseandtrainingcosts.Alldirectorsplannedtooffertheseriesagaininthefuture,andsomeevenhadinnovativeideastheywantedtotryincorporatingintothecurriculum.Forexample,onesitesuggestedarranging“accountabilitypartners”forparentstopromoteattendanceandskillspractice.Thissitealsosuggestedinvitingparentswhohavealreadyattendedtoserveasambassadorsforfuturesessions.Otherpiecesofadvicecoveredlogistics,suchasholdingsessionsatthebeginningoftheschoolyear,engagingparentstospreadthewordabouttheclasses,andstartingonthoseelementsofthecurriculumwithwhichprogramsfeelcomfortable(e.g.,minisessions)beforedeliveringthefullcurriculum.

Attheendoftheseries,interviewersaskedparentsforfeedbacktoimprovefutureclassofferings.Theirsuggestionsincludedthefollowing:

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• Providemorematerialstotakehome,highlightingtheimportantroleofthecurriculum’s“make-n-takes”19inapplyingthecontent(n=8).

• Increasethelengthofclassesfromanhourto90minutes,orextendtheseriestoallowmoretimeoneachoftheseventopics(n=7).

• Offerextrasupportsforimplementation(n=4),suchasparentsupportgroupsorquestion-and-answersessions,andprovidemorein-classpractice(n=3).

Feedbackfromprogramstaff(n=3directors,4teachers,4trainers)echoedthefeedbackfromparentswhoattendedtheseries.Themostfrequentlyreportedstaffsuggestionswereasfollows:

• Increasetheaccessibilityofclassestoparents(n=6),particularlybyexploringoptimaltimestoholdtheclasses.

• ExplorewaystosupportparentsinimplementingtheCDskillsandstrategies(n=4).

AsmentionedinthesectiononexperiencesimplementingandparticipatinginCDPEC,mostteacherssharedthattheyknewverylittleaboutthecurriculum,itsimplementationintheprogram,andparentattendance.Programswouldbenefitfromprovidingmoreinformationtoteachersaboutthetimingandcontentoftheseries,andfromleveragingteacherstoenhancethehome-schoolconnectionduringandaftertheseries.

FidelityofCDPECdeliverybysitesAcrossdimensions,threeofthefoursitesmetthefidelitythreshold(i.e.,ascoreofatleast75%oneachdomainandoverall)atweekoneandincreasedtheirscoresbyweekseven.Onesiteimproveditscontentdimensionscoretomeetfidelityatweeksevenbutdidnotmeetfidelityoverallduetoalowmaterialsscore.20SeeExhibit7fordetail.

Exhibit7:FidelityofImplementationScoresatWeeks1and7 Materials Content Facilitation Total Week1 Week7 Week1 Week7 Week1 Week7 Week1 Week7Site1 77.27% 90.00% 94.44% 92.86% 88.89% 94.44% 86.21% 92.31%Site2 50.00% 36.36% 61.11% 78.57% 81.25% 85.00% 62.96% 64.29%Site3 85.00% 100.00% 88.89% 92.86% 88.89% 95.00% 87.50% 96.43%Site4 75.00% 100.00% 77.78% 92.86% 88.89% 94.44% 80.36% 96.30%

TheexperiencesofparentsenrolledinSite2classesdidnotvarysubstantiallyfromthoseofparentsfromothersites,suggestingthatfidelitywashighenoughforparentstoexperiencebenefits.21ThefactthatparentsfromSite2reportedsimilarexperiencesasthoseatothersitesmayalsoconfirmCD’spreliminaryimpressionsthatthecontentcomponentofCDPECandrubricisthemostimportant.

LimitationsReadersshouldinterpretthesefindingswithcaution:Theyaredescriptiveinnatureandthesampleissmall.Whiletheresultstrendedverypositively,wecannotattributecausalitytoCDPECandwecannotknowhowwelltheseresultswouldgeneralizetoalargersample.Someprogramstaff

19Make-n-takesareshortcraftactivitiesforparentstocompleteanduseathome,takingwhattheylearnedintheclassestothehomesetting.20CDconsidersthecontentdimensiontobethemostimportantcomponent.21Sincefidelityobservationswereonlycollectedonweeksoneandseven,andnofurtherinformationisavailable.

Limitations

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attributedlowparticipationtothefactthattheclassestookplaceattheendoftheschoolyear.Inaddition,wedidnotcollectinformationaboutracialandethnicdemographicsofstudyparticipants.Withrespecttomethods,someterminologyusedinthesurveyandinterviewprotocolsmayhaveincludedvocabularythatwasunfamiliartorespondents;parentsperiodicallyaskedinterviewerstoexplainthemeaningofsometermsorquestions,andtranscriptsshowthatinterviewers’responseswerenotalwaysconsistent.Finally,thereareseverallimitationsrelatedtotheuseofthefidelityassessmenttoolusedinthisstudy.Forexample,itisabrandnewtooldevelopedbyCDthatwasbeingpilotedaspartofthisstudyandthecurriculumguidedidnotmakeclearwhichmaterialswereespeciallyimportant.

Conclusions ThisreportsummarizesadescriptivestudythatprovidespreliminaryevidenceofCDPEC’spositiveassociationwithimprovedparentingskills,parent-childrelationships,andchildbehaviorandemotionmanagement.ParentsandstaffinfourHeadStartprogramsthatimplementedCDPECinspringof2018reportedconsistentlypositivefeedbackontheclassseries.Surveyresultsshowedsignificantimprovementsinparents’self-reportedskillsandattitudes,followingtheconclusionoftheseven-weekseries.Duringinterviews,parentscitednumerousexamplesoftheirunderstandingoftheCDskillsandstrategiesandreportedactivelypracticingnewwaysofinteractingwithandsupportingtheirchildren.Notably,sixtoeightweeksaftertheintervention,moreparentsreportedconsistentusageofmanyCDskillsandstrategiesthanrightafterclassesconcluded.Directors,trainers,andteachersprovidedcorroborationthatchangeswerehappeningforparentsandsawsomecasesofbehavioralimprovementsamongchildren.Aftertheseven-weekintervention,mostparentsprovidedevidenceofashiftintheirperspectivesonparentinganddealingwiththeirchildren’schallengingbehaviors.Muchofthechangecenteredonhowparentscouldfirstregulatetheirownreactionsbeforehelpingtheirchildrencopewiththeiremotions,usingmorepositivepracticeswhileavoidingpunitiveactions.

ReferencesScaramella,L.V.,&Leve,L.D.(2004).Clarifyingparent-childreciprocitiesduringearlychildhood:Theearlychildhoodcoercionmodel.ClinicalChildandFamilyPsychologyReview,7(2),89-107.

Serpell,Z.N.,&Mashburn,A.J.(2012).Family-schoolconnectednessandchildren’searlysocialdevelopment.SocialDevelopment,21(1),21-46.

Stern,J.A.,Borelli,J.L.,&Smiley,P.A.(2015).Assessingparentalempathy:Aroleforempathyinchildattachment.Attachment&HumanDevelopment,17(1),1-22.

McClelland,M.M.,Tominey,S.L.,Schmitt,S.A.,&Duncan,R.(2017).SELinterventionsinearlychildhood.FutureofChildren,27(1),33-47.

Lippard,C.N.,LaParo,K.M.,Rouse,H.L.,Crosby,D.A.(2017).Acloserlookatteacher-childrelationshipsandclassroomemotionalcontextinpreschool.ChildYouthCareForum,47,1-21.

Conclusions

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