Parents’ social connectedness in group-based parent training in low-income communities: A mixed-methods study

• In Event: Parenting intervention

Abstract

Introduction: Group-based parent training (PT) is an evidence-based approach for strengthening parenting skills and reducing child behavior problems. To date, there has been little research on the social connectedness (SC) formed among PT participants, particularly in low-income communities at risk for social isolation. SC, defined as the sense of belonging and trust one has to others, may be protective for parents in low-income communities and facilitate outcomes related to PT programs. The purpose of this study, which was nested within an on-going trial of the Chicago Parent Program (CPP) in high poverty communities in Baltimore, was to examine the extent to which group-based PT generates SC among parents from low-income communities and whether SC is associated with reductions in disruptive child behavior problems. The CPP is a group-based PT program for parents of young children 2-8 years and has been shown to improve parenting skills and confidence and reduce behavior problems in young children.
Methods: Using a convergent mixed-methods design, data were collected from parents enrolled in CPP in their child’s school about their children’s behavior problems (using the Eyberg Child Behavior Inventory; ECBI), and their SC (using the Social Connectedness in Group Environments Scale). Data were analyzed using descriptive statistics and multi-level multiple linear regression. At post-intervention, a subset of 17 parents with a range of SC scores were purposefully selected for interview to gain an in-depth understanding of their experiences of SC within their CPP group. Qualitative data were analyzed using an interpretive phenomenological approach prior to merging quantitative and qualitative results for interpretation.
Results: 97 parents from 20 CPP groups in 10 schools completed study measures (94.85% Female, 60.82% Black of African-American, 30.93% Hispanic or Latino, 58.76% single-parents). Most participants (68%) reported low household incomes (<$40,000/year). Approximately 75% of parents completed CPP in English, while the remaining participated in Spanish-language CPP groups. Results showed high levels of SC among participating parents (scale range from 1-5; M=4.45; SD=0.40). At baseline, 28.87% and 32.99% of children had clinically significant ECBI scores on the behavior intensity and problem scales, respectively. Post intervention, there was a 32.12% (p=0.01) decrease in clinically significant behavior intensity scores and a 37.5% (p=0.03) decrease in clinically significant behavior problem scores. Parent’s SC scores were positive and significantly related to decreases in their child’s behavior intensity (β=-12.29, p=0.02, SE 5.15). A subset of 17 parents provided insight into quantitative findings through qualitative interviews discussing factors that facilitated and hindered their connections to other parents in the CPP groups and how these connections contributed to changes in their parenting and children’s behavior. Four themes were described: 1) lacking connection to building a sisterhood, 2) experiencing a safe space with shared goals, 3) teaching, learning, and supporting each other, and 4) connecting during the COVID-19 pandemic.
Conclusions: Results highlight the potential therapeutic effects of SC formed in the context of group-based PT with implications for strengthening parenting skills and children’s wellbeing. Findings may also have implications for designing and implementing other group-based health promotion interventions beyond PT.

Authors

• Corinne Plesko, Johns Hopkins University
  Presenting Author

• Effy Zhiyuan Yu, Johns Hopkins University

• Karin Tobin, Johns Hopkins University

• Deborah Gross, Johns Hopkins University