Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-23T17:03:22.002Z Has data issue: false hasContentIssue false
  • English
  • Français

Delivering evidence-based parenting support in educational settings

Published online by Cambridge University Press:  10 September 2021

Matthew R. Sanders ,
Karyn L. Healy ,
Julie Hodges  and
Grace Kirby Open the ORCID record for Grace Kirby [Opens in a new window]
Matthew R. Sanders*
Affiliation:
Parenting and Family Support Centre, The University of Queensland, Brisbane, Queensland, Australia
Karyn L. Healy
Affiliation:
Parenting and Family Support Centre, The University of Queensland, Brisbane, Queensland, Australia Child and Youth Mental Health Research Group, QIMR Berghofer Medical Research Institute, Brisbane, Queensland, Australia
Julie Hodges
Affiliation:
School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
Grace Kirby
Affiliation:
Parenting and Family Support Centre, The University of Queensland, Brisbane, Queensland, Australia
*
*Address for correspondence: Matthew Sanders, Parenting and Family Support Centre, The University of Queensland, 9/13 Upland Rd, St Lucia QLD 4067, Australia. Email: [email protected]
Get access

Abstract

Parent-child relationships influence learning throughout a child’s formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child’s schooling. Parenting has a pervasive influence on children’s language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these.

Keywords

Parenting programsschoolsevidence-basedTriple Pimplementation
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 31 , Special Issue 2: Actioning Research within Schools: Key Processes for Planning Successful Interventions , December 2021 , pp. 205 - 220
Check for updates
Copyright
© The Author(s) 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bayer, J.K., Ukoumunne, O.C., Lucas, N., Wake, M., Scalzo, K., & Nicholson, J.M. (2011). Risk factors for childhood mental health symptoms: National longitudinal study of Australian children. Pediatrics, 128, e865–79.CrossRefGoogle ScholarPubMed
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. doi.org/10.1037/0033-295X.84.2.191.CrossRefGoogle Scholar
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.Google Scholar
Becker, S.P. (2014). External validity of children’s self-reported sleep functioning: Associations with academic, social, and behavioral adjustment. Sleep Medicine, 15, 1094–1100. doi: 10.1016/j.sleep.2014.06.001 CrossRefGoogle ScholarPubMed
Corrigan, P., Watson, A., & Miller, F. (2006). Blame, shame, and contamination: The impact of mental illness and drug dependence stigma on family members. Journal of Family Psychology, 20, 239–246. doi: 10.1037/0893-3200.20.2.239 CrossRefGoogle ScholarPubMed
Dishion, T.I., Loeber, R., Stouthamer-Loeber, M., & Patterson, G.R. (1984). Skill deficits and male adolescent delinquency. Journal of Abnormal Child Psychology, 12, 37–54. doi: 10.1007/BF00913460 CrossRefGoogle ScholarPubMed
Eisenberg, N., Zhou, Q., Spinrad, T.L., Valiente, C., Fabes, R.A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76, 1055–1071. doi: 10.1111/j.1467-8624.2005.00897.x CrossRefGoogle ScholarPubMed
Emerson, L., Fear, J., Fox, S., & Sanders, E. (2012). Parental engagement in learning and schooling: Lessons from research (A report by the Australian Research Alliance for Children & Youth). Family-School & Community Partnerships Bureau.Google Scholar
Fontana, C.A., Fleischman, A.R., McCarton, C., Meltzer, A., & Ruff, H. (1989). A neonatal preventive intervention study: Issues of recruitment and retention. Journal of Primary Prevention, 9, 164–176. doi: 10.1007/BF01325210 CrossRefGoogle ScholarPubMed
Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109. doi: 10.3102/00346543074001059 CrossRefGoogle Scholar
Friedman, I.A. (1995). Student behavior patterns contributing to teacher burnout. The Journal of Educational Research, 88, 281–289.CrossRefGoogle Scholar
Froiland, J.M., Peterson, A., & Davison, M.L. (2013). The long-term effects of early parent involvement and parent expectation in the USA. School Psychology International, 34, 33–50. doi: 10.1177/0143034312454361 CrossRefGoogle Scholar
Graziano, P.A., Calkins, S.D., & Keane, S.P. (2011). Sustained attention development during the toddlerhood to preschool period: Associations with toddlers’ emotion regulation strategies and maternal behaviour. Infant and child Development, 20, 389–408. doi: 10.1002/icd.731 CrossRefGoogle Scholar
Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Paul H. Brookes Publishing.Google Scholar
Hastings, R.P., & Bham, M.S. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24, 115–127.CrossRefGoogle Scholar
Hattie, J., & Larsen, S.N. (2020). The purposes of education: A conversation between John Hattie and Steen Nepper Larsen. Routledge.CrossRefGoogle Scholar
Hawkins, R.O., & Axelrod, M.I. (2008). Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment. Behavior Modification, 32, 840–859. doi: 10.1177/0145445508318846 CrossRefGoogle ScholarPubMed
Healy, K.L., & Sanders, M.R. (2014). Randomized controlled trial of a family intervention for children bullied by peers. Behavior Therapy, 45, 760–777. doi: 10.1016/j.beth.2014.06.001 CrossRefGoogle ScholarPubMed
Heinrichs, N., Krueger, S., & Guse, U. (2006). Der Einfluss von Anreizen auf die Rekrutierung von Elternund auf die Effektivitaet eines praeventiven Eltern-trainings [The effects of incentives on recruitment rates of parents and the effectiveness of a preventative parent training]. Zeitschrift fuer KlinischePsychologie und Psychotherapie, 35, 97–108. doi: 10.1026/1616-3443.35.2.97 CrossRefGoogle Scholar
Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Laboratory.Google Scholar
Hoover-Dempsey, K.V., & Sandler, H.M. (1997). Why do parents become involved in their children’s education? Review of Educational Research, 67, 3–42.CrossRefGoogle Scholar
Hill, N.E., & Tyson, D.F. (2004). Parental school involvement and children’s academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13, 161–164. doi: 10.1111/j.0963-7214.2004.00298.x CrossRefGoogle Scholar
Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, 23–52.CrossRefGoogle Scholar
Kirby, G., Hodges, J., & Sanders, M.R. (2021) Alliance of Parents and Teachers (APT) Program. Parenting and Family Support Centre, University of Queensland.Google Scholar
Lereya, S.T., Samara, M., & Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37, 1091–1108. doi: 1010.1016/j.chiabu.2013.1003.1001 CrossRefGoogle Scholar
Love, S.M., Sanders, M.R., Turner, K.M., Maurange, M., Knott, T., Prinz, R., Metzler, C., & Ainsworth, A.T. (2016). Social media and gamification: Engaging vulnerable parents in an online evidence- based parenting program. Child Abuse and Neglect, 53, 95–107. doi: 10.1016/j.chiabu.2015.10.031 CrossRefGoogle Scholar
Mapp, K. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Southwest Educational Development Laboratory.Google Scholar
Mazzucchelli, T.G., & Ralph, A. (2019). Self-regulation approach to training child and family practitioners. Clinical Child and Family Psychology Review, 22, 129–145. doi.org/10.1007/s10567-019-00284-2 CrossRefGoogle ScholarPubMed
McCahill, J., Healy, O., Lydon, S., & Ramey, D. (2014). Training educational staff in functional behavioral assessment: A systematic review. Journal of Developmental and Physical Disabilities, 26, 479–505. doi: 10.1007/s10882-014-9378-0 CrossRefGoogle Scholar
McDowell, D.J., & Parke, R.D. (2009). Parental correlates of children’s peer relations: An empirical test of a tripartite model. Developmental Psychology, 45, 224–235. doi: 10.1037/a0014305 CrossRefGoogle ScholarPubMed
McDowell, D.J., Parke, R.D., & Wang, S.J. (2003). Differences between mothers’ and fathers’ advice-giving style and content: Relations with social competence and psychological functioning in middle childhood. Merrill-Palmer Quarterly, 49, 55–76. doi: 10.1353/mpq.2003.0004 CrossRefGoogle Scholar
McKee, L., Colletti, C., Rakow, A., Jones, D.J., & Forehand, R. (2008). Parenting and child externalizing behaviors: Are the associations specific or diffuse? Aggression and Violent Behavior, 13, 201–215. doi: 10.1016/j.avb.2008.03.005 CrossRefGoogle ScholarPubMed
McNeil, C.B., Eyberg, S., Hembree Eisenstadt, T., Newcomb, K., & Funderburk, B. (1991). Parent-child interaction therapy with behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology, 20, 140–151. doi: 10.1207/s15374424jccp2002_5 CrossRefGoogle Scholar
McTaggart, P., & Sanders, M.R. (2003). The transition to school project: Results from the classroom. Advances in Mental Health, 2, 144–155.Google Scholar
Mikami, A.Y., Lerner, M.D., Griggs, M.S., McGrath, A., & Calhoun, C.D. (2010). Parental influence on children with attention-deficit/ hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children. Journal of Abnormal Child Psychology, 38, 737–749. doi: 10.1007/s10802-010-9403-4 CrossRefGoogle ScholarPubMed
Moffitt, T.E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R.J., Harrington, H., Houts, R., Poulton, R., Roberts, B.W., Ross, S., Sears, M.R., Thomson, W.M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693–2698. doi: 10.1073/pnas.1010076108 CrossRefGoogle ScholarPubMed
Mytton, J., Ingram, J.; Manns, S., & Thomas, J. (2014). Facilitators and barriers to engagement in parenting programs: A qualitative systematic review. Health Education and Behavior, 41, 127–137. doi: 10.1177/1090198113485755 CrossRefGoogle ScholarPubMed
Ohan, J.L., Seward, R.J., Stallman, H.M., Bayliss, D.M., & Sanders, M.R. (2015). Parents’ barriers to using school psychology services for their child’s mental health problems. School Mental Health, 7, 287–297.CrossRefGoogle Scholar
Parke, R.D., & Ladd, G.W. (Eds.). (1992). Family-peer relationships: Modes of linkage. Lawrence Erlbaum Associates.Google Scholar
Pasternak, R. (2012). Parental discipline and parents’ desire for children’s school success. Contemporary Perspectives in Family Research, 6, 123–146.CrossRefGoogle Scholar
Reid, M.J., Webster-Stratton, C., & Baydar, N. (2004). Halting the development of conduct problems in head start children: The effects of parent training. Journal of Clinical Child & Adolescent Psychology, 33, 279–291. doi: 10.1207/s15374424jccp3302_10 CrossRefGoogle ScholarPubMed
Sanders, M.R. (2012). Development, evaluation, and multinational dissemination of the Triple P- Positive Parenting Program. Annual Review of Clinical Psychology, 8, 345–379. doi.org/10.1146/annurev-clinpsy-032511-143104 CrossRefGoogle ScholarPubMed
Sanders, M.R., Hoang, N,T., Gerrish, R.J., Ralph, A., & McWilliam, J. (2021). A large-scale evaluation of Triple P- Positive Parenting Program System of Professional Training: Effects of practitioner characteristics, training levels and country differences on practitioner outcomes. Manuscript submitted for publication.Google Scholar
Sanders, M.R., & Mazzucchelli, T.G. (2013). The promotion of self-regulation through parenting interventions. Clinical Child and Family Psychology Review, 16, 1–17. doi: 10.1007/s10567-013-0129-z CrossRefGoogle ScholarPubMed
Sanders, M.R., & Mazzucchelli, T.G. (Eds.). (2017). The power of positive parenting: Transforming the lives of children, parents, and communities using the Triple P system. Oxford University Press.CrossRefGoogle Scholar
Sanders, M.R., Kirby, J.N., Tellegen, C.L., & Day, J.J. (2014). The Triple P-Positive Parenting Program: A systematic review and meta-analysis of a multi-level system of parenting support. Clinical Psychology Review, 34, 337–357. doi: 10.1016/j.cpr.2014.04.003 CrossRefGoogle ScholarPubMed
Sandler, I., Schoenfelder, E., Wolchik, S., & MacKinnon, D. (2011). Long-term impact of prevention programs to promote effective parenting: Lasting effects but uncertain processes. Annual Review of Psychology, 62, 299.CrossRefGoogle ScholarPubMed
Saylor, C.F., Elksnin, N., Farah, B.A., & Pope, J.A. (1990). Depends on who you ask: What maximizes participation of families in early intervention programs. Journal of Pediatric Psychology, 15, 557–569. doi: 10.1093/jpepsy/15.4.557 CrossRefGoogle ScholarPubMed
Shapiro, C.J., Prinz, R.J., & Sanders, M.R. (2012). Facilitators and barriers to implementation of an evidence-based parenting intervention to prevent child maltreatment: The Triple P-Positive Parenting Program. Child Maltreatment, 17, 86–95. doi: 10.1177/1077559511424774 CrossRefGoogle ScholarPubMed
Sheldon, S.B., & Epstein, J.L. (2004). Getting students to school: Using family and community involvement to reduce chronic absenteeism. School and Community Journal, 4, 39–56.Google Scholar
Smith., G. (2015). A 15 year follow-up of WA Triple P Trial. Government of Western Australia Department of Health.Google Scholar
Smokowski, P.R., Bacallao, M.L., Cotter, K.L., & Evans, C.B.R. (2014). The effects of positive and negative parenting practices on adolescent mental health outcomes in a multicultural sample of rural youth. Child Psychiatry & Human Development, 1–13. doi:10.1007/s10578-014-0474-2CrossRefGoogle Scholar
Spoth, R., & Redmond, C. (1995). Parent motivation to enroll in parenting skills programs: A model of family context and health belief predictors. Journal of Family Psychology, 9, 294–310. doi: 10.1037/0893-3200.9.3.294 CrossRefGoogle Scholar
Spoth, R., Redmond, C., Hockaday, C., & Shin, C.Y. (1996). Barriers to participation in family skills preventive interventions and their evaluations: A replication and extension. Family Relations, 247–254. doi: 10.2307/585496 CrossRefGoogle Scholar
Steinberg, L., Lamborn, S.D., Dornbusch, S.M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266–1281. doi: 10.1111/j.1467-8624.1992.tb01694.x CrossRefGoogle ScholarPubMed
Turner, K.M.T., Dittman, C., Rusby, J.C., & Lee, S. (2017). Parenting support in an early childhood learning context. In Sanders, M.R. & Mazzucchelli, T.G. (Eds.), The power of positive parenting: Transforming the lives of children, parents, and communities using the Triple P system (pp. 242–251). Oxford University Press.Google Scholar
Turner, K.M.T., Sanders, M.R., Dittman, C. & Rusby, J.R. (2019). Positive Early Childhood Education Program. Triple P International.Google Scholar
Turner, K.M., Sanders, M.R., Keown, L.J., & Shepherd, M. (2018). A collaborative partnership adaptation model. In Sanders, M.R. & Mazzuchhelli, T.G.(Eds). The power of positive parenting: Transforming the lives of children, parents, and communities using the Triple P system (pp. 310–320). Oxford University Press.Google Scholar
Valiente, C., Lemery-Chalfant, K., & Reiser, M. (2007). Pathways to problem behaviors: chaotic homes, parent and child effortful control, and parenting. Social Development, 16, 249–267. doi: 10.1111/j.1467-9507.2007.00383.x CrossRefGoogle Scholar
Willis, L.-D., Povey, J., Hodges, J., & Carroll, A. (2021). Principal leadership for parent engagement in disadvantaged schools: What qualities and strategies distinguish effective principals? Springer Briefs in Education.CrossRefGoogle Scholar
Zubrick, S.R., Ward, K.A., Silburn, S.R., Lawrence, D., Williams, A.A., Blair, E., & Sanders, M.R. (2005). Prevention of child behavior problems through universal implementation of a group behavioral family intervention, Prevention Science, 6, 287–304. doi: 10.1007/s11121-005-0013-2 CrossRefGoogle ScholarPubMed