It is often assumed that parent participation in schools is primarily based on self-interest and that this is a frequent source of contention between parents and teachers. This article examines the experiences of members of the Jamaica Plain Parent Organizing Project (JP-POP), a community-based organization in Boston, and reveals that some parents…

A population-level approach to deliver parenting and family support is a necessary but neglected approach needed to reduce the high prevalence of emotional/behavioral problems in children, decrease inadequate and potentially abusive parenting practices, and to provide improved parenting support to all parents within a specified population. We…

Attention-Deficit/Hyperactivity Disorder (ADHD), a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training…

This paper lists and briefly describes principles that were used to conduct a successful parenting workshop on building strong families. Principles described are those that lay the groundwork for the workshop, pertain to the operation of an effective workshop, and relate to follow-up and evaluation. The principles were used to conduct a…

The directory lists approximately 70 parent training and information centers funded via P.L. 98-199 by the Department of Special Education and Rehabilitative Services (U.S. Department of Education). Drawn from telephone interviews with directors and/or staff members, the information for each listing includes name, address, telephone, director,…

Suggestions in the areas of structure, completion of tasks, and new learning are given to help parents of learning disabled children modify the home situation. (JYC)

The paper reviews research on training programs for parents of handicapped children, identifies shortcomings, and recommends remedies. Research is examined regarding overall effectiveness, differences in effectiveness attributable to certain program features, and durability and generalization. Recommendations include using a model of human…

To determine the extent to that University-Affiliated Facilities were directing training activities toward groups other than registered college and university students, data were collected from 23 interdisciplinary centers. Presentations which addressed essentials of appropriate programing for the handicapped occurred most frequently, with parents…

A guidance program for parents of gifted children should begin with a needs assessment. Three levels of treatment then should be addressed for each identified area (structural design of the program, psychological and social needs of the children). The parent program might include meetings open to parents and school personnel and parent workshops.…

Forty-nine families were followed up 14 months after completing a training program for parents of mentally retarded children. Relationships between predictor variables (mother's posttraining knowledge of behavioral principles and followthrough programing) and outcome variables (including parents' socioeconomic status) yielded prediction formulae.…

Four areas of ethical concern are voiced in the training of parents of handicapped children: (1) selection of program goals, (2) problems involved with both positive reinforcement and punishment, (3) conflicts between experimentation and therapeutic intervention, and (4) level of parent training. Consideration of ethical issues at each step of…

This synthesis presents summary information on curricula and intervention packages designed to help young children ages birth to 5 years improve their social-emotional functioning. It includes evidence-based manualized curricula and programs for use with children, in classrooms or small groups, or with families/parents. It builds and expands on…

This study provides empirical support for the Attributions for Scholastic Outcomes Scale-Black (ASO-B) as an instrument for measuring two latent traits that influence causal reasoning about the Black-White achievement gap: culture-blaming and structure-blaming. Within this conceptual framework, culture-blaming refers to the belief that Black…

This study explores developing conceptions of feminism among Latina adolescents, their prevalence of feminist endorsement, and whether home environment and well-being are related to feminist identity. One hundred and forty Latina girls (Grades 9 to 12, M age = 15) wrote personal narratives of their understanding of feminism and whether they…