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Related Experiment Videos

Tri-ministry study: correlates of school-based parenting course utilization.

C E Cunningham1, M Boyle, D Offord

  • 1Hamilton Health Sciences Corporation, Ontario, Canada. cunningh@csu.fhs.mcmaster.ca

Journal of Consulting and Clinical Psychology
|November 9, 2000
PubMed
Summary

Parent training programs in schools are underutilized by families with children exhibiting externalizing problems. Enrollment barriers include busy schedules and logistical issues, not socioeconomic factors.

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Area of Science:

  • Child Psychology
  • Family Studies
  • Educational Interventions

Background:

  • School-based parent training programs are widely available but face challenges in uptake.
  • Understanding factors influencing enrollment is crucial for optimizing intervention reach.
  • Previous research has not fully elucidated barriers for families with children's behavioral issues.

Purpose of the Study:

  • To investigate factors associated with the utilization of school-based parent training.
  • To identify predictors of enrollment among families with children aged 5-8 years.
  • To explore reasons for nonparticipation in parent training interventions.

Main Methods:

  • A prospective, community-based sample of 1,498 children aged 5-8 years was screened.

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  • Parent-reported externalizing problems and demographic data were collected.
  • Enrollment in universally available school-based parent training was assessed.

    • Main Results:

    • Enrollment ranged from 28% to 46% for families with high externalizing problems.
    • Increased enrollment was linked to externalizing problems, first-child status, and high school education.
    • Lower enrollment was associated with single-parent status, immigrant background, and fewer child activities.
    • Economic disadvantage, stress, family dysfunction, and parental depression did not affect participation.
    • Primary reasons for nonparticipation were busy schedules, inconvenient timing, and logistical difficulties.

    Conclusions:

    • School-based parent training shows moderate uptake among families with children's externalizing problems.
    • Socioeconomic and psychological factors are less influential than logistical barriers to participation.
    • Addressing scheduling and logistical challenges is key to improving parent training program accessibility.