Barbara A. Mowder

Parent Role Characteristics: Parent Views and Their Implications for School Psychologists.

This research examined the parent role as perceived by a large number of parents of school-age children in New Hampshire. The results reveal that these parents readily describe a parent role using the same characteristics that emerge from the research literature. More importantly, the subjects consider each of the six parent role characteristics as differentially important at different stages in childrens development. The implications of this research for school psychologists are many, including, for instance, assessment, consultation, and intervention.

Psychological Consultation and Head Start Data, Issues, and Implications

Head Start programs do not necessarily provide psychological consultation services, but Denver, Colorado, programs do offer such services. This study considered the nature and extent of the Denver Head Start preschool psychological services by examining 510 psychological service case records. Research questions focused on discerning the average age at which children in this population are referred for psychological services, the referral questions most frequently posed, the similarities and differences in the concerns of the family and Head Start staff, psychological service actions initiated, and the goals/progress of the consultation. The results reveal the nature and extent of psychological consultation with this population. Implications are drawn for school psychological service delivery and training school psychologists.

Parent role questionnaire: Psychometric qualities

The Parent Role Questionnaire (PRQ) is a recently developed instrument to study individual perceptions of the parent role. The PRQ was piloted, revised, and studied psychometrically. This study examines PRQ internal consistency, test-retest reliability, and validity. Results reveal that the instrument has relatively high internal consistency, moderate test-retest reliability, and high validity. The discussion includes implications for further research and study on parents, parenting, and the parent role.

Early violence prevention programs: implications for violence prevention against girls and women.

Abstract:  This chapter considers violence prevention programs in light of aggression and violence directed toward girls and women. More specifically, current violence prevention programs, directed toward young children and/or their caregivers, are discussed with a special consideration for the Adults and Children Together (ACT) Against Violence Training Program developed by the American Psychological Association (APA) and the National Association of Education of Young Children (NAEYC). Data supporting ACT is presented, with implications for further program development and evaluation. Finally, parent education, theory and research, and professional services related to violence prevention are discussed.