Heidi E. Stolz

Adolescent Religiosity and Psychosocial Functioning: Investigating the Roles of Religious Tradition, National-Ethnic Group, and Gender

This study utilized data from over 9,300 youth from 11 national or within-nation ethnic groups to evaluate the relationship between youth religiosity and youth social outcomes (social initiative, antisocial behavior) and psychological outcomes (self-esteem and depression) considering the roles of religious tradition, national-ethnic group, and gender. We created national-ethnic group by religious tradition (NEG × RT) combinations, partitioned religiosity into between-group and within-group components, and performed a series of mixed model regressions for each outcome. The levels of all four outcomes of interest differed significantly across NEG × RT groups, and these differences were attributable to national-ethnic group rather than religious tradition. Youth reports of antisocial behavior and self-esteem were predicted by between-group religiosity. Additionally, within-group religiosity predicted all four outcomes, indicating that the protective role of religiosity functions in a comparative, or relative, manner with youth who are more religious than others in their group reaping the most benefits.

Evaluating "Parent Project:" A Multi-Site Inquiry

This study evaluates Parent Project®, a parent education program for parents of at-risk adolescents. A logic model was created to highlight the relationship between program theory and measured constructs. Results comparing pre-workshop data with Week 10 data suggested significant increases in parent-reported parental support, parental behavioral control, and youth achievement, and significant decreases in youth antisocial behavior. Youth reported significant increases in maternal and paternal support and maternal behavioral control and significant decreases in antisocial behaviors.

Longitudinal Program Evaluation of “Parenting Apart: Effective Co-Parenting”

A program evaluation was conducted of a parent education program for divorcing parents of minor children. Using a retrospective post-then-pre design, 139 participants reported their knowledge before and after the program and their behaviors in the month prior to the program. Two-month follow-up interviews were used to assess behavior change. Results indicated that participants reported both knowledge gain and behavior change. Change in triangulation avoidance behavior (behaviors to keep children out of the middle of conflict) varied as a function of parenting stage. Knowledge gain regarding the impact of divorce and triangulation on children predicted behavior change in triangulation avoidance. Results are discussed, including recommendations for the program evaluated as well as suggestions for other parenting education programs for divorcing parents.

The practices, populations, and programs of parent educators in Tennessee

This manuscript utilizes data from a telephone survey of 312 parent educators across the state of Tennessee to inform research and service efforts of a university-based parenting center. Specifically, we investigated (a) techniques used to disseminate parenting information, (b) specialized populations targeted, (c) curricula used as well as the evidentiary basis of those curricula, and (d) parent educator training and education, all at both state and within-state regional levels. Overall, results indicated that classes were generally available for individuals in various specialized populations, and a range of techniques were utilized to reach parents. Additionally, a variety of curricula were in use by relatively well-trained professionals. Results suggested several areas in which the resources of the university could be directed toward supporting the efforts of parenting educators in Tennessee. University faculty elsewhere are encouraged to similarly connect with front-line parent educators, gather data, and initiate services to help them help others.

Preventing Shaken Baby Syndrome Evaluation of a Multiple-Setting Program

Abusive head trauma, including shaken baby syndrome, is a serious form of abuse that often results in lifelong developmental challenges or infant death. Educational programs have helped reduce the number of infants hospitalized due to abusive head trauma. The current study provides a process evaluation of Prevent Child Abuse Tennessee’s Shaken Baby Prevention Project. We utilized survey data from (a) 189 trained professionals who delivered the program to new parents in either the hospital or home-visiting setting and (b) 5,565 new mothers who participated in the program in one of those two settings (n = 5,416 hospital setting; n = 149 home-visiting setting). Results suggest that Shaken Baby Prevention Project facilitator training was effective, and the intervention was well-received by mothers in both the home and hospital settings. Furthermore, shaken baby syndrome information should be provided in both home and hospital settings because each provided access to a different population.

Parenting Together: Evaluation of a Parenting Program for Never-Married Parents

ABSTRACT The number of children raised by never-married parents has increased in recent years. Although these children are at risk for the same types of negative outcomes after relationship dissolution as children of divorced parents, few resources exist for never-married parents who are facing coparenting challenges. The purpose of this study was to evaluate Parenting Together, a 9-hr (3 session) coparenting course designed exclusively for never-married parents. Results indicated positive changes in participant knowledge, coparenting attitude, child triangulation behavior, and coparenting teamwork behavior. Additionally, changes in coparenting attitude predicted both decreased child triangulation and increased coparenting teamwork behavior.