Jean E. Dumas

Home Chaos: Sociodemographic, Parenting, Interactional, and Child Correlates.

We conducted 2 studies to (a) establish the usefulness of the construct of home chaos, (b) investigate its correlates, and (c) determine the validity of the Confusion, Hubbub, and Order Scale (CHAOS) used to measure the construct in each study. Study 1 relied on a sample of European American preschoolers and their mothers and Study 2 on a sample of African American school-age children and their caregivers. Home chaos was associated with less effective parental discipline; elevated behavior problems, limited attentional focusing, and reduced ability to understand and respond to social cues in children; and reduced accuracy and efficiency in a cooperative parent–child interactional task, after controlling for potential confounds. It is concluded that (a) home chaos is not a proxy for adverse social or psychological circumstances but a useful construct in its own right; (b) home chaos is associated with multiple detrimental correlates in parents and children; and (c) the CHAOS scale provides an adequate and economical measure of home confusion and disorganization that should prove useful in clinical research with diverse populations.

Mindfulness-Based Parent Training: Strategies to Lessen the Grip of Automaticity in Families with Disruptive Children.

Disagreements and conflicts in families with disruptive children often reflect rigid patterns of behavior that have become overlearned and automatized with repeated practice. These patterns are mindless: They are performed with little or no awareness and are highly resistant to change. This article introduces a new, mindfulness-based model of parent training and contrasts the models assumptions with those of behavioral (operant) parent training. The new model informs 3 strategies to lessen the grip of automaticity in families with disruptive children: facilitative listening, distancing, and motivated action plans. The article does not oppose mindfulness to mindlessness or suggest that the former is always better than the latter but instead proposes that each is most useful at different times in the parenting process. I conclude by calling for empirical investigations of mindfulness-based parent training and, if those are successful, for the development of an integrated model that blends behavioral and mindfulness-based principles to inform all facets of intervention.

Predicting child abuse potential: An empirical investigation of two theoretical frameworks

This study investigated two theoretical risk models predicting child maltreatment potential: (a) Belskys (1993) developmental-ecological model and (b) the cumulative risk model in a sample of 610 caregivers (49% African American, 46% European American; 53% single) with a child between 3 and 6 years old. Results extend the literature by using a widely accepted and valid risk instrument rather than occurrence rates (e.g., reports to child protective services, observations). Results indicated Belskys developmental-ecological model, in which risk markers were organized into three separate conceptual domains, provided a poor fit to the data. In contrast, the cumulative risk model, which included the accumulation of risk markers, was significant in predicting child abuse potential.

A developmental perspective of the relationship of racial-ethnic identity to self-construct, achievement, and behavior in African American children.

This longitudinal study examines the development of racial-ethnic identity among African American children. Racial preferences were assessed in early elementary school with the Racial Attitudes, Beliefs, and Stereotypes Measure-II, a projective technique using paired comparisons of pictures of African American, Asian, Latino, and Caucasian children. Racial-ethnic identity in 3rd grade was assessed using the Multi-Ethnic Identity Measure Ethnic Belonging subscale. Multilevel models indicated that own-group racial preferences increased with age. Second-grade own-group preferences were positively related to 3rd-grade racial-ethnic identity scores. Third-grade racial-ethnic identity was associated positively with self-esteem variables (scholastic, social, physical appearance, and behavioral) and with academic performance. Identity correlated negatively with parent-rated aggression and externalizing and internalizing behaviors. The findings suggest that childrens racial-ethnic identity develops differentially by gender, with girls showing faster growth but lower initial ethnic identity. Racial-ethnic identity was shown to be modestly but statistically significantly associated with various important child outcomes.

Child and Parental Outcomes Following Involvement in a Preventive Intervention: Efficacy of the PACE Program

This study evaluated whether engagement (i.e., attendance and quality of participation) in the Parenting our Children to Excellence (PACE) program predicted positive child and parent outcomes. PACE in an 8-week preventive intervention aimed at parents of preschool children. The study investigated the relation of engagement to outcomes in an ethnically diverse sample of 610 parents and among a subset of those parents at high risk for child maltreatment. Overall results demonstrated that engagement in PACE significantly improved child and parent outcomes at post-assessment and/or one-year follow-up assessment. Results for the high-risk subsample were even stronger as engagement significantly improved almost all of the child and parent outcomes at post-assessment, which continued to significantly improve in the year following program completion. Findings provide support for the efficacy of PACE in improving child and parent outcomes in an ethnically diverse community population and among parents considered at risk for child maltreatment.

Effects of Monetary Incentives on Engagement in the PACE Parenting Program

This study evaluated parental engagement in an 8-week parenting program offered through daycare centers that were randomly assigned to a monetary incentive or nonincentive condition. Of an initial sample of 1,050 parents who rated their intent to enroll in the program, 610 went on to enroll—319 in the incentive and 291 in the nonincentive condition. Results showed that intent to enroll predicted enrollment irrespective of condition. Further, parents did not enroll in greater numbers, attend more sessions, or participate more actively in the incentive condition. Incentives encouraged some parents, often younger and socioeconomically disadvantaged, to enroll but had no effect on their attendance. Of importance, these results could not be accounted for by between-condition differences in child and family or in daycare characteristics.

Child and parental outcomes of a group parenting intervention for Latino families: A pilot study of the CANNE program

Criando a Nuestros Niños hacia el Éxito (CANNE) is the Spanish adaptation of Parenting Our Children to Excellence (PACE). A pilot study conducted with 124 parents of preschoolers (mostly recent Mexican immigrants) provides preliminary evidence for the community acceptability and efficacy of CANNE. Eighty-eight of the 124 parents who enrolled in the program attended one or more of the 8 sessions (17% attended 1 session, 11% attended 2-4 sessions, and 72% attended 5 or more sessions), participated actively in sessions, and expressed high degrees of program satisfaction. Over time, parents improved on measures of harsh-inconsistent discipline, and children improved on social competence and social-communication skills. When high-versus-low attenders were compared, high attenders (parents who attended 4 sessions or more) reported greater increases than low attenders in their appropriate-positive parenting practices and clear expectations, and in their childrens social competence and communication skills, and they reported greater decreases in their harsh-inconsistent discipline and in their childrens aggressiveness and hyperactivity. Some of these changes were evident by the end of the program, whereas others became apparent (or stronger) over a 3-month follow-up period. These encouraging results point to the need for an efficacy study that assesses how well CANNE can help larger numbers of Latino parents in the important task of bringing up their young children in the United States.

Prosocial coping by youth exposed to violence

Chronic exposure to violence encourages youth to cope with challenges via a mixture of asocial, depressive and antisocial, aggressive tactics rather than prosocially in ways that benefit self without harming others. Youth exposed to violence are, therefore, not only at high risk for posttraumatic stress disorder (PTSD) but also for externalizing and internalizing behavior problems, school dropout, teen pregnancy, substance abuse, and delinquency. Despite violence exposure, high-risk youth may cope prosocially with controllable and uncontrollable life challenges if supported at school by a prosocial coping-skills program (PCS) that takes place each week for 45 minutes in small groups (6–8, members) with equal numbers of members skilled (competent) and less skilled (high-risk) at prosocial coping. Each PCS session: begins with information exchange among members about feelings, thoughts, and experiences; is structured by group rules that promote prosocial coping during sessions; includes activities that assess and rehearse prosocial coping with real-life emotional, social, and achievement challenges; is data driven and tailored to members diverse skill levels. PCS may enable school-based prevention of behavior problems and adverse life outcomes from first grade through high school.

3D simulated interactive drama for teenagers coping with a traumatic brain injury in a parent

This paper describes the current state of a pedagogical immersive 3D story TBI-SIM and the changes that have been made to it. The system is a narrative simulation in a fully immersive 3D world in which the user controls a character that can interact with non-player characters (NPCs). The users achieve goals and make decisions that have an impact on the course of the story.

Ethnicity differences in child and parental outcomes following involvement the PACE program.

This study investigated ethnic differences in the extent to which engagement (i.e., attendance and quality of participation) in the PACE (Parenting our Children to Excellence) program predicted positive child and parent outcomes. PACE is an 8-week preventive intervention aimed at parents of preschool children. The study investigated the relation of engagement to outcomes in an ethnically diverse sample of 298 African American and 280 European American parents. Overall results demonstrated that engagement in PACE significantly improved child and parent outcomes for both African American and European American participants. Some improvements were evident at post-assessment already and were maintained or became stronger at a one-year follow-up assessment, whereas others only became evident at follow-up. Specifically, results revealed that attendance in PACE significantly improved child coping competence and parenting stress for both the African American and European American samples. PACE attendance also significantly improved child behavior problems, parental satisfaction and parental efficacy for the European American sample. Findings indicate that PACE is a promising intervention for parents of African American and Caucasian preschoolers; although further research and program refinement is necessary in order to understand the mechanisms with the PACE intervention that seem to vary for African American compared to Caucasian families.