Sedahlia Jasper Crase

Satisfaction with foster parenting: Assessment one year after training

Abstract Retaining active foster parents has been a challenge, especially during their first year. The focus of this analysis was to ascertain whether demographic characteristics, preservice training, and prior experience with children and families predicted satisfaction with foster parenting among licensed first-year foster parents one year after completion of preservice training. Data were taken from a larger longitudinal study ( N = 313) of potential foster parents in preservice training in a midwestern state. This analysis was based on 48 foster mothers. An exploratory factor analysis identified three factors that underlie satisfaction with foster parenting: Role Demands Satisfaction, Social Service Support Satisfaction, and Personal Needs Satisfaction. Analysis of covariance revealed one factor, Role Demands Satisfaction, was predicted by the model; perception of preservice training as useful was the significant explanatory variable. Foster mothers who rated preservice training as useful also had greater satisfaction in the role demands as a foster parent. Demographic characteristics were not predictive. Satisfaction with foster parenting is multidimensional and preservice training is a key component that supports the multifaceted role of the foster mother. Implications for the quality of preservice training are discussed.

Parenting attitudes, foster parenting attitudes, and motivations of adoptive and nonadoptive foster parent trainees

Abstract The purpose of this study was to examine attitudes and motivations of adoptive and nonadoptive foster parent trainees toward parenting and foster parenting. Subjects were 44 adoptive female participants and 149 nonadoptive female trainees. Multivariate Analysis of Covariance revealed significant differences between adoptive and nonadoptive trainees in parenting attitudes, foster parenting attitudes, and motivations for foster parenting. Inspection of adjusted means indicated that adoptive trainees had more positive attitudes toward parenting than nonadoptive trainees on three parenting dimensions: inappropriate parental expectations of children, parental value of physical punishment, and lack of empathy toward childrens needs. Nonadoptive trainees had more positive attitudes toward parenting than adoptive trainees on parent-child role reversal. Inspection of adjusted means for foster parenting attitudes revealed that adoptive trainees identified more with the role of foster parenting than did nonadoptive trainees, although nonadoptive trainees had higher scores on foster parenting expectations than adoptive trainees. Inspection of adjusted means for motivations indicated that adoptive trainees were more motivated than nonadoptive trainees in four areas: rescuing a child, companionship for adult, replacing grown children, and companionship for own child. Nonadoptive trainees were more motivated by financial gain. One implication of these findings is that these two groups may require different training curricula.

Parent Education Needs and Sources as Perceived by Parents.

A comprehensive assessment of the needs and sources of parenting information was con ducted in a midwestern college community. Two hundred and forty-eight parents of children from birth to senior high school as well as expectant parents responded to a mailed question naire. They indicated use, usefulness, and preferences for sources of advice on parenting and need for information on parenting. The results showed low expressed need for the traditional services of the parent educator. Parents preferred to use pediatricians, teachers, counselors, and other parents as their sources of advice on parenting. While the majority of parents ex pressed a low need for information, expectant parents expressed a high need for information for age-specific items. In view of these findings, both parents and those professionals sought out by parents as information sources may be considered audiences for parent education. In addition, parent education should be directed toward groups of individuals with similar needs to maximize the relevance of the information. The authors concluded that parent educators must be responsive to community preferences for sources and needs for information on child rearing, and that there is a need for reconsideration of parent education audiences and methods.

A Content Analysis Of Childrearing Information In Popular Magazines

This study describes childrearing information in contemporary popular literature, using a content analysis of information appearing in seven popular magazines. Half of the articles addressed topics parents expressed as needs or concerns. Parents were addressed as a homogeneous group; nearly half of the articles failed to include age-specific information. Medical doctors were the most frequent writers and information sources. The majority of articles failed to cite research; magazine staff writers were most likely, and professionals least likely, to cite research. Over a third of the articles were positive rather than remedial. The majority failed to recognize individual differences in children/parents.

Effects of Verbal Warning on Compliant and Transition Behavior of Preschool Children.

Summary With each child serving as his or her own control, preschool children (20 males, 20 females) were tested in a free-play situation on two occasions to examine the effects of verbal warning on compliant and transition behaviors. Treatment consisted of a series of verbal warnings which the control situation lacked. Analyses of variance using a split-plot design with repeated measures, indicated that verbal warning before activity change facilitated transition and compliant behavior. When treatment order was considered, verbal warning followed by no verbal warning before activity change produced poorer compliant behavior than no verbal warning followed by verbal warning.

The Social Competency Scale for Preschool-Age Children: Its Development and Factorial Validity:

The Iowa Social Competency Scale-Preschool (ISCS-P) was developed as a paper-and-pencil test for parents to measure typical behavior of preschool-age children as they function within the family setting. After preliminary testing with 133 parents of preschool-age children, a 60-item test was administered to 436 rural and urban parents (250 mothers, 186 fathers). The results of a factor analysis for each sex suggested a five-factor, 34-item form for mothers and a five-factor, 29-item form for the fathers. Social Activator, Hypersensitivity, Reassurance, Cooperativeness, and Uncooperativeness are the five factors of the mother form, whereas Social Activator, Hypersensitivity, Reassurance, Social Ineptness, and Attentiveness are the five factors of the father form. Although the factor names are the same in some instances, each factor has somewhat different items. Items for each form of the scale are given a 1 to 5 rating, and ratings are added for all items within a factor to obtain a factor

A Model for Conceptualizing Child Abuse Causation and Intervention

A seesaw model is utilized to illustrate both functional and nonfunctional familial states. In functional states, resources equalize stress; in nonfunctional states, stress outweighs resources. Stress-relieving services (crisis intervention) and resource strengthening (treatment) help restore functionality.

Assessment of Child-Rearing Behaviors of Midwestern Rural Parents

The Iowa Parent Behavior Inventory (IPBI) was developed and utilized as part of the NC-124 regional research project. Behaviors of rural Iowa parents (part of the regional project sample) were measured over a one-year period during which they remained relatively stable. When parent behaviors were analyzed in relation to a variety of demographic variables, parent and child ages were found to be the most salient variables. Negative correlations were found between age for both parents and the IPBI factors Reasoning Guidance and Intimacy and be tween the childs age and the IPBI Intimacy factor. Positive correlations were found between childs age and the IPBI factors Limit Setting and Reasoning Guidance. Number of siblings and ordinal position were negatively correlated with the IPBI factor Parental Involvement. Number of siblings was positively related to the IPBI factors Limit Setting and Responsiveness in fathers. Sex of child was not a significant demographic variable in the study.

A Cross-Modal Assessment of Reading Achievement in Children.

This study examined the predictive ability of the Listen and Look (LL) test of cross-modal perception and the Metropolitan Readiness Test (MRT) in relation to reading achievement (teacher rating, Systematic Approach to Reading Improvement, and reading grades) and to other achievement measures. Effects of childs age and sex on test scores and achievement also were investigated. Data from 79 first grade pupils were analyzed using linear regression models for single predictors with a stepwise procedure for multiple predictors. A correlation matrix of all variables was computed. Both the LL and MRT demonstrated predictive validity in relation to reading achievement and to other achievement measures with percentage of explained variance larger for the LL on all but one achievement measure. The LL and MRT were significantly correlated.