TY - JOUR
T1 - Positive Impact of Education Class for Parents with Adverse Childhood Experiences on Child Behavior
AU - Giunta, Hannah
AU - Romanowicz, Magdalena
AU - Baker, Amy
AU - O’toole-Martin, Peggy
AU - Lynch, Brian A.
N1 - Funding Information:
did not participate in study assessments. Classes were funded by an internal grant from Mayo Clinic and Rochester Public Schools and were free to participants for the duration of the study. Child care was provided for siblings.
Funding Information:
and Early Intervention service providers in Olmsted County, Minnesota, to benefit children with developmental delays or social-emotional or concerns.27 Starting in 2012, the task force has included one or two community volunteers who are not actively participating in any of the participating organizations. The task force in 2015 subsequently received funding through an American Academy of Pediatrics Community Access to Child Health Program Grant to evaluate the impact of parental ACEs on parental mental health and child developmental and social-emotional outcomes.28 Since 2015, the early childhood taskforce has continued projects to improve community collaboration and optimize early childhood development with an internal grant from Mayo Clinic.29
Funding Information:
Our study activities were co-funded by the Mayo Clinic Center for Clinical and Translational Science (CCaTS) and the Mayo Clinic Children’s Research Center. This study was supported by CTSA Grant Number UL1 TR002377 from the National Center for Advancing Translational Science (NCATS). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH. We would also like to thank Rochester Public School and Rochester Early Childhood Educational staff, including Amy Eich and Erica Schumacher for their aid in data collection and completing study procedures. We also thank members of the Olmsted County Communities Coordinating for Healthy Development Early Childhood Taskforce for their input, feedback and facilitation of referrals for the project. We thank undergraduate student research assistant, Alicia Woodward, for her help with data collection and organization.
Funding Information:
Our study activities were co-funded by the Mayo Clinic Center for Clinical and Translational Science (CCaTS) and the Mayo Clinic Children?s Research Center. This study was supported by CTSA Grant Number UL1 TR002377 from the National Center for Advancing Translational Science (NCATS). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the NIH. We would also like to thank Rochester Public School and Rochester Early Childhood Educational staff, including Amy Eich and Erica Schumacher for their aid in data collection and completing study procedures. We also thank members of the Olmsted County Communities Coordinating for Healthy Development Early Childhood Taskforce for their input, feedback and facilitation of referrals for the project. We thank undergraduate student research assistant, Alicia Woodward, for her help with data collection and organization.
Publisher Copyright:
© 2021 Johns Hopkins University Press.
PY - 2021/12/1
Y1 - 2021/12/1
N2 - Background: There is a need for community-based parent education programs that strengthen the parent–child relationship and mitigate the negative impact of parental adverse childhood experiences (ACEs) on child social-emotional development. Objective: To examine whether a community-based parent education program can improve children’s social-emotional development. Methods: This was a prospective observational study of a series of community education parenting classes in Rochester, Minnesota. Group classes were delivered weekly for three months. Classes used Dr. Becky Bailey’s Conscious Discipline Program. Parents of children ages 2 to 5 years and identified as at risk of poor social-emotional outcomes based on the Ages and Stages Questionnaire: Social-Emotional 2 (ASQ:SE2) score were eligible to participate. Results: There were 39 child–parent dyads who enrolled. Parental ACEs scores ranged from 0 to 6 with a median of 1.5 (interquartile range, 0–3, N = 34). In the 33 children with both before and after ASQ:SE2 tests available, there was a significant decrease in the post-ASQ:SE2 score compared with the pre-ASQ:SE2 score (mean difference, −30.3; 95% confidence interval, CI –42.2 to −18.4; p < 0.001) where lower scores are associated with less social-emotional impairment. There was no significant association in the change of pre-post ASQ:SE2 scores as parents’ ACEs scores increased (estimated slope, 3.1; 95% CI −3.7 to 9.9; p = 0.36). Conclusions: Community-based, parent education interven-tions can improve child social-emotional development. This program using Dr. Becky Bailey’s Conscious Discipline Program improved ASQ-SE scores, regardless of parental ACEs exposure.
AB - Background: There is a need for community-based parent education programs that strengthen the parent–child relationship and mitigate the negative impact of parental adverse childhood experiences (ACEs) on child social-emotional development. Objective: To examine whether a community-based parent education program can improve children’s social-emotional development. Methods: This was a prospective observational study of a series of community education parenting classes in Rochester, Minnesota. Group classes were delivered weekly for three months. Classes used Dr. Becky Bailey’s Conscious Discipline Program. Parents of children ages 2 to 5 years and identified as at risk of poor social-emotional outcomes based on the Ages and Stages Questionnaire: Social-Emotional 2 (ASQ:SE2) score were eligible to participate. Results: There were 39 child–parent dyads who enrolled. Parental ACEs scores ranged from 0 to 6 with a median of 1.5 (interquartile range, 0–3, N = 34). In the 33 children with both before and after ASQ:SE2 tests available, there was a significant decrease in the post-ASQ:SE2 score compared with the pre-ASQ:SE2 score (mean difference, −30.3; 95% confidence interval, CI –42.2 to −18.4; p < 0.001) where lower scores are associated with less social-emotional impairment. There was no significant association in the change of pre-post ASQ:SE2 scores as parents’ ACEs scores increased (estimated slope, 3.1; 95% CI −3.7 to 9.9; p = 0.36). Conclusions: Community-based, parent education interven-tions can improve child social-emotional development. This program using Dr. Becky Bailey’s Conscious Discipline Program improved ASQ-SE scores, regardless of parental ACEs exposure.
KW - Anthropology
KW - Caregivers
KW - Child Development
KW - Child Rearing
KW - Community health partnerships
KW - Community health research
KW - Education
KW - Education
KW - Family Health
KW - Growth and Development
KW - Health disparities
KW - Human Development
KW - Mental Health
KW - Physiological Processes
KW - Schools
KW - Social Conditions
KW - Sociology and Social Phenomena
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U2 - 10.1353/cpr.2021.0056
DO - 10.1353/cpr.2021.0056
M3 - Article
C2 - 34975025
AN - SCOPUS:85123037206
SN - 1557-0541
VL - 15
SP - 431
EP - 438
JO - Progress in Community Health Partnerships: Research, Education, and Action
JF - Progress in Community Health Partnerships: Research, Education, and Action
IS - 4
ER -