No description available.

The goals of the program are to (1) increase food awareness, (2) decrease anxiety to new food textures and types, (3) provide consistent and appropriate mealtime behaviors and (4) comprehensive parent training and collaboration to facilitate generalization of new feeding behaviors across context. Additionally, participation in cultivating a vegetable garden exposes children to different sensory experiences and foods. The program is appropriate for infants to elementary school and meets one day per week for 2 hour sessions. A program for older children is being developed.

No description available.

No description available.

No description available.

The purpose of this study was to examine the relationships between several school psychologist variables and overall engagement in parent training/education activities with the parents of children with ADHD. Specifically, school psychologists were surveyed regarding their general attitude toward parent-focused activities, role profiles, intensity of training, perception of barriers/facilitators, and frequency of engagement in parent training/education activities. Participants included 163 school-based school psychologists in Florida who were members of FASP. Data were collected through the use of an Internet survey. Hypotheses were analyzed using correlations and a backward multiple regression analysis. Results indicated that school psychologists in Florida were engaging in parent training/education activities on average approximately 1-2 times per semester. The data suggested that a school psychologist’s intensity of training in formal parent training, parent involvement, and behavior theory/management was most significantly related to his or her engagement in parent training/education activities. Demographic variables including degree level, experience level, recency of training, number of schools served, primary employment setting, and caseload were not significantly related to engagement. Additionally, a school psychologist’s role profile was not significantly related to engagement in parent training/education activities. Data analysis revealed a moderate, positive, statistically significant correlation between general attitude and extent of engagement in parent training/education activities. Thus, the more positive a school psychologist’s general attitude was regarding parent-focused activities, the more likely he or she was to engage in parent training/education activities with the parents of children with ADHD. Perceived expertise in parent training/education activities was the only potential barrier that resulted in a statistically significant difference between those participants who perceived it as a barrier and those who did not. This indicates that those who perceived their level of training/expertise in parent training/education activities as a barrier to engagement were in fact less likely to engage in parent training/education activities.

The aim of the pilot study is to measure changes of attitudes over a period of six months. It is claimed that parents new to a school have only hearsay as a basis for their opinions about the school's functioning and that this is often detrimental to the school. It is hypothesized that these opinions will change and reflect positive attitudes towards the school in relation to the amount of contact experienced. The recording of the survey begins by referring to the paucity of research material on the subject; it continues by describing the method of collecting data on initial opinions by means of interviews, questionnaires and a statements of opinions check sheet; it then analyses changes of opinion by comparing the data of the later August statements of opinions return with the earlier February one; and finally suggests reasons for change by analysing correlations of parental contact and increased positive attitude. The paper concludes with recommendations for further studies and parent education programmes.

A two-month longitudinal program evaluation was conducted of a four-hour mandated parent education program for divorcing parents of minor children. To expand on Brandon’s (2006) program evaluation of the same program, the present study sought to examine knowledge gain and behavior change in participants. Using a retrospective post-then-pre design, 139 participants reported their knowledge gain in two areas: (a) the impacts of divorce and of putting children in the middle of conflict, and (b) strategies to reduce conflict with one’s former spouse. Two-month follow-up interviews were used to assess behavior change in two areas: (a) using techniques to manage post-divorce conflict with one’s former spouse, and (b) implementing strategies to keep children out of the middle of conflict. The participants reported knowledge gain and behavior change in each of the four respective areas. It was found that knowledge gain in both areas and behavior change in using techniques to manage post-divorce conflict did not vary as a function of parent gender, race, or parenting stage. However, results indicated behavior change in implementing strategies to keep children out of the middle of conflict varied only as a function of parenting stage (F(1) = 8.45, p < .01). It was also found that knowledge gain in regards to the impact of divorce and putting children in the middle of conflict predicted behavior change in regards to implementing strategies to keep children out of the middle of conflict (p < .05). The results of this study are intended to suggest improvements for the program as well as to provide insights for other parenting education programs for divorcing parents.

Parenting is increasingly seen as a profession which requires training and support with the purpose of creating improved interaction. A central question appears to be how the concept of interaction is defined. The aim of this study is to examine how training programs, trainers and parents perceive this concept, whether they define it the same way and whether trainers succeed in reaching parents with the message of what it actually is that will improve in the area of interaction. The study uses a phenomenological approach and a qualitative method. The research subject is the parental training program Komet, a manual-based education program for parents. The goal of the program is to offer families training in methods that have strong scientific support in order to reduce conflicts and to improve the relation and interaction between children and parents. One important result of the study is that parents and trainers viewed the concept of interaction from different perspectives. While the trainers described the interactions based on the parents’ attitudes towards the child, the parents focused on the child’s behavior. This resulted in difficulty for the parents to recognize other changes than changes in behavior.

A two-month longitudinal program evaluation was conducted of a four-hour mandated parent education program for divorcing parents of minor children. To expand on Brandon’s (2006) program evaluation of the same program, the present study sought to examine knowledge gain and behavior change in participants. Using a retrospective post-then-pre design, 139 participants reported their knowledge gain in two areas: (a) the impacts of divorce and of putting children in the middle of conflict, and (b) strategies to reduce conflict with one’s former spouse. Two-month follow-up interviews were used to assess behavior change in two areas: (a) using techniques to manage post-divorce conflict with one’s former spouse, and (b) implementing strategies to keep children out of the middle of conflict. The participants reported knowledge gain and behavior change in each of the four respective areas. It was found that knowledge gain in both areas and behavior change in using techniques to manage post-divorce conflict did not vary as a function of parent gender, race, or parenting stage. However, results indicated behavior change in implementing strategies to keep children out of the middle of conflict varied only as a function of parenting stage (F(1) = 8.45, p < .01). It was also found that knowledge gain in regards to the impact of divorce and putting children in the middle of conflict predicted behavior change in regards to implementing strategies to keep children out of the middle of conflict (p < .05). The results of this study are intended to suggest improvements for the program as well as to provide insights for other parenting education programs for divorcing parents.