Presentation on theme: "Parent Connectors: An Evidence-based Peer-to-Peer Support Program Albert J. Duchnowski, Ph.D. Krista Kutash, Ph.D. University of South Florida Federation."— Presentation transcript:
Parent Connectors: An Evidence-based Peer-to-Peer Support Program Albert J. Duchnowski, Ph.D. Krista Kutash, Ph.D. University of South Florida Federation of Families Conference Washington DC November 2013 1 Oct 14, 2013
Goal of the Parent Connector Program Assist parents of youth with behavioral challenges to become fully engaged as partners with the school and social service systems. 2
3 Parent Connectors call (no face-to-face contact) Caregivers on the phone each week for about 9 months and Offer emotional support Provide information about resources. Encourage engagement with school and mental health systems PCs attend weekly supervision meeting with a PC COACH How does the PC Program Work?
Who are the Parent Connectors? A diverse group of people with a wide range of age, income and cultural backgrounds. All unified by a shared experience of raising a child with emotional and behavioral challenges. 4
Who are the PC Coaches ? People with master’s level degrees and clinical experience working with families and youth with emotional and behavioral challenges. Backgrounds include School Psychologist, Social Worker, MH Counselor, and Clinical Psychologist. 5
6 Training of PCs and PC Coach Parent Connectors are given a 16-hour training program on how to be a Parent Connector. The PC Coach (who has been provided with four individualized hours of training previously) assists with the training of PCs.
Training Content Attitude Toward Engagement Social Support Expected Benefit Perceived Control Parent Connector Program Informational Support Emotional Support Parent Connector 7
Emotional Support Why Need? STIGMA BLAMESTRESS Strategy used by PC Self- Disclosure Encourage Problem Solving Skills and Promote Self - Care Discuss Causes of ED AFFIRMATIONAL SUPPORT Praise * Validate * Affirm Strategies Supported by Giving 8
Core Program Components using Theory of Planned Behavior to increase Positive Attitudes and Beliefs. Social Norms Personal Control of Behavior Benefit of Behavior 9
PC Coach role playing with a PC during a training session 10
Who are the Participants in the PC Program? Mothers of children and youth who are Served in special education due to ED At-risk for involvement in social service system (prevention) At-risk for re-admission to psychiatric hospital Served by multiple child-serving systems (Child Welfare, Juvenile Justice and Mental Health) 11
13 Research Design Three RCTS Comparison Group Experimental Group Nine month pre-post design Parent-Child dyads randomly assigned to two conditions
Study Objectives Is the program model feasible? Would parents find the intervention acceptable and engage with their PC? Could the program be delivered with fidelity Would the program produce positive outcomes for parents and their child? 14
Program was Feasible and Acceptable Recruited and Trained PCs and PC Coach. 82% of the parents who were called by a PC engaged in their PCs. Ratings from participants indicated high satisfaction with PC services. 15
Captured Five Dimensions of Implementation Effectiveness 1.Adherence (as measured by participants) 2.Dose 3.Participant Responsiveness 4.Quality of Program Delivery 5.Program Differentiation 16
Outcomes for Caregivers participating in the program Caregivers who had a PC and experienced lots of stressors –Improved their perceived benefit of engagement with the education and MH systems, and –Improved the positive influence of social norms. This in turn…. 17
Outcomes for Caregivers who has a Parent Connector Experienced more involvement in MH health services. –Parents who had a PC received more consultation services from MH providers. 18
Students whose Caregiver had a PC Received more school-based mental health services from a MH provider 19
Students whose Caregivers had a Parent Connector More days enrolled in school Less times suspended 21
In summary Parent Connector Program –is based on a theory of change, –Is time limited –with a manualized training curriculum, –is a highly supervised model –can be implemented with fidelity –Results in positive partnerships for caregivers with child serving agencies with youth and caregivers engaged in services. 22
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