1. The Black Parenting Strengths and Strategies Program: A Randomized Pilot Study
Stephanie I. Coard, Ph.D. Associate Professor
Human Development and Family Studies, UNCG
The program of research that I will be presenting today is supported with funding from the National Institute for Mental Health, K award mechanism, awarded in 2000.
Presented at the Developmental Psychology Brown Bag
University of North Carolina-Greensboro
October 19, 2007

2. Acknowledgements MENTORS: Linda Burton, Ph.D., Penn State University
Robert T. Carter, Ph.D, Teachers College, Columbia University
Jessica Henderson Daniel, Ph.D., Harvard University
Michelle Fine, Ph.D, City University of New York
Vonnie McLoyd, Ph.D., UNC-Chapel Hill
Velma McBride Murry, Ph.D., University of Georgia
Robert Sellers, Ph.D., University of Michigan
Elwood Robinson, Ph.D., North Carolina Central University
Margaret Beale Spencer, Ph.D., University of Pennsylvania
Howard Stevenson, Ph.D., University of Pennsylvania
Donna Marie Winn, Ph.D., Duke University

3. Mission
The prevention and treatment of child mental health problems and the promotion of emotional and behavioral health –with particular emphasis on Black/African American children, adolescents and their families.
What does that mean?…

4. Remaining at the forefront of research in prevention and comprehensive treatments for/with African American youth and facilitating awareness of the importance of examining and understanding the role of race, ethnicity and culture in the conduct of research.
Elucidating roles of race/ethnicity in development
These factors contribute to the complexities of psychological processes, and are of vital importance to the understanding of culturally diverse populations.

5. 2. Integrate existing and new knowledge on culture, ethnicity and race with intervention efforts aimed at preventing and treating child mental health problems and fostering competence and well being.
As evidenced-based interventions are applied to children within diverse families, schools and communities, the understanding of culture and how specific culture-related factors influence implementation, acceptance and outcome become paramount.

6. Outline of Presentation
Research Overview
Rationale and limitations
Racial Socialization Overview
Definition and Importance
Intervention Development Phases
Cultural adaptation process
Intervention components
Pilot Findings
Conclusions and Future Directions

7. K01 Award: Cultural Strategies for Preventing Conduct Problems
Pursue research on translation, implementation and testing of clinically efficacious interventions into community settings; and in culturally adapting and testing those interventions to ensure successful dissemination within urban and inner-city communities.
A primary focus of this research has been the development and testing of culturally-relevant strategies to assist African American parents in preventing and managing common behavioral problems in children.
Funded by National Institute of Mental Health K01 MH

8. Limitations of Parent Training Interventions
Increase in contextually focused evidenced-based preventive intervention, BUT…
Focus on “surface” modifications rather than the consideration of “deeper” structural cultural adaptations.
Consideration to critical values and traditions of a particular ethnic group, the unique historical, present, and future conditions of the group have largely been ignored.
Do not consider the unique parental challenges that African American families experience and unique parenting practices that are culturally, ethnically, racially-based, valued and influenced by the societal realities that exist (e.g., racism, prejudice, discrimination).
Despite the efforts that have been placed on developing more contextually focused evidenced-based preventive interventions that target ethnic minorities and the multiple environments in which they operate, focus has tended to be on “surface” modifications rather than the consideration of “deeper” structural cultural adaptations that move interventions beyond cultural acceptability or sensitivity toward direct cultural relevance and specificity. Consideration to critical values and traditions of a particular ethnic group, as well as, the unique historical, present, and future conditions of the group have largely been ignored in the development of parenting interventions. Specifically, the unique parental challenges that African American families experience and unique parenting practices (e.g., racial socialization) that are culturally, ethnically, racially-based, valued and influenced by the societal realities that exist (e.g., racism, prejudice, discrimination).

9. Racial Socialization Defined
The process by which messages are transmitted inter- and intra-generationally regarding the significance and meaning of race and ethnicity.
Involves teaching children values and norms associated with race/ethnicity, and problem-solving skills that enable children to be flexible in their approach to race-related situations, without losing a core sense of self.
Racial socialization describes a process whereby parents teach their children information and skills associated with race and ethnicity. This process involves teaching children values and norms associated with race/ethnicity, and problem-solving skills that enable children to be flexible in their approach to race-related situations, without losing a core sense of self.
These messages are transmitted inter and intra-generationally.
The construct has been applied primarily to families of color, with the majority of theoretical and empirical work involving African American families.
While an emerging area of research, it is critical to our understanding of families of color in general and specifically to our understanding of Black family processes which we know is at the core of parenting/family intervention.
Coard, S. & Sellers, R. African American families as a context for racial socialization. (2005) In V. McLoyd, N. Hill and K. Dodge, (eds.) Emerging Issues In African-American Family Life: Context, Adaptation, and Policy. New York: Guildford Press.
Stevenson, H., Winn, D.M., Walker-Barnes, C. & Coard, S. Style Matters: Towards a culturally relevant framework for interventions with African American families (2005) In V. McLoyd, N. Hill and K. Dodge, (eds.) Emerging Issues In African-American Family Life: Context, Adaptation, and Policy. New York: Guildford Press.

10. Complexities of Racial Socialization
Synergistic and dynamic
Bi-directional process
Deliberate and unintended
Transmission and reception
Moderated by family and ecological characteristics

11. Racial Socialization and Child Outcomes: Empirical Findings
Racial Competence
Academic Achievement
Self-Efficacy
Self-Esteem
Behavioral Competence
Delinquency
Drug Abuse

12. Why is Racial Socialization Important?
It influences a children’s beliefs about the way the world works.
It informs children’s beliefs and attitudes regarding ‘the self’.
It helps shape children’s repertoire of strategies and skills for coping with and navigating racism.
It impacts the nature of the child’s’ inter- and intra-racial relationships and interactions.

13. Who am I Targeting? A quest to define Blackness
Race and/or Ethnicity
Black and/or African American
Biracial
Multiracial
Race of parent and/or race of child
Race of grandparent and/or race of parent and/or child
And the answer is…
Barbershops/hairdressers
Nail salons
Resource/drop in centers
Schools (drop off/dismissal)
Housing projects
Playgrounds/Parks
Block Parties/Festivals
Restaurants/Take-outs
Community Centers
YMCA
Churches/mosques
DMV
Street vendors
Caretakers/nannies

14. Intervention Development Phases
1. Qualitative Study: Further elaborate the key aspects of racial socialization through qualitative methods and review of historical, sociological, and psychological literatures.
2. Program Adaptation: Develop an intervention for African American parents of 5 – 7 year old socio-economically disadvantaged children that encourages parents use of racial socialization practices.
3. Assessment Battery: Develop an assessment battery that is sensitive to changes in racial socialization practices and related constructs.
4. Open Pilot : Pilot the racial socialization intervention as an adjunct to a standard parent training intervention.
5. Randomized Controlled Pilot: Test the enhanced parent training intervention in a randomized controlled trial (waitlist control).
I will now review the process by which cultural relevant enhancements were developed and integrated into an evidence-based parenting program.
Intervention development can be considered to have three stages:
Conceptualizing an intervention based on theory and empirical research
Developing and standardizing the intervention
Pilot testing
These steps our flushed out further here…
The process consists of five piloting phases ...

15. Mode/Delivery of Messages
Model of Racial Socialization
Processes (Coard, 2003)
Frequency of Message
Frequently Used
Routine aspect of parenting
Moderated by family characteristics
Content of Messages
Racial Preparation (83%)
Racial Pride (93%)
Racial Equality (86%)
Racial Achievement (67%)
Racial Socialization
Mode/Delivery of Messages
Active
Responsive
Passive
Coard, S. & Wallace, S., & Stevenson, H. & Miller Brotman, L. (2004). Towards culturally competent preventive interventions: The consideration of racial socialization in parent training with African American families. Journal of Child and Family Studies, 13 (3),

16. Other Culturally-Specific Considerations*
Delivery Strategies:
Use of AA language expression, common language
Physical expression
Emphasize AA values about collective responsibility, cooperation and interdependence.
Use of African proverbs, sayings/affirmations, poems, quotes, symbols, pledges
African American perspective use of (“we”)
Prayer
Role-playing
Storytelling/testimonies
Extended family participation
Humor
Setting/Motif- representative of population (e.g., books, magazines, pictures)
Content:
Black child development
Using proactive racial socialization strategies
Talking to your child about race
Knowledge of African American history
Encouraging culturally affirming attitudes and behaviors
Coping with race-related conflicts
Race-related advocacy in school settings
*informed by qualitative findings and existing literature
This qualitative information was combined with existing literature.

17. Culturally Enhanced Version: Black Parenting Strengths and Strategies (BPSS)
Program goals:
STRENGTHEN parenting skills
IMPROVE parental involvement
EMPOWER parents to advocate and access
GUIDE parents in preparing African-American children for success
So we can….
INCREASE positive behaviors in children
DEVELOP self-image and self-esteem
BUILD their confidence in school
PROMOTE positive racial discussions
ENHANCE problem-solving skills
Program Overview:
A culturally- and strengths-based
parenting program for the
prevention of conduct problems of
young children grades K-2.
Weekly session (12 weeks)
Two hour sessions
Meals and childcare/tutoring
Ticket system
Attendance (on time)
Homework completion
Binder
The result!

18. Parenting the Strong-Willed Child (Long & Forehand, 2002)
Evidence-based behavioral parent training program, recognized for its general effectiveness.
Designed to improve the parent-child relationship and increase desirable child behaviors.
Teaches skills that assist parents in dealing with and preventing noncompliance and other problematic behavior.
Skills: Attending, Rewards, Ignoring, Effective directions, Time Out

19. BPSS Parent Group Sessions: 1- 6
1 Welcome and Introduction
Parenting in Context: Yourselves as Black Parents
Self –Reflection
2 Black Discipline: Stickin’ To, Watchin’ Over and Gettin’ With*
Affection, Protection and Correction
3 Young Children and Racial-Ethnic Matters
Racial/Ethnic Development and Competence
Racial Socialization: Talking about Race
4 Understanding Child Behavior and Identifying Behavior Problems
Attending
5 Creating a Positive Homeplace** and Homespace***
Spirituality and Family Traditions
Rewards
6 Improving Communication Skills
Ignoring
*Based on Stevenson, Davis & Abdul-Kabir (2001)
**Term conceived by L. Burton
*** Term conceived by J.V. Ward

20. BPSS Parent Group Sessions: 7 - 12
7 Building Positive Self-Esteem and Self-Image
Effective Directions
8 Developing More Patience and Respect
Time-Out
9 Black Children and the School Experience
Racial Achievement
10 Teaching Children to Problem Solve
Chit chats and Race–Related Problem Solving
11 Integrating Parenting/Behavior Change Skills
Addressing Specific Behavior Problems
12 Advocating for Your Child
Addressing specific race/ethnic matters (at home and in the community)
Graduation Ceremony
Program is manualized: includes session outline/checklist, session content, handouts, homework assignments
Leader checklist is completed at the end of each session
Group leader self-evaluations completed at end of each session.
Parents complete weekly session evaluations

21. Child Domains and Measures
Child Behavior Problems
Child Social Competence
Child Racial Competence
Attitudes
Coping
Racial Preference
Behavioral Assessment System for Children (BASC- P/T)
Social Skills Rating Scale(SSRS-P/T)
Preschool Racial Attitude Measure(PRAM)
Racial Stories Task II
Color of My Skin

22. Parent Domains and Measures
Parent Practice Interview (PPI)
Involve Parent Questionnaire (IPQ)
Parent Experience of Racial Socialization (PERS)
Parent-Child Race-related Observational Measure (PC-ROM)
Afro-centric Home Environment Inventory
Multidimensional Inventory of Black Identity (MIBI)
Parent Stress Index (PSI)
Inventory of Race Related Stress (IRRS)
Parenting Practices
Parent Racial Socialization
Parent Racial Identity
Parent Functioning

23. Means for Parenting Practices and parent-rated child behavior for control and intervention: Parenting Practices

24. Means for Parenting Practices and parent-rated child behavior for control and intervention: Parents Experience of Racial Socialization

25. Means for Parenting Practices and parent-rated child behavior for control and intervention: Child Conduct Problem

26. Means for Parenting Practices and parent-rated child behavior for control and intervention: Child Social Competence

27. Conclusion
BPSS is a model for incorporating culturally relevant content and processes into established evidence-based interventions.
BPSS is a promising preventive intervention with encouraging preliminary data.
The feasibility as been established.
A preliminary evaluation of BPSS via a randomized wait list control pilot is complete.
Significant results in positive changes in parenting, including reduction in harsh discipline, increase in use of positive racial socialization strategies, and positive changes in social and racial competence in African American children.
Coard, S., Foy-Watson, S., Zimmer, C., & Wallace, A. (accepted with revision). Considering culturally relevant parenting practices in intervention development and adaptation: A randomized control trial of the Black Parenting Strengths and Strategies (BPSS) Program. Journal of Counseling Psychology

28. Racial Socialization
The Parent-Child Race-Related Observational Measure (PC-RROM), a parent-child observational measure of the race-related communication and interaction (racial socialization) has been developed and preliminary psychometrics conducted.
Future Research…
Examine other sources of racial socialization beyond parents.
Investigate the ethnic variation among families of African descent in America.
Identify racial socialization practices and strategies that are associated with the most positive child outcomes taking into consideration ecological environment.
Continue to develop and evaluate race socialization interventions.

29. Show me the money: Quest for additional funding

30. Culturally Relevant Family Focused Interventions (R34)
Randomized clinical trial
Condition 1: A well-established, evidence-based program for use with diverse families (Parenting the Strong-Willed Child);
Condition 2: A culturally specific adaptation of that program tailored for African American parents (Black Parenting Strengths and Strategies).
Condition 3: Information-only control
Determine added benefit of cultural enhancements
No randomized control trial of this nature has been conducted
to date.

31. Efficacy of Cultural Adaptations for Enhancing Behavioral Health in Black Youth (R21)
A randomized clinical trial
Determine whether the addition of racial socialization content and strategies to an empirically-based intervention significantly improves service outcomes: Program Engagement (recruitment, retention, participation), Consumer Satisfaction when used with African American families.

32. Cultural Strategies for Preventing Conduct Problems: A follow-up Study (R03)
To identify any long-term trends of the BPSS intervention.
In addition, child mental health service utilization among intervention participants will be assessed.

33. Reducing Behavioral Health Disparities for Black Youth (SBIR Phase 1)
To develop and test a child-focused intervention curriculum specifically designed to be culturally relevant and effective for African American youth (K-2).
Black Parenting Strengths & Strategies—Child (BPSS-C)

34. Reducing Behavioral Health Disparities for Black Adolescents (Planned SBIR Phase 1)
To adapt curriculum to be developmentally appropriate and effective for parents and adolescent.
Black Parenting Strengths & Strategies—Adolescent (BPSS-A)
Black Parenting Strengths & Strategies—Teen Parent (BPSS-TP)

35. BPSS Special/Advanced Topics
Build on BPSS to address social-familial issues and provide brief parent and/or child-directed training on specialty topics currently beyond the scope of the base program.
3-4 sessions
Assist to Resist: A Culturally Relevant Drug Prevention Program
Specifically, focuses on the development of supplemental parenting modules designed to prevent substance use in Black youth (currently funded by NIDA-Duke Transdisciplinary Prevention Research Center).
Others planned:
Anointed 2 Achieve: A Culturally Relevant Academic Efficacy program
Embrace ME: A Culturally Relevant Self and Body Image program for girls

36. Experiences of Racism and Mental Health Outcomes During Middle Childhood (R01)
The aims of this research project are as follows:
To gain an understanding of the prevalence of perceived racism experiences and how African American youth and parents perceive, interpret, conceptualize, and process racism (i.e., racial bias, racial discrimination, prejudice) in their lives (school and neighborhood settings).
To gain understanding of the impact of racism on mental health outcomes in children (i.e.., externalizing and internalizing)
To gain understanding on how those experiences and their impact may differ in African Americans across gender, age, socioeconomic status.
To elucidate the moderating role of child and parent characteristics (racial identity), family (e.g., racial socialization, SES) on experience of racism.

37. THANK YOU!!