IDEAS home Printed from https://ideas.repec.org/a/eee/epplan/v37y2013icp12-20.html
   My bibliography  Save this article

Supporting parenting of infants: Evaluating outcomes for parents and children in a community-based program

Author

Listed:
  • Cerezo, M. Angeles
  • Dasi, Carmen
  • Ruiz, Juan Carlos

Abstract

This research presents an evaluation of the intervention dose–effect of the Parent–Child Psychological Support Program (PCPS). The PCPS is a universal community-based program to support parenting, during the first 18 months, and to promote protective adaptive systems in children through a schedule of quarterly office-based appointments, starting at 3 months of age. Generally children attend for six visits. When the Program opens in a particular area, parents of all children under 18 months are invited. The different ages of the children who are joining present a unique opportunity to obtain groups to evaluate the program dose–effect using a cohort-sequential design. This dose–effect on parent and infant outcomes was examined by: (1) self-report of parental sense of competence and factors negatively affecting their parenting and (2) the quality of the child's attachment, using Ainsworth's Strange Situation Test. The study was based on 594 families. Results showed dose effects for parental sense of competence, in the parental self-efficacy dimension. The proportion of securely attached children was significantly higher in groups with medium and high program dose. These results were obtained after considering the effect on the parent and child outcomes of two socio-demographic factors that showed differences among the groups under study: single parenthood and working at home. In the variables under study the PCPS, serving a socially deprived area, showed dose effects. The evaluation strategy can be useful for evaluators and planners working with universal programs that offer a longitudinal service.

Suggested Citation

  • Cerezo, M. Angeles & Dasi, Carmen & Ruiz, Juan Carlos, 2013. "Supporting parenting of infants: Evaluating outcomes for parents and children in a community-based program," Evaluation and Program Planning, Elsevier, vol. 37(C), pages 12-20.
    • Handle: RePEc:eee:epplan:v:37:y:2013:i:c:p:12-20
    DOI: 10.1016/j.evalprogplan.2012.12.003
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0149718912000924
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.evalprogplan.2012.12.003?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Chen, Huey T., 2010. "The bottom-up approach to integrative validity: A new perspective for program evaluation," Evaluation and Program Planning, Elsevier, vol. 33(3), pages 205-214, August.
    2. James J. Heckman & Dimitriy V. Masterov, 2007. "The Productivity Argument for Investing in Young Children," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 29(3), pages 446-493.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Rosa M. Trenado & M. Angeles Cerezo & Purificación Sierra-García & Gemma Pons-Salvador, 2021. "Sequential coding of maternal sensitivity: application of nonlinear dynamic analyses and reliability," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 827-844, June.
    2. McGuinness, Seamus & Bergin, Adele & Whelan, Adele, 2016. "An Exploration of (Area-based) Social Inclusion and Community Development Training Programmes in Ireland," Research Series, Economic and Social Research Institute (ESRI), number RS54, June.
    3. McGuinness, Seamus & Bergin, Adele & Whelan, Adele, 2017. "Making centralised data work for community development: an exploration of area-based training programmes in a unified framework," Papers WP555, Economic and Social Research Institute (ESRI).
    4. Hickey, Grainne & McGilloway, Sinead & O'Brien, Morgan & Leckey, Yvonne & Devlin, Maurice & Donnelly, Michael, 2018. "Strengthening stakeholder buy-in and engagement for successful exploration and installation: A case study of the development of an area-wide, evidence-based prevention and early intervention strategy," Children and Youth Services Review, Elsevier, vol. 91(C), pages 185-195.
    5. Seamus McGuinness & Adele Bergin & Adele Whelan, 2017. "Using monitoring data to assess community development: Evidence from Ireland," Local Economy, London South Bank University, vol. 32(6), pages 539-564, September.
    6. Bujold, M. & El Sherif, R. & Bush, P.L. & Johnson-Lafleur, J. & Doray, G. & Pluye, P., 2018. "Ecological content validation of the Information Assessment Method for parents (IAM-parent): A mixed methods study," Evaluation and Program Planning, Elsevier, vol. 66(C), pages 79-88.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Michael Marmot & Ruth Bell & Angela Donkin, 2013. "Tackling Structural and Social Issues to Reduce Inequities in Children’s Outcomes in Low- to Middle-income Countries," Papers indipa708, Innocenti Discussion Papers.
    2. Kasim Allel & Gerard Abou Jaoude & Stavros Poupakis & Neha Batura & Jolene Skordis & Hassan Haghparast-Bidgoli, 2021. "Exploring the Associations between Early Childhood Development Outcomes and Ecological Country-Level Factors across Low- and Middle-Income Countries," IJERPH, MDPI, vol. 18(7), pages 1-15, March.
    3. Lauber, Verena & Thomas, Lampert, 2014. "The Effect of Early Universal Daycare on Child Weight Problems," VfS Annual Conference 2014 (Hamburg): Evidence-based Economic Policy 100399, Verein für Socialpolitik / German Economic Association.
    4. World Bank, 2017. "Pre-Primary Education in Mongolia," World Bank Publications - Reports 26402, The World Bank Group.
    5. Archibald, Thomas, 2015. "“They Just Know”: The epistemological politics of “evidence-based” non-formal education," Evaluation and Program Planning, Elsevier, vol. 48(C), pages 137-148.
    6. Nabanita Datta Gupta & Marianne Simonsen, 2010. "Effects of Universal Child Care Participation on Pre-teen Skills and Risky Behaviors," Economics Working Papers 2010-07, Department of Economics and Business Economics, Aarhus University.
    7. Dinand Webbink & Pierre Koning & Sunčica Vujić & Nicholas G. Martin, 2013. "Why Are Criminals Less Educated than Non-Criminals? Evidence from a Cohort of Young Australian Twins," The Journal of Law, Economics, and Organization, Oxford University Press, vol. 29(1), pages 115-144, February.
    8. Shelly Lundberg, 2013. "The College Type: Personality and Educational Inequality," Journal of Labor Economics, University of Chicago Press, vol. 31(3), pages 421-441.
    9. Urban, Jennifer Brown & Hargraves, Monica & Trochim, William M., 2014. "Evolutionary Evaluation: Implications for evaluators, researchers, practitioners, funders and the evidence-based program mandate," Evaluation and Program Planning, Elsevier, vol. 45(C), pages 127-139.
    10. Nemeczek, Fabian & Radermacher, Jan, 2022. "Personality-augmented MPC: Linking survey and transaction data to explain MPC heterogeneity by Big Five personality traits," SAFE Working Paper Series 348, Leibniz Institute for Financial Research SAFE.
    11. Slawa Rokicki & Mark E. McGovern, 2020. "Heterogeneity in Early Life Investments: A Longitudinal Analysis of Children's Time Use," Review of Income and Wealth, International Association for Research in Income and Wealth, vol. 66(3), pages 647-676, September.
    12. Christina Felfe, 2015. "Childcare and Child Development," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 13(01), pages 16-19, April.
    13. Christina Felfe, 2015. "Childcare and Child Development," ifo DICE Report, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 13(1), pages 16-19, 04.
    14. Alessandra Casarico & Luca Micheletto & Alessandro Sommacal, 2015. "Intergenerational transmission of skills during childhood and optimal public policy," Journal of Population Economics, Springer;European Society for Population Economics, vol. 28(2), pages 353-372, April.
    15. Heather Congdon Fors & Annika Lindskog, 2023. "Within‐family inequalities in human capital accumulation in India," Review of Development Economics, Wiley Blackwell, vol. 27(1), pages 3-28, February.
    16. Calero, Carla & Gonzalez Diez, Veronica & Soares, Yuri S.D. & Kluve, Jochen & Corseuil, Carlos Henrique, 2017. "Can arts-based interventions enhance labor market outcomes among youth? Evidence from a randomized trial in Rio de Janeiro," Labour Economics, Elsevier, vol. 45(C), pages 131-142.
    17. Mendolia, Silvia & Walker, Ian, 2014. "The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort," Economics of Education Review, Elsevier, vol. 43(C), pages 47-65.
    18. Hille, Adrian & Schupp, Jürgen, 2015. "How Learning a Musical Instrument Affects the Development of Skills," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 44, pages 56-82.
    19. Borck, Rainald & Wrohlich, Katharina, 2011. "Preferences for childcare policies: Theory and evidence," European Journal of Political Economy, Elsevier, vol. 27(3), pages 436-454, September.
    20. Heckman, James J., 2011. "Integrating Personality Psychology into Economics," IZA Discussion Papers 5950, Institute of Labor Economics (IZA).

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:epplan:v:37:y:2013:i:c:p:12-20. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.elsevier.com/locate/evalprogplan .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.