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En una guardería de cuidado a bebes y niños de 45 días a 4 años, se han suscitado varios eventos relacionados con problemas entre madres porque sus pequeños de 2 años se muerden entre sí, también las profesoras reportan que hay varios padres y madres que recién empiezan con su rol de parentalidad y eso les genera angustia. La directora quiere implementar un programa de prevención familiar.

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En un Centro para Menores Infractores de la ley, que atiende a niños (hombres) entre 10 a 17 años ha decidido ofrecer un Programa de Prevención orientada a las familias de los menores, con la finalidad de disminuir la reincidencia de delitos por parte de los niños, especialmente porque muchas de las sentencias dura entre 4 y 8 meses.

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En una escuela privada con múltiples niveles educativos (Preescolar, Primaria, Secundaria y Preparatoria) quiere destacarse de otras escuelas y ha decidido que como parte de los servicios educativos, se implementará un programa de prevención de drogas como parte de sus actividades dirigidas a los padres y madres de los alumnos y alumnas.

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En una escuela primaria que atiende niños de 6 a 12 años está ubicada en en una zona marginada de la ciudad, se han presentado dos casos de niños de 8 y 10 años que han traído a la escuela tabaco y cuando se le preguntó, comentaron que su hermano de 16 años fuma y le regaló uno cigarrillo. Ante esta situación el Director ha pedido a las autoridades educativas, un presupuesto para implementar un programa de prevención de consumo de drogas para las familias.

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Blueprints for Healthy Youth Development – Committed to Healthy Youth, Families and Communities

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The Blueprints for Healthy Youth Development mission is to provide a comprehensive registry of scientifically proven and scalable interventions that prevent or reduce the likelihood of antisocial behavior and promote a healthy course of youth development and adult maturity. We also advocate for evid…

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1. Revisará su escenario y determinará las características y necesidades.
2. Buscará en uno los bancos de datos un Programa Basado en la Evidencia un programa de intervención familiar que cubra las necesidades del escenario planteado.
3. Justificar las razones por las que lo eligieron.
4. Determinar el nivel de prevención que aborda
5. Señalar los resultados esperados
6. Costos y recursos

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Best practice portal | www.emcdda.europa.eu

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The Best practice portal is designed to help you find practical and reliable information on what works (and what doesn’t) in the areas of prevention, treatment, harm reduction and social reintegration. It will help you identify tried and tested interventions quickly, allocate resources to what’s ef…

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grupo 3: katrina, marvin,Melissa, Elizabeth, carlos c, Luis Navarro

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grupo 3: katrina, marvin,Melissa, Elizabeth, carlos c, Luis Navarro

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Grupo 2: Miranda, Miriam, Yara, Lilia, Gypsia y Edna

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Grupo 2: Miranda, Miriam, Yara, Lilia, Gypsia y Edna

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Terapia familiar funcional: población objetivo adolescencia tardía (15-18 años) adolescencia temprana (12-14) ambos géneros, con intervención continua (selectiva). Una intervención de terapia familiar a corto plazo y un programa de desviación juvenil que ayuda a los niños en riesgo y a los jóvenes delincuentes a superar los problemas de comportamiento de los adolescentes, los trastornos de conducta, el abuso de sustancias y la delincuencia.

Terapia multisistémica: prevención de delitos juveniles (edades 12-18 años9 ambos géneros. Un programa de prevención de delitos juveniles diseñado para mejorar el funcionamiento de los jóvenes en el mundo real al cambiar sus entornos naturales (hogar, escuela y vecindario) de manera que promuevan el comportamiento prosocial y reduzcan el comportamiento antisocial.

Capacitación en habilidades para la vida (LST): Un programa de prevención del abuso de sustancias basado en el salón de clases diseñado para prevenir el abuso de drogas y alcohol, el uso de tabaco, la violencia y otros comportamientos de riesgo en los adolescentes al enseñar a los estudiantes habilidades de autocontrol, habilidades sociales y habilidades de resistencia y conciencia de las drogas.
Tratamientos ecológicos basados en la familia para reducir el consumo de sustancias en adolescentes: tuvo efectos significativos en la reducción de consumo específicamente cánnabis y alcohol y reducción del comportamiento disruptivo de los adolescentes.

Programas de tribunales de droga para reducir la reincidencia.

Acción positiva: Un programa de aprendizaje socioemocional basado en la escuela para estudiantes de escuelas primarias y secundarias para aumentar el comportamiento positivo, reducir el comportamiento negativo y mejorar el aprendizaje social y emocional y el clima escolar.

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Características: área marginal
Niños en edad escolar de 6-12 años.
Necesidades: económicas, educativos, familiares(falta de control y supervisión entorno social) .

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Escogimos este programa porque fue diseñado para reducir la agresión familiar, mejorar la salud mental y conductual de los niños y mejorar la salud mental y física de los padres mediante la promoción de la calidad de la crianza compartida entre las parejas en la transición a la paternidad.

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Comportamiento antisocial-agresivo, ansiedad, problemas de conducta, depresión, externalización, internalización, prosocial con compañeros. (Tomado de Blueprints)

Los resultados que esperamos con la implementación de este programa es que el comportamiento agresivo entre los niños mejore con la ayuda de los padres, ya que los padres serán capacitados para mejorar sus estilos de crianza por medio del programa.

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El costo de un taller de capacitación en el sitio es de $3,000, más los gastos de viaje y alojamiento para los capacitadores. Los talleres de inscripción abierta para múltiples sitios cuestan $375.00 por persona para la capacitación completa.

Recursos: Manual (B/.325.00)

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4.nivel primer primario.

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Escenario: el plantel educativo privado, caracteristicas es un poblacion tiene mas recursos accecibles a la tecnologia donde se caracteriza mas niños y adolescentes donde la necesidad es la implementacion para habilidades para la vida y comportamiento. implementar politicas de prevencion de acceso a sustancias psicoativas .

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Escenario: el plantel educativo privado, caracteristicas es un poblacion tiene mas recursos accecibles a la tecnologia donde se caracteriza mas niños y adolescentes donde la necesidad es la implementacion para habilidades para la vida y comportamiento. implementar politicas de prevencion de acceso a sustancias psicoativas .

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NILIAN PALACIOS
KEIRA AFÚ
ARACELIS BARRIA
ENRIQUE CLARK
LUZ LUCAS
MARIAN GUTIÉRREZ

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Labor de los padres en la educación de los niños.

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Se le da mayor orientación a los padres para guiar a los hijos  en su formación, específicamente para evitar que los niños persistan en uso del tabaco.

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Unplugged is a school-based programme that incorporates components focusing on critical thinking, decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions and stress, normative beliefs, and knowledge about the harmful health effects of drugs.

Unplugged particularly emphasised correcting pupils' beliefs about the pervasiveness of substance use ('normative beliefs') by contrasting these with data from surveys of pupils of the same age which typically reveal that average use levels are lower.

The curriculum consists of 12 one-hour units taught once a week by class teachers who have previously attended a 2.5-day training course in the lessons and materials, and in how to teach them using methods which encourage interaction between pupils and between pupils and teachers, such as role-play and giving and receiving feedback in small groups.. Based on teacher feedback and barriers identified during the first implementations of Unplugged, the revised programme's lessons are: 1. Opening Unplugged, 2. To be or not to be in a group, 3. Choices - Alcohol, Risk and Protection, 4. Your beliefs, norms and information - do they reflect reality?, 5. Smoking the cigarette drug - Inform yourself, 6. Express yourself, 7. Get up, stand up, 8. Party tiger, 9. Drugs - Get informed, 10. Coping competences, 11. Problem solving and decision making, 12. Goal setting

Materials can be acessed for free here

This basic curriculum is ideally supplemented either by meetings led by pupils selected by their classmates, or by workshops for the pupils' parents. While in the implementations for the first trial, the curriculum was moderately well implemented, peer-led activities were rarely conducted, few parents attended the workshops, and an important element - role-play - was generally omitted by teachers.

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Unplugged - a Comprehensive Social Influence programme for schools: life skills training with correction of normative beliefs

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Unplugged is a school-based programme that incorporates components focusing on critical thinking, decision making, problem solving, creative thinking, effective communication, interpersonal relationship skills, self-awareness, empathy, coping with emotions and stress, normative beliefs, and knowledge about the harmful health effects of drugs.

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Program Developer/Owner

Mark E. Feinberg, Ph.D. Pennsylvania State University Prevention Research Center S-109 Henderson Building University Park, PA 16802 U.S.A. mef11@psu.edu www.famfound.net

Program Outcomes

Antisocial-aggressive Behavior

Anxiety

Conduct Problems

Depression

Externalizing

Internalizing

Prosocial with Peers

Program Specifics

Program Type

Program Setting

Continuum of Intervention

Program Goals

A universal prevention program designed to improve birth outcomes, reduce family aggression, enhance child mental and behavioral health, and enhance parent mental and physical health through promoting coparenting quality among couples at the transition to parenthood.

Population Demographics

The program targets heterosexual couples expecting their first child.

Target Population

Age

Gender

Gender Specific Findings

Race/Ethnicity

Race/Ethnicity/Gender Details

Some child outcomes showed an intervention effect only for boys. These included internalizing, attention/hyperactivity, and relationship satisfaction collected at wave 4 and attention problems, aggressive behavior, and externalizing at wave 5. Supplemental analysis, gathered during the Blueprints review, also showed that anxious/depressed and Internalizing was only significant for the boys at wave 5. Some child outcomes showed intervention effects across gender, but stronger effects for boys. These included total behavior problems, externalizing, and aggression from wave 4.

Other Risk and Protective Factors

Family: Successful coparenting as a protective factor. Mother's stress, parent mental health, and substance use during gestation.

Risk/Protective Factor Domain

Risk/Protective Factors

Risk Factors

Family: Family conflict/violence, Parent aggravation*, Parent stress*, Poor family management, Psychological aggression/discipline, Violent discipline

Protective Factors

Individual: Skills for social interaction*

Family: Attachment to parents, Nonviolent Discipline*

*Risk/Protective Factor was significantly impacted by the program

See also: Family Foundations Logic Model (PDF)

Brief Description of the Program

Family Foundations is a universal prevention program developed in collaboration with childbirth educators to enhance coparenting quality among couples who are expecting their first child. The program consists of four prenatal and four postnatal sessions, run once a week, with each two-hour session administered to groups of 6-10 couples. Sessions are led by a trained male-female team and follow the Family Foundations curriculum. The female leader is a childbirth educator and the male leaders are from various backgrounds, but experienced in working with families and leading groups. Ongoing observation of sessions facilitates regular supervision discussions.

This program focuses on coparenting and the coparenting relationship, rather than other romantic relationship or parenting qualities. In assisting parents to work together supportively, the program content covers emotional self-management, conflict management, problem solving, communication, and mutual support strategies. Parenting strategies include an understanding of temperament, fostering children's self-regulation, and promoting attachment security. The four prenatal classes introduce the couple to themes and skills, and the four postnatal classes revisit the themes once the couple has experienced life as parents and coparents. The delivery is psychoeducational and skills-based, with didactic presentations, couple communication exercises, written worksheets, videotaped vignettes of other families, and group discussion. An online version of the program has also been created and implemented.

Description of the Program

Family Foundations is a universal prevention program developed in collaboration with childbirth educators to enhance coparenting quality among couples who are expecting their first child. The program consists of four prenatal and four postnatal sessions, run once a week, with each two-hour session administered to groups of 6-10 couples. Sessions are led by a trained male-female team and follow the Family Foundations curriculum. The female leader is a childbirth educator. Ongoing observation of sessions facilitates regular supervision discussions.

This program focuses on coparenting and the coparenting relationship, rather than other romantic relationship or parenting qualities. In assisting parents to work together supportively, the program content covers emotional self-management, conflict management, problem solving, communication, and mutual support strategies. The program organizes material into three major domains: Feelings, Thoughts, and Communication. These domains help participants remember and utilize program tools. Parenting strategies include an understanding of temperament, fostering children's self-regulation, and promoting attachment security. However, as the focus is on coparenting, these topics are examined in terms of whole-family dynamics. The prenatal classes introduce the couple to themes and skills, and the postnatal classes revisit the themes once the couple has experienced life as parents and coparents. The delivery is psychoeducational and skills-based, with didactic presentations, couple communication exercises, written worksheets, videotaped vignettes of other families, and group discussion. Skilled facilitators are able to maintain fidelity to the content while engaging parents in an interactive, supportive group learning context.

Developed as a universal group-format program, ongoing research is assessing adaptations of delivery, content, and target population. For example, an adaptation for high-risk, home-visited mothers and partners is currently in a research trial; an adaptation for low-income teens has been piloted; an online version for military reserve and National Guard families has been developed; and an enhanced version for couples at risk of family violence is planned.

Theoretical Rationale

This program is based on a theoretical model of coparenting as a key influence on parent adjustment, parenting quality, and child adjustment. Coparenting is defined as the way in which parents (or others in a caregiving role) coordinate and support each other in their roles as parents. Research indicates that the coparenting relationship is more strongly related to parenting and child outcomes than the general couple or marital relationship. As the coparenting construct includes couple conflict about issues related to the child, which is a strong risk factor for child externalizing and internalizing problems, the program directly addresses a central risk factor for child adjustment. Difficulties in coparenting have been found to be linked to a range of child outcomes in addition to internalizing and externalizing problems, including effortful control, peer relations, school adjustment, and substance use.

Coparenting is distinguished from other aspects of the couple's relationship such as romantic, friendship, legal, and financial domains (except as they impact coparenting per se). In this way, the program targets a circumscribed aspect of the couple relationship - which may be more malleable than the overall couple relationship. Moreover, coparenting is viewed as a protective factor (i.e., moderator) of other influences on parents and children. For example, supportive coparenting may reduce the detrimental effects of parent depression on parent-child relationship quality. Evidence from the research on Family Foundations supports this view, as the program buffered families from the negative effect of prenatal couple violence on harsh parenting toward the child.

Because coparenting represents the overlap between the parent-child and parent-parent relationship spheres, coparenting is a key target with regard to a range of important outcomes. For example, as maternal stress and anxiety during pregnancy has been related to poor fetal development and outcomes, reducing maternal stress/anxiety during pregnancy through enhanced couple support may reduce adverse birth outcomes. As father involvement among both residential and non-residential fathers is linked to coparenting quality, a focus on coparenting may enhance responsible fathering. And as partner support is the strongest influence on maternal postpartum depression (after prior history of depression is controlled), enhanced coparenting may reduce levels of this problem with benefits for mothers and babies. Indeed, program evaluation data suggests that families enrolled in the program have demonstrated better birth outcomes (for mothers at risk due to levels of a stress hormone, cortisol), better father-infant relations, and decreased postpartum depression.

Theoretical Orientation

Skill Oriented

Cognitive Behavioral

Brief Evaluation Methodology

Study 1

A randomized controlled design was used to evaluate Family Foundations. Couples were randomly assigned to an intervention (n=89) or to a no-treatment control condition (n=80), with the control condition consisting of receiving mailed literature on selecting quality childcare and developmental stages. Participants were primarily (81%) recruited from childbirth education programs at two hospitals located in small cities. Presumably, all couples responding to recruitment were enrolled, though no further details on recruitment procedures were provided.

Data were collected on participants five times. Data from 4-5 couples were not utilized in analyses because of developmental difficulties, death of one of the parents, or congenital medical problems for the baby, resulting in a sample size of 164-165. The study gathered pretest data (Wave 1) on all 164-165 couples when mothers were pregnant. Posttest data collection (Wave 2) occurred after the intervention couples had completed the program, when babies were about 6 months old. Of the eligible enrolled couples, 147 mothers completed the posttest (Wave 2) and were included in the analytical sample for posttest results. The study administered a six-month follow-up (Wave 3), when babies were about one year old. For this wave, 93% of mothers and 88% of fathers participated. A two and a half year follow-up (Wave 4) was conducted when children were about three years old (N=137). Wave 5 took place when children were ages 6 to 7.5, or six to seven years after program conclusion. Ninety-eight families provided parent and/or teacher data on child development. Additional analysis was conducted on a subsample (N=123) of mothers consenting to baseline cortisol measurement and completing posttest data collection (Feinberg, Roettger et al., 2014).

Key outcome measures included pregnancy-related indicators, attitudes and behaviors of mothers and fathers, coparenting and parenting behaviors, and child developmental outcomes.

Study 2

Feinberg, Jones, Hostetler et al. (2016), Feinberg, Jones, Roettger et al. (2016), Jones et al. (2018), Feinberg and Jones (2018), and Feinberg and Gedaly (2021) evaluated the program with a randomized controlled trial and a sample of 399 cohabiting heterosexual couples expecting their first child. The intervention couples ( n =221) and control couples ( n = 178) were followed from the prenatal period to 10 months, two years and seven years after birth of the child. Child measures of soothability, nighttime waking, internalizing and externalizing came from parent reports. When the child was age 7, additional measures of child behavior were collected from direct observations and teacher reports.

Study 3

In addition, an online version of the program was created and tested using military families (Feinberg et al., 2019). Couples were randomly assigned to either complete the online program ( n = 29) or to a no treatment control condition ( n = 27). Outcomes related to parental adjustment, coparenting, and infant behavior were assessed at baseline and six months postpartum.

Outcomes (Brief, over all studies)

Study 1

Across posttest and follow-up analyses, 9 of 22 child outcomes and 24 of 40 parent outcomes showed significant program effects. One of seven pregnancy-related outcomes assessed at mid-program showed improvement.

At Wave 2 (posttest, when children were six months old), two of four child outcomes and 6 of 12 parent outcomes showed significant improvement. Mothers and fathers' coparental support, fathers' parent-child dysfunctional and parenting-based closeness, mothers' depressive symptoms and anxiety, father-reported infant soothability, and child duration of orienting all showed significant differences. Mothers' and fathers' coparental undermining, mothers' parent-child dysfunctional interaction and parenting-based closeness, fathers' depressive symptoms and anxiety, mother-reported infant soothability, and child sleep habits did not show a significant program effect.

Of the 18 parenting, couple, and coparenting variables tested at wave 3 (six-month follow-up, when children were one year old), 12 showed significant improvements for the intervention participants. The study reported a program effect for one of two child outcomes. Mothers and fathers in the treatment group showed reduced competition and triangulation in coparenting, increased warmth to partner, and increased parenting positivity. Mothers, but not fathers, improved on coparenting inclusion and negative communication to partner, while fathers significantly increased coparenting warmth and reduced parenting negativity. Neither maternal nor paternal active coparenting cooperation showed a significant effect. For child outcomes, self-soothing improved significantly, but sustained attention did not.

Wave 4 (2.5-year follow-up, when children were about three years old) analyses indicated a significant program effect on six of ten parent, interparental relationship, and parenting outcomes and on four of seven child outcomes. Intervention participants improved parental stress, parental efficacy, coparenting quality, parenting overreactivity, parenting laxness, physical punishment, total behavior problems, child externalizing problems, child aggression, and child social competence. No significant effect emerged for parental depression, relationship satisfaction, child internalizing problems, child attention/hyperactivity, or child emotional competence (Feinberg et al., 2010), or for partner psychological aggression or parent-child physical aggression (Kan & Feinberg, 2013b). Additional analyses showed that among boys, the program had an effect for male children on internalizing, attention/hyperactivity, and relationship satisfaction and showed a stronger effect on total behavior problems, externalizing, and aggression for boys.

Main effects analyses indicated that, of the two parent-reported and nine teacher-reported child academic and behavioral outcomes measured at wave 5 (six-year follow-up, when children were 6-7.5), two showed significant improvements for the intervention group: teacher-reported anxious/depressed and internalizing problems. In looking at program effects by child gender, boys showed significant improvement for attention problems, aggressive behavior, and externalizing. Parent- and teacher-reported conduct problems and emotional problems and teacher-reported classroom participation and academic participation showed no direct or gender moderated program effects.

Pregnancy-related outcomes assessed mid-program (four of eight classes) indicated one main effect of the intervention (fewer Caesarian births). Birth weight, number of weeks born premature, premature status, the number of days the child was in the hospital, pregnancy complications, and the number of days the mother was in the hospital showed no program effects for the full sample.

Moderation analyses indicated the greater effectiveness of the program for high-risk couples. Significant moderators included low parental education, high maternal and paternal attachment insecurity, unmarried mothers, high baseline negative communication levels, high baseline cortisol levels, baseline psychological partner aggression, baseline physical partner aggression, and baseline intimate partner violence, all of which strengthened the relationships between intervention status and different outcomes.

Feinberg et al. (2015) found no direct effects of the program on parent-reported birth weight, neonatal length of stay in hospital, or maternal length of stay in the hospital. They did find that the program helped several subgroups, specifically those with high levels of pretest parental economic strain, depression, and anxiety.

Study 2

Feinberg, Jones, Roettger et al. (2016) found no program effects on birth outcomes. Feinberg, Jones, Hostetler et al. (2016) found that intervention couples did significantly better than control couples on outcomes relating to co-parenting, family relationship, and family violence and on child outcomes relating to soothability, duration of orientation (i.e., attention span), and sleeping. Jones et al. (2018) found at the 2-year follow-up assessment that the intervention group (compared to the control group) showed significantly greater observational family interaction co-parenting, lower observational family interaction parenting negativity, fewer parent-reported child internalizing behaviors, and fewer parent-reported child nighttime wakings. Feinberg and Gedaly (2021) found at the 7-year follow-up assessment that the intervention group (compared to the control group) showed significantly better observer-rated positive affect, negative affect, physical aggression toward objects, and affection toward parents and significantly lower teacher-rated externalizing.

Study 3

Feinberg et al. (2019) found that the program significantly reduced parent-reported infant sadness and distress to limitations as well as reduced parent depression.

Outcomes

Study 1

At wave 2 (posttest, when children were about six months), the study (Feinberg & Kan, 2008) reported a significant intervention effect for:

Fathers' coparental support, parenting-based closeness, and parent-child dysfunctional interaction

Mothers' coparental support, depressive symptoms, and anxiety

Father-reported infant soothability

Child duration of orienting

At wave 3 (six-month follow-up, when children were about one year old), intervention participants showed improved (Feinberg et al., 2009):

Mothers' coparenting competition, coparenting triangulation, warmth to partner, parenting positivity, coparenting inclusion, and negative communication

Fathers' coparenting competition, coparenting triangulation, warmth to partner, parenting positivity, coparenting warmth, and parenting negativity

Observed child self-soothing

At wave 4 (2.5-year follow-up, when children were three years old), intervention participants showed program effects for (Feinberg et al., 2010):

Parent-reported parental stress, parental efficacy, coparenting quality, parenting overreactivity, parenting laxness, and physical punishment

Mother-reported child total behavior problems, externalizing problems, aggression, and social competence

Mother-reported child internalizing problems and attention/hyperactivity (boys only)

At wave 5 (six year follow-up, when children were 6-7.5 years old), intervention participants showed improvements in the following child outcomes (Feinberg, Jones et al., 2014)

Teacher-reported anxious/depressed and internalizing problems

Teacher-reported attention problems, aggressive behavior, and externalizing problems (boys only)

Pregnancy-related outcomes from mid-program showed a significant intervention effect (Feinberg, Roettger et al., 2014):

Reduced levels of Caesarian birth

Study 2

Feinberg, Jones, Roettger et al. (2016), Feinberg, Jones, Hostetler et al. (2016), Jones et al. (2018), Feinberg and Jones (2018), and Feinberg and Gedaly (2021) found that the intervention group (compared to the control group) showed significantly

Greater observational family interaction co-parenting at posttest and long-term follow-up

Better parent-reported family relations at posttest and long-term follow-up

Less parent-reported family violence at posttest

Greater parent-reported child soothability, duration of orientation (i.e., attention span), and night-time sleeping at posttest

Fewer parent-reported child internalizing behaviors at long-term follow-up

Fewer parent-reported child nighttime wakings at long-term follow-up

Higher observer-rated positive affect and lower negative affect at seven-year follow-up

Lower observer-rated physical aggression toward objects at seven-year follow-up

Greater observer-rated affection for mothers and fathers at seven-year follow-up

Lower teacher-rated externalizing at seven-year follow-up

Study 3

Feinberg et al. (2019) found that intervention couples, compared to control couples reported reduced

Infant sadness (parent reported)

Infant distress to limitations (parent reported)

Risk and protective factors:

Reduced parent depression

Mediating Effects

In Solmeyer et al. (2014), coparenting competition mediated the effect of the intervention on wave 4 child adjustment problems for mother-son and father-child relationships, but not mother-daughter relationships. The proportion of total effects mediated by coparenting competition was 39% for mothers and sons and 55% for fathers. Coparenting positivity did not mediate program effects for mothers or fathers.

Moderated intervention effects:

Wave 2 posttest outcomes of maternal depression, mother report of coparental support, and child sleep habits were moderated by parental education (Feinberg & Kan, 2008)

Wave 2 posttest outcomes of maternal depression, mother's coparental support, coparental undermining, maternal dysfunctional interaction, and paternal dysfunctional interaction were moderated by father's insecurity, and maternal depression was moderated by mother's insecurity (Feinberg & Kan, 2008)

Parental depression across waves 2-4 were moderated by parent gender and marital status (Feinberg et al., 2010)

Maternal and paternal positivity and negativity toward daughters and reactivity to distress at wave 3 were moderated by baseline intimate partner violence perpetration (Kan & Feinberg, 2013a)

Fathers' psychological partner aggression was moderated by baseline psychological partner aggression and physical partner aggression and mothers' aggression toward the child was moderated by baseline psychological partner aggression (Kan & Feinberg, 2013b)

Parent-reported emotional problems and teacher-reported behavioral outcomes at wave 5 (classroom total participation, academic motivation, conduct problems, emotional problems, anxious/depressed, aggressive behavior, internalizing, and externalizing), were moderated by baseline negative communication levels (Feinberg, Jones et al., 2014)

Pregnancy-related outcomes of birth weight, number of weeks born premature, newborn hospital length-of-stay and maternal length-of-stay in hospital were moderated by baseline cortisol levels (Feinberg, Roettger et al., 2014)

Participation in the intervention program was moderated by pretest levels of observed couple negative communication (Jones et al., 2018)

Feinberg & Jones (2018) found that, when examining four mediators in combination, there was a significant indirect effect on externalizing and a marginally significant indirect effect on internalizing (p = .089). The authors argued that, although the impact of a single mediator was small, the impact of multiple mediators combined revealed the ability of the program to improve child outcomes.

Effect Size

As there were many effects across the different outcomes and analyses, the sizes ranged from small to large. Coparenting outcomes generally had small-medium or medium effect sizes, child behavior outcomes generally had medium to medium-large effect sizes, and the adverse birth outcome effect was small.

Feinberg et al (2015) did not report effect sizes.

Feinberg et al. (2019) reported medium effect sizes ( d = .46 - .65).

Feinberg, Jones, Hostetler et al. (2016) reported small effect sizes on child outcomes of .20-.27, but effect sizes for parent outcomes ranged more widely from .20 to .79.

Feinberg & Gedaly (2021) found effect sizes ranging widely from .36 (medium-small) to .83 (large).

Generalizability

The samples appear to have limited generalizability. They included a high proportion of couples who were white, married, and high socioeconomic status.

Potential Limitations

Study 1

Program participation rates were not very high. Most couples (66% of mothers and 63% of fathers) attended 5 or more sessions.

The sample appears to have limited generalizability.

Of the several dozen outcomes tested, only 11 were independently measured and related to the development of children (two in wave 3 and nine in wave 5), three of which showed significant improvements across the whole sample. In addition, two of these significant findings (wave 5) are from a substantially reduced sample.

The moderation analyses found stronger results for high-risk families but also that the program did not work as well universally.

Some parent-reported child outcomes were not independent, but teacher reports and researcher observations were.

Some coparenting outcomes were closely related to program content, but the child outcomes were more general.

Low reliability of some teacher measures.

Study 2

Feinberg, Jones, Roettger et al. (2016), Feinberg, Jones, Hostetler et al. (2016), Jones et al. (2018), Feinberg & Jones (2018), Feinberg & Gedaly (2021)

Many child measures came from parents who helped deliver the program

One of three analyses excluded those who did not attend enough sessions

Not possible to control for baseline parenting and child outcomes

Posttest effects but not on independent outcome measures

Study 3

Feinberg et al., (2019)

No independently measured child outcomes

Evidence of differential attrition

Endorsements

Program Information Contact

Mark E. Feinberg
Prevention Research Center
Pennsylvania State University
S-109 Henderson Building
University Park, 16802
Email: mef11@psu.edu
www.famfound.net

References

Study 1

Feinberg, M. E., & Kan, M. L. (2008). Establishing Family Foundations: Intervention effects on coparenting, parent/infant well-being, and parent-child relations. Journal of Family Psychology, 22(2), 253-263.

Feinberg, M. E., Jones, D. E., Kan, M. L., & Goslin, M. C. (2010). Effects of Family Foundations on parents and children: 3.5 years after baseline. Journal of Family Psychology, 24(5), 532-542.

Certified Feinberg, M. E., Jones, D. E., Roettger, M., Solmeyer, A., & Hostetler, M. L. (2014). Long-term follow-up of a randomized trial of Family Foundations: Effects on children's emotional, behavioral, and school adjustment. Journal of Family Psychology, 28(6), 821-831.

Feinberg, M. E., Kan, M. L., & Goslin, M. (2009). Enhancing coparenting, parenting and child self-regulation: Effects of Family Foundations one year after birth. Prevention Science, 10(3), 276-285.

Feinberg, M. E., Roettger, M. E., Jones, D. E., Paul, I. M., & Kan, M. L. (2014). Effects of a psychosocial couple-based prevention program on adverse birth outcomes. Maternal Child Health Journal, published online 27 June 2014.

Kan, M. L., & Feinberg, M. E. (2013a). Links between pre-birth intimate partner violence and observed parenting among first-time parents? Unpublished manuscript.

Kan, M. L., & Feinberg, M. E. (2013b). Can strong family foundations prevent parent and partner aggression among couples with young children. Unpublished manuscript.

Solmeyer, A. R., Feinberg, M. E., Coffman, D. L., & Jones, D. E. (2014). The effects of the Family Foundations prevention program on coparenting and child adjustment: A mediation analysis. Prevention Science, 15(2), 213-223.

Study 2

Feinberg, M. E., Jones, D. E., Roettger, M. E., Hostetler, M. L., Sakuma, K. L., Paul, I. M., & Ehrenthal, D. B. (2016). Preventive effects on birth outcomes: Buffering impact of maternal stress, depression, and anxiety. Maternal Child Health Journal, 20, 56-65. doi:10.1007/s10995-015-1801-3

Jones, D. E., Feinberg, M. E., Hostetler, M. L., Roettger, M. E., Paul, I. M., & Ehrenthal, D. B. (2018). Family and Child Outcomes 2 Years After a Transition to Parenthood Intervention. Family Relations, 67(2), 270-286.

Feinberg, M. E., Jones, D. E., Hostetler, M. L., Roettger, M. E., Paul, I. M., & Ehrenthal, D. B. (2016). Couple-focused prevention at the transition to parenthood, a randomized trial: Effects on coparenting, parenting, family violence, and parent and child adjustment. Prevention Science, 17, 751-764. http://doi.org/10.1007/s11121-016-0674-z

Feinberg, M. E., & Jones, D. E. (2018). Experimental support for a family systems approach to child development: Multiple mediators of intervention effects across the transition to parenthood. Couple Family Psychology, 7(2), 63-75. http://doi.org/10.1037/cfp0000100

Certified

Feinberg, M., & Gedaly, L. (2021). Family Foundations child outcomes at age 7: Teacher ratings and observational outcomes [Unpublished manuscript]. The Pennsylvania State University.

Study 3

Feinberg, M. E., Hostetler, M. L., Jones, D, E., Boring, J., Le, Y., Karre, J., & Irvin, J. (2019). Supporting military family resilience at the transition to parenthood: A randomized pilot trial of an online version of Family Foundations. Family Relations, 1-16. doi:10.1111/fare.12415

Study 1
Evaluation Methodology
Design: A randomized controlled design was used to evaluate Family Foundations. Couples were randomly assigned to intervention (n=89) or to no-treatment control conditions (n=80), with the control condition consisting of receiving mailed literature on selecting quality childcare and developmental stages. Data from 4-5 couples were not utilized in analyses because of developmental difficulties, death of one of the parents, or congenital medical problems for the baby, resulting in a sample size of 164-165. Participants were primarily (81%) recruited from childbirth education programs at two hospitals located in small cities. All other couples were recruited from doctors' offices or health centers (8%), by newspaper ads or flyers (7%), by word of mouth (3%), or by unknown means (including radio advertisement, 1%). Presumably, all couples responding to recruitment were enrolled, though no further details on recruitment procedures were provided.

Data were collected on participants five times. The study gathered pretest data (Wave 1) on all 164-165 couples when mothers were pregnant. Posttest data collection (Wave 2) occurred after the intervention couples had completed the postnatal classes, when babies were about 6 months old. Of the eligible enrolled couples, 92% of mothers and 90% of fathers completed wave 2. The study administered a six-month follow-up (Wave 3), when babies were about one year old. For this wave, 93% of mothers and 88% of fathers participated. A two and a half year follow-up (Wave 4) was conducted when children were about three years old and included 137 families. Wave 5 took place when children were ages 6 to 7.5, or six to seven years after program conclusion. Ninety-eight families provided parent and/or teacher data on child development.

Additional analysis was conducted on a subsample (N=123) of mothers consenting to baseline cortisol measurement and completing posttest data collection (Feinberg, Roettger et al., 2014).

The investigators provided Blueprints with exact numbers of valid data for each outcome by each wave. Overall, they report sample sizes of 123 at the birth outcome assessment, 152 at wave 2, 156 at wave 3, 142 at wave 4, and 98 at wave 5. Among these samples of completers, the measures generally had little missing data. In a few instances, however, missing data among completers reached higher levels: 9.2% (138/152) in wave 2 for father's Infant Behavior Questionnaire Duration of Orienting, 22.4% (121/156) in wave 3 for mother and father's Dyadic Couple Communication, 24.6% (107/142) in wave 4 for Child Social Competence, and 27.6% (71/98) in wave 5 for teacher reports of Child Emotional Problems. The analytical sample for adverse birth outcomes (Feinberg et al., 2014) was 147.

Sample: Participants were 169 heterosexual couples who, at the time of recruitment, were expecting their first child and were living together. All participants were at least 18 years of age. The couples resided in rural areas, towns, and small cities. The majority of couples were married (82%) and the sample consisted mostly of non-Hispanic whites (90-91%), with the remaining participants of African American, Asian, Hispanic, or other ethnic descent. For the most part, participants were well-educated and middle class. The median annual family income was $65,000 and mothers attained an average of 15.06 years of education and fathers attained an average of 14.51 years. Mothers averaged 28 years old, and fathers averaged 30 years.

The subsample used to examine program effects on pregnancy-related outcomes was demographically similar to the overall sample. The subsample was 92.7% white and 85% married, and had a mean educational level of 15.1 years.

Measures: The study used the following mother, father, and relationship outcomes:

Parental depression, taken from a subset of the Center for Epidemiological Studies Depression Scale, developed and validated by others. Cronbach's alphas were .84 for mothers and .66 for fathers across waves 1 and 2, and .86 for mothers and .83 for fathers at wave 4. This survey was administered to mothers and fathers at waves 1, 2, 3, and 4.

Parental anxiety, taken from the Taylor Manifest Anxiety Scale, developed and validated by others. At baseline, alphas were .85 for mothers and .78 for fathers. This survey was administered to mothers and fathers at baseline and wave 2.

Parent-reported efficacy, taken from the Parenting Sense of Competence scale, developed and validated by others. This survey was administered at waves 2, 3, and 4, with alpha coefficients of .84 for mothers and .83 for fathers.

Parent-reported stress, taken from the Parenting Stress Index, developed and validated by others. This survey was administered at waves 2, 3, and 4, with alpha coefficients of .90 for mothers and .87 for fathers.

Observed couple behaviors, taken from coded videotaped interactions between mother and father. Undergraduate and graduate students used coding systems created for the study or adapted from prior work. Subscales included negative communication and warmth to partner, with inter-rater intraclass correlations ranging from .63 to .88. Couple behaviors were observed at waves 1 and 3.

Parent-reported relationship satisfaction, taken from the Quality of Marriage Index, developed and validated by others. This survey was administered at wave 4 and had alpha coefficients of .97 for mothers and .95 for fathers.

The study used the following parenting and coparenting indicators as outcomes:

Parent-reported coparenting, taken from a measure developed for the study based in part on adaptation of prior measures. Subscales from this measure included coparental support, parenting-based closeness, and coparental undermining. Cronbach's alphas ranged from .72 to .83 for mothers and from .65 to .80 for fathers. This measure was collected at waves 2, 3, and 4.

Parent-reported parent-child dysfunctional interaction, taken from a scale in the Parental Stress Index, developed and validated by others. Alphas were .79 for mothers and .77 for fathers. This measure was collected at wave 2.

Observed coparenting, taken from coded videotaped interactions at wave 3 among mother, father, and child. Undergraduate and graduate students used coding systems created for the study or adapted from prior work. Subscales for coparenting included competition, triangulation, warmth, and inclusion, with inter-rater intraclass correlations ranging from .44 to .87.

Observed parenting behaviors, taken from coded videotaped interactions at wave 3 among mother, father, and child. Undergraduate and graduate students used coding systems created for the study or adapted from prior work. Subscales for parenting behaviors included positivity, negativity, intrusiveness, and reactivity with inter-rater intraclass correlations ranging from .69 to .73.

Parenting practices, taken from the Parenting Scale, developed and validated by others. This scale assesses discipline practices in parents of children from 18-48 months. The measure produced three outcomes: laxness, overreactivity, and physical punishment. Alpha coefficients for laxness and overreactivity ranged from .76 to .85. Physical punishment included a single item. The scale was administered at wave 4.

Parent-reported partner psychological aggression, assessed at waves 1 and 4 with subsets of items from the Revised Conflict Tactics Scales. Behaviors reported by mother and father were combined and summed to create a frequency measure. The mothers' alpha was .65 and the fathers' was .68.

Parent-reported parent-child physical aggression, assessed at wave 4 with the corporal punishment subscale of the Parent-Child Conflict Tactics Scales. Items in the subscale were summed to create a frequency score. Cronbach's alphas were .55 and .57 for mothers and fathers, respectively.

The following child behavioral and academic outcomes were used:

Parent-reported infant regulation, taken from the Infant Behavior Questionnaire, developed and validated by others. This measure produced two outcomes for mothers and fathers, duration of orienting and infant soothability, and one outcome reported by mothers, child sleep habits. Alphas ranged from .75 to .86 for these indicators measured at wave 2.

Observed child behaviors, taken from coded videotaped interactions at wave 3 of the mother, father, and child. Undergraduate and graduate students used coding systems created for the study or adapted from prior work. Subscales for child behaviors included self-soothing and sustained attention, with inter-rater correlations ranging from .67 to .87. The measure of child adjustment problems (alpha=.69) aggregated subscales of anger, activity, resistance to control, and sustained attention.

Mother-reported child behavior problems, taken from the Child Behavior Checklist and the Head Start Competence Scale, administered at wave 4. The Checklist produced five outcomes, including three overall scores (total problems, externalizing problems, and internalizing problems) and two specific subscales (aggression and attention/hyperactivity). Two subscale outcomes were taken from the Competence Scale: social competence and emotional competence. Alpha coefficients for these indicators ranged from .78 to .90.

Teacher-rated classroom participation, taken from the Total Classroom Participation, developed and validated by others. This outcome was collected at wave 5 (alpha=.95).

Teacher-rated academic motivation, taken from the Academic Competence Evaluation Scales, developed and validated by others. This outcome was collected at wave 5 (alpha=.96).

Teacher- and parent-reported conduct problems and emotional problems. These outcomes were collected at wave 5 from the Strengths and Difficulties Questionnaire, developed and validated by others. Teachers showed alpha coefficients of .72 (conduct) and .62 (emotional), and parents had alphas of .60 (conduct) and .59 (emotional).

Teacher-reported child behavioral problems, taken from the Child Behavioral Checklist, developed and validated by others. The checklist provided five outcomes at wave 5, composed of three specific scales (anxious/depressed, attention problems, and aggressive behavior) and two broad-band indices (internalizing behavior and externalizing behavior). Alpha coefficients ranged from .55 to .92.

The study used the pregnancy related-outcomes listed below. The data were collected at wave 2, but reflect mid-program assessments when four of the eight classes had been offered. Few details were provided on these outcomes.

Birth weight, in pounds

Number of weeks born prior to due date

Premature status, defined as born three or more weeks early

Caesarian section

Pregnancy complications rated from parent reports by research team pediatrician

Number of days child in hospital after birth

Number of days mother in hospital after birth

The study used the following measures as moderators:

Parental education measured by total years of education at baseline.

Parent-reported attachment insecurity in close relationships, measured at baseline with a 20-item subscale of the Relationships Scale Questionnaire, developed by others. Alphas were .80 for mothers and .79 for fathers.

Parent gender and marital status indicating married and unmarried mothers or fathers at waves 2, 3, and 4.

Child gender.

Maternal cortisol levels at baseline. Trained research assistants collected saliva samples during home visits. The measure reflects residualized cortisol levels from regression models using time of day and gestation weeks to predict sample results.

Observed parental negative communication level at baseline. Trained coders rated maternal and paternal behaviors in videotaped interactions and averaged scores across the two parents. Cronbach's alpha was .84 for this measure.

Intimate partner violence at baseline. The overall violence scores multiplied frequency by severity, with frequency of violence created from summing mothers' and fathers' item frequency scores, and severity of violence produced from summing item severity scores. Cronbach's alphas were .77 and .81 for prevalence and .92 and .76 for frequency of mothers' and fathers' behaviors, respectively.

Parent-reported partner psychological aggression at baseline, as described in the above measure of parent-reported psychological aggression.

Parent-reported severity of parental physical aggression. This mutually exclusive categorical measure defined couples as perpetrating any severe aggression, perpetrating minor aggression only, or not perpetrating any aggression.

The study used the following mediating measure:

Observed coparenting subscales of competition and positivity measured at wave 3, as described in the above outcome measure of observed coparenting.

Analysis: Multilevel, general linear model, ordinary least squares, logistic, and negative binomial regression models analyzed program effects. For outcomes available separately for mothers and fathers, multilevel models controlled for within-family dependency. For analyses looking at multiple waves of data, multilevel models nested waves of data within family, aggregated at the parent level (Feinberg et al., 2010). Some analyses used full-information maximum-likelihood techniques to accommodate missing data and allow for inclusion of the full eligible sample (Solmeyer et al., 2013; Kan and Feinberg, 2013a; Kan and Feinberg, 2013b). Condition status was assigned at the couple level. Analyses looking at maternal or paternal outcomes appropriately adjusted for clustering within couples, while other analyses were appropriately conducted at the couple level.

Additional analyses explored moderating effects with interaction terms for intervention by parent education and attachment insecurity (Feinberg and Kan, 2008), child gender (Feinberg et al., 2010; Feinberg, Jones et al., 2014), parent gender and marital status (Feinberg et al., 2010), baseline negative communication levels (Feinberg, Jones et al., 2014), and baseline cortisol level (Feinberg, Roettger et al., 2014). Mediation analyses used path analysis, a bias-corrected bootstrap test and the proportion-mediated measure to determine size and significance of mediators (Solmeyer et al., 2013).

The study used different covariates in analyses including parent age, education, and social desirability (Feinberg and Kan, 2008; Feinberg et al., 2009), respondent age, marital status, family income, respondent educational level, social desirability score, financial strain score, and maternal relationship attachment insecurity (Feinberg et al., 2010), child gender, child age, marital status, and baseline characteristics of parental education, family income, and negative communication (Feinberg, Jones et al., 2014), child gender, baseline maternal education, and marital status (Feinberg, Roettger et al., 2014), wave 1 maternal education and parent reports of social desirability (Solmeyer et al., 2013), mother's education (Kan and Feinberg, 2013a), and parent mean education (Kan and Feinberg, 2013b).

Baseline controls were not collected for coparenting, parenting, or child outcomes, as they would not have been appropriate before birth. Thus, most analyses did not control for baseline outcome levels. Analyses for parental depression and anxiety (wave 2) and couple behaviors (wave 3) controlled for baseline levels through the use of group-by-time interactions (Feinberg and Kan, 2008; Feinberg et al., 2009)

Analyses were run as intent-to-treat and included all parents completing data collection, regardless of level of program participation.
Outcomes
Implementation Fidelity: Though couples did not appear to participate fully in the program, the study showed high fidelity to program content. An observer from the project team attended and rated over 90% of intervention sessions for implementation fidelity, finding that an average of 95% of the curriculum content was delivered. Average attendance was 5.50 classes for mothers and 5.38 classes for fathers, with only 3% of mothers and 5% of fathers attending no sessions. Most couples (66% of mothers and 63% of fathers) attended five or more sessions.

Baseline Equivalence: As child outcomes could not have been collected at pre-birth baseline assessment, equivalence could not be tested for all measures. However, the study reported that "analyses indicated no significant differences between intervention couples and control group couples on a wide range of pretest variables, including age, income, education, marital status, weeks of gestation, mental health, and relationship quality" (Feinberg and Kan, 2008). In addition, the investigators provided Blueprints with comparisons of the intervention and control group on 35 parent variables at the time of birth and at waves 2-5. The results demonstrate group equivalence. Only 4 of 175 comparisons (5 times 35) showed a significance difference, and only one variable - father's insecure attachment - showed consistent significant differences across waves.

Differential Attrition: Attrition differed according to the wave of data collection, with participation declining across the study period. The studies reported partial information on differential attrition for individual waves (described below). However, the investigators provided Blueprints with a more detailed analysis of differential attrition that summarizes the pattern across five waves for 39 variables. The 195 tests (5 times 39) for differences between completers and dropouts showed no significant results at the time of birth and wave 2, one significant result at wave 3, five significant results at wave 4, and two significant results at wave 5. The wave 4 pattern of higher attrition among high risk subjects was found in additional analyses to occur primarily in the control group, which may serve to attenuate differences across conditions.

Participation in posttest data collection was high, with 92% of mothers and 90% of fathers completing wave 2. The rates of participation were similar across control (91%) and intervention (89%) couples, and the study noted that "there were no differences in the association of pretest variables with continued participation across conditions" (Feinberg and Kan, 2008).

For wave 3, 88% of mothers and 93% of fathers of the original 165 couples completed data collection. At both baseline and wave 3, married couples were more likely to have videotaped interactions (Feinberg et al., 2009).

The study reported that 84.6% (N=137) of families provided data at wave 4. Regressions testing whether study participation between intervention and control groups was associated to background characteristics indicated that attriters in the control condition had lower maternal education levels than intervention attriters, though no other significant differences emerged. The study reported that wave 4 analyses using imputation techniques to estimate missing values for attriters supported the reported results for models only including wave 4 participants (Feinberg et al., 2010).

Wave 5 showed substantial attrition, due to the long follow-up period. The study predicted participation in wave 5 using several demographic and key study variables, finding only that family income was a significant predictor (Feinberg, Jones et al., 2014).

Analyses looking at moderation of program effects on mid-program pregnancy-related outcomes by cortisol levels used a subsample of mothers who consented to have cortisol measurements at baseline and completed data at wave 2. Of the 137 mothers who provided cortisol levels, 90% (N=123) completed posttest data. No analyses comparing participation rates were provided (Feinberg, Roettger et al., 2014).

Mid-Program Assessment: Pregnancy-related outcomes assessed mid-program (4 of 8 classes) indicated 1 main effect of the intervention (reduced levels of Caesarian birth), out of 6 outcomes. Birth weight, number of weeks born premature, premature status, the number of days the child was in the hospital, pregnancy complications, and the number of days the mother was in the hospital showed no direct program effects.

Posttest: At wave 2 (posttest when children were six months old), two of four child outcomes and 6 of 12 parent outcomes showed significant improvement. Mothers and fathers' coparental support, fathers' parent-child dysfunctional interaction and parenting-based closeness, mothers' depressive symptoms and anxiety, father-reported infant soothability, and child duration of orienting all showed significant differences. Mothers' and fathers' coparental undermining, mothers' parent-child dysfunctional interaction and parenting-based closeness, fathers' depressive symptoms and anxiety, mother-reported infant soothability, and child sleep habits did not show any significant program effect.

Follow-up: Of the 20 parenting, couple, coparenting, and child outcomes tested at wave 3, 13 showed significant improvements for the intervention participants. Mothers and fathers in the treatment group showed reduced competition and triangulation in coparenting, increased warmth to partner, and increased parenting positivity. Mothers, but not fathers, improved on coparenting inclusion and negative communication to partner, while fathers significantly increased coparenting warmth and reduced parenting negativity. Neither maternal nor paternal active coparenting cooperation showed a significant difference. For child outcomes, self-soothing improved significantly, but sustained attention did not.

Wave 4 analyses indicated a significant program effect on 10 of the 17 parent, interparental relationship, parenting, and child outcomes. Intervention participants improved parental stress, parental efficacy, coparenting quality, parenting overreactivity, parenting laxness, physical punishment, total behavior problems, child externalizing problems, child aggression, and child social competence. No significant effect emerged for parental depression, relationship satisfaction, child internalizing problems, child attention/hyperactivity, or child emotional competence (Feinberg et al., 2010), or for partner psychological aggression or parent-child physical aggression (Kan and Feinberg, 2013b). Additional analyses showed that among families with boys, the program had an effect on internalizing, attention/hyperactivity, and parent relationship satisfaction, and showed a stronger effect on total behavior problems, externalizing, and aggression for boys. For models assessing outcomes available at multiple waves (parental stress, efficacy, depression, and coparenting quality), there was no evidence that intervention and control conditions differed in rates of change across postintervention assessments.

Main effects analyses indicate that of the two parent-reported and nine teacher-reported child academic and behavioral outcomes measured at wave 5, two showed significant improvements for the intervention group: teacher-reported anxious/depressed and internalizing problems. In looking at program effects by child gender, boys but not girls showed significant improvement for attention problems, aggressive behavior, and externalizing. Parent- and teacher-reported conduct problems and emotional problems and teacher-reported classroom participation and academic participation showed no direct or gender moderated program effects.

Moderation: The study reported parental education, maternal and paternal attachment insecurity, the interaction of parent gender and marital status, baseline negative communication levels, baseline cortisol levels, baseline psychological partner aggression, baseline physical partner aggression, and baseline intimate partner violence as significant moderators of relationships between intervention status and different outcomes.

Results of moderation analyses on wave 2 parental and child outcomes indicated that intervention effects were greater for those with less education or higher levels of attachment insecurity. Parental education significantly moderated the intervention effect on maternal depression, mother report of coparental support, and child sleep habits, but did not moderate the other 13 outcomes. Of 16 moderation models determining whether the effects of the intervention depended on maternal or paternal attachment insecurity, seven showed significant results, though one effect was not interpreted as it showed a direction opposite to the other six. Father's insecurity moderated the effect of the intervention on maternal depression, mother's coparental support, coparental undermining, maternal dysfunctional interaction, and paternal dysfunctional interaction. Mother's insecurity moderated maternal depression.

Wave 3 models showed moderation of the treatment by baseline intimate partner violence perpetration for 6 of 12 comparisons. For mothers and fathers, parenting positivity, negativity toward daughters, and reactivity to distress indicated stronger program effects for couples with higher baseline levels of intimate partner violence. Parenting positivity, negativity toward sons, and parenting intrusiveness showed no moderation effects for mothers or fathers.

Models also tested for moderating effects of parent gender and marital status on parent and child outcomes collected at wave 4. One significant result indicated that among nonmarried mothers, intervention participants showed lower levels of depression. No other significant moderating effects of child gender or parent gender and marital status emerged. Additional results looking at moderation effects for wave 4 outcomes showed that the intervention had stronger effects on fathers' psychological partner aggression for couples with higher baseline levels of psychological partner aggression or physical partner aggression and on mothers' aggression toward the child for couples with higher baseline levels of psychological partner aggression. Parents' baseline negative communication moderated program effects on most parent- or teacher-reported child outcomes at wave 5. Parent-reported emotional problems and teacher-reported classroom participation, academic motivation, conduct problems, emotional problems, anxious/depressed, aggressive behavior, internalizing, and externalizing all indicated that the intervention worked best for children whose parents had negative communication at baseline.

Four of the 6 pregnancy-related outcomes indicated moderation, showing that the intervention improved outcomes only for women with high cortisol levels. This effect was observed for birth weight, number of weeks born premature, the number of days the child was in the hospital, and the number of days the mother was in the hospital. Caesarian birth and pregnancy complications showed no moderation effects from cortisol levels.

Mediation: In Solmeyer et al. (2014), coparenting competition mediated the effect of the intervention on wave 4 child adjustment problems for mother-son and father-child relationships, but not mother-daughter relationships. The proportion of total effects mediated by coparenting competition was 39% for mothers and sons and 55% for fathers. Coparenting positivity did not mediate program effects for mothers or fathers.

Study 2
Evaluation Methodology
Design:

Recruitment: In three mid-Atlantic and one southern state, cohabiting heterosexual couples expecting their first child were recruited primarily through hospitals, childbirth education programs and Ob/Gyn clinics, but also through media advertisements and fliers. The study reported identifying 743 eligible couples, of which 399 agreed to participate. Separate cohorts of participants were recruited in succession across study sites between the fall of 2008-2012.

Assignment: The study randomly assigned the 399 couples to the treatment or control condition in a randomized block design, based on pretest data. The intervention sample included 221 couples who received the program at five hospital sites, and the control sample included 178 couples who received only mailed materials on childcare and child development.

Assessments/Attrition: The pretest came before the birth of the child, and the posttest came 10 months after the birth of the child. Of 399 participants, 312 (78%) completed the posttest. In addition, eight couples were excluded due to multiple births, developmental disorders, or severe parent or infant medical problems, leaving 304 (76%) participants in Feinberg, Jones, Hostetler et al. (2016). Feinberg, Jones, Roettger et al. (2016) excluded 45 other couples without pretest control measures, with low session attendance, or extreme propensity score. Their posttest sample included 259 participants (65%).

The long-term follow-up came two years after the birth of the child. In Jones et al. (2018) and Feinberg & Jones (2018), 302 of 399 (76%) randomized couples were included in the analytical sample. A total of 89 families (22%) were lost to follow-up. However, only 240 provided observational data (40% attrition).

Feinberg & Gedaly (2021) assessed the children at ages 7-8 in 2017-2020, but the COVID-19 pandemic stopped data collection before completion. Of the 399 randomized families, 200 (50%) contributed data. Additionally, of the 200 participating families, 157 fathers and 166 mothers from 168 families participated in the observational task procedure with their child (84% completion relative to the 200 participants and 42% completion relative to the 399 randomization participants). Of the 200 participating families, 173 gave consent to contact the child's teacher, and 125 teachers responded (62% completion relative to the 200 participants and 31% completion relative to the 399 randomization participants).

Sample:

The authors referred to the sample as well-educated, high functioning, and low risk. The average education level in the sample was 15.7 years. About 87% of the couples were married, and 81% of the participants were non-Hispanic white. The mean age of expectant mothers was 29.1 years and fathers was 31.1 years, and all were at least age 18.

Measures:

Feinberg, Jones, Hostetler et al. (2016) examined 26 outcomes in four groups: 1) 11 measures of positive and negative family interaction, as coded from videotapes by observers who were unaware of condition, 2) six parent-reported measures of family relations and their own adjustment, 3) four parent-reported measures of family violence, and 4) five parent-reported measures of child outcomes related to soothability, duration of orientation (i.e., attention span), and sleeping. Inter-rater reliabilities for the observational measures ranged from .66 to .85. The parent-reported measures had alphas of .75 or higher. Of the four groups of outcomes, only the last related to child behavior. However, because parents helped deliver the program, their ratings of child outcomes may not be independent.

Feinberg, Jones, Roettger et al. (2016) measured birth weight, maternal length of stay in hospital after birth (days), and newborn length of stay in hospital after birth (days) as outcome measures. These measures were obtained from parents up to 10 months after the birth of the child and depended on accurate recall.

Jones et al. (2018) and Feinberg & Jones (2018) included the following measures in their study: five observational family interaction tasks (coparenting triadic relationship quality, coparenting positivity aggregate, coparenting negativity aggregate, parenting positivity aggregate, and parenting negativity aggregate); two self-report parent measures of depressive symptoms and anxiety from the Center for Epidemiological Studies Depression Scale and the revised Penn State Worry Questionnaire; two parent-reported child measures of externalizing and internalizing scales from the Child Behavior Checklist; and two mother-reported number of night wakings and hours child sleeps during night from the Child Sleep Questionnaire. Two research assistant raters unaware of conditions coded the observational family interaction tasks. However, parents helped deliver the program and rated their children.

Feinberg & Gedaly (2021) used two types of measures. First, measures of observed child behavior came from videotapes of family interactions made during home visits. One set of codes measured general behavior: positive affect, activity, physical aggression towards objects, and negative affect (a composite of anger and sadness). Another set of codes measured behaviors towards each parent: affection, engagement, resisting control, hostility, and physical aggression. In a separate supplemental document provided to Blueprints, the authors noted that raters were unaware of condition assignment and that ICC values indicated acceptable inter-rater reliabilities. Second, two teacher-reported measures of externalizing (alpha = .79) and internalizing (alpha = .71) came from the Strengths and Difficulties Questionnaire. Teachers were not informed about the intervention or randomized assignment of participants, and presumably, provided fully independent ratings.

Analysis:

Feinberg, Jones, Hostetler et al. (2016) used linear and negative binomial regression models for family-level measures and multilevel regression models with a random intercept for outcomes available separately for each parent. When possible, baseline outcomes served as one of many control variables, but pre-birth parenting and child outcomes could not be measured.

Feinberg, Jones, Roettger et al. (2016) used separate regression models for each outcome to examine main and moderated effects of the intervention. Moderation was analyzed using two- and three-way linear and quadratic interactions.

Jones et al. (2018) used separate regression models to test the main effect of condition (intervention or control) for each outcome. For parent-specific outcomes nested within dyads, the study used multilevel regression models with a random intercept. Ordinary regression models were used for mother-reported child sleep and observed triadic relationship quality, which were outcomes available only at the family level.

Feinberg & Jones (2018) used structural equation models to test for mediation.

Feinberg & Gedaly (2021) used ordinary least squares regression with numerous covariates that had been utilized in prior studies of this program. The analysis could not use baseline child outcomes, as the baseline assessment occurred before birth of the child.

Intent-to-Treat: Feinberg, Jones, Hostetler et al. (2016) excluded eight families (2%) with multiple births, infant developmental disorders (e.g., autism, Down syndrome), or severe parent or infant medical problems (e.g., severe congenital defect, poor maternal health). Otherwise, the study used multiple imputation for missing data. Because the CONSORT diagram in Figure 1 shows that 304 participants were analyzed, rather than the full sample of 399, it appears that the multiple imputation was applied to missing pretest data rather than missing posttest data.

Feinberg, Jones, Roettger et al. (2016) violated the intent-to-treat criterion by excluding subjects who attended fewer than three of the five prenatal classes, which was deemed insufficient participation. However, the analysis also used propensity score weights to attempt to correct for selection bias created by dropping non-participants from the intervention group.

Jones et al. (2018) used ITT analyses and included multiple imputation procedures for missing data in the intervention and control groups. A total of 302 families had complete data available for analyses, which included 169 of 221 (76%) intervention group families and 133 of 178 (75%) control group families. Seven families from the intervention group and two families from the control group (a total of only 2%) were excluded from analyses due to multiple birth or child heath/development complications.

Feinberg & Jones (2018) used full information maximum likelihood estimation to include nearly all of the full sample. However, they excluded three families who did not attend any of the prenatal classes and eight families with multiple births, infant developmental disorders, or severe parent or infant medical problems.

Feinberg & Gedaly (2021) used all available data. The pandemic lockdown prevented complete data gathering. Although it is not certain, it appears that the stoppage did not relate to participation in the program.
Outcomes
Implementation Fidelity: The average attendance rate at the five prenatal classes was 87.9% among participants, with an average of 4.3 classes. The authors estimated that attending three of the five prenatal classes would represent minimally adequate dosage. Of the intervention mothers, 91.8% achieved that minimum attendance. Feinberg, Jones, Hostetler et al. (2016) reported that, based on ratings of videotaped classes, leaders delivered an average of 90% of the content as planned.

Jones et al. (2018) reported that more than half of intervention couples attended at least eight of the nine classes and only 4% of the families attended no sessions.

Baseline Equivalence:

Feinberg, Jones, Hostetler et al. (2016) assessed group differences on over 60 measured preintervention variables. The authors stated only that they "found no patterns of statistical differences between groups from this assessment."

Feinberg, Jones, Roettger et al. (2016) did not examine baseline equivalence in outcome measures, because the outcomes related to the subsequent birth of the child. Although the study did not provide significance tests for differences in demographic and other measures at baseline, the percentages appear similar (Table 1).

Jones et al. (2018) did not report significance tests for available baseline outcomes and sociodemographic measures. Feinberg & Jones (2018) noted that there were "no significant differences between intervention and control conditions" on 20 demographic and outcome measures listed in Table 1.

In a separate document provided to Blueprints that supplemented the Feinberg & Gedaly (2021) paper, the authors performed tests for baseline equivalence using the observational data ( n = 168) and teacher data ( n = 125) available at the long-term follow-up. These tests extended those for the full randomized sample by checking for distortions of equivalence due to attrition. In 16 tests for condition differences in sociodemographic and outcome variables using the observational data and in 16 tests for condition differences in sociodemographic and outcome variables using the teacher data, all were non-significant.

Differential Attrition:

Feinberg, Jones, Hostetler et al. (2016) used logistic regressions to predict posttest participation with interaction terms between condition and specific predictors. The predictors included baseline parent and couple characteristics representing stress, mental health, and relationship qualities. The authors stated that they "found no evidence of differential attrition."

Feinberg, Jones, Roettger et al. (2016) examined if baseline socioeconomic, mental health, and other demographic information predicted the likelihood to drop out before posttest. They reported only that there were "no significant condition differences in likelihood to drop out of the study before posttest."

Jones et al. (2018) and Feinberg & Jones (2018) tested for differential attrition as the effects of baseline measures on posttest participation and the interaction of condition and baseline measures on posttest participation. They stated that these analyses showed "no evidence of differential attrition between conditions" but provided no details.

In a separate document provided to Blueprints that supplemented the Feinberg & Gedaly (2021) paper, the authors performed additional tests for differential attrition. Logistic regression models examined the interaction effects of condition times each of 17 baseline sociodemographic and outcome variables in predicting attrition in the observational and teacher data. The interaction terms in all models were non-significant, which indicated no apparent attrition bias in the analysis samples.

Posttest:

Feinberg, Jones, Hostetler et al. (2016, Table 2) found significant and beneficial intervention effects for 12 of 21 risk and protective outcomes (effect sizes ranged from .20 to .79). One other outcome, the quality of marriage index, showed a significant iatrogenic effect. For child outcomes, the results showed significant and beneficial intervention effects for four of five parent-reported outcomes, including soothability, duration of orienting (i.e., attention span), night waking, and difficulty going back to sleep. Effect sizes ranged from .20-.27. For outcomes without a significant main effect, the authors presented some evidence of moderation that the intervention significantly benefitted parents with high negative communication and high depression at baseline.

Feinberg, Jones, Roettger et al. (2016) found no main effects of the program on parent-reported birth outcomes. However, they found significant moderation effects on birth outcomes in 7 of 36 interaction terms (p < .05). The significant moderation indicated that the intervention reduced the harm of high economic strain, depression, and anxiety.

Long-Term:

Approximately two years post-intervention (when children were two years old), Jones et al. (2018) found significant positive effects for five of 11 outcomes. The intervention group, compared to the control group, showed greater co-parenting triadic relationship quality (d = .39) and lower co-parenting negativity (d = .38) and parenting negativity (d = .41) in observational family interaction tasks, and fewer parent-reported child internalizing behaviors (d = .19) and parent-reported child nighttime wakings (incidence ratio rate; IRR = .30). Moderation results found that intervention impact was moderated by pretest levels of observed couple negative communication in five of nine study outcomes (i.e., a larger overall intervention impact for higher risk families at baseline).

Feinberg & Gedaly (2021) reported results for children in second grade, nearly seven years after the program end. First, for the four observational outcome measures of general behavior, the intervention group was rated significantly better than the control group on three: positive affect ( d = .53), physical aggression towards objects ( d = -.36), and negative affect ( d = -.52). Second, for the 10 outcome measures of behavior towards mothers and fathers, the intervention group was rated significantly higher than the control group on two: affection towards mother ( d = .52) and affection towards father ( d = .70). Third, for the two teacher-rated outcome measures, the intervention group was rated significantly better on one: externalizing ( d = -.83). Fourth, some moderation tests suggested that the program reduced child hostility toward fathers among girls but not boys.

Mediation. Feinberg & Jones (2018) examined the indirect effects of the intervention on two outcomes - child externalizing and internalizing at age 2. The four mediators included the 10-month posttest scores on parent depression, parenting stress, parenting negativity, and co-parenting negativity. First, the authors examined each of the mediators separately. None of the indirect effects showed a significant mediated impact for either the externalizing or internalizing outcomes. Second, the authors examined mediators in combination. These results showed a significant indirect effect on externalizing and a marginally significant indirect effect on internalizing ( p = .089). The authors argued that, although the impact of a single mediator was small, the impact of multiple mediators combined revealed the ability of the program to improve child outcomes.

Study 3
Evaluation Methodology
Recruitment: Military couples expecting a child and living together were recruited between 2014-2017 through flyers, newsletters, and Facebook. Interested couples contacted the study coordinator by phone or email to assess eligibility. Of the 73 couples that reached out, 56 were deemed eligible and agreed to participate.

Assignment: Couples were randomly assigned to either the treatment condition ( n = 29) or the no treatment control condition ( n =27). Randomization was done using a sequential enrollment list that was linked to a random number generator.

Assessments/Attrition: Assessments occurred at baseline and six months postpartum. Of the 112 possible parent participants, 80 completed the posttest measures (overall attrition rate: 28.6%).

: Participants were heterosexual couples who were living together, expecting their first child together, and who had at least one partner in the military. Most couples were married (93%). Six fathers and five mothers had previously had a child with a different partner. Participants identified as non-Hispanic White (71%), Hispanic (7%), African American (10%), and other or multiple ethnicities (12%). The median household income was $72,500 ( SD = $34,388) and the mean ages for mothers and fathers were 29.7 years ( SD = 4.7) and 31.0 years ( SD = 5.2), respectively.

Measures: Participants (the parents) completed self-report measures pertaining to parental adjustment, the interparental relationship, and child outcomes. Table 1 shows adequate to high reliabilities for all the scales. The categories contained the following outcomes:

Parental adjustment

Parental depression

Parent efficacy

Interparental relationship

Coparenting agreement

Coparenting closeness

Coparenting support

Coparenting undermining

Relationship conflict

Conflict resolution style

Child outcomes

Distress to limitations

Sadness

Soothability

: Outcomes were analyzed using multilevel regression models. Observations were nested within couple. All models controlled for age, parent gender, marital status, perceived economic strain, and the baseline variable (where possible). The researchers tested for moderation by parent gender for each outcome, and only included the Condition x Gender interaction in the final model if the p-value for the interaction was less than .10.

Intent-to-Treat: The researchers followed an intent to treat approach. The main analysis used all participants with posttest data, regardless of their completion of the program modules.
Outcomes
Implementation Fidelity: Since the intervention was delivered online, the implementation was standardized across participants. Couples in the intervention condition, on average, completed 3.93 of the 8 modules, with only half completing the full program.

Baseline Equivalence: No significant differences found at baseline on demographic mental health, and relationship quality variables. It is not certain, but mental health and relationship quality likely refer to the outcome measures. There were no tests for baseline equivalence the infant outcomes since they could not be assessed at baseline.

Differential Attrition: Posttest completers compared to dropouts were similar on most pretest measures. Only one test of differential attrition was significant (fathers that dropped out reported higher levels of annual household income compared to completers, p = .04. There was, however, differential attrition between conditions. In the control condition, 7.4% of mothers and 22.2% of fathers dropped out; in the intervention condition, 34.5% of mothers and 48.3% of fathers dropped out. However, the authors stated that "there was no evidence of differential attrition across conditions due to pretest variables ( p s > .41)."

: Participants in the treatment condition, compared to the control condition, reported significantly reduced parental depression ( d = .51), parent-reported child distress to limitations ( d = .46), and parent-reported child sadness ( d = .65). Overall, the program had a significant effect on 3 of 11 outcomes. Moderation tests found some evidence that mothers benefitted from the program more than fathers.

Long-Term: Not examined.

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Blueprints Programs - Blueprints for Healthy Youth Development

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Mark E. Feinberg, Ph.D. Pennsylvania State University Prevention Research Center S-109 Henderson Building University Park, PA 16802 U.S.A. mef11@psu.edu www.famfound.net Antisocial-aggressive Behavior Anxiety Conduct Problems Depression Externalizing Internalizing Prosocial with Peers Program Type Program Setting Continuum of Intervention A universal prevention program designed to improve birth outcomes, reduce family aggression, enhance child mental and behavioral health, and enhance parent mental and physical health through promoting coparenting quality among couples at the transition to parenthood.

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Selectiva

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Razones por las que se eligio: el acceso a recursos economicos incrementa el riesgo del compra y consumo de sustancias psicoactivas

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Razones por las que se eligio: el acceso a recursos economicos incrementa el riesgo del compra y consumo de sustancias psicoactivas

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Padres capacitados sobre los riesgos y consecuencias del uso del tabaco
Padres con mayores habilidades de crianza
Padres que logran ejercer mayor control y supervisión sobre los hijos

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nivel de prevencion: selectiva ya que toda la poblacion escolar no alcanza un nivel de consumo

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nivel de prevencion: selectiva ya que toda la poblacion escolar no alcanza un nivel de consumo

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Costo: B/10000
Recurso humano: padres, comunidad educativa, personal del GPP
Recursos tecnológicos: computadora, equipo de multimedia
Recursos materiales: material didáctico y de oficina.

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Resultados esperados: la capacitacion impartida de los programas encontrados a base de evidencia  y los talleres que en ellos se implementan.

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Resultados esperados: la capacitacion impartida de los programas encontrados a base de evidencia  y los talleres que en ellos se implementan.

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Costos y recursos: campañas multimedia y los materiales del mismo programa a realizar

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Costos y recursos: campañas multimedia y los materiales del mismo programa a realizar