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EPSY 5323: Parent and Family Education: Required Readings

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Required Readings for EPSY 5323

Bennett, C., Barlow, J., Huband, N., Smailagic, N., & Roloff, V. (2013). Group-based parenting programs for improving parenting and psychosocial functioning: A systematic review. Journal of the Society for Social Work & Research, 4(4), 300-332. 

Cooke, B. (2006). Competencies of a parent educator: What does a parent educator need to know and do? Child Welfare, 85(5), 785-802.

Darling, C. A., Fleming, W. M., & Cassidy, D. (2009).  Professionalization of family life education: Defining the field.   Family Relations, 58(3), 330-345.

Darling, C. A. & Turkki, K. (2009).  Global family concerns and the role of family life education: An ecosystemic analysis.   Family Relations, 58(1), 14-27.

Fawcett, E. B., Hawkins, A. J., Blanchard, V. L., & Carroll, J. S. (2010). Do premarital education programs really work?  A meta-analytic study. Family Relations, 59(3),232-239.

First, J.A., & Way, W.L. (1995).  Parent education outcomes: Insights into transformative learning.  Family Relations, 44(1), 104-109. 

Graf, F., Grumm, M., Hein, S., & Fingerle, M. (2014). Improving parental competencies: Subjectively perceived usefulness of a parent training matters. Journal of Child & Family Studies, 23(1), 20-28. 

Heinrichs, N., Kliem, S., & Hahlweg, K. (2014). Four-year follow-up of a randomized controlled trial of triple P group for parent and child outcomes. Prevention Science, 15(2), 233-245.

Holmes, E. I., Galovan, A. M., Yoshida, K., Hawkins, A. J. (2010). Meta-analysis of the effectiveness of resident fathering programs: Are family life educators interested in fathers? Family Relations, 59(3),240-252.

Lam, C., & Kwong, W. (2014). Powerful parent educators and powerless parents: The ‘empowerment paradox’ in parent education. Journal of Social Work, 14(2), 183-195.

Lengua, J. L., Roosa, M. W., Schupak-Neuberg, E., Michaels, M. L., Berg, C. N., & Weschler, L. F. (1992). Using focus groups to guide the development of a parenting program for difficult-to-reach, high-risk families. Family Relations, 41, 163–168.

Kaminski, J. W., Valle, L. A., Filene, J. H., Boyle, C. L. (2008).  A meta-analytic review of components associated with parent training program effectiveness.  Journal of Abnormal Child Psychology, (36), 567-589.

Knapp, P. A., & Deluty, R. H. (1989). Relative effectiveness of two behavioral parent training programs. Journal of Clinical Child Psychology, 18, 314–322.

Kumpfer, K. L., & Alvarado, R. (2003). Family-strengthening approaches for the prevention of youth problem behaviors.  American Psychologist, 58, 475-465.

Mayer, R. E. (2002).  Rote versus meaningful learning.  Theory into Practice, 41(4), 226-232. 

Mazzucchelli, T. G., & Sanders, M. R. (2014). Parenting from the outside-in: A paradigm shift in parent training? Behaviour Change, 31(2), 102-109. 

Nievar, M. A., Jacobson, A., Chen, Q., Dier, S., & Johnson, U.  (2011). Impact of HIPPY on home learning environments of Latino families. Early Childhood Research Quarterly, 26, 268-277.

Oryan, S., & Gastil, J. (2013). Democratic parenting: Paradoxical messages in democratic parent education theories. International Review of Education / Internationale Zeitschrift Für Erziehungswissenschaft, 59(1), 113-129. 

Petersson, K., Petersson, C., Håkannsson, A. (2004).  What is good parental education?  Interviews with parents who have attended parental education sessions.  Scandinavian Journal of Caring Sciences, (18), 82-89.

Porzig-Drummond, R., Stevenson, R. J., & Stevenson, C. (2014). : A randomized controlled trial. The 1-2-3 magic parenting program and its effect on child problem behaviors and dysfunctional parenting. Behaviour Research and Therapy, 58, 52-64. 

Radey,  M., & Randolph, K. A. (2009).  Parenting sources: How do parents differ in their efforts to learn about parenting?  Family Relations, 58(5), 536-548.

Rodriguez, M. L., Dumont, K., Mitchell-Herzfeld, S., Walden, N. J., & Greene, R. (2010). Effects of healthy families New York on the promotion of maternal parenting competencies and the prevention of harsh parenting. Child Abuse & Neglect: The International Journal, 34(10), 711-723. 

Salmon, K., Dittman, C., Sanders, M., Burson, R., & Hammington, J. (2014). Does adding an emotion component enhance the triple P-positive parenting program? Journal of Family Psychology, 28(2) 

Shivers, A. L. (2009). A metamorphosis of thought: Parent education based on transformative learning theory in a title I-funded middle school. ProQuest Information & Learning). Dissertation Abstracts International Section A: Humanities and Social Sciences, 69 (9-), 3421-3421. 

Simkiss, D. E., Snooks, H. A., Stallard, N., Davies, S., Thomas, M. A., Anthony, B., et al. (2010).  Measuring the impact and costsof a universal group based parenting programme: Protocol and implementation of a trial. BMC Public Health, 10, 364-374. 

Small, S. A., Cooney, S. M., & O’Connor, C. (2009).  Evidence-informed program improvement: Using principles of effectiveness to enhance the quality and impact of family-based prevention programs.  Family Relations, 58(1), 1-13.

Thomas, R. (1996). Reflective dialogue parent education design. Family Relations, 45(2), 189-200.

Webster-Stratton, C. (1992). Individually administered videotape parent training: “Who benefits?” Cognitive Therapy & Research, 16(1), 31-52. Only available in print.

Wolf, M. C. (1983). Integrated family systems model for parent education. Social Work in Education, 5(3), 188-199. 



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