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ERIC Number: EJ1094546
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0896-3746
Connecting Vulnerable Children and Families to Community-Based Programs Strengthens Parents' Perceptions of Protective Factors
Hughes, Marcia; Joslyn, Allison; Wojton, Morella; O'Reilly, Mairead; Dworkin, Paul H.
Infants and Young Children, v29 n2 p116-129 Apr-Jun 2016
We employed principles from a nationally recognized prevention model on family support to investigate whether connecting vulnerable children to community-based programs and services through a statewide intervention system, the "Help Me Grow" program, strengthens parents' perceptions of protective factors. We used a parent survey modeled on 5 protective factors and related theoretical underpinnings of the Strengthening Families Protective Factors Framework to assess the impact of "Help Me Grow" on parents' perceptions of family circumstances and children's development. In addition, we coded and analyzed case notes completed by care coordinators to examine strategies for promoting protective factors. Parents reported a positive change in their family circumstances and a strengthening of protective factors. Parents' responses were positive despite differences in presenting issues. "Help Me Grow" support to families and their connection to programs and services enhanced parents' perceptions of protective factors even among families with differing needs. Our analyses support the practical utility of the Strengthening Families approach as a tool for engaging parents and assessing parents' perceptions of the effectiveness of interventions. A positive shift in parents' attitudes, knowledge, and behaviors contributes to engaged, supported, and educated parents who are better equipped to meet their children's needs and foster healthy developmental outcomes.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A