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Training Personnel to Promote Quality Parent-Child Interaction in Families Who Are Homeless

University of Washington, jkelly{at}u.washington.edu

Kim Buehlman

University of Washington

Kathryn Caldwell

University of Washington

This study was designed to, first, train parent-child advocates serving homeless parents and their children (birth-three) in providing one-on-one early intervention to facilitate healthy parent-child interactions and, second, evaluate the impact of training on the quality of parent-child interactions in the intervention setting. Four advocates were trained over a 20-week period. During the first 10-week training phase, advocates observed project staff members (trainers) interacting with clients in the advocate's caseload and received training on specific interaction components. During the second 10-week phase, trainers observed and gave feedback to the newly trained advocates who implemented the learned strategies with six referred clients. All parent-child advocates reported increases (from pre- to posttraining) in knowledge and competence level about ways to provide support to parents, knowledge of children's early interactive behaviors, and ability to provide feedback to parents to promote the parent-child relationship. Observations of parent-child advocate behavior with mothers during intervention sessions also revealed changes between pre- and posttraining: Advocates increased their use of positive, contingent, and instructive feedback to parents about their interactions with their young children. Finally, the mother's behavior changed from pre- to postintervention; mothers receiving intervention became more contingent, social-emotional growth fostering, and stimulating in their interactions with their children. The results and the need for further research are discussed.

Topics in Early Childhood Special Education, Vol. 20, No. 3, 174-185 (2000)
DOI: 10.1177/027112140002000306


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