Parent involvement, parental depression, and program satisfaction among low-income parents participating in a two-generation early childhood education program.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julia Mendez, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home- and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent–teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a home–school connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed.

Additional Information

Language: English
Date: 2010
parenting, depression, low income parents, parental involvement, early childhood education, child development, early education, psychology

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