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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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  • Individual Author: Patel, Falguni
    Reference Type: Conference Paper
    Year: 2017

    This PowerPoint presentation from the 2017 NAWRS Workshop describes a study investigating the impact of a trauma-informed service that matches savings for low-income TANF receipents and offers programming that includes topics such as financial goal-setting.

    This PowerPoint presentation from the 2017 NAWRS Workshop describes a study investigating the impact of a trauma-informed service that matches savings for low-income TANF receipents and offers programming that includes topics such as financial goal-setting.

  • Individual Author: Wise, Julia; Hauke, Christi; Campbell, Tara
    Reference Type: Conference Paper
    Year: 2017

    This presentation from the Community Action Partnership 2017 Annual Convention discusses the importance of a two-generation community action approach that addresses the needs of both children and parents.

    This presentation from the Community Action Partnership 2017 Annual Convention discusses the importance of a two-generation community action approach that addresses the needs of both children and parents.

  • Individual Author: Cho, Junhan; Terris, Darcey D.; Glisson, Rachael E.; Bae, Dayoung; Brown, Anita
    Reference Type: Journal Article
    Year: 2017

    The present study investigated the influence of multi-level determinants on home visiting participation outcomes. Home visiting participation was assessed by: (1) duration of participation (i.e., retention); (2) number of home visits completed (i.e., dosage), and (3) number of home visits completed divided by the duration of participation (i.e., intensity). The sample consisted of 1024 mothers (mean age 22.89 years) who participated in home visiting funded through Georgia’s Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program. Using hierarchical linear modeling, we investigated both family- and community-level characteristics associated with participation outcomes. Mothers (primary caregivers) were less likely to be retained in the program and more likely to have received fewer visits if they were not living with a main romantic partner or if their household incomes were below poverty level. The mothers were more likely to be actively engaged if their primary language was not English or if their child was relatively younger at enrollment. At the community level,...

    The present study investigated the influence of multi-level determinants on home visiting participation outcomes. Home visiting participation was assessed by: (1) duration of participation (i.e., retention); (2) number of home visits completed (i.e., dosage), and (3) number of home visits completed divided by the duration of participation (i.e., intensity). The sample consisted of 1024 mothers (mean age 22.89 years) who participated in home visiting funded through Georgia’s Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program. Using hierarchical linear modeling, we investigated both family- and community-level characteristics associated with participation outcomes. Mothers (primary caregivers) were less likely to be retained in the program and more likely to have received fewer visits if they were not living with a main romantic partner or if their household incomes were below poverty level. The mothers were more likely to be actively engaged if their primary language was not English or if their child was relatively younger at enrollment. At the community level, after controlling family characteristics, living in a disadvantaged community (characterized by economic deprivation and elevated child health/safety risks) was associated with shorter and less intense program participation. These findings demonstrate that barriers to active engagement in home visiting programs persisted at multiple ecological levels. Explicitly considering the complexity of the communities in which home visiting programs are implemented may allow for more equitable allocations and expectations in future funding and performance measurement.(Author abstract)

     

  • Individual Author: Boxmeyer, Caroline; Gilpin, Ansley; DeCaro, Jason; Lochman, John; Qu, Lixin; Mitchell, Qshequilla; Snead, Stacey
    Reference Type: Conference Paper
    Year: 2015

    This paper examines whether Power PATH, an integrated classroom and parent social-emotional curriculum, can be successfully implemented in Head Start settings, and whether it leads to significant improvements in child school-readiness and family well-being. Power PATH combines the Promoting Alternative Thinking Strategies (Preschool PATHS) social-emotional classroom curriculum for children (Domitrovich, Greenberg, Cortes, & Kusche, 1999) with the Coping Power parent program (Wells, Lochman & Lenhart, 2008). The curricula each have an existing evidence-base for improving social-emotional functioning in children (Bierman et al., 2008; 2012; Domitrovich & Greenberg, 2007; Morris et al., 2014) and parents (e.g., Lochman & Wells, 2003, 2004; Lochman et al., 2006), respectively. The coordinated parent-child curriculum is designed to: create positive, consistent home and classroom environments; improve child and parent emotional self-regulation and interpersonal skills; and increase natural social supports. While Power PATH does not directly target parent employment or...

    This paper examines whether Power PATH, an integrated classroom and parent social-emotional curriculum, can be successfully implemented in Head Start settings, and whether it leads to significant improvements in child school-readiness and family well-being. Power PATH combines the Promoting Alternative Thinking Strategies (Preschool PATHS) social-emotional classroom curriculum for children (Domitrovich, Greenberg, Cortes, & Kusche, 1999) with the Coping Power parent program (Wells, Lochman & Lenhart, 2008). The curricula each have an existing evidence-base for improving social-emotional functioning in children (Bierman et al., 2008; 2012; Domitrovich & Greenberg, 2007; Morris et al., 2014) and parents (e.g., Lochman & Wells, 2003, 2004; Lochman et al., 2006), respectively. The coordinated parent-child curriculum is designed to: create positive, consistent home and classroom environments; improve child and parent emotional self-regulation and interpersonal skills; and increase natural social supports. While Power PATH does not directly target parent employment or financial income, it is designed to enhance their social-emotional skills and resources, which are foundational to educational and financial attainment. The large, experimental study is being conducted in collaboration with a community action program that administers Head Start preschools in seven counties in Alabama. The study sample is predominantly Black/African American (75%) and from rural to semi-rural areas. Twenty-six classrooms across nine Head Start centers were randomly assigned (by center) to receive Power PATH or Head Start-as-usual. Initial pilot testing yielded evidence of strong, positive impacts. This paper will present findings from the first intervention cohort (n=117) in the following domains: implementation of Power PATH in Head Start preschools; program effects on children (cognitive and executive function skills, emotional and behavioral self-regulation, stress physiology) and parents/families (parental stress and mental health, emotional self-regulation, executive function, social support, educational and employment status, and financial well-being); and participant perceptions of Power PATH, including its sustainability in Head Start settings. Experimental impact findings will provide compelling evidence of whether Power PATH can serve as a valuable resource for improving low-income parent and child social-emotional functioning in an integrated way. (author abstract)

  • Individual Author: Pakulak, Eric; Bell, Theodore A.; Giuliano, Ryan; Gomsrud, Melissa; Karns, Christina; Klein, Scott; Longoria, Zayra; O'Neill, Lauren; Neville, Helen
    Reference Type: Conference Paper
    Year: 2015

    ...Guided by evidence of the neuroplasticity of systems supporting stress regulation, selective attention, and self-regulation, as well as by evidence from successful parenting programs (e.g., Reid et al., 1999), we developed a two-generation intervention that targets attention and self-regulation in preschool children by engaging the broader context of parents and the home environment. The child component of the curriculum is delivered in the classroom, and the parent component is offered in eight weekly two-hour meetings midway through the school year. Child and parent training programs are integrated via an overarching emphasis on child attention, self-regulation, and emotional regulation and via explicit links in the parent program to child learning activities. We have shown that, relative to two comparison groups, parents in the program demonstrate reduced parenting stress, and children in the program display significant improvements in cognition, parent-reported child behaviors, and brain functions supporting selective attention (Neville et al., 2013).

    Our current...

    ...Guided by evidence of the neuroplasticity of systems supporting stress regulation, selective attention, and self-regulation, as well as by evidence from successful parenting programs (e.g., Reid et al., 1999), we developed a two-generation intervention that targets attention and self-regulation in preschool children by engaging the broader context of parents and the home environment. The child component of the curriculum is delivered in the classroom, and the parent component is offered in eight weekly two-hour meetings midway through the school year. Child and parent training programs are integrated via an overarching emphasis on child attention, self-regulation, and emotional regulation and via explicit links in the parent program to child learning activities. We have shown that, relative to two comparison groups, parents in the program demonstrate reduced parenting stress, and children in the program display significant improvements in cognition, parent-reported child behaviors, and brain functions supporting selective attention (Neville et al., 2013).

    Our current project builds on a ten-year program-research partnership with Head Start of Lane County, Oregon. As part of the study, children in 20 classrooms across seven sites are randomly assigned to receive either the two-generation intervention, Creating Connections (CC), or Head Start-as-usual, enabling us to test the hypothesis that children and parents receiving CC will show improvements in in stress physiology, brain functions for attention, and self-regulation. This paper describes preliminary findings based on the first cohort of CC participants (N = 48). We measure stress physiology and brain function for attention and self-regulation in both children and parents before and after implementation of the parent component, in addition to longer-term measures of broader outcomes. Because stress and self-regulation are related to multiple outcomes, we hypothesize that short-term changes in these systems will lead to broader, longer-term improvements in family well-being (e.g., Shonkoff, 2012). Results supporting this hypothesis would provide evidence that investments in two-generation interventions that target self-regulation in children and parents from lower SES backgrounds may produce benefits that extend beyond improvements in school readiness. (author abstract)

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