Efficacy of a peer-based in-home education program in improving social-emotional outcomes of parents and children. Infant Ment Health J 2022 Sep;43(5):783-796
Date
08/02/2022Pubmed ID
35913374DOI
10.1002/imhj.22010Scopus ID
2-s2.0-85137622800 (requires institutional sign-in at Scopus site)Abstract
Significant disparities in education and social-emotional outcomes exist between racial/ethnic groups, particularly impacting children growing up in impoverished environments. Home visitation intervention programs, such as the Home Instruction for Parents of Preschool Youngsters (HIPPY), have been used for decades to improve academic readiness in these vulnerable preschool-aged children. Although the benefits of HIPPY on academic readiness and performance are well-documented, there has been no examination of social-emotional benefits to participating parent-child dyads. This study followed a HIPPY cohort over the course of 1 year to evaluate change in maternal and child social-emotional and behavioral functioning. Program participants demonstrated reduced parental stress and depression and increased parental social connection as well as reduced child externalizing behaviors and improved child adaptive functioning over the course of the program, even in the context of the COVID-19 pandemic and associated lockdown. These data highlight the additional benefits of early home-based academic intervention programs.
Author List
Koop J, Holliday D, Mathews BL, Namaste J, Alt R, Biel CHAuthor
Jennifer I. Koop Olsta PhD Professor in the Neurology department at Medical College of WisconsinMESH terms used to index this publication - Major topics in bold
Child, PreschoolCommunicable Disease Control
Emotions
Humans
Pandemics
Parents
