Impact of a parenting program in a high-risk, multi-ethnic community: the PALS trial.
BACKGROUND
Parenting programs have been shown to work when delivered to motivated ethnic majority parents in demonstration projects, but comparatively little is known about their impact when delivered to high-risk, multi-ethnic populations by routine local services.


METHODS
The Primary Age Learning Skills (PALS) trial was a randomized controlled trial of an evidence-based parenting-group program that targeted the parent-child relationship and child literacy. Parents of 174 children were selected from a population of 672 5- and 6-year-olds attending four primary schools in a high-risk, ethnically diverse, inner-city area. Eighty-eight children were allocated to the Incredible Years preventive program plus a shortened six-week version of the SPOKES literacy program, delivered by local services; 86 to usual community services; 152/174 (87%) of families were successfully followed up. Parent-child relationship quality and child behavior were measured using direct observation and parent interview; child reading was assessed psychometrically.


RESULTS
Two-thirds (58/89) of those offered the parenting program attended at least one session, with similar enrollment rates across the Black African, African-Caribbean, White-British and Other ethnic groups. Mean attendance was four relationship-building sessions and one literacy-development session. Satisfaction questionnaires were completed by 43/58 starters; 93% said they were well or extremely satisfied, with equally high rates across ethnic groups. At follow-up after one year, those allocated to the intervention showed significant improvements in the parent-child relationship on observation and at interview compared to controls; effects were similar across all ethnic groups. However, child behavior problems and reading did not improve. The cost was £1,343 ($2,100) per child.


CONCLUSIONS
Programs can be organized to be engaging and effective in improving parenting among high-risk, multi-ethnic communities, which is of considerable value. To also be cost-effective in achieving child changes may require a set-up that enables parents to attend more sessions and/or an exclusive focus on children with clinically significant behavior problems.
Scott
Stephen
S
King's College London, Institute of Psychiatry, London, UK. stephen.scott@iop.kcl.ac.uk
O'Connor
Thomas G
TG
Futh
Annabel
A
Matias
Carla
C
Price
Jenny
J
Doolan
Moira
M
D000328:Adult; D002648:Child; D002652:Child Behavior / Q000208:ethnology / Q000523:psychology*; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D002675:Child, Preschool; D005006:Ethnicity / Q000523:psychology*; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D010043:Outcome and Process Assessment, Health Care; D010287:Parent-Child Relations / Q000208:ethnology; D016487:Parenting / Q000208:ethnology / Q000523:psychology*; D010290:Parents / Q000193:education*; D011594:Psychometrics; D011932:Reading; D012111:Residence Characteristics; D012931:Social Environment