“What Works” in Fatherhood Programs: Lessons from Evidence-Based Practice Jacinta Bronte-Tinkew,...
-
Upload
laura-bond -
Category
Documents
-
view
215 -
download
0
Transcript of “What Works” in Fatherhood Programs: Lessons from Evidence-Based Practice Jacinta Bronte-Tinkew,...
“What Works” in Fatherhood Programs: Lessons from Evidence-Based Practice
Jacinta Bronte-Tinkew, Ph.D.Frances Ballard, M.S.N.Mindy E. Scott, Ph.D.Allison Metz, Ph.D.
Mary Burkhauser, M.A.Child Trends
June 17th, 2009
INTRODUCTIONINTRODUCTION
Increase in programs designed to promote responsible fatherhood
Limited information on the effectiveness of programs as
evidence varies along with the quality and rigor of research methods used
Only rigorous evaluations of programs provide evidence of whether programs have desired effect
Results that come from well-designed programs that have been rigorously evaluated should be taken more seriously than results from less well-designed and evaluated programs!
PRESENTATION OBJECTIVEPRESENTATION OBJECTIVE
OBJECTIVE:
To answer the question: “What really works in fatherhood programs”?
EVIDENCE: Fatherhood programs that have been experimentally evaluated
WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?
Rigorous research studies that yield high quality results include: Strong Evaluation Designs (to determine causality) Adequate Sample Size Long-Term Follow Up Valid/Reliable Study Measures Proper Statistical Analyses Replication for Multiple Settings Fidelity to Program Model (adheres to program model
originally developed) Dissemination of Results Independent External Evaluations
WHAT CRITERIA USED FOR CONSIDERING FATHERHOOD PROGRAMS?
WHAT CRITERIA USED FOR CONSIDERING FATHERHOOD PROGRAMS?
Experimentally evaluated (random assignment to treatment and control group with follow up to determine “impact” or “effect”)
Sample size exceeds 30 in both treatment and control group
60% retention rate of participants At least one outcome positively changed by 10 percent One outcome with substantial effect size significant at 0.05
level (p < .05) Evaluated by independent external evaluator & publicly
available evaluation results
“EFFECTIVE” FATHERHOOD PROGRAMS“EFFECTIVE” FATHERHOOD PROGRAMS
Center for Employment Opportunities (CEO) Program – Ex-offenders (New York)
Dads for Life – Divorced fathers (Arizona) Family Transition Program – Welfare recipients (Florida) Filial Therapy Training with Incarcerated Fathers – (Texas) PEACE Program – Divorce education (Ohio) Parental Training for Incarcerated Fathers – (Oklahoma) Parenting Together Project – Transition to fatherhood
(Minnesota)
“EFFECTIVE” FATHERHOOD PROGRAMS, Cont’d…“EFFECTIVE” FATHERHOOD PROGRAMS, Cont’d…
Parents Fair Share – Low-income, noncustodial fathers (OH, MI, FL, CA, TN, MA, NJ)
Preparing for the Drug Free Years – Help for parents in preventing teen drug use (Washington)
Responsible Fatherhood Program for Incarcerated Dads – (Fairfax County, Virginia)
Systematic Training for Effective Parenting (STEP) for Incarcerated Fathers – Prison Program
Video Self Modeling Effects of Parenting Education on First-Time Fathers’ Skills – First-time fathers (Canada)
Young Dads – Transition to fatherhood for young fathers (New York)
PROMISING PRACTICE #1PROMISING PRACTICE #1
#1: Effective programs incorporated teaching methods and materials that were culturally appropriate for fathers and populations being served
Tailored materials to specific populations of fathers (e.g., teen fathers, incarcerated fathers)
Culturally sensitive in provision of services & components Staff from same cultural group/similar living environment
Example: Preparing for the Drug Free Years (preventing teen drug use, Washington) used curriculum that included optional materials (ethnic adaptation guide) to help adapt lessons for different populations
PROMISING PRACTICE #2PROMISING PRACTICE #2
#2: Effective programs selected teachers and facilitators who believed in the program being implemented and provided them with relevant training and coaching
Staff are committed & have “buy-in” Included well-trained instructors, regular follow-up training &
coaching sessions resulting in positive outcomes Opportunities for feedback & reflection from staff to discuss
challenges & successes with implementing practice, training, or technical assistance needs
Leaders with substantial experience in service delivery
Example: PEACE Program (divorce education, Ohio)—instructors 10+ years Parenting Together (transition to fatherhood, Minnesota)—
instructors 15+ years
PROMISING PRACTICE #3PROMISING PRACTICE #3
#3:Effective programs had high staff participant ratios
Effective programs had enough staff to work one-on-one with fathers or in small groups
Effective programs included case management components Example: Young Dads Program (transition to fatherhood for African-
American adolescent males, NY) had 4 staff members for 30 fathers
CEO Program (ex-offenders, NY) vocational specialists worked one-on-one with fathers
PROMISING PRACTICE #4PROMISING PRACTICE #4
#4: Effective programs had targeted curricula and set clear goals to be achieved by the program
Programs with curricula designed around few core issues vs. those covering multiple issues were more effective
Selected a target number of outcomes for change Developed and used a logic model
Example: PEACE program (divorce education, Ohio) targeted specifically family relationships following divorce
PROMISING PRACTICE #5PROMISING PRACTICE #5
#5: Effective programs used theory-based approaches that have been effective in influencing behaviors in other contexts
Developed logic models based on theoretical frameworks and designed activities related to inputs, outputs, and outcomes
Example: Preparing for the Drug Free Years (preventing teen drug use, Washington) based on theories of adolescent problem behaviors, risk, protective factors & guided by “social development” model
PROMISING PRACTICE #6PROMISING PRACTICE #6
#6: Effective programs employed a variety of teaching methods designed to focus on fathers as individuals and, in doing so, personalized the information
Flexibility in service delivery to meet individual needs of fathers
Examples: Dads for Life (divorced fathers, Arizona)—case management Young Dads (transition to fatherhood, NY)—small group
sessions Parenting Together (new fathers, Oklahoma)—mini lectures,
videos, role plays, new parent role models to meet individual needs of fathers
PROMISING PRACTICE #7PROMISING PRACTICE #7
#7: Effective programs allowed sufficient time to complete important core program activities
Short term curricula that last a couple of hours did not have measurable impacts (e.g., <10 hrs)
Examples: Preparing for the Drug Free Years (teen drug use,
Washington)—duration 5-10 sessions delivered over several weeks
Video Self-Modeling Effects of Parenting Education on First-Time Father’s Skills (first time fathers, Canada)— duration > 2 months, findings more positive
PROMISING PRACTICE #8PROMISING PRACTICE #8
#8: Effective programs had staff who engaged in one-on-one relationships with fathers
When work with fathers was individualized, fathers had better outcomes
Ensured that programs were welcoming and engaging for men
Example: All programs that were effective had staff who worked one-on-one with fathers
PROMISING PRACTICE #9PROMISING PRACTICE #9
#9: Effective programs encouraged the use of an incentive to engage fathers or their families
Cash incentives, transportation, food, child-care, attendance incentives, program completion incentives
Allowed fathers to bring children to program & created activities for children
Example: Dads for Life (divorced fathers, AZ) & Preparing for the Drug Free Years used combination of incentives to retain fathers & thus reduced study attrition
PROMISING PRACTICE #10PROMISING PRACTICE #10
#10: Effective programs replicated curricula with fidelity
Used specified activities designed to be put into practice as created by developer
Implemented curricula with fidelity Modifications not at expense of critical components of
original model
Example: Parenting Together Project (transition to fatherhood, MN) ensured fidelity to program model using checklists completed by parent educators after sessions
PROMISING PRACTICE #11PROMISING PRACTICE #11
#11: Effective programs for fathers involved with the criminal justice system taught important skills and provided opportunities to practice using them
Went beyond classroom instruction to include hands-on application of newly learned skills
Example: Filial Therapy Training with Incarcerated Fathers (Texas)
included both weekly training sessions & weekly supervised play sessions with children
CEO Program (ex-offenders, NY) provided both pre-employment classes as well as paid transitional employment & job coaching
PROMISING PRACTICE #12PROMISING PRACTICE #12
#12: Effective programs for fathers involved with the criminal justice system addressed unique needs of this population
More likely to have used drugs & less likely to have contact with children
Low-levels of education & lack of employable skills, difficult to find work upon reentry
Example: STEP for Incarcerated Fathers provided counseling on
socialization and reentry into the family unit CEO Program (ex-offenders, NY) taught fathers to answer
questions about their convictions while on job interviews
EARLY CONCLUSIONSEARLY CONCLUSIONS
Not all effective programs have been evaluated using experimental designs
Promising practices presented here are suggestions based on available research
Research on effectiveness of fatherhood programs is still limited
Inappropriate to reach conclusions about approaches to improving responsible fatherhood based on handful of studies
Cannot say which combinations of strategies will work
Promising Practices in Teen Fatherhood Programs:
Evidence-based and evidence-informed research findings
Teen fathers represent a vulnerable population
Increased interest in programs to promote responsible fatherhood among teen fathers
OBJECTIVEOBJECTIVE
OBJECTIVE:
To answer the question: What really works in teen fatherhood programs?
EVIDENCE: “Effective” teen fatherhood programs (i.e., evaluated programs that meet a certain standard of rigor)
WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?
Rigorous research studies that yield high quality results include: Strong Evaluation Designs (to determine causality) Adequate Sample Size Long-Term Follow Up Valid/Reliable Study Measures Proper Statistical Analyses Replication for Multiple Settings Fidelity to Program Model (adheres to program model
originally developed) Dissemination of Results Independent External Evaluations
WHAT CRITERIA USED FOR CONSIDERING TEEN FATHERHOOD PROGRAMS?
WHAT CRITERIA USED FOR CONSIDERING TEEN FATHERHOOD PROGRAMS?
Evaluated using: • Random assignment (assignment to treatment and control
group)• Quasi-experimental (comparison group)
Sample size of at least 15 in both treatment and control or comparison group
50% retention rate of participants At least one outcome positively changed by 5 percent One outcome with substantial effect size significant at 0.10
level (p < .10) Evaluated by independent external evaluator & results
publicly available
“MODEL” AND “PROMISING” TEEN FATHERHOOD PROGRAMS“MODEL” AND “PROMISING” TEEN FATHERHOOD PROGRAMS
Young Dads – Transition to fatherhood for young fathers (New York)
Prenatal Education Intervention – Prenatal classes for young fathers
Respecting and Protecting Our Relationships – HIV prevention program for inner-city Latino adolescent parenting couples (Los Angeles)
STEP-UP: Mentoring for Young Fathers – Self-sufficiency program for young fathers (Phoenix)
PROMISING PRACTICE #1PROMISING PRACTICE #1
#1: Effective programs partnered with community organizations to help recruit and engage teen fathers
Partnered with wide variety of community agencies Programs developed partnerships in order to recruit
participants, access expertise (e.g., mentoring) and physical resources (e.g., space)
Example: STEP-UP (self-sufficiency, Phoenix) formally partnered
with the Valley Big Brothers/Big Sisters (VBB/BS) because of expertise in providing mentoring services to young men in community
PROMISING PRACTICE #2PROMISING PRACTICE #2
#2: Effective programs gave program staff opportunities to develop one-on-one relationships with teen fathers
Worked with individual fathers through small groups, case management, and/or mentoring
One-on-one work allowed programs to create individualized service plans to meet needs of teen fathers
Example: Young Dads (transition to fatherhood, New York) – each
participant created individual plan with case worker STEP-UP (self-sufficiency, Phoenix) – mentors and case
managers developed personal relationships with participants
PROMISING PRACTICE #3PROMISING PRACTICE #3
#3: Effective programs offered a comprehensive array of services to teen fathers
Providing teen fathers with parenting information alone insufficient
Offered variety of services (e.g., employment, education, counseling)
Referred teen fathers when service was needed that program did not provide
Example: STEP-UP (self-sufficiency, Phoenix) offered counseling, case
management, mentoring, and educational services and supports
PROMISING PRACTICE #4PROMISING PRACTICE #4
#4: Effective programs began with theoretical program model
Used theoretical perspectives, theories of change, and approaches found to be effective with young parents
Example: Prenatal Education Intervention – curriculum based on the
emotional and educational needs of teenage fathers (Elster & Panzarine, 1980)
Respecting and Protecting Our Relationships (HIV prevention, LA) – program activities from the experimentally evaluated Be Proud! Be Responsible! program
PROMISING PRACTICE #5PROMISING PRACTICE #5
#5: Effective programs delivered services in engaging and interactive ways
Did not rely solely on traditional lecture-style presentation of materials
Used small and large group discussion, “hands-on” activities, workshops on relevant topics, case management, mentoring, audiovisuals aids, skill-building activities, and family-oriented activities
Example: STEP-UP (self-sufficiency, Phoenix) held workshops on
avoiding legal hassles and stress management
PROMISING PRACTICE #6PROMISING PRACTICE #6
#6: Effective programs utilized needs assessments and participant feedback to provide teen fathers with the services they wanted
Provided flexibility in service delivery to meet individual needs of fathers
Example: Respecting and Protecting Our Relationships (HIV prevention,
LA) - held focus groups and interviews before solidifying curriculum to assess needs of adolescent couples
Prenatal Education Intervention – fathers given time at end of sessions to discuss individual concerns with the group
PROMISING PRACTICE #7PROMISING PRACTICE #7
#7: Effective programs recruited and selected staff who were experienced, empathetic, enthusiastic, and well-connected in the community
Hired experienced professionals (e.g., social workers, registered-nurse specialist)
Hired staff who “understood”, empathetic toward teen fathers, enthusiastic about the teen fatherhood program
Well-connected staff were able to help participants (e.g., find jobs)
Examples: Young Dads (transition to fatherhood, New York) – staff
networked with local politicians/business owners to help participants find work
PROMISING PRACTICE #8PROMISING PRACTICE #8
#8: Effective programs incorporated teaching methods and materials appropriate for teen fathers
Tailored materials to meet unique needs of teenage fathers and were culturally sensitive in the provision of services
Example: Respecting and Protecting Our Relationships (HIV prevention,
LA) - based its curriculum on culturally rooted concepts and indigenous values of the Chicano, Latino, Hispanic and Native American peoples
Young Dads (transition to fatherhood, New York) – hired male social workers, who were thought to be better equipped to serve young fathers
PROMISING PRACTICE #9PROMISING PRACTICE #9
#9: Effective programs encouraged the use of an incentive to engage fathers or their families
Cash incentives, transportation, food, childcare, attendance incentives, program completion incentives
Allowed fathers to bring children to program and created activities for children
Example: STEP-UP (self-sufficiency, Phoenix) & Respecting and
Protecting Our Relationships (HIV prevention, LA) used combination of incentives to recruit and retain fathers and families, thus reducing study attrition
PROMISING PRACTICE #10PROMISING PRACTICE #10
#10: Effective programs mentored teen fathers Teen fathers often lack positive role models and have few
people to whom they can turn Mentors were either professional case workers or trained
volunteers
Example: Young Dads (transition to fatherhood, New York) – case
workers seen by fathers as someone to turn to in crisis and role model
EARLY CONCLUSIONSEARLY CONCLUSIONS
Not all effective programs have been evaluated using experimental or quasi-experimental designs
Promising practices presented here are suggestions based on available research
Research on effectiveness of teen fatherhood programs is still limited
Inappropriate to reach conclusions about approaches to improving responsible fatherhood based on handful of studies
Cannot say which combinations of strategies will work
ADDITIONAL INFORMATIONADDITIONAL INFORMATION
BriefsAvailable at www.fatherhood.gov(1) “What Works in Fatherhood Programs?” Ten Lessons from Evidence Based
Practice(2) Promising Teen Fatherhood Programs: Initial Evidence, Lessons from
Evidence-Based Research(3) “What Works” in Programs Serving Fathers Involved in the Criminal Justice
System? Lessons from Evidence-Based Evaluations
ReportsAvailable at www.fatherhood.gov(1) Elements of Promising Practice for Fatherhood Programs: Evidence-Based
Research Findings on Programs for Fathers(2) Elements of Promising Practice in Teen Fatherhood Programs: Evidence-
Based and Evidence-Informed Research Findings on What Worked(3) Elements of Promising Practice in Programs Serving Fathers Involved in the
Criminal Justice System
Author Contact: [email protected]; (202) 572-6122Presenter Contacts: [email protected]; (202) 572-6115 [email protected]; (202) 572-6124