About this paper symposium

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Panel information
Panel 14. Parenting & Parent-Child Relationships

Paper #1
Black Parents’ Perceptions of an Emotion Coaching Parenting Program in the U.S.
Author information	Role
Briana Williams, Brown University, United States	Presenting author
Heather Bishop, PhD, Wayne State University, United States	Non-presenting author
Kaelan Camp, Michigan State University, United States	Non-presenting author
John S. Carlson, Michigan State University, United Staes	Non-presenting author
Abstract
Background: Black parents are often positioned in the emotion socialization literature as using unsupportive parenting practices; however, researchers do not consistently consider the contextual factors that require Black parents to prepare their children from systemic barriers and racial discrimination they may face (McLoyd et al., 2019; Nelson et al., 2012). Within the parenting intervention literature, studies are conducted with primarily White, middle-class families and do not examine the nuances that result in outcomes suggesting that Black parents are more likely to use unsupportive parenting practices compared to their White counterparts (Bocknek et a l., 2009; Dunbar et al., 2022; Leerkes & Bailes, 2019). This gap in the literature perpetuates the belief that Black parents are unsupportive and dismisses the adaptive nature of their experience. Tuning in to Kids (TIK; Havighurst & Harley, 2007) is an emotion-focused parenting program using emotion coaching to provide caregivers with the tools to promote children’s emotion regulation and parent-child relationships. TIK has not been examined with Black parents or parents in the U.S. The main objective of this study is to examine the feasibility, and acceptability of TIK with Black parents in the U.S. and their perceptions of its cultural fit with their parenting style. Methods: Six Black parents (Mage = 32.4 years) of young children (Mage = 48.2 months) who completed TIK were invited to participate in semi-structured interviews focused on their perceptions of the program’s efficacy, acceptability, and alignment with their parenting style and cultural values. Qualitative interviews underwent a six-step reflexive inductive thematic analytic approach, allowing the data to drive themes and codes (Braun & Clarke, 2023) through familiarity with the interview transcripts, translating initial codes into broad themes, and identifying specific codes within each theme (Braun & Clarke, 2012). Results: Across the board, parents recognized the importance of allowing children to express their emotions, not only for them to learn how to regulate, but to also strengthen the overall parent-child relationship. Notably, parents acknowledged the importance of engaging in emotion regulation practices to better respond to their children’s emotions. Regarding culture, parents shared that the emotion-focused approach aligns with how they wish to parent though it deviates from how Black parents typically raise children. They acknowledged the challenge in balancing parenting practices at home and in the community, where societal pressures influence how they respond in public. Conclusions/Implications: Overall, Black parents found TIK to be an acceptable program in supporting their aims as parents. These findings suggest that Black parents do adapt their parenting based on the context of each situation and should be afforded the opportunity to share those experiences in parenting research. Given that TIK is also a manualized program, these findings also suggest that cultural adaptations are not necessary, though examples with culturally specific examples and scenarios would be beneficial to incorporate racial/ethnic socialization as a necessary component of Black parenting.

Paper #2
Preliminary support for an integrated parenting intervention for Black and Latiné families
Author information	Role
Daniel Cooper, University of South Carolina, United States	Presenting author
Francesca Lupini, University of South Carolina, United States	Non-presenting author
Jayxa Alonzo, University of South Carolina, United States	Non-presenting author
Donita White, University of South Carolina, United States	Non-presenting author
Brianna Tennie, University of South Carolina, United States	Non-presenting author
Abstract
Introduction: Family-based preventive intervention is a promising strategy for preventing child health problems including social-emotional problems and unhealthy lifestyle behaviors (e.g., sleep problems, sedentary behavior). However, preventive interventions focused on either or both these health domains have rarely included content to promote ethnic-racial socialization (how families teach their children about the values, traditions, and practices associated with their ethnic-racial group), a potentially powerful protective factor for minoritized children. Therefore, the main objective of this pilot study was to preliminarily examine whether providing parenting support, with an added emphasis on ethnic-racial socialization and healthy lifestyle behaviors, improves the health of Black and Latiné children ages 3-6. Methods: Families (n = 13; 9 Black, 3 Latiné, 1 Afrolatiné) were randomized into receiving a parenting program (i.e., the ROOTS program) or an active control condition and were assessed before and after the intervention. The ROOTS program consisted of 6 one-hour virtual sessions and was developed using an intervention mapping approach. Interventionists were ethnically/racially matched and had experience as community health workers. This presentation will focus on the pre and post measures of parents’ ethnic-racial socialization practices and attitudes. Results: Preliminary results suggest positive trends in several ethnic-racial socialization outcomes. For example, parents in the intervention condition reported a decrease in the age at which they believed they should start speaking with their child about race from pre to post intervention (p > .05, Cohen’s d = .56). Additional findings related to ethnic-racial socialization attitudes and behaviors will also be discussed. Conclusions: This study begins to gauge the potential utility of adding a focus on ethnic-racial socialization and healthy lifestyle behaviors into a brief parenting intervention to enhance minoritized children’s physical and emotional health.

Paper #3
Examining the cultural alignment of Parent-Child Interaction Therapy (PCIT) among Black parents
Author information	Role
Kaela Farrise, UC Santa Barbara, United States	Presenting author
Erica E. Coates, PhD, MedStar Georgetown University Hospital | Georgetown University School of Medicine, United States	Non-presenting author
Miya L. Barnett, Ph.D, UC Santa Barbara, United States	Non-presenting author
Ariana Cortez, UC Santa Barbara, United States	Non-presenting author
Brooke Smith, Georgetown University, United States	Non-presenting author
Sierra Coffey, Georgetown University, United States	Non-presenting author
Nabihah Nazeer, UC Santa Barbara, United States	Non-presenting author
Felipa T. Chavez, Ph.D, Florida Institute of Technology, United States	Non-presenting author
Emily Aron, M.D., MedStar Georgetown University Hospital | Georgetown University School of Medicine, United States	Non-presenting author
Abstract
Objective: Parent Child Interaction Therapy (PCIT) is an evidence-based, behavioral parenting training program efficacious in ameliorating disruptive behaviors in young children 2-7 years old (Eyberg et al., 1995). While PCIT has been studied profusely with predominantly white families, some diverse populations have been lacking from the evidence-base including Black families (Eyberg, 2005). In fact, in the past 30 years, only four PCIT treatment studies have been conducted with majority Black samples. The existing research on PCIT with Black families shows disproportionately high attrition from PCIT and some question of cultural mismatch among Black participants (Fernandez & Eyberg, 2008; Fernandez et al., 2011; Lyon & Budd, 2010). Thus, the objective of this study was to understand Black caregivers’ experiences of cultural alignment and misalignment with PCIT within the larger context of what they think is necessary to raise Black children in the U.S. Method: 10 Black caregivers (90% female, Mage = 41.1) who participated in PCIT treatment with one of their children (Mage = 5.9) were interviewed over zoom using a 2-hour semi-structured interview protocol. 50% of interviewees (n = 5) were those who had graduated from PCIT treatment, and 50% (n = 5) did not graduate including 4 who dropped out of treatment before it was completed and 1 currently still in treatment (n = 1). Interview questions focused on caregivers’ perceptions of cultural alignment, misalignment, and whether the PCIT teachings were aligned with what caregivers thought necessary to teach Black children in the U.S. Interview transcripts were coded and analyzed using reflexive thematic analysis (Braun & Clarke, 2021). Results: Regarding cultural alignment, qualitative results revealed that parents were at least somewhat satisfied with PCIT. All parents (n = 10) endorsed recommending PCIT to another Black family with caveats, and parents reported an average satisfaction score of 8.4 on a 1 - 10 scale. However, parents did identify some moments of cultural misalignment in treatment and in the overall ideology of PCIT. For instance, all parents (n = 10) thought PCIT was misaligned with preparing Black children for the realities of being Black in the U.S. Specifically, parents identified PCIT as a “bubble” that set Black children up to be too idealistic which doesn’t prepare them for the harshness Black children would face. 70% of parents (n = 7) also discussed initial hesitation with PCIT parenting skills due to ideological conflict with the way they were raised or what they considered to be culturally congruent Black parenting. Conclusions: Findings will help clinicians and researchers to understand the experiences of Black families in PCIT and what needs are not being met for Black families in PCIT treatment. Further, this data will help to increase cultural responsiveness for family-based interventions broadly. Overall, this research identifies some of what is important for clinicians to be prepared to address when treating Black parents and caregivers who are seeking services for their young children. It further highlights considerations for intervention design researchers and implementation scientists in designing and implementing family-based treatment interventions to include Black caregivers with young children.

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