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Impact of Training on Kin Caregivers' Use of Discipline Practices Bertha Ansley Walden University

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Impact of Training on Kin Caregivers' Use of Discipline Practices Bertha Ansley Walden University Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Impact of Training on Kin Caregivers' Use of Discipline Practices Bertha Ansley Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Public Health Education and Promotion Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Health Sciences This is to certify that the doctoral dissertation by Bertha Ansley has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Shanna Barnett, Committee Chairperson, Public Health Faculty Dr. Sandra Harris, Committee Member, Public Health Faculty Dr. James Rohrer, University Reviewer, Public Health Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Impact of Training on Kin Caregivers’ Use of Discipline Practices by Bertha Ansley MS, Washington Adventist University, 2011 MS, University of New York at Buffalo, 1999 BS, University of New York at Buffalo, 1978 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University August 2017 Abstract Research has shown that child abuse is a serious public health issue that may warrant child welfare agency intervention and removal of children from their homes. Placement with kin caregivers is considered the least restrictive placement option by social workers. It has been recognized that kin caregivers require some type of formal parental training to prepare them to care for relative children. A large city implemented the Caring for Our Own training program as prelicensing training to prepare relatives for roles as kin caregivers. Prior to this study, no research had assessed whether this training program adequately addressed caregivers’ ability to adopt effective discipline practices in response to perceived child misbehavior. The purpose of the study was to examine how the Caring for Our Own prelicense training impacted kin caregivers’ use of ineffective discipline practices, as measured by change in scores on the 3 subscales of the Parenting Scale. The theoretical framework for this study was based on Ajzen’s theory of planned behavior. One-way repeated measures ANOVA revealed no statistically significant difference in kin caregivers’ (n = 27) use of ineffective discipline practices as measured by the 3 subscales of the Parenting Scale over time. In light of this finding, the child welfare agency may create an evidence-based curriculum to assist in the development of competent kin caregivers. Social change to improve training and thus foster more effective responses from kin caregivers may occur within educational departments of child welfare agencies, through assessing and developing prelicensing kin caregiver training that allows for effective child behavior discipline management. Impact of Training on Kin Caregivers’ Use of Discipline Practices by Bertha Ansley MSN, Washington Adventist University, 2011 MS, University of New York at Buffalo, 1999 BSN, University of New York at Buffalo, 1978 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Health Walden University August 2017 Dedication For Estelle, beloved mother, who by example encouraged me to love and to pursue lifelong learning. For Jethro, a man I knew as my father. For my three daughters, LaVon, Carla, and Yasmeen. For my grands, sister, brother, and friends. Thank you for your support, and for your words that encouraged, made me laugh, and kept me moving forward. Acknowledgments I must acknowledge my Walden Committee members, Dr. S Barnett, and Dr. S. Harris. Thank you for your mentorship, patience and guidance in steering me to completion of one of my life goals. To all of my Walden University class professors, I have learned from your generous willingness to share your knowledge, and feedback. I am truly grateful for the enlightenment. Table of Contents List of Tables .......................................................................................................................v List of Figures .................................................................................................................... vi Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Problem Statement .........................................................................................................4 Purpose of the Study ......................................................................................................6 Research Questions and Hypotheses .............................................................................6 Theoretical Framework for the Study ............................................................................8 Nature of the Study ........................................................................................................9 Definitions....................................................................................................................10 Assumptions .................................................................................................................12 Scope and Delimitations ..............................................................................................12 Limitations of the Study...............................................................................................13 Significance of Study ...................................................................................................14 Summary ......................................................................................................................15 Chapter 2: Literature Review .............................................................................................16 Introduction ..................................................................................................................16 Literature Search Practice ............................................................................................17 Theoretical Foundation ................................................................................................17 Theory of Planned Behavior ................................................................................. 17 i Previous Application of the Theory of Planned Behavior .................................... 18 Rationale for the Choice of the Theory of Planned Behavior ............................... 23 Literature Review Related to Parenting Interventions .................................................24 Literature Review Related to Key Variables and Concepts .........................................30 Cultural and Social Determinants ......................................................................... 33 Ethnicity and Gender Determinants ...................................................................... 37 Psychological Effects of Verbal Abuse ................................................................ 41 Kin Caregivers’ Characteristics ............................................................................ 43 Summary ......................................................................................................................46 Chapter 3: Research Method ..............................................................................................48 Introduction ..................................................................................................................48 Research Design and Rationale ...................................................................................48 Methodology ................................................................................................................51 Population ............................................................................................................. 51 Sampling Procedures ............................................................................................ 51 Sampling Procedures ............................................................................................ 52 Recruitment Procedures ........................................................................................ 53 Informed Consent.................................................................................................. 53 Data Collection ..................................................................................................... 54 Follow-Up Procedures .......................................................................................... 55 Debriefing Research Participants .......................................................................... 55 Intervention Information ....................................................................................... 55 ii Instrumentation and Operationalization
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