Improving the education and wellbeing of student parents.

Student parents, who make up approximately four million US undergraduates, are highly motivated to succeed in school but often face barriers to educational success due to logistical and financial constraints as well as mental health stressors. This randomized control trial examined the effectiveness of an education program centered in an adult workforce agency that was specifically designed to meet the needs of student parents and their families. Family-centered supportive services included coordinated parent-child schedules and childcare in addition to peer cohorts led by coaches, tuition-free courses, and additional financial assistance. Two hundred seventy-seven parents responded to online survey questions about their education and career, wellbeing, and parenting at baseline and approximately 1 year later (treatment n = 191, control n = 86). The racially and ethnically diverse pool of parents consisted mostly of low-income mothers aged 29 years on average who had a high school diploma or completed a General Educational Development (GED) program. After 1 year, parents in the education program were more likely to obtain at least a certificate or associate degree compared to control parents. These findings suggest that a family-focused approach is key to improving the educational success of student parents.

Intergenerational Economic Mobility for Low-Income Parents and Their Children: A Dual Developmental Science Framework.

In this review we bring a psychological perspective to the issue of intergenerational economic mobility. More specifically, we present a new dual developmental science framework to consider the educational outcomes of parents and children together in order to foster economic mobility. We focus on two key populations: children in early childhood (from birth to age 6) and parents in early adulthood (in their 20s and early 30s). We posit that mastery of three sets of developmental tasks for each generation-academic/language skills, self-regulation/mental health, and parent-child relationship-will lead to improved educational outcomes for both. Taken as a whole, the dual developmental science framework integrates theory and research on single-generation development (i.e., children or parents) with dynamic and bidirectional theories about the interdependence of children and parents over time.We conclude the review by evaluating existing education interventions and research using the dual developmental science framework, and we discuss opportunities for innovation.

A Two-Generation Education Intervention and Children's Attendance in Head Start.

Two-generation human capital programs seek to promote the education of parents and children simultaneously. This study examines relations between family participation in CareerAdvance, which recruits parents of Head Start children into a workforce training program, and children's Head Start attendance. The sample included 293 children (on average 4 years old) and their parents. After one semester, CareerAdvance children demonstrated higher rates of attendance and lower rates of absence and chronic absence (missing 10% or more of school days) than matched comparison children. These associations were similar across a range of high- and low-risk subgroups at baseline. These findings are discussed in terms of the implications of a family systems approach for improving children's Head Start attendance.

Effects of a two-generation human capital program on low-income parents' education, employment, and psychological wellbeing.

Two-generation human capital programs for families provide education and workforce training for parents simultaneously with education for children. This study uses a quasi-experimental design to examine the effects of a model two-generation program, CareerAdvance, which recruits parents of children enrolled in Head Start into a health care workforce training program. After 1 year, CareerAdvance parents demonstrated higher rates of certification and employment in the health care sector than did matched-comparison parents whose children were also in Head Start. More important, there was no effect on parents' short-term levels of income or employment across all sectors. CareerAdvance parents also experienced psychological benefits, reporting higher levels of self-efficacy and optimism, in addition to stronger career identity compared with the matched-comparison group. Notably, even as CareerAdvance parents juggled the demands of school, family, and employment, they did not report higher levels of material hardship or stress compared with the matched-comparison group. These findings are discussed in terms of the implications of a family perspective for human capital programs. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

HI-TENS reduces moderate-to-severe pain associated with most wound care procedures: a pilot study.

This study systematically examined pain associated with wound care procedures (WCPs) and evaluated the effectiveness of high-intensity transcutaneous electrical nerve stimulation (HI-TENS) for reducing this pain in a two-phase design. Phase 1 (N = 57) examined patient, wound, and procedural factors, as well as analgesic intake, associated with WCPs. Pain during the WCPs was rated on a 0-10 numerical scale. Subjects reported a mean pain of 6.0 (standard deviation 3.04) during Phase 1, with 43 (75.4%) subjects experiencing moderate or severe pain (i.e., ≥4). Subjects who received opioid and/or nonopioid analgesia 1 hr before or during the WCPs (36.8%) reported significantly higher pain levels than those who had not received analgesia (p = .013). In Phase 2, 23 subjects with ≥4 pain during Phase 1 had HI-TENS applied to the area surrounding the wound during the WCPs. HI-TENS significantly reduced WCP pain by a mean of 2.0 (±2.31; effect size = 0.67; p = .001). This effect was significant for subjects with severe Phase 1 pain (i.e., ≥8; effect size = 1.00; p = .007) but not for subjects with moderate Phase 1 pain (i.e., 4-7; effect size = 0.40; p = .053). These findings demonstrate that pain during WCPs is a significant problem, that nurses appropriately administer analgesics but these are not sufficient, and that using HI-TENS may further reduce pain, particularly in patients experiencing severe WCP pain.