Browsing by Author "Donnelly, Carlene"

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    Aboriginal Children and Their Caregivers Living with Low Income: Outcomes from a Two-Generation Preschool Program
    (Springer Verlag Open Choice, 2010-07-14) Benzies, Karen; Tough, Suzanne; Edwards, Nancy; Mychasiuk, Richelle; Donnelly, Carlene
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    Parenting Stress, Maternal Perception, and Child Development in Families Experiencing Adversity
    (2020-11-08) Mughal, Muhammad Kashif; Ginn, Carla S.; Syed, Hafsa; Donnelly, Carlene; Benzies, Karen Marie
    The objective of this study was to examine the association between maternal parenting stress and child development in families living with low income, mental illness, addiction, and/or social isolation on intake to an inner-city two-generation preschool program. Our sample included 88 children (age 2.5-5 years) and their mothers entering the preceding inner-city two-generation preschool program. We administered the Parenting Stress Index – Short Form (PSI-SF) and the Battelle Developmental Inventory- Screening Test 2nd ed. (BDI-ST). Bivariate analysis demonstrated associations between PSI-SF sub-scale scores and BDI-ST personal-social and adaptive domains, and we performed two multivariable logistic regression models to investigate associations. Increased parenting stress related to maternal perception of difficult child was associated with delays in children’s development in adaptive and personal-social domains. When designing two-generation early interventions with whole-family approaches for families experiencing adversity, mindfulness of the effects of maternal stress and maternal perception of having a difficult child is essential. In families experiencing adversity, where mothers experience parenting stress due to perceptions of having a difficult child, additional support and resources for both mothers and children may mitigate the risk of children’s developmental delay. Consideration of intergenerational effects of adversity includes increasing societal contributions to environments decreasing parenting stress.
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    Study protocol for Attachment & Child Health (ATTACHTM) program: promoting vulnerable Children’s health at scale
    (2022-08-19) Anis, Lubna; Letourneau, Nicole; Ross, Kharah M.; Hart, Martha; Graham, Ian; Lalonde, Simone; Varro, Suzanna; Baldwin, Alanna; Soulsby, Angela; Majnemer, Annette; Donnelly, Carlene; Piotrowski, Caroline; Collier, Carrie; Lindeman, Cliff; Goldowitz, Dan; Isaac, Dawn; Thomson, Denise; Serré, Diane; Citro, Elisabeth; Zimmermann, Gabrielle; Pliszka, Harold; Mann, Jackie; Baumann, Janine; Piekarski, Joanna; Dalton, Jo-Anne; Johnson-Green, Joy; Wood, Karen; Bruce, Marcia; Santana, Maria; Mayer, Matt; Gould, Meghan; Kobor, Michael; Flowers, Michelle; Haywood, Michelle; Koerner, Michelle; Parker, Nancy; Muhajarine, Nazeem; Fairie, Paul; Chrishti, Rabea; Perry, Robert; Merrill, Sarah; Pociuk, Shellie; StephanieTaylor; Cole, Steve; Murphy, Tim; Marchment, Tmira; Xavier, Virginia; Shajani, Zahra; West, Zoe
    Abstract Background Children’s exposure to toxic stress (e.g., parental depression, violence, poverty) predicts developmental and physical health problems resulting in health care system burden. Supporting parents to develop parenting skills can buffer the effects of toxic stress, leading to healthier outcomes for those children. Parenting interventions that focus on promoting parental reflective function (RF), i.e., parents’ capacity for insight into their child’s and their own thoughts, feelings, and mental states, may understand help reduce societal health inequities stemming from childhood stress exposures. The Attachment and Child Health (ATTACHTM) program has been implemented and tested in seven rapid-cycling pilot studies (n = 64) and found to significantly improve parents’ RF in the domains of attachment, parenting quality, immune function, and children’s cognitive and motor development. The purpose of the study is to conduct an effectiveness-implementation hybrid (EIH) Type II study of ATTACHTM to assess its impacts in naturalistic, real-world settings delivered by community agencies rather than researchers under more controlled conditions. Methods The study is comprised of a quantitative pre/post-test quasi-experimental evaluation of the ATTACHTM program, and a qualitative examination of implementation feasibility using thematic analysis via Normalization Process Theory (NPT). We will work with 100 families and their children (birth to 36-months-old). Study outcomes include: the Parent Child Interaction Teaching Scale to assess parent-child interaction; the Parental Reflective Function and Reflective Function Questionnaires to assess RF; and the Ages and Stages Questionnaire – 3rd edition to examine child development, all administered pre-, post-, and 3-month-delayed post-assessment. Blood samples will be collected pre- and post- assessment to assess immune biomarkers. Further, we will conduct one-on-one interviews with study participants, health and social service providers, and administrators (total n = 60) from each collaborating agency, using NPT to explore perceptions and experiences of intervention uptake, the fidelity assessment tool and e-learning training as well as the benefits, barriers, and challenges to ATTACHTM implementation. Discussion The proposed study will assess effectiveness and implementation to help understand the delivery of ATTACHTM in community agencies. Trial registration Name of registry: https://clinicaltrials.gov/. Registration number: NCT04853888 . Date of registration: April 22, 2021.
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    Two-generation preschool programme: immediate and 7-year-old outcomes for low-income children and their parents
    (John Wiley & Sons, 2014-05) Benzies, Karen; Mychasiuk, Richelle; Kurilova, Jana; Tough, Suzanne; Edwards, Nancy; Donnelly, Carlene