Currently Funded Projects
Different Forms of Family Instability: Key Mechanisms Linking Family Strengthening Interventions, Family Functioning and Child Wellbeing. (Administration for Children & Families, U.S. DHHS). PI: Barnett; Co-PI: Dr. Melissa Curran (FSHD)
Family instability is a significant risk factor for children’s cognitive, behavioral and emotional development, often because it undermines effective parenting practices and parental functioning. Economically disadvantaged families are particularly likely to experience family instability. The goal of this secondary data analysis is to examine how participation in the Building Strong Families (BSF) program, a federally funded relationship intervention program, caused families to experience reductions in three different forms of family instability (i.e., financial, family structure, romantic relationship quality), that in turn bolstered child development via increased father involvement and higher quality coparenting relationships. By examining multiple forms of family instability as intervention pathways, we will be able to inform future intervention work aimed at strengthening relationships and wellbeing among economically disadvantaged families across the transition to parenthood.
Child Care Factors that Influence Parental Engagement: Understanding Longitudinal Pathways to Children’s School Readiness. (Administration for Children & Families, U.S. DHHS). PI: Barnett; Co-PI: Dr. Christina Cutshaw & Dr. Ann Mastergeorge
Early Care and Education (ECE) settings play an important role in child development for many children of preschool age. The powerful positive impacts of ECE programs on young children’s development may be strengthened when programs work with parents (Hindman & Morrison, 2011; Powell et al., 2010). The specific mechanisms by which ECE programs influence parent engagement, however, and how this engagement improves children’s development, remain unclear. The goal of this secondary data analysis project is to examine how ECE program factors are linked to parent engagement in child care, and in turn how this engagement leads to school readiness and child well-being being among children enrolled in center-based care in preschool among families participating in the nationally representative Early Childhood Longitudinal Study – Birth Cohort (ECLS-B).
Our lab members are actively engaged in a number of other research activities that include working in collaboration with researchers in the Norton School and across the country as well as community partners to collect data and to conduct analyses on data drawn from a range of research studies.