“What Works” in Fatherhood Programs: Lessons from Evidence-Based Practice Jacinta Bronte-Tinkew, Ph.D. Frances Ballard, M.S.N. Mindy E. Scott, Ph.D. Allison

“What Works” in Fatherhood Programs: Lessons from Evidence-Based Practice

Jacinta Bronte-Tinkew, Ph.D.Frances Ballard, M.S.N.Mindy E. Scott, Ph.D.Allison Metz, Ph.D.

Mary Burkhauser, M.A.Child Trends

June 17th, 2009

INTRODUCTIONINTRODUCTION

Increase in programs designed to promote responsible fatherhood

Limited information on the effectiveness of programs as

evidence varies along with the quality and rigor of research methods used

Only rigorous evaluations of programs provide evidence of whether programs have desired effect

Results that come from well-designed programs that have been rigorously evaluated should be taken more seriously than results from less well-designed and evaluated programs!

PRESENTATION OBJECTIVEPRESENTATION OBJECTIVE

OBJECTIVE:

To answer the question: “What really works in fatherhood programs”?

EVIDENCE: Fatherhood programs that have been experimentally evaluated

WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?

Rigorous research studies that yield high quality results include: Strong Evaluation Designs (to determine causality) Adequate Sample Size Long-Term Follow Up Valid/Reliable Study Measures Proper Statistical Analyses Replication for Multiple Settings Fidelity to Program Model (adheres to program model

originally developed) Dissemination of Results Independent External Evaluations

WHAT CRITERIA USED FOR CONSIDERING FATHERHOOD PROGRAMS?

WHAT CRITERIA USED FOR CONSIDERING FATHERHOOD PROGRAMS?

Experimentally evaluated (random assignment to treatment and control group with follow up to determine “impact” or “effect”)

Sample size exceeds 30 in both treatment and control group

60% retention rate of participants At least one outcome positively changed by 10 percent One outcome with substantial effect size significant at 0.05

level (p < .05) Evaluated by independent external evaluator & publicly

available evaluation results

“EFFECTIVE” FATHERHOOD PROGRAMS“EFFECTIVE” FATHERHOOD PROGRAMS

Center for Employment Opportunities (CEO) Program – Ex-offenders (New York)

Dads for Life – Divorced fathers (Arizona) Family Transition Program – Welfare recipients (Florida) Filial Therapy Training with Incarcerated Fathers – (Texas) PEACE Program – Divorce education (Ohio) Parental Training for Incarcerated Fathers – (Oklahoma) Parenting Together Project – Transition to fatherhood

(Minnesota)

“EFFECTIVE” FATHERHOOD PROGRAMS, Cont’d…“EFFECTIVE” FATHERHOOD PROGRAMS, Cont’d…

Parents Fair Share – Low-income, noncustodial fathers (OH, MI, FL, CA, TN, MA, NJ)

Preparing for the Drug Free Years – Help for parents in preventing teen drug use (Washington)

Responsible Fatherhood Program for Incarcerated Dads – (Fairfax County, Virginia)

Systematic Training for Effective Parenting (STEP) for Incarcerated Fathers – Prison Program

Video Self Modeling Effects of Parenting Education on First-Time Fathers’ Skills – First-time fathers (Canada)

Young Dads – Transition to fatherhood for young fathers (New York)

PROMISING PRACTICE #1PROMISING PRACTICE #1

#1: Effective programs incorporated teaching methods and materials that were culturally appropriate for fathers and populations being served

Tailored materials to specific populations of fathers (e.g., teen fathers, incarcerated fathers)

Culturally sensitive in provision of services & components Staff from same cultural group/similar living environment

Example: Preparing for the Drug Free Years (preventing teen drug use, Washington) used curriculum that included optional materials (ethnic adaptation guide) to help adapt lessons for different populations


#2: Effective programs selected teachers and facilitators who believed in the program being implemented and provided them with relevant training and coaching

Staff are committed & have “buy-in” Included well-trained instructors, regular follow-up training &

coaching sessions resulting in positive outcomes Opportunities for feedback & reflection from staff to discuss

challenges & successes with implementing practice, training, or technical assistance needs

Leaders with substantial experience in service delivery

Example: PEACE Program (divorce education, Ohio)—instructors 10+ years Parenting Together (transition to fatherhood, Minnesota)—

instructors 15+ years


#3:Effective programs had high staff participant ratios

Effective programs had enough staff to work one-on-one with fathers or in small groups

Effective programs included case management components Example: Young Dads Program (transition to fatherhood for African-

American adolescent males, NY) had 4 staff members for 30 fathers

CEO Program (ex-offenders, NY) vocational specialists worked one-on-one with fathers


#4: Effective programs had targeted curricula and set clear goals to be achieved by the program

Programs with curricula designed around few core issues vs. those covering multiple issues were more effective

Selected a target number of outcomes for change Developed and used a logic model

Example: PEACE program (divorce education, Ohio) targeted specifically family relationships following divorce


#5: Effective programs used theory-based approaches that have been effective in influencing behaviors in other contexts

Developed logic models based on theoretical frameworks and designed activities related to inputs, outputs, and outcomes

Example: Preparing for the Drug Free Years (preventing teen drug use, Washington) based on theories of adolescent problem behaviors, risk, protective factors & guided by “social development” model


#6: Effective programs employed a variety of teaching methods designed to focus on fathers as individuals and, in doing so, personalized the information

Flexibility in service delivery to meet individual needs of fathers

Examples: Dads for Life (divorced fathers, Arizona)—case management Young Dads (transition to fatherhood, NY)—small group

sessions Parenting Together (new fathers, Oklahoma)—mini lectures,

videos, role plays, new parent role models to meet individual needs of fathers


#7: Effective programs allowed sufficient time to complete important core program activities

Short term curricula that last a couple of hours did not have measurable impacts (e.g., <10 hrs)

Examples: Preparing for the Drug Free Years (teen drug use,

Washington)—duration 5-10 sessions delivered over several weeks

Video Self-Modeling Effects of Parenting Education on First-Time Father’s Skills (first time fathers, Canada)— duration > 2 months, findings more positive


#8: Effective programs had staff who engaged in one-on-one relationships with fathers

When work with fathers was individualized, fathers had better outcomes

Ensured that programs were welcoming and engaging for men

Example: All programs that were effective had staff who worked one-on-one with fathers


#9: Effective programs encouraged the use of an incentive to engage fathers or their families

Cash incentives, transportation, food, child-care, attendance incentives, program completion incentives

Allowed fathers to bring children to program & created activities for children

Example: Dads for Life (divorced fathers, AZ) & Preparing for the Drug Free Years used combination of incentives to retain fathers & thus reduced study attrition


#10: Effective programs replicated curricula with fidelity

Used specified activities designed to be put into practice as created by developer

Implemented curricula with fidelity Modifications not at expense of critical components of

original model

Example: Parenting Together Project (transition to fatherhood, MN) ensured fidelity to program model using checklists completed by parent educators after sessions


#11: Effective programs for fathers involved with the criminal justice system taught important skills and provided opportunities to practice using them

Went beyond classroom instruction to include hands-on application of newly learned skills

Example: Filial Therapy Training with Incarcerated Fathers (Texas)

included both weekly training sessions & weekly supervised play sessions with children

CEO Program (ex-offenders, NY) provided both pre-employment classes as well as paid transitional employment & job coaching


#12: Effective programs for fathers involved with the criminal justice system addressed unique needs of this population

More likely to have used drugs & less likely to have contact with children

Low-levels of education & lack of employable skills, difficult to find work upon reentry

Example: STEP for Incarcerated Fathers provided counseling on

socialization and reentry into the family unit CEO Program (ex-offenders, NY) taught fathers to answer

questions about their convictions while on job interviews

EARLY CONCLUSIONSEARLY CONCLUSIONS

Not all effective programs have been evaluated using experimental designs

Promising practices presented here are suggestions based on available research

Research on effectiveness of fatherhood programs is still limited

Inappropriate to reach conclusions about approaches to improving responsible fatherhood based on handful of studies

Cannot say which combinations of strategies will work

Promising Practices in Teen Fatherhood Programs:

Evidence-based and evidence-informed research findings

Teen fathers represent a vulnerable population

Increased interest in programs to promote responsible fatherhood among teen fathers

OBJECTIVEOBJECTIVE

OBJECTIVE:

To answer the question: What really works in teen fatherhood programs?

EVIDENCE: “Effective” teen fatherhood programs (i.e., evaluated programs that meet a certain standard of rigor)

WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?WHAT ARE RIGOROUSLY EVALUATED PROGRAMS?

Rigorous research studies that yield high quality results include: Strong Evaluation Designs (to determine causality) Adequate Sample Size Long-Term Follow Up Valid/Reliable Study Measures Proper Statistical Analyses Replication for Multiple Settings Fidelity to Program Model (adheres to program model

originally developed) Dissemination of Results Independent External Evaluations

WHAT CRITERIA USED FOR CONSIDERING TEEN FATHERHOOD PROGRAMS?

WHAT CRITERIA USED FOR CONSIDERING TEEN FATHERHOOD PROGRAMS?

Evaluated using: • Random assignment (assignment to treatment and control

group)• Quasi-experimental (comparison group)

Sample size of at least 15 in both treatment and control or comparison group

50% retention rate of participants At least one outcome positively changed by 5 percent One outcome with substantial effect size significant at 0.10

level (p < .10) Evaluated by independent external evaluator & results

publicly available

“MODEL” AND “PROMISING” TEEN FATHERHOOD PROGRAMS“MODEL” AND “PROMISING” TEEN FATHERHOOD PROGRAMS

Young Dads – Transition to fatherhood for young fathers (New York)

Prenatal Education Intervention – Prenatal classes for young fathers

Respecting and Protecting Our Relationships – HIV prevention program for inner-city Latino adolescent parenting couples (Los Angeles)

STEP-UP: Mentoring for Young Fathers – Self-sufficiency program for young fathers (Phoenix)


#1: Effective programs partnered with community organizations to help recruit and engage teen fathers

Partnered with wide variety of community agencies Programs developed partnerships in order to recruit

participants, access expertise (e.g., mentoring) and physical resources (e.g., space)

Example: STEP-UP (self-sufficiency, Phoenix) formally partnered

with the Valley Big Brothers/Big Sisters (VBB/BS) because of expertise in providing mentoring services to young men in community


#2: Effective programs gave program staff opportunities to develop one-on-one relationships with teen fathers

Worked with individual fathers through small groups, case management, and/or mentoring

One-on-one work allowed programs to create individualized service plans to meet needs of teen fathers

Example: Young Dads (transition to fatherhood, New York) – each

participant created individual plan with case worker STEP-UP (self-sufficiency, Phoenix) – mentors and case

managers developed personal relationships with participants


#3: Effective programs offered a comprehensive array of services to teen fathers

Providing teen fathers with parenting information alone insufficient

Offered variety of services (e.g., employment, education, counseling)

Referred teen fathers when service was needed that program did not provide

Example: STEP-UP (self-sufficiency, Phoenix) offered counseling, case

management, mentoring, and educational services and supports


#4: Effective programs began with theoretical program model

Used theoretical perspectives, theories of change, and approaches found to be effective with young parents

Example: Prenatal Education Intervention – curriculum based on the

emotional and educational needs of teenage fathers (Elster & Panzarine, 1980)

Respecting and Protecting Our Relationships (HIV prevention, LA) – program activities from the experimentally evaluated Be Proud! Be Responsible! program


#5: Effective programs delivered services in engaging and interactive ways

Did not rely solely on traditional lecture-style presentation of materials

Used small and large group discussion, “hands-on” activities, workshops on relevant topics, case management, mentoring, audiovisuals aids, skill-building activities, and family-oriented activities

Example: STEP-UP (self-sufficiency, Phoenix) held workshops on

avoiding legal hassles and stress management


#6: Effective programs utilized needs assessments and participant feedback to provide teen fathers with the services they wanted

Provided flexibility in service delivery to meet individual needs of fathers

Example: Respecting and Protecting Our Relationships (HIV prevention,

LA) - held focus groups and interviews before solidifying curriculum to assess needs of adolescent couples

Prenatal Education Intervention – fathers given time at end of sessions to discuss individual concerns with the group


#7: Effective programs recruited and selected staff who were experienced, empathetic, enthusiastic, and well-connected in the community

Hired experienced professionals (e.g., social workers, registered-nurse specialist)

Hired staff who “understood”, empathetic toward teen fathers, enthusiastic about the teen fatherhood program

Well-connected staff were able to help participants (e.g., find jobs)

Examples: Young Dads (transition to fatherhood, New York) – staff

networked with local politicians/business owners to help participants find work


#8: Effective programs incorporated teaching methods and materials appropriate for teen fathers

Tailored materials to meet unique needs of teenage fathers and were culturally sensitive in the provision of services

Example: Respecting and Protecting Our Relationships (HIV prevention,

LA) - based its curriculum on culturally rooted concepts and indigenous values of the Chicano, Latino, Hispanic and Native American peoples

Young Dads (transition to fatherhood, New York) – hired male social workers, who were thought to be better equipped to serve young fathers


#9: Effective programs encouraged the use of an incentive to engage fathers or their families

Cash incentives, transportation, food, childcare, attendance incentives, program completion incentives

Allowed fathers to bring children to program and created activities for children

Example: STEP-UP (self-sufficiency, Phoenix) & Respecting and

Protecting Our Relationships (HIV prevention, LA) used combination of incentives to recruit and retain fathers and families, thus reducing study attrition


#10: Effective programs mentored teen fathers Teen fathers often lack positive role models and have few

people to whom they can turn Mentors were either professional case workers or trained

volunteers

Example: Young Dads (transition to fatherhood, New York) – case

workers seen by fathers as someone to turn to in crisis and role model

EARLY CONCLUSIONSEARLY CONCLUSIONS

Not all effective programs have been evaluated using experimental or quasi-experimental designs

Promising practices presented here are suggestions based on available research

Research on effectiveness of teen fatherhood programs is still limited

Inappropriate to reach conclusions about approaches to improving responsible fatherhood based on handful of studies

Cannot say which combinations of strategies will work

ADDITIONAL INFORMATIONADDITIONAL INFORMATION

BriefsAvailable at www.fatherhood.gov(1) “What Works in Fatherhood Programs?” Ten Lessons from Evidence Based

Practice(2) Promising Teen Fatherhood Programs: Initial Evidence, Lessons from

Evidence-Based Research(3) “What Works” in Programs Serving Fathers Involved in the Criminal Justice

System? Lessons from Evidence-Based Evaluations

ReportsAvailable at www.fatherhood.gov(1) Elements of Promising Practice for Fatherhood Programs: Evidence-Based

Research Findings on Programs for Fathers(2) Elements of Promising Practice in Teen Fatherhood Programs: Evidence-

Based and Evidence-Informed Research Findings on What Worked(3) Elements of Promising Practice in Programs Serving Fathers Involved in the

Criminal Justice System

Author Contact: [email protected]; (202) 572-6122Presenter Contacts: [email protected]; (202) 572-6115 [email protected]; (202) 572-6124

mailto:[email protected]



Documents

“What Works” in Fatherhood Programs: Lessons from Evidence-Based Practice Jacinta Bronte-Tinkew, Ph.D. Frances Ballard, M.S.N. Mindy E. Scott, Ph.D. Allison