A Parent Education and Support Program must include and demonstrate compliance with all of the following:
- Offer social support, information and referrals to assist parents/caregivers.
- Deliver in an individual or group setting.
- Provide the required data for the Evaluation Team state-level program evaluation.
- Include the “Protective Factors” in all programming.
- Provide education on Shaken Baby (Abusive Head Trauma) Prevention and Safe Sleeping environments.
Types of Parent Education and Support Programs include, but are not limited to
- Programs for pregnant or parenting teen mothers (may be implemented in classroom setting, hospital, etc.)
- Programs for adult and teen fathers and adolescent males
- Programs for new parents (provides set curriculum on child development, parenting skills, and support systems); this type of program should provide follow-up contacts
- Educational and support programs for parents of special needs children
- Parenting program around specific need issues (parenting a teenager, parents going through divorce, etc.)
- Parenting programs that address at-risk youth ages 8 – 17 (Children First Programs)
- Programs that require a parent to attend parenting or coping skills classes run in conjunction with programs provided to their children brought before the court (Children First Programs)
- Programs that provide early, comprehensive support for parents
- Programs that increase family stability and promote the early development of parenting skills, especially in young parents and parents with very young children
- Programs that improve family access to other formal and informal resources and opportunities for community assistance
- Programs that support the additional needs of families with children with disabilities through respite care and other services
- Programs that offer short-term assistance in times of stress (e.g. resource libraries, support groups)
- Programs that promote the five protective factors: parental resilience, knowledge of parenting and child development, social and emotional competence of children, social connections, and concrete support in times of need