Coping with caregiving and life stress

The stressors related to the role of being a parent or caregiver, and to life in general, may influence a parent’s perceived feelings of competence in their role as a caregiver (Kuhn &Carter, 2006; Jackson & Huang, 2000) and can ultimately influence parenting behavior. In turn, this can have an impact on a child’s development. For instance, higher levels of stress during a child’s early years may lead to poorer outcomes at school entry, including behavioral problems and cognitive functioning” (Chazan-Cohen et al., 2009).

To track data on this outcome measure, programs should collect participant data at intake/enrollment; at 3, 6, or 12 months after point of enrollment; and at termination/exit.

Work Cited

Chazan-Cohen, R. et al. (2009). Low-Income children’s School Readiness: Parent contributions over the first five years. Early Education and Development, 20(6), 958-977.

Olds, D.L., Sadler, L., & Kitzman, H. (2007). Programs for parents of infants and toddlers: recent evidence from randomized trials. Journal of Child Psychology and Psychiatry, 48 (3-4), 355-391.

Tomasello, N.M., Kazi, M., Prabhu, S., Harvey, S., & Rittner, B. (2011). Ready Set Parent: evaluation of a parenting education program in New York State. The International Journal of Interdisciplinary Social Science, 5 (9), 1-14.

Kuhn, J.C., & Carter, A.S. (2006). Maternal self-efficacy and associated parenting cognitions among mothers of children with autism. American Journal of Orthopsychiatry, 76 (4), 564-575.

Jackson, A.P. & Huang, C.C. (2000). Parenting stress and behavior among single mothers of preschoolers: The mediating role of self-efficacy. Journal of Social Service Research, 26 (4), 29-42.
Sumpter, Danica Fulbright, "The Relationships Between Parenting Stress, Growth, and Development in Infants with Congenital Heart
Defects During the First Six Months of Life" (2009). Publicly accessible Penn Dissertations. Paper 74.