Parent education and support programs for fathers: Outcome effects on paternal involvement

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Abstract
The purpose of this study was to examine the impact of parent education and support programs designed specifically for fathers on paternal involvement and perceptions of parental competence. Subjects were 60 father‐child pairs assigned to treatment and “wait‐list” control groups. Treatment consisted of father‐child pairs participating in parent education/support group programs that met for two hours on ten consecutive Saturday mornings. Significant program effects were found on the fathers’ perceptions of parental competence, as well as nonworkday interaction, nonworkday accessibility, and responsibility forms of involvement. Results are discussed in terms of future research and program development efforts on father involvement.