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26 - Technology and Parenting: Challenges and Opportunities

from Part V - Parent Education, Intervention and Policy

Published online by Cambridge University Press:  01 December 2022

By
Edward G. Feil
Edited by
Amanda Sheffield Morris  and
Julia Mendez Smith
Amanda Sheffield Morris
Affiliation:
Oklahoma State University
Julia Mendez Smith
Affiliation:
University of North Carolina, Greensboro
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Summary

The field of mental health is experiencing a trend toward the implementation of early intervention using empirically validated parent-training programs. These programs serve to promote the social-emotional development, communication skills, and school readiness of children. Unfortunately, access to services to improve parenting behaviors is severely limited for many families, especially low-income families who live in rural areas. Through the use of recent advances in multimedia technology and the ubiquity of mobile/computer networking via the Internet, there now exists an opportunity to provide interventions to families distally. As well, the COVID-19 pandemic has forced people to use technology in order maintain safety. In response, remote-access interactive parenting interventions are emerging. Interactive Internet/mobile Computer Mediated Interventions (IICMI) in the home overcome common obstacles for parent participation, such as lack of transportation, harsh weather, long distances or schedule conflicts and have the capacity to provide menus of choices efficiently, tailor information to subject characteristics and interests, manage interactive programming, and provide support to professionals and peers. Yet, the digital divide mirrors health disparities and the process of getting accurate, best-practice information is harder rather than easier. This chapters seeks to address the issues associated with remote delivery of parent-training programs.

Keywords

technology and parent educationinternet-mediated interventionsremote access to parenting programs
Type
Chapter
Information
The Cambridge Handbook of Parenting , pp. 592 - 610
Publisher: Cambridge University Press
Print publication year: 2022

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