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. 2022 Jan;28(1):23-40.
doi: 10.4094/chnr.2022.28.1.23. Epub 2022 Jan 28.

Effects of parenting education programs for refugee and migrant parents: a systematic review and meta-analysis

In-Sook Lee  1 , Eunjung Kim  2
Affiliations

Effects of parenting education programs for refugee and migrant parents: a systematic review and meta-analysis

In-Sook Lee et al. Child Health Nurs Res. 2022 Jan.

Abstract

Purpose: This systematic review and meta-analysis investigated the effects of parenting education programs (PEPs) for refugee and migrant parents.

Methods: A systematic review was conducted according to PRISMA guidelines. Relevant studies published from 2000 to 2020 were identified through a systematic search of six electronic databases (PubMed, Embase, Cochrane Library, CINAHL, RISS, KMBASE). A meta-analysis of the studies was then undertaken.

Results: Of the 14,996 published works identified, 23 studies satisfied the inclusion criteria, and 19 studies were analyzed to estimate the effect sizes (standardized mean differences) of the PEPs using random-effect models. PEPs were effective for parenting efficacy (effect size [ES]=1.40; 95% confidence interval [CI]: 1.14-1.66), positive parenting behaviors (ES=0.51; 95% CI: 0.30-0.73), parent-child relationships (ES=0.38; 95% CI: 0.22-0.53), and parenting stress (ES=0.64; 95% CI: 0.50-0.79). There were statistically significant differences in the effect sizes of PEPs that included mothers only (ES=0.93), included children under 7 years of age(ES=0.91), did not include child participation (0.77), continued for 19 or more sessions (ES=0.80), and were analyzed in quasi-experimental studies (ES=0.86). The overall effect of publication bias was robust.

Conclusion: PEPs were found to be effective at improving parenting efficacy, positive parenting behaviors, parent-child relationships, and parenting stress.

Keywords: Education; Meta-analysis; Parenting; Refugees; Transients and migrants.

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Conflict of interest statement

Conflict of interest

No existing or potential conflict of interest relevant to this article was reported.

Figures

Figure 1.
Figure 1.
Flow diagram of study selection.
Figure 2.
Figure 2.
Forest plots of the effects of parenting education program. ES=0.75 (95% CI=0.52-0.98), SE=0.12, x2 (Q)=142.84 (p＜.001), t2=0.26, I2=80.40. (A) Parenting efficacy. Heterogeneity: τ2=0.88, x2 (Q)=46.00, df=7 (p＜.001), I2=84.78%; test for overall effect: z=10.60 (p＜.001). (B) Positive parenting behaviors. Heterogeneity: τ2=0.07, x2 (Q)=7.69, df=4 (p=.103), I2=48.01%; test for overall effect: z=4.64 (p＜.001). (C) Parent-child relationships. Heterogeneity: τ2=0.00, x2 (Q)=2.16, df=4 (p=.707), I2=0.0%; test for overall effect: z=4.81 (p＜.001). (D) Parenting stress. Heterogeneity: τ2=0.20, x2 (Q)=41.28, df=10 (p＜.001), I2=75.8%; test for overall effect: z=8.62 (p＜.001). CI, confidence interval; ES, effect size; Pe, parenting efficacy; Pp, positive parenting; Psi, parenting stress index; Rel, parent-child relation; SE, standard error; Std diff, standardized mean difference.
Figure 3.
Figure 3.
Funnel plot. (A) Funnel plot of standard error by the standardized mean difference. (B) Funnel plot of precision by the standardized mean difference.
See this image and copyright information in PMC

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