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Section 11.2: References

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    168316
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    Alford, K. A., Denby, R. W., & Gomez, E. (2019). Use of smartphone technology in foster care to build relational competence: voices of caregivers and implications for prudent parenting. Journal of Family Social Work, 22(3), 209-230

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    Anderson, J., Rainie, L., & Vogels, E. A. (2021, April 5). Experts say the ‘new normal’ in 2025 will be far more tech-driven, presenting more big challenges. Pew Research Center: Internet, Science & Tech. Retrieved June 16, 2022, from https://www.pewresearch.org/internet/2021/02/18/experts-say-the-new-normal-in-2025-will-be-far-more-tech-driven-presenting-more-big-challenges/

    Blum, D. (2021, January 12). Therapists are on TikTok. and how does that make you feel? The New York Times. Retrieved June 15, 2022, from www.nytimes.com/2021/01/12/well/mind/tiktok-therapists.html

    Breitenstein, S. M., Gross, D., and Christophersen, R. (2014). Digital delivery methods of parenting training interventions: a systematic review. Worldviews on Evidence‐Based Nursing, 11(3), 168-176.

    Bullock and Colvin (2015). Communication Technology Integration into Social Work Practice. Advances in Social Work Practice, Vol. 16 No. 1, 1-14

    Certified Family Life Educator (CFLE) Credential Standards & Criteria. National Council on Family Relations. (2020, July). Retrieved from https://www.ncfr.org/sites/default/files/2020-07/Final_Standards%20and%20Criteria%202020.pdf

    Child Welfare Information Gateway (2020). How child welfare professionals access, use, and share information: Results from the National Child Welfare Information Study. Washington, DC: Children’s Bureau, Administration for Children and Families, U.S. Department of Health and Human Services.

    Churches, A. (2010). Bloom’s digital taxonomy. Retrieved from http://burtonslifelearning.pbworks.com/f/BloomDigitalTaxonomy2001.pdf

    Corralejo, S. M., & Domenech Rodríguez, M. M. (2018). Technology in parenting programs: A systematic review of existing interventions. Journal of Child and Family Studies, 27(9), 2717-2731.

    Darling, C., Cassidy, D., and Rehm, M. (2020). The Foundations of Family Life Education Model: Understanding the Field. Family Relations, 69: 427–441 doi:10.1111/fare.12372

    Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance information technology. MIS Quarterly 13, 319–340.

    Day, J. J., and Sanders, M. R. (2018). Do parents benefit from help when completing a self-guided parenting program online? A randomized controlled trial comparing Triple P Online with and without telephone support. Behavior Therapy, 49(6), 1020-1038.

    Family Life Education Content Areas: Content and Practice Guidelines. National Council on Family Relations. (2015). Retrieved from https://www.ncfr.org/sites/default/files/2020-02/FLE-Content-and-Practice-Guidelines-2014-objectives.pdf

    Forgatch, M. S., Patterson, G. R., and Gewirtz, A. H. (2013). Looking forward: The promise of widespread implementation of parent training programs. Perspectives on Psychological Science, 8(6), 682-694.

    Godfrey, R. (2016). Digital citizenship. Paving the way for Family and Consumer Sciences. Journal of Family and Consumer Sciences, 108(2), 18-22.

    Hall, C. M., and Bierman, K. L. (2015). Technology-assisted interventions for parents of young children: Emerging practices, current research, and future directions. Early Childhood Research Quarterly, 33, 21-32.

    Haythornthwaite, C., and Andrews, D. (2011). E-learning: Theory and practice. Thousand Oaks, CA: Sage.

    Health Education Specialist certification – CHES®, MCHES®. NCHEC. (n.d.). Retrieved June 16, 2022, from https://www.nchec.org/

    Hughes, R., Bowers, J., Mitchell, E., Curtiss, S. and Ebata, A. (2012). Developing online family life prevention and education programs. Family Relations, 61, 711 – 727.

    International Society for Technology in Education. (n.d.) The ISTE standards. ISTE. Retrieved June 16, 2022, from https://www.iste.org/standards

    Jones, D. J., Forehand, R., Cuellar, J., Parent, J., Honeycutt, A., Khavjou, O., … and Newey, G. A. (2014). Technology-enhanced program for child disruptive behavior disorders: Development and pilot randomized control trial. Journal of Clinical Child and Adolescent Psychology, 43(1), 88-101.

    Kimmons, R. (2012). PICRAT matrix. http://roycekimmons.com/tools/picrat

    Lebow, J. L. (2020). Family in the age of COVID-19. Family process. doi: 10.1111/famp.12543

    Long, N. (2015). Future trends in parenting education. In J. Ponzetti (Ed.), Evidence-based parenting education: A global perspective (pp. 311– 328). New York, NY: Routledge.

    Love, S. M., Sanders, M. R., Turner, K. M., Maurange, M., Knott, T., Prinz, R., … and Ainsworth, A. T. (2016). Social media and gamification: Engaging vulnerable parents in an online evidence-based parenting program. Child Abuse and Neglect, 53, 95-107.

    Mishra, P. , & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Morawska, A., Tometzki, H., and Sanders, M. R. (2014). An evaluation of the efficacy of a Triple P-positive parenting program podcast series. Journal of Developmental and Behavioral Pediatrics, 35(2), 128-137.

    Myers-Walls, J. A., and Dworkin, J. (2015). Parenting education without borders: web-based outreach. In Ponzetti, J., (Ed.) Evidence-based parenting education: A global perspective. pp. 149-166. New York, NY: Routledge.

    Myers-Walls, J. A., Ballard, S. M., Darling, C. A., & Myers-Bowman, K. S. (2011). Reconceptualizing the domain and boundaries of Family Life Education. Family Relations, 60(4), 357–372. doi.org/10.1111/j.1741-3729.2011.00659.x

    Nagarkar, N. (2020, April 14). Digital citizenship for life after COVID-19. Medium. Retrieved June 16, 2022, from medium.com/skills-for-the-future/digital-citizenship-for-life-after-covid-19-ae95f818a87e

    National Association of Social Workers (2013) Standards for Social Work Case Management. Retrieved June 15, 2022, from https://www.socialworkers.org/LinkClick.aspx?fileticket=acrzqmEfhlo%3d&portalid=0

    National Association of Social Workers (2017) NASW, ASWB, CSWE & CSA Standards for Technology in Social Work Practice. Washington, DC. www.socialworkers.org/LinkClick.aspx?fileticket=lcTcdsHUcng%3d&portalid=0

    Nieuwboer, C. C., Fukkink, R. G., and Hermanns, J. M. (2013). Online programs as tools to improve parenting: A meta-analytic review. Children and Youth Services Review, 35(11) 1823-1829. doi:10.1016/j.childyouth.2013.08.008

    Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T³). Journal of Educational Technology & Society, 11(1), 69-86.

    Piercy, F. P., Riger, D., Voskanova, C., Chang, W.-N., Sturdivant, L., & Haugen, E. (2015). What Marriage and Family Therapists Tell Us about Improving Couple Relationships through Technology. In Family Communication in the Age of Digital and Social Media (pp. 207–227).

    Professional parenting educator competencies. NPEN. (n.d.). Retrieved June 16, 2022, from https://npen.org/Professional-Parent...r-Competencies

    Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. International Society for Technology in Education.

    Rosa, P., Johnson, A., Shorb, V., Jaeckel, G., Jackson, E., Graves, H., Enders, P., Repak, S., Smith, E., Steuer, T., Webb, S. T., & McCormick, K. (n.d.). Framework for Teaching Personal Finance . National Financial Educators Council . Retrieved from https://www.financialeducatorscouncil.org/wp-content/uploads/Framework-for-Teaching-Personal-Finance.pdf

    Sciences, C. N. A. of. (2017, March 16). Information Technology and the U.S. workforce: Where are we and where do we go from here? Where Are We and Where Do We Go from Here? |The National Academies Press. Retrieved June 16, 2022, from https://nap.nationalacademies.org/catalog/24649/information-technology-and-the-us-workforce-where-are-we-and

    Spencer, C. M., Topham, G. L., & King, E. L. (2020). Do online parenting programs create change?: A meta-analysis. Journal of Family Psychology, 34, No. 3, 364 –374. http://dx.doi.org/10.1037/fam0000605

    Suárez-Perdomo, A., Byrne, S., & Rodrigo, M. J. (2018). Assessing the ethical and content quality of online parenting resources. Comunicar. Media Education Research Journal, 26(1)

    Taylor, A. and Robila, M. (2018) Global Perspectives on Family Life Education: Synthesis and Future Directions. In M. Robila and A. Taylor (Eds). Global Perspectives on Family Life Education, https://doi.org/10.1007/978-3-319-77589-0_25 .

    Taylor, T. K., Webster‐Stratton, C., Feil, E. G., Broadbent, B., Widdop, C. S., and Severson, H. H. (2008). Computer‐based intervention with coaching: An example using the Incredible Years program. Cognitive Behaviour Therapy, 37(4), 233-246.

    Teo, T., Lee, C., & Chai, C. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24, 128–143.

    Turner, K. M. T., and Sanders, M. R. (2011). Triple P Online. Brisbane, Australia: Triple P International. Retrieved from http://www.triplep.net.

    UNICEF. (2017). Children in a Digital World. United Nations Children’s Fund.

    University of MInnesota (2017). Minnesota Educator Dispositions System (MnEDS)™. https://sites.google.com/a/umn.edu/u...framework/home

    Wadlington, E., & Wadlington, P. (2011). Teacher dispositions: Implications for teacher education. Childhood Education, 87(5), 323-326.

    Walker, S. (2016). Creating the Future We Want: A Framework for Integrated Engagement in Technology Use in Family and Consumer Sciences. Journal of Family and Consumer Sciences. 11, 7-17. http://dx.doi.org/10.14307/JFCS108.2.7

    Walker, S. (2017). Creating Parentopia: Design-Based Research to Develop an Interface for Parent Learning Communities and Networks. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Proceedings of the 12th International Conference on Computer Supported

    Walker, S. (2019). “It Depends:” Technology Use by Parent and Family Educators in the United States. Educational Sciences. 9(4). 293. Special Issue: The Future of Parent and Family Education. https://doi.org/10.3390/educsci9040293

    Walker, S. (2020). Parent Learning as Community of Practice and the Potential of an Online Platform. In Progress in Education. Volume 62. R. Nauta (Ed.) Hauppauge, NY: Nova.

    Walker, S. and Hong, S. (2017). Workplace Predictors of Parenting Educators’ Technology Acceptance Attitudes, Family and Consumer Sciences Research Journal, 45 (4), 377–393.

    Walker, S. and Kim, H. (2015). Family Educators Use of Technology and Influences on Technology Acceptance Attitudes. Family and Consumer Science Research Journal. 43(4), 328-342.

    Walker, S. K., Lee, S. K., & Hong, S. (2021). Workplace Predictors of Family Educators’ Technology Acceptance Attitudes. Family Relations, 70(5), 1626-1642.

    Walker, S., Otremba, E., Jara Pachero, T., Moeller, M., and Morain, B. (2020). Parent reactions and parenting professional experiences in adapting ECFE for online delivery during COVID-19. Presentation to the Minnesota Association of Family and Early Education, September 25, 2020.


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