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Journal of Psychoeducational Assessment
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Child Developmentaleducational Status in Kindergarten and Family Coping as Predictors of Parenting Stress: Issues for Parent Consultation

Ronald K. Bramlett

University of Central Arkansas

John D. Hall

Arkansas State University

David W. Barnett

University of Cincinnati

R. Kevin Rowell

University of Central Arkansas

This study examined the relationship among three constructs that frequently form the basis for parent consultation in early intervention, parenting stress, family coping, and developmental/educational status. Parents (N = 116) of kindergarten children completed the Parenting Stress Index (PSI) and the Family Crisis Oriented Personal Evaluation Scales (F-COPES), while their children were administered the Early Screening Profiles (ESP). Pearson correlations among the PSI, F-COPES, and the ESP revealed low positive to moderately negative correlations; most of the correlations were negative. These negative correlations were expected because coping and developmental/educational attainment may be related inversely to parenting stress. A stepwise multiple regression analysis revealed that the ESP Total Score and two coping strategies, Passive Appraisal and Reframing, accounted for 27.1%o of the variance on the PSI Total Scores. Implications for parent consultation are discussed.

Journal of Psychoeducational Assessment, Vol. 13, No. 2, 157-166 (1995)
DOI: 10.1177/073428299501300205
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