Strengthening New Fathers' Skills in Interaction With Their 5‐Month‐Old Infants: Who Benefits From a Brief Intervention?
Why this work is in the frame
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Bibliographic record
Abstract
OBJECTIVES: To determine the utility of a parenting education program for fathers of infants, and to determine which fathers benefited. DESIGN: Fathers' perceptions of the program's utility were captured in a brief, structured interview. Using secondary data analysis, pretest/posttest father-infant interaction scores of fathers who improved were compared with those of fathers who did not. Demographic predictors of improvement were identified using multiple regression. SAMPLE: Community sample of 81 adult, English-speaking, primarily European Canadian, first-time fathers of 5-month-old infants, who participated in the intervention group of a randomized controlled trial. INTERVENTION: When infants were 5 and 6 months old, videotaped self-modeling and positive feedback about father-infant interaction were provided by specially trained nurses. MEASUREMENTS: Father-infant interaction was assessed at baseline (5 months) and outcome (8 months) using the Nursing Child Assessment Teaching Scale. RESULTS: Fathers found the program useful, indicating that their needs for educational programs are different from mothers. Controlling for baseline interactions, demographic variables did not significantly predict fathers' outcome interactions. CONCLUSIONS: The program may prove useful in public health settings where implementing programs for fathers of infants is a priority. Future research needs to explore other predictors to identify fathers who will benefit from the program.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it