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Comment & Response
April 2018

Parenting Education—Reply

Author Affiliations
  • 1Pediatrics, University of Cincinnati, Cincinnati, Ohio
  • 2Division of Pulmonary Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
  • 3Pediatrics, University of Vermont College of Medicine, Shelburne
  • 4Strategic Planning and MOC, American Board of Pediatrics, Chapel Hill, North Carolina
  • 5Research, American Board of Pediatrics, Chapel Hill, North Carolina
  • 6Pediatrics and Medicine, Tufts University School of Medicine, Boston, Massachusetts
JAMA Pediatr. 2018;172(4):394-395. doi:10.1001/jamapediatrics.2017.5665

In Reply The letter from Sullivan and Akabas reinforces an important point that we communicated in our JAMA Pediatrics Viewpoint.1 Transforming child health care training to more fully include attention to the social-emotional development and behavioral health of children will require interdisciplinary health care practices and training settings, both primary and subspecialty, that include professionals who are prepared to promote supportive and nurturing family caregiving. In a National Academies of Medicine Perspectives article2 that was released at the time of the National Academies Workshop: Training the Future Child Health Care Workforce to Improve Behavioral Health Outcomes for Children, Youth, and Families,3 we and others addressed the training curricula, accreditation and certification pathways, and workforce numbers of a spectrum of health care professionals who could contribute to this effort, including paraprofessionals such as parent peer support specialists, health educators, and community health workers. We agree with Sullivan and Akabas that parenting educators have the potential to work within an interdisciplinary health care framework to enhance parenting skills and child health outcomes.

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