All caregivers will receive the Project Support intervention over the course of 4-6 weeks.

Caregivers will receive up to four, 60- to 90-minute sessions focused on teaching two parenting skills - attentive listening and comforting. Attentive listening involves providing accurate and timely responses to show interest and keep the child engaged until they are ready to end the conversation. Comforting involves using the same attentive listening skills when the child is upset or distressed. Effective mastery of the listening and comforting skills also requires caregivers to withhold any non-listening or non-comforting responses (e.g., interruptions, criticisms).

The program is individually tailored such that caregivers with stronger skills could complete the program in less time (i.e., fewer sessions). Service providers educate caregivers about the skills, then engage in an iterative process of modeling the skills, engaging the caregivers in behavioral practice, and providing tailored, supportive feedback to help caregivers gain mastery.

Caregivers and children will complete convergent versions of the Alabama Parenting Questionnaire. Responses to this questionnaire assess several domains of parenting. Responses to items assessing supportive parenting (e.g,. "you praise your child if he/she behaves well") are made on a 5-point scale (0 = never, 1 = almost never, 2 = sometime, 3 = often, 4 = always). Responses are summed to create a total score. Higher scores of supportive parenting measured on the Alabama Parenting Questionnaire have previously been associated with lower levels of child behavior problems. This outcome measure will be assessed by comparing within-person mean levels of supportive parenting from baseline to post-test.

Caregivers will complete the parenting self-efficacy subscale of the Parenting Sense of Competence Scale. Responses to items on this questionnaire measuring self-efficacy (e.g., "If anyone can find the answer to what is troubling my child, I am the one") are made on a 6-point scale (1 = strongly disagree to 6 = strongly agree). Responses are summed to create a total score. Higher scores on the self-efficacy subscale have been associated with lower levels of child externalizing problems. This outcome measure will be assessed by comparing within-person mean levels of parenting self-efficacy from baseline to post-test.

Caregivers will complete the Beck Hopelessness Scale-4. Responses to items on this questionnaire measuring hopelessness (e.g., "I feel the future is hopeless and that things cannot improve") are made on a 4-point scale (0 = not typical, 1 = rarely typical, 2 = typical, 3 = very typical). Responses are summed to create a total score, with higher scores indicating greater hopelessness. The Beck Hopelessness Scale-4 has demonstrated robust internal reliability, coefficient alphas = .84-.88. This outcome measure will be assessed by comparing within-person mean levels of hopelessness from baseline to post-test.

Caregivers and children will complete convergent versions of the Pediatric Symptom Checklist. Responses to items on this questionnaire measuring child psychological distress (e.g., "Feels sad, unhappy") are made on a 3-point scale (0 = never, 1 = sometimes, 2 = often). Responses are summed to create a total score, with higher scores indicating greater psychological distress. Scores on the Pediatric Symptom Checklist have demonstrated convergent validity with other measures of child psychological distress. This outcome measure will be assessed by comparing within-person mean levels of child psychological distress from baseline to post-test.