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Parents’ perceptions of community-based positive parenting interventions

Parents’ perceptions of community-based positive parenting interventions. Lucia King Clinical Psychology Programme, School of Psychology Massey University. Outline. Background of the issue Purpose of my research SKIP: what it is and why I chose to study it Belsky’s theory of parenting

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Parents’ perceptions of community-based positive parenting interventions

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  1. Parents’ perceptions of community-based positive parenting interventions Lucia King Clinical Psychology Programme, School of Psychology Massey University

  2. Outline • Background of the issue • Purpose of my research • SKIP: what it is and why I chose to study it • Belsky’s theory of parenting • Methodology of my research • Key themes from my two groups • More detailed description of the results of one

  3. Branch of Ministry for Social Development • Support, information and strategies for parents • Covers ages 0 – 5 • Positive parenting, confident discipline and loving nurturing relationships

  4. My attraction to SKIP Met three important criteria for success • Research-based principles • Strength based • Population based A community-based strategy

  5. Three strands: • Resources for parents • Partnerships with other organisations (e.g. Plunket) • Funding community groups

  6. My focuses • Workshop-based groups, peer learning • Education about positive parenting • Support

  7. Theoretical framework: Belsky’s theory of parenting

  8. Specific factors relevant to Belsky’s model • Internal models of parenting • Reflection and mindfulness • Insightfulness, cognitive complexity and differentiation of self • Sense of competence • Parental psychological health • Stress • Contextual strain • Social support

  9. Consideration of methodology • Quantitative vs. qualitative • Qualitative matched the intervention and the data • Thematic analysis was used

  10. Groups I worked with • Young parents group (ABC, Lower Hutt) • Year-round weekly group • Mothers, fathers and children • Fathers group (Childspace, Johnsonville) • Eight week course • Men only

  11. Interviews • Via phone • Weekly after each session • Over eight weeks • Discussed: • Positives and negatives of that session • Learnings or benefits • Changes in perceptions, attitudes or behaviours

  12. Results

  13. Young parents group • The huge benefit of peer social support to their psychological wellbeing: as parents and as people • Feelings of safety and trust giving freedom to share and learn • The importance of respect and autonomy to attendance and engagement

  14. Dads group • Lack of socially-sanctioned opportunities to talk about parenting experiences • The importance of the context of the group to attendance and engagement • The value of sharing and discussing parenting experiences

  15. Discomfort with talking about parenting • Carpentry as a primary drawcard • “Sitting around for eight weeks talking about our feelings? No thanks” • ‘Talking about parenting’ often mentioned as a motivating factor, but with shy delivery • Facilitators: • Achieved the right balance of pressure • Broke down barriers by sharing their experiences first • Were genuine

  16. Importance of context • Casual and jovial atmosphere • ‘Blokey’ environment of carpentry workshop • Lowers stress through familiarity and comfort • Provides natural talking point for casual discussion

  17. Value of parenting talk • These men well-educated about positive parenting • However sharing and reflecting with others was new to them • Benefits: • Normalisation of experiences and reactions • Out-of-situation reflection on experiences, with benefit of others’ insights • These produced: • Confidence and satisfaction with parenting • Some change toward child-centred parenting (already reasonably high-functioning)

  18. Benefits noted on reflection • More thought about parenting style • Thought about the long-term effects of particular parenting behaviours, rather than just short-term • More responding rather than reacting • Praising when good, not just reprimanding when bad • Talking from the same level, not bossing • Taking more time with things to explain what’s happening • Making more effort to spend time and engage with children • Listening more – realising that they are communicating in their own way • Remembering ‘he’s only two’ – he’s not deliberately being bad • More confidence in parenting

  19. Summary • Numerous benefits to participants: education and support • Well accepted and enjoyed • Parents talk about social support before, or as part of, education • Education not possible without supportive relationships • Implications for planning parenting education

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