Managing ‘Spoiled Identities’: Parents’ Experiences of Compulsory Parenting Support Programmes

While recent years have seen a rapid growth of research exploring the usefulness of parenting support programmes, no empirical research to date has specifically explored experiences of compulsory parenting support. The present study examines the narrative accounts of 17 parents who, through a Parenting Order, were made to participate in such programmes. Findings suggest that the particular nature of court‐sanctioning, and the ‘spoiled identity’ it produces, shapes how parents subsequently experience their parenting support. It concludes that government rhetoric should not use findings from voluntary attendance to support extending the use of compulsory parenting support programmes.     

Developing an early intervention programme to prevent child maltreatment

This paper describes the development and implementation of a programme to prevent child maltreatment in a multicultural, inner city community setting with very high rates of physical abuse and neglect. The rationale and philosophy underpinning the prevention programme is outlined. It has a unique approach, combining several features present to varying degrees in other home visiting programmes within a well‐structured framework. This includes the identification of vulnerable parents during the antenatal period, the use of generic health professionals (health visitors) in identification and intervention with families, an ‘active engagement’ strategy, the development of specialist non‐stigmatizing clinics for parents and the creation of a consultation service for generic workers. A variety of interventions are briefly described which are used to support vulnerable families. These include antenatal parenting workshops; baby massage; dedicated crying, sleeping and feeding clinics; and clinics to help parents manage toddler behaviour.Evaluation over the first 5 years of these clinics shows almost 75% of cases have successful outcomes. Copyright © 2001 John Wiley & Sons, Ltd.     

Universal Parenting Programme Provision in England; Barriers to Parent Engagement in the CANparent Trial, 2012–2014

The CANparent trial, 2012–2014, was a government initiative in four English areas designed to develop a market in universal parenting support. Fourteen parenting class providers offered classes to all parents of children aged 0–5 in the areas. In three areas, all eligible parents received £100 vouchers exchangeable for a parenting class. Pre‐trial planning was that take‐up would amount to 20 000 parents. However, only 14 per cent of these parents took advantage of the offer. This article utilises 42 interviews with providers, and two parent surveys over two time periods (n = 1510 and n = 1603) to review barriers to engagement with universal parenting support programmes.     

Strengthening American Indian Couples' Relationship Quality to Improve Parenting

Using Fragile Families data, this study examined the impact that relationship quality has on American Indian parenting and its consequences on children. Results indicated that the more support American Indian parents received from one another, the more positive interactions they had with their child. Additionally, while engagement increased and spanking decreased with more support received for unmarried American Indian mothers, support from the father impacted their engagement more so than those who were married. Therefore, implementation of culturally appropriate relationship enhancing and premarital programs could be beneficial to strengthening American Indian families and have a positive impact on parenting.     

Looking at engagement and outcome from the perspectives of child protection workers and parents

This paper reports a study that sought to understand what facilitates engagement between parents and child protection workers and to ascertain the relationship between such engagement and intervention outcome. Quantitative and qualitative data were gathered through personal interviews with 131 worker-parent dyads (workers and corresponding parents receiving service) from 11 child protection agencies in Ontario, Canada. Measures included scales for engagement, parental well-being (depression and stress), and worker well-being (burnout, job satisfaction, stress). Outcome measures included perception of child safety, changed parenting practices and satisfaction. A relationship was found between workers' perception of parent engagement and parents' perception of their own engagement, as well as between the perceptions that workers and parents had around their own respective engagement. Workers who were satisfied with service outcomes were significantly more engaged than those who were unsatisfied. Parents thinking that their children were safer as a result of intervention were significantly more engaged than parents who thought that their children were less safe. The strongest reason given by parents for positive change was being able to trust their worker (p < .001) and believing that their worker was knowledgeable about parenting (p < .01). Qualitative data suggested that parents valued experienced workers because they thought such workers could better understand their problems and how to deal with them. Correspondingly, workers felt that experience enabled them to better understand clients' problems and provide more effective support. No relationship was found between parent engagement and parental depression or stress, but the mean depression score for parents placed them at risk of clinical depression. There was a negative correlation between worker stress and engagement. The study demonstrates that engagement between clients and workers is related to positive outcomes (as reported by workers and parents) and supports the contention that promoting engagement is integral to a successful child protection intervention.     

Context,Diversity and Engagement: Early Intervention with Australian Aboriginal Families in Urban and Remote Contexts

This article describes challenges met implementing an early intervention programme for Aboriginal parents and their children in the NT (Northern Territory) of Australia in the context of efforts to remediate Aboriginal disadvantage. The intervention is an adaptation of an 8‐ to 10‐week, manualised parenting programme designed for four‐ to six‐year‐old children with behavioural difficulties. It was implemented for both Aboriginal and non‐Aboriginal children in urban Darwin and for Aboriginal children in three communities of the Tiwi Islands, near Darwin. Measured outcomes of the programme were positive overall with different outcomes by gender and Indigenous status. There were marked differences in retention of families from different socio‐cultural backgrounds in the programme, with a significant loss of participants from referral through commencement to six‐month follow‐up. This drop‐out was most marked for urban Aboriginal participants, despite highly flexible strategies of engagement and cultural adaptation of the approach pursued in each setting. The research provides lessons for the contextualisation of preventive interventions in diverse community settings and shows that systematic attention to cultural ‘fit’ of the intervention logic and cultural competence in engagement of disadvantaged families with multiple problems are fundamental to sustainability.     

The Triple P‐Positive Parenting Programme: a universal population‐level approach to the prevention of child abuse

The Triple P‐Positive Parenting Programme is described as an example of an evidence‐based universal parenting initiative that provides a tiered continuum of interventions of increasing strength but narrowing reach in an effort to make parenting programmes more accessible to parents. Interventions within the system range from the use of the media and brief messages to intensive family interventions for parents where parenting problems are complicated by multiple additional sources of family adversity. Several issues concerning the role of training and organizational factors that influence the successful uptake and implementation of the programme are discussed. Copyright © 2003 John Wiley & Sons, Ltd.     

The PALS parenting support programme: lessons learned from the evaluation of processes and outcomes

Although there has recently been a rise in parenting support programmes within the UK, only a minority of these programmes have benefited from evaluation of either outcomes or processes. This paper describes the development of the PALS programme (Parents Altogether Lending Support), reporting both on its effectiveness in improving parents' interactions with their children and on the lessons that were learned about embedding such a programme within the local community. Over the 18‐month period of the programme, a total of 17 courses were run, with 75 parents and carers (primarily mothers) participating in the programme overall. Evaluation results indicated that participants enjoyed the course and found it beneficial, particularly in terms of altering their own actions in specific ways that were able to promote better behaviour on the part of their children. Participants also valued the opportunity to share their experiences with other parents. The key lesson identified in regard to the development of parenting programmes concerned the need for the community to feel a sense of ownership for the initiative. Copyright © 2002 John Wiley & Sons, Ltd.     

The Community Mothers Programme—Empowerment of parents by parents

SUMMARY: An innovative directed support intervention programme using lay people aimed at improving the quality of parenting during the first year of life was introduced on a pilot basis in Dublin in 1983 for parents of children living in working class communities. It involved experienced mothers who delivered a programme focusing on healthcare, nutritional improvement and overall child development to new parents. Support, encouragement and guidance were used rather than advice. The programme was evaluated in 1989 using a randomised controlled approach and was found to be effective in terms of health, nutrition and developmental stimulation. It has since expanded to incorporate breastfeeding support, mother and toddler groups and attention to the special needs of travellers, and the potential for applying this approach to other areas of healthcare and social development is large.     

Understanding LGBTIQ parents’ transformative potential in educational context

ABSTRACT

This paper is based on the authors’ ongoing research on LGBTIQ parenting in Croatia. The elementary research question of this study is the examination of the transformative potential of LGBTIQ parents’ visibility and engagement in school. Using a case study research design, a semi-structured interview with two gay parents was used to gain insight in their understanding of different complexities of non-hegemonic parenting practices, with an emphasis on educational issues. The interviewed parents demonstrated that LGBTIQ families have a transformative potential even if they apply a semi-private strategy of disclosure in a heteronormative social context, while the transition towards a ‘’proud’ strategy necessarily demands support from different social partners, the academy having strong potential to be one of them.     

Evaluation of the impact of the Webster‐Stratton Parent‐Child Videotape Series on participants in a Midlands town in 2001–2002

Small groups of parents experiencing problems in managing the behaviour of young children took part in parenting programmes in a Midlands city in 2001–2002 based on the Webster Stratton Parent‐Child Videotape Series. Programmes were evaluated using standardised measures and qualitative data. Most participants who completed the programme (N = 29) in this small scale study had improved scores on all measures. The largest (positive) effects were in reductions in mean total parenting stress levels. Qualitative data confirmed high participant ratings for the facilitators and appreciation for group support; and indicated that partners' views were an important variable. Further research is needed about programme impact on non‐completers (including fathers and minority ethnic participants) and about the influence of non‐participating partners.     

Parents' beliefs about the cause of parenting problems and relevance of parenting support: Understanding low participation of ethnic minority and low socioeconomic status families in the Netherlands

ObjectivesTo provide in-depth understanding of parents' beliefs about the causes of parenting problems, and the perceived relevance of parenting support in a sample of ethnic minority and low socioeconomic status (SES) families.MethodsCross-comparative analyses were performed on qualitative data from 61 parents (age child: 0–15 years) of two ethnic minority groups (Antillean-Dutch and Moroccan-Dutch) and one ethnic majority group (native Dutch) in the Netherlands. Methodology included in-depth qualitative interviews followed by focus groups. Atlas.ti software was used to manage and analyse data inductively.ResultsParenting support was perceived to be less relevant if parents related the cause of parenting problems to stress and external factors. Low-SES and ethnic minority parents more often emphasised unfavourable living conditions and living in two cultures as causes for parenting problems. Parents considered parenting support most relevant during periods of rapid change in their children, or in their parenting role.ConclusionResults indicate that beliefs regarding the cause and controllability of problems are important to understand parents' motivation to participate in parenting support. Notable differences were found regarding the period during the child's life that parenting support was perceived as most relevant. Motivation to participate was higher during various stages of transition, which ranged from the transition to parenthood, to toddlerhood, the age of seven, and adolescence.     

Attitudes of low-income parents toward seeking help with parenting: implications for practice

Fifty-two low-income parents were surveyed to determine attitudes toward parenting and help seeking. Although a majority agreed that most parents, even "good" parents, need help or advice about parenting and thought they would seek help with parenting, low-income parents were less likely to believe in or seek out help than those with higher incomes. The most frequently selected sources of help were family, books and videos, telephone help-lines, and friends. The least likely sources of help were child protective services, school personnel, clergy, and social service/counseling agencies. Parent support and education groups were likely sources of support for only one in four low-income parents.     

Feasibility of Internet-based parent training for low-income parents of young children

Parent training programs promote positive parenting and benefit low-income children, but are rarely used. Internet-based delivery may help expand the reach of parent training programs, although feasibility among low-income populations is still unclear. We examined the feasibility of Internet-based parent training, in terms of Internet access/use and engagement, through two studies. In Study 1, 160 parents recruited from Women, Infants, and Children (WIC) centers completed a brief paper survey regarding Internet access and use (all parents received government aid). We found high levels of access, openness, and comfort with the Internet and Internet-enabled devices. In Study 2, a pilot study, we assessed use of an online parenting program in a project with a sample of 89 predominately low-income parents (75% received government aid). Parents learned about a new, online parenting program (the “5-a-Day Parenting Program”) and provided ratings of level of interest and program use 2-weeks and 4-weeks later. Local website traffic was also monitored. At baseline, parents were very interested in using the web-based program, and the majority of parents (69.6%) reported visiting the website at least once. However, in-depth use was rare (only 9% of parents reported frequent use of the online program). Results support the feasibility of Internet-based parent training for low-income parents, as most parent were able to use the program and were interested in doing so. However, results also suggest the need to develop strategies to promote in-depth program use.     

Social Support Networks and School Outcomes: The Centrality of the Teacher

This investigation compares school outcomes for students who differ in the extent to which they perceive their parents, friends, and teachers—each alone and in combination—as important sources of social support. Findings indicate that middle and high school students who perceive high supportiveness from all three sources of support, as opposed to none, one, or two, have better attendance; spend more hours studying; avoid problem behavior more; have higher school satisfaction, engagement, and self-efficacy; and obtain better grades. Positive school outcomes are promoted when teacher support is perceived in combination with perceived support from parents and friends. Implications of the results for human service providers are presented.     

Parenting in Relation to School Dropout Through Student Engagement: A Longitudinal Study

Dropping out of school generally has negative consequences for both individuals and society, and the decision to do so has been described as a crucial developmental task of adolescence. This longitudinal study examined the contribution of parenting practices to students' completion of upper secondary school through their school engagement. Icelandic youth (N = 835, 54% female) were followed from age 14 to 22. Analyses using structural equation modeling revealed that adolescents (age 14) with more authoritative parents (high acceptance, supervision, and psychological autonomy granting) were more likely to have graduated at age 22 compared to adolescents with less authoritative parents. Moreover, the level of student engagement at age 15 partly mediated the relationship between authoritative parenting and educational status. These findings emphasize the importance of quality parent–child relationships to enhance adolescents' school engagement, which in turn reduces the risk of school dropout.     

Perceived social support in Chinese parents of children with attention deficit hyperactivity disorder in a Chinese context: Implications for social work practice

This article reports the results of a Hong Kong study (no. of parents = 121) which identified perceived social support (PSS), both overall and four types of support, of Chinese parents of children with attention deficit hyperactivity disorder (ADHD) and examined the impact of PSS on the interrelationship between the ADHD symptoms and parenting stress. The parents perceived support of their primary social network as more satisfactory than professionals’. Parenting stress of the high PSS group was lower than the low PSS group’s. The PSS-overall, parenting role, and the ADHD symptoms explained a significant variance of parenting stress. The results pave the way to develop a complex social work model in helping.     

Predicting engagement in a transition to parenthood program for couples

Fostering participant engagement is a challenging but essential component of effective prevention programs. To better understand which factors influence engagement, this study examines several predictors of couple engagement in Family Foundations (FF), a preventive intervention for first-time parents shown to enhance parent mental health, couple relations, parenting quality, and child adjustment through age 3 years. FF consists of a series of classes delivered through childbirth education departments at local hospitals. Baseline data on socio-demographics, parent mental health, and couple relationship quality were examined as predictors of participants’ level of engagement in FF (n = 89 couples, 178 individuals). Sociodemographic variables such as parent gender, socioeconomic status, and age predicted program engagement to a limited extent. However, findings indicated that marital status was the best predictor of engagement. Discussion focuses on how findings can inform the development of practices that promote engagement, such as the use of targeted outreach efforts for individuals most at risk of disengagement.     

Parenting a child with Autism Spectrum disorder: parental work context

This research contributes to the literature on work-related factors for parents raising a child with a disability. Specifically, we used questionnaire methodology to compare two parent families raising a child with Autism Spectrum (AS) with similar families raising ‘typical’ children. Our findings suggested that parents raising a child with AS self-report higher parenting stress and more mental health symptomatology, as well as lower overall job satisfaction, less satisfaction with supervisors and less workplace contentment. In addition, our findings suggested that parents raising a child with a disability self-report similarly to parents raising ‘typical’ children with respect to work interest, commitment and quality, as well as time missed. In conclusion, our results appear to suggested that despite increased parental stress related to parenting a child with AS, with respect to several work-related factors, there are more similarities than differences among these parenting groups.