A qualitative analysis of parents' perceived outcomes and experiences in a parent education program adopting a transformative approach

To, Siu‐ming; Kan, Siu-mee Iu; Tsoi, Kcon-wah; Chan, Ting-sam

doi:10.1080/02650533.2012.732046

Cited by 13 publications

(8 citation statements)

References 17 publications

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“…Social service providers could assist in the setup of non-judgmental real-life and online mutual support groups for younger mothers; in addition to being able to connect for mutual tangible and emotional support that they otherwise lack, platforms that encourage narrative sharing and critical reflections of prevailing ideologies would also provide younger mothers with a safe opportunity to share their parenting views and life episodes that could go against the current dominant discourses [ 62 ]. Through continuous dialogues with other young mothers in a friendly and non-judgmental atmosphere, these women would not only be able to scaffold and reflect on their inner voices, but they could also clarify their perspectives on parenthood [ 63 ]. These mothers could then actively integrate their unique lived experiences and construct and deepen their meaning in parenthood by sharing with other young mothers [ 64 ].…”

Section: Discussionmentioning

confidence: 99%

The Presence of Meaning in Parenthood, Perceived Social Support, and Happiness of Mothers Living in Hong Kong: A Comparative Study on Younger and Older Mothers

Yang

Yan

2022

IJERPH

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This study investigates whether and how mothers’ meaning of parenthood and their perceived social support interact and are associated with their happiness. Similarities and differences in these areas between younger and older mothers are also explored. A total of 1292 Chinese mothers were recruited from different Hong Kong communities; 361 were 24 years of age and younger and were categorized as younger mothers, and 931 were older than 24 years of age and were categorized as older mothers. Multiple regression analyses were performed to discern direct and interaction effects. The results show that older mothers were happier than younger mothers and indicate that parental meaning and perceived social support had a positive effect on the happiness of both younger and older mothers. Notably, while the results reveal significant interaction effects between the meaning of parenthood and perceived social support from significant others and friends on the happiness of older mothers, these effects are not found among younger mothers. This study suggests that the social support young mothers receive from their significant others and friends does not amplify the association between their meaning of parenthood and happiness. These findings provide insights into the importance of synergizing social support and meaning-making among younger mothers.

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Section: Discussionmentioning

confidence: 99%

The Presence of Meaning in Parenthood, Perceived Social Support, and Happiness of Mothers Living in Hong Kong: A Comparative Study on Younger and Older Mothers

Yang

Yan

2022

IJERPH

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“…Considering that parent education programs emphasizing the transmission of knowledge and skills might remind parents of their deficits in parenting ( To et al, 2013 ), a transformative learning perspective, which is a well-established concept in adult education, can offer a theoretical framework for exploring the components and content areas of parent empowerment. Whereas parent education often adopts a transmission perspective, which assumes learners are passive and will look to the educator to pass down relevant information, rules, and values ( Pope and Denicolo, 2001 ), a transformative learning approach generally posits learners as active participants in the learning process.…”

Section: Parent Empowerment Informed By Transformative Learningmentioning

confidence: 99%

Development and validation of a quantitative measure for parent empowerment via transformative learning

Yang

Dong

et al. 2022

Front. Psychol.

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Although current literature demonstrates how parents benefit from parent empowerment programs, the development of a quantitative measure of parent empowerment has garnered limited attention in parenting research. The goal of this research was therefore to develop and validate a quantitative measure for the assessment of practitioners’ attitudes and competence in parent empowerment. In the process of item generation, the qualitative findings derived from four studies in relation to the perceived outcomes and experiences in parent empowerment were synthesized in the first stage. In the second stage, a list of narratives that articulated different themes of parent empowerment was generated, which resulted in an item pool containing 28 items. In the third stage, the research team converted the 28 items into a survey instrument. In the fourth stage, a first-scale validation study was conducted to explore the factor structure of the initial 28-item questionnaire. The exploratory factor analysis on the first sample of 366 practitioners yielded a twofold factor structure with 17 items, including practitioners’ attitudes in parent empowerment and practitioners’ competence in parent empowerment. In the final stage, a second-scale validation study was undertaken to verify the fit of the twofold factor structure. A confirmatory factor analysis on the second sample of 170 practitioners demonstrated a good model fit. The results of reliability tests for the whole scale and two subscales also indicate satisfactory internal consistency. The Parent Empowerment via Transformative Learning Questionnaire (PETLQ) was thus developed and confirmed as a scale with sufficient factorial validity and internal consistency to be used for assessing parenting practitioners’ attitudes and competence in parent empowerment and for evaluating the effectiveness of parent empowerment programs.

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“…Parents tend to internalize the dominant ideology of accepting the responsibility to secure all developmental outcomes of their children [16]. As a result, parents' enjoyment and confidence in carrying out the parenting role are seriously sabotaged [4,[17][18][19].…”

Section: The Changing Social Context Of Parent-hood In Hong Kongmentioning

confidence: 99%

“…An existential approach to parent education should be regarded as a broad orientation rather than a specific model, which involves various meaning-oriented practices and transformative learning methods [10,11,19]. This approached is called "existential" because it perceives being a parent as involving in a life project that provides lifechanging experiences for both parents and their children [7].…”

Section: The Theoretical Underpinnings and Key Components Of An Existmentioning

confidence: 99%

See 1 more Smart Citation

Reviving Parents’ Life Momentum: A Qualitative Evaluation of a Parent Education Program Adopting an Existential Approach

To¹,

Kan²,

Tsoi³

et al. 2015

TOFAMSJ

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This paper reports the results of a qualitative analysis of the participants’ perceptions and experiences of a parent education program adopting an existential approach. With a critical review of the changing social context of parenthood and the provision of parent education in Hong Kong, the paper discusses the theoretical underpinnings, key components, and the design of a growth- and meaning-oriented parent education program. This program comprised six 5- hour sessions held weekly. The participants included 43 Hong Kong Chinese parents. An evaluation study was conducted to explore the outcomes of the program, which was composed of a non-equivalent comparison group design, a subjective outcome evaluation survey, and post-intervention focus group interviews. The current paper focuses on reporting the qualitative examination of the data collected through five post-intervention focus groups. Twenty-five participants were randomly selected and invited to join the groups. The recurrent themes extracted from their narratives reveal their perceptions of the impacts of the program on their enhancement of self-understanding and personal growth, integration of life through life review, reset of life priority, affirmation of the parent-child relational connection, changes in parent-child relationships and interactions, and cultivation of mutual support and mutual learning. Based on the qualitative findings, the paper explores the relevance and potentials of this approach in re-conceptualizing parent education in the Hong Kong Chinese context.

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A qualitative analysis of parents' perceived outcomes and experiences in a parent education program adopting a transformative approach

Cited by 13 publications

References 17 publications

The Presence of Meaning in Parenthood, Perceived Social Support, and Happiness of Mothers Living in Hong Kong: A Comparative Study on Younger and Older Mothers

The Presence of Meaning in Parenthood, Perceived Social Support, and Happiness of Mothers Living in Hong Kong: A Comparative Study on Younger and Older Mothers

Development and validation of a quantitative measure for parent empowerment via transformative learning

Reviving Parents’ Life Momentum: A Qualitative Evaluation of a Parent Education Program Adopting an Existential Approach

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