Effectiveness of a Universal Web-based Parenting Program to Promote Positive Parenting: Patterns and Predictors on Program Satisfaction

Development and evaluation of the Parenting to Reduce Child Anxiety and Depression Scale (PaRCADS): assessment of parental concordance with guidelines for the prevention of child anxiety and depression

“…Although only a small proportion of children declined to participate in the study with their parents, the fact that their parents rated them higher on the RCADS total symptoms than parents of participating children suggests that the current findings may not be generalisable to children with clinical levels of anxiety and depression. On the other hand, the homogeneity and composition of the participating parents—self-enrolled, highly educated—suggests that the current findings are likely generalisable to research and programs that typically attract participants with these sociodemographic characteristics, such as web-based preventive parenting programs (Enebrink et al., 2015; Suárez, Byrne & Rodrigo, 2018; Yap et al., 2018). These findings also need to be considered in the context of an over-representation of mothers and the age range of the children (8–11 years) in the sample.…”

Feasibility and effectiveness of `gaining Health & wellbeing from birth to three´ positive parenting programme

“…This finding represents an extention of the universal reach of the hybrid version when compared to the more selective online version of GH&W, for which a wider national sample found users to be highly educated (Callejas et al, 2018). Other variables of the sociodemographic profile (primiparous mothers, quite experienced with the Internet, living in two-parent families and urban areas) matched well the typical user profile of web-based parenting resources (Dworkin et al, 2013) in which fathers are usually absent (Suárez et al, 2018) and aligned with demographics report on family structure (Instituto Canario de Estadística, 2018). The programme attracted mainly parental figures highly satisfied with their family life and with a good perception of their children's health.…”

“…Downloadable leaflets with takehome messages are also available. The GH&W follows an experiential methodology adapted to web contents based on the presentation of a variety of everyday situations to promote parents' reflection about their role and their impact on their child's development (Suárez et al, 2018). The full programme takes an average of eight hours to complete.…”

“…Moreover, participants' low gains in level 1 (dissemination of the online course) was accompanied by a general user profile characterized by more intensive global use of the Internet with longer connection times and higher frequency of educational searches than those of participants in levels 2 and 3, who obtained greater gains. Therefore, participants' greater experience with online educational resources without professional guidance of group and individual supports is not sufficient for rendering more positive results (Myers-Walls & Dworkin, 2015;Suárez et al, 2018). Additional forms of support provided by the GH&W programme prompted participants to set self-proposed goals by linking online content with reflections on their personal experience (Byrne et al, 2014;Lawson & Flocke, 2010).…”

“…In relation to parental self-regulation, intensive face-to-face support made a difference, prompting significant changes in all areas, whereas participants who only took the online course did not show changes in perceptions of their competence as parents. Although web-based programmes are able to improve parental sense of competence (Suárez et al, 2018), this effect has been mainly related to participation in forums or to interactions with experts, features that were not available on the GH&W online course. Participants in level 2 perceived themselves to be more autonomous when solving parenting problems, whereas the addition of individual support made participants in level 3 more able to increase their sense of competence and be active in setting goals and monitoring their attainment.…”