Perspectives on Engagement Barriers and Alternative Delivery Formats from Non-completers of a Community-Run Parenting Program

Duppong-Hurley, Kristin; Hoffman, Steven; Barnes, Bridget; Oats, Robert G.

doi:10.1007/s10826-015-0253-0

Cited by 28 publications

(26 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is important to note that only studies of parents who attended or had been invited to attend a parenting programme were included. Some of the included studies involved parents who 'dropped out' or failed to attend after agreeing to participate (Duppong-Hurley et al 2016;Patterson et al 2005); however, despite these studies the views of these parents and those who decline to participate may be under-represented in the current review. Thus, the understanding of the barriers faced and the reasons parents may not be invited to participate in parenting programmes require further exploration.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…More recently, factors influencing parental engagement and retention has been given greater consideration (Duppong-Hurley et al 2016;Ingoldsby 2010). Examination of the facilitators and barriers that may exist for parents has highlighted some important considerations for effective and accessible delivery of parenting programmes (Koerting et al 2013;Miller and Prinz 2003;Mytton et al 2014).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature

Butler

Gregg

Calam

et al. 2019

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

Supporting parents to meet the challenges of their caregiving role is identified as a public health concern and a priority in policies internationally. Quantitative research has established the efficacy of parenting programmes but less is understood about the key aspects that make interventions meaningful and helpful to families. We aimed to explore parents' experiences and perceptions of parenting programmes in order to highlight the parent voice and identify key factors that parents perceive to be meaningful and improve our understanding of the acceptability and perceived benefits of parenting programmes. Six key electronic databases were searched systematically for qualitative research and eligibility for inclusion was established. A thematic synthesis was undertaken. Twenty-six studies were included, spanning 17 years of parenting research and involving 822 parents. Three main themes and nine subthemes were identified: (1) a family's journey (prior to the parenting programme, outcomes (including changes in the parent, child and wider family) and post-intervention), (2) aspects perceived to be important or valuable (group leader or facilitator, programme content and delivery and value of the group) and (3) challenges or difficulties (barriers to engagement or attendance, programme content and suggestions for improvement). Reported outcomes of parenting programmes included changes in the parent alongside changes in the child and family more widely. Key recommendations to improve provision of accessible, clinically and cost-effective interventions for parents include ensuring high-quality training and supervision of facilitators, balancing flexibility and fidelity to ensure tailored content to meet individual needs, a sensitivity to parental adversity, the need for wider familial support and the availability of ongoing support following the end of a parenting programme.

show abstract

Section: Strengths and Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature

Butler

Gregg

Calam

et al. 2019

Clin Child Fam Psychol Rev

View full text Add to dashboard Cite

show abstract

“…Given the demonstrated effectiveness of parent training programs, it is of considerable concern that low attendance is widely reported as a significant issue undermining the effectiveness of this training (Duppong-Hurley, Hoffman, Barnes, & Oats, 2016;Gross et al, 2011). A range of logistical and family-related factors have been found to affect parent participation.…”

Section: Introductionmentioning

confidence: 99%

Patterns in Participation: Factors Influencing Parent Attendance at Two, Centre-Based Early Childhood Interventions

et al. 2017

View full text Add to dashboard Cite

Interventions training parents of at-risk children have received considerable empirical support but their effectiveness is undermined by low attendance rates. This research sought to clarify why parents, even with the best of intentions, fail to follow through to full participation in workshop programs; and to provide insight into ways to improve parental engagement. We examined participation in Parents as Partners, a school-based, early childhood intervention. Demographic and ongoing educational, social, emotional and behavioural data for 136 parent-child dyads were gathered from parents, teachers and children. Mitigation of a wide range of factors previously identified as barriers to attendance was also attempted. A post-intervention survey was conducted to examine parents' insights into their attendance patterns. Overall, 91 parents attended and 44 failed to attend any workshops. Higher parent education and SEI, and better child language skills were good predictors of attendance (87%), but poor predictors of nonattendance (42%). Additionally, parent-child dyad profiles suggested that children of nonattending parents were more likely to benefit from workshop content than attenders' children. Survey data suggested that attenders organised their schedules to facilitate follow-through but nonattenders were unable to do so. Family characteristics and practical reasons were central, interacting factors affecting attendance. Parental self-organisation appeared to moderate follow-through and to stem from lifestyle constraints related to lower SEI and parent education. This produced high nonattendance rates in parents of children who most needed support. It is urgent to discover to what extent innovative delivery platforms currently being explored (e.g., internet/social media) can improve parental engagement.

show abstract

“…Second, program delivery sites were selected as proximally as possible to families’ homes, with parents’ convenience in mind (Mytton, Ingram, Manns, & Thomas, 2014). Finally, web-based supplements to the group format were developed to reinforce in-person content, and also to help fill in for missed sessions when families were not able to attend an in-person session (Duppong-Hurley, Hoffman, Barnes, & Oats, 2016; Frank, Keown, Dittman, & Sanders, 2015). …”

Section: Modifying Pmto For the Military Context: After Deployment Amentioning

confidence: 99%

Fostering resilience in National Guard and Reserve families: A contextual adaptation of an evidence-based parenting program.

Pinna¹,

Hanson²,

Zhang³

et al. 2017

American Journal of Orthopsychiatry

View full text Add to dashboard Cite

Military deployment of a parent is a risk factor for children’s internalizing and externalizing problems. This risk may be heightened in National Guard and Reserve (NG/R) families who tend to be isolated from other NG/R families and do not benefit from the centralized support system available to active duty families living on military bases. Isolation and trauma-related disorders may complicate the adjustment of military families during reintegration. An evidence based parent training intervention was modified to meet the unique needs of recently deployed NG/R parents and their spouses, and the modified program was evaluated in a randomized controlled trial. The current study examines engagement and satisfaction with the program. Modifications such as employment of military-connected facilitators sought to maximize engagement in and satisfaction with the program. Engagement and satisfaction were examined between mothers and fathers, as well as between groups led by a military-connected facilitator and those led by civilian facilitators. Significantly greater engagement was noted for groups that were led by a military-connected facilitator p = .01. There were no differences between genders in attendance rates, though greater positive group experiences were reported by mothers versus fathers p = .01. Results are discussed in the context of engagement and satisfaction reported for similar programs. Implications for working with military families are also considered.

show abstract

Perspectives on Engagement Barriers and Alternative Delivery Formats from Non-completers of a Community-Run Parenting Program

Cited by 28 publications

References 26 publications

Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature

Parents’ Perceptions and Experiences of Parenting Programmes: A Systematic Review and Metasynthesis of the Qualitative Literature

Patterns in Participation: Factors Influencing Parent Attendance at Two, Centre-Based Early Childhood Interventions

Fostering resilience in National Guard and Reserve families: A contextual adaptation of an evidence-based parenting program.

Contact Info

Product

Resources

About