Purpose and method for the evaluation of interpersonal process in health and social care

Hogard, Elaine

doi:10.1016/j.evalprogplan.2007.10.001

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…It is therefore impossible to disentangle the relative efficacy of each process in isolation (Kaminski et al 2008). The existing literature on parenting programs is thus mostly oriented towards effectiveness of outcomes rather than towards processes used to induce change over time (Hogard 2008;Kilroy et al 2011;Westen et al 2004). By contrast, 'Lou & us' attempts to isolate metacognition as the core process that promotes positive parenting.…”

Section: Introductionmentioning

confidence: 94%

Enhancing Positive Parenting Through Metacognition with the Program ‘Lou & us’

Roskam

2014

J Child Fam Stud

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This study used a micro-trial design to evaluate 'Lou & us', a 3-week parenting program based on metacognition. The program consists of sessions using a CDRom and interviews with the program deliverer. The study tested whether and to what extent the program is effective in enhancing positive parenting, in particular childrearing behavior, self-efficacy beliefs and co-parenting. In Study 1, the program was used by French-speaking mothers and fathers in a community-based sample of 152 families. Study 2 was a randomized control trial in which the program was used by French-speaking mothers and fathers from 58 families out of the 116 involved. In Study 1, 'Lou & us' was found to increase supportive parenting, reduced controlling parenting, and increase fathers' self-efficacy beliefs. The results of Study 1 were partially replicated in Study 2. Furthermore, the intervention was seen to enhance co-parenting for both mothers and fathers, as well as their assessment of their children's externalizing behavior. The findings suggests that a limited number of activities based on the core process of metacognition and delivered in a limited period of time can be effective components for enhancing positive parenting.

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Section: Introductionmentioning

confidence: 94%

Enhancing Positive Parenting Through Metacognition with the Program ‘Lou & us’

Roskam

2014

J Child Fam Stud

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“…When evaluating group-work, it is important to measure both outcome and process variables to ensure that progress is being made, and also to identify the therapeutic conditions necessary for progress. Thus, ideally an evaluation should not just demonstrate whether outcomes are achieved or not but also should identify what it was in the programme that led to the outcomes being achieved (Hogard, 2008). Although the efficacy of the PPEY in reducing behaviour problems and parental stress has been demonstrated (Griffin et al, 2005;Griffin, 2006), and other beneficial outcomes of parenting courses have been well documented and replicated (Barlow & Stewart-Brown 2000;Behan & Carr, 2000;Richardson & Joughin 2002), there is a definite lack of research into the processes by which parenting groups work and why some people benefit whilst others do not.…”

Section: Parent Training -Linking Process To Outcomementioning

confidence: 99%

Parenting training in the community: linking process to outcome

Kilroy

Sharry²,

Flood

et al. 2011

Clin Child Psychol Psychiatry

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This pilot study examines the effectiveness of the Parents Together Community Course(i) (a six week preventative version of the Parents Plus Early Years Programme) in reducing parent-reported behaviour problems in pre-school and school aged children. It also investigates if there is an association between process ratings on a weekly session rating form (WSRF) and client outcome. Thirty-one parents who completed the course filled out pre and post outcome measures (namely the Strengths and Difficulties Questionnaire (SDQ) and a specially designed Client defined Problem and Goals form (CPG)), and a process measure during the course of the group. It was found that 45% of children in the community sample had behavioural problems in the borderline or clinical range, and significant reductions in these problem behaviours and gains towards parent-defined goals were observed following the course. Results also showed a number of correlations between high ratings on the WSRF and positive outcome as measured by the CPG and SDQ indicating a possible link between this process measure and outcomes. This highlights the importance of early community interventions in dealing with childhood behaviour problems and the possible utility of a process measure for identifying contributing factors to change.

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“…In a review of 12 major texts on evaluation (Chen, 2005;Clarke, 2003;Herman, Morris, & Fitz-Gibbon, 1987;Kazi, 2003, Mathison, 2005Ovretveit, 2002;Patton, 2002;Phillips, Palfrey, & Thomas, 1994;Rossi, Freeman, & Lipsey, 1999;Scriven, 1991;Stern, 2005;Wholey, Hatry, & Newcomer, 2004) considered representative of those available, the results substantiate the view that process in the sense of interpersonal interactions and communicative processes that are integral to programs is relatively neglected (Hogard, 2006a). Where process was addressed in these texts, often using different terminology, there was little reference to the evaluation of interaction between providers and clients (Hogard, 2006a(Hogard, , 2006b).…”

Section: The Evaluation Of Processmentioning

confidence: 99%

Using Consultative Methods to Investigate Professional–Client Interaction as an Aspect of Process Evaluation

Hogard

2007

American Journal of Evaluation

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This article introduces a novel consultative method termed reconstitutive ethnography, considered useful for the in-depth description and analysis of the interaction between professional and client in the delivery of a health or social care program. The article contextualizes this method in process evaluation generally and specifically in what the author describes as exploratory process evaluation. Methods to study the interaction between professional and client are considered, culminating in a focus on so-called consultative methods that involve professionals in reflection on their practice. Reconstitutive ethnography, which integrates constitutive ethnography, critical incident analysis, and Delphi methods, is described and exemplified in evaluation studies undertaken by the author. Exploratory process evaluations are of value in evaluations to set standards, permit comparisons, facilitate causal analyses between delivery and outcomes, and allow for replication, and in research to contribute knowledge to the area of professional competence and its effectiveness.

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Purpose and method for the evaluation of interpersonal process in health and social care

Cited by 6 publications

References 34 publications

Enhancing Positive Parenting Through Metacognition with the Program ‘Lou & us’

Enhancing Positive Parenting Through Metacognition with the Program ‘Lou & us’

Parenting training in the community: linking process to outcome

Using Consultative Methods to Investigate Professional–Client Interaction as an Aspect of Process Evaluation

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