Clinical Psychology Programme, School of Psychology Parents’ perceptions of community-based positive parenting interventions Lucia King Clinical Psychology Programme, School of Psychology Massey University

Outline Background of the issue Purpose of my research SKIP: what it is and why I chose to study it Belsky’s theory of parenting Methodology of my research Key themes from my two groups More detailed description of the results of one

Branch of Ministry for Social Development Support, information and strategies for parents Covers ages 0 – 5 Positive parenting, confident discipline and loving nurturing relationships

My attraction to SKIP Met three important criteria for success Research-based principles Strength based Population based A community-based strategy

Three strands: Resources for parents Partnerships with other organisations (e.g. Plunket) Funding community groups

My focuses Workshop-based groups, peer learning Education about positive parenting Support

Theoretical framework: Belsky’s theory of parenting

Specific factors relevant to Belsky’s model Internal models of parenting Reflection and mindfulness Insightfulness, cognitive complexity and differentiation of self Sense of competence Parental psychological health Stress Contextual strain Social support

Consideration of methodology Quantitative vs. qualitative Qualitative matched the intervention and the data Thematic analysis was used

Groups I worked with Young parents group (ABC, Lower Hutt) Year-round weekly group Mothers, fathers and children Fathers group (Childspace, Johnsonville) Eight week course Men only

Interviews Via phone Weekly after each session Over eight weeks Discussed: Positives and negatives of that session Learnings or benefits Changes in perceptions, attitudes or behaviours

Results

Young parents group The huge benefit of peer social support to their psychological wellbeing: as parents and as people Feelings of safety and trust giving freedom to share and learn The importance of respect and autonomy to attendance and engagement

Dads group Lack of socially-sanctioned opportunities to talk about parenting experiences The importance of the context of the group to attendance and engagement The value of sharing and discussing parenting experiences

Discomfort with talking about parenting Carpentry as a primary drawcard “Sitting around for eight weeks talking about our feelings? No thanks” ‘Talking about parenting’ often mentioned as a motivating factor, but with shy delivery Facilitators: Achieved the right balance of pressure Broke down barriers by sharing their experiences first Were genuine

Importance of context Casual and jovial atmosphere ‘Blokey’ environment of carpentry workshop Lowers stress through familiarity and comfort Provides natural talking point for casual discussion

Value of parenting talk These men well-educated about positive parenting However sharing and reflecting with others was new to them Benefits: Normalisation of experiences and reactions Out-of-situation reflection on experiences, with benefit of others’ insights These produced: Confidence and satisfaction with parenting Some change toward child-centred parenting (already reasonably high-functioning)

Benefits noted on reflection More thought about parenting style Thought about the long-term effects of particular parenting behaviours, rather than just short-term More responding rather than reacting Praising when good, not just reprimanding when bad Talking from the same level, not bossing Taking more time with things to explain what’s happening Making more effort to spend time and engage with children Listening more – realising that they are communicating in their own way Remembering ‘he’s only two’ – he’s not deliberately being bad More confidence in parenting

Summary Numerous benefits to participants: education and support Well accepted and enjoyed Parents talk about social support before, or as part of, education Education not possible without supportive relationships Implications for planning parenting education