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

2. 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

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

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

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

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

7. Theoretical framework: Belsky’s theory of parenting

8. 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

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

10. 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

11. 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

12. Results

13. 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

14. 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

15. 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

16. 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

17. 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)

18. 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

19. 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