The process in‐between

Parents' perceptions about how practitioners promote the outcomes of the Incredible Years Basic program

Datos Bibliográficos

ID21320062
AutoresSara M Leitão (0000-0001-7280-5164, Faculty of Psychology and Educational Sciences University of Coimbra Coimbra Portugal, autor de correspondencia), Romero Francisco (0000-0001-9101-523X, Catolica Research Center for Psychological, Family and Social Wellbeing Universidade Católica Portuguesa Lisbon Portugal), Maria João Seabra-Santos (0000-0001-5035-0816, Faculty of Psychology and Educational Sciences University of Coimbra Coimbra Portugal), Maria Filomena Gaspar (0000-0002-6680-9289, Faculty of Psychology and Educational Sciences University of Coimbra Coimbra Portugal)
Año2024
Volumen63
Número4
Páginas1867-1886
Fecha de publicación2024-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFamily Process (JOURNAL)
Identificadores de la revistaISSN: 0014-7370 • E-ISSN: 1545-5300
EditorialWiley (PUBLISHER • GB)
DOI10.1111/famp.13018
PMID38837769
OpenAlexW4399354528
IdiomaEN
Referencias citadas52

Practitioners are recognized as one of the key components that make parenting interventions meaningful and helpful to families, and the impact of practitioners' skills on the outcomes of parenting interventions has been consistently recognized in research. However, the mechanisms and ongoing processes through which the practitioners' actions and skills may impact parental engagement and other outcomes remain unknown. This qualitative study explored parents' perceptions about the processes through which specific practitioners' skills contribute to the outcomes of the Incredible Years Basic Parent Program (IYPP). Twenty‐four Portuguese parents who had completed the IYPP were interviewed in four focus groups, and the data were analyzed through thematic analysis. Practitioners' skills were perceived by parents as having an impact on their engagement in the program, their process of change, and their interpersonal relationships. Practitioners were perceived to demonstrate their influence in the intervention process through six different roles: the roles of a confidant, a positive coach, a partner, a maestro, a tailor, and a congruent person. This study reinforces the prominent role of practitioners in enabling parental outcomes of an evidence‐based parenting program and suggests that more attention should be paid to continuing supervision and other professional development processes

Developmental psychology · Focus group · Interpersonal communication · Intervention (counseling) · Medical education · Perception · Portuguese · Process (computing) · Psychological intervention · Qualitative research · Social skills · Thematic analysis · Educational and Psychological Assessments · Family and Disability Support Research · Medicine · Parental Involvement in Education · Psychology · Social Psychology