The process in‐between
Parents' perceptions about how practitioners promote the outcomes of the Incredible Years Basic program
Bibliographic Data
| ID | 21320062 |
|---|---|
| Authors | Sara M Leitão (0000-0001-7280-5164, Faculty of Psychology and Educational Sciences University of Coimbra Coimbra Portugal, corresponding author), 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) |
| Year | 2024 |
| Volume | 63 |
| Issue | 4 |
| Pages | 1867-1886 |
| Publication date | 2024-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Family Process (JOURNAL) |
| Journal identifiers | ISSN: 0014-7370 • E-ISSN: 1545-5300 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/famp.13018 |
| PMID | 38837769 |
| OpenAlex | W4399354528 |
| Language | EN |
| References cited | 52 |
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
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Effectiveness of the Incredible Years parent training to modify disruptive and prosocial child behavior
Parent emotional regulation
Therapist Factors Matter
Successful Qualitative Research
Do Parents Perceive Practitioners to Have a Specific Role in Change? A Longitudinal Study Following Participation in an Evidence-Based Program
Workforce Skills in Family Support
Journal article reporting standards for qualitative primary, qualitative meta-analytic, and mixed methods research in psychology
Exploration of Mechanisms behind Changes after Participation in a Parenting Intervention
Using thematic analysis in psychology
Incredible Years(R) Parent, Teachers and Children's Series
| Citation velocity | historical |
|---|---|
| Highly cited | No |