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Parents' experiences of being in the Solihull Approach parenting group, 'Understanding Your Child's Behaviour': an interpretative phenomenological analysis.

Abstract

BACKGROUND

Empirical evidence suggests that the Solihull Approach parenting group, 'Understanding Your Child's Behaviour' (UYCB), can improve child behaviour and parental well-being. However, little is known about parents' in-depth experience of participating in the UYCB programme. This study provides an in-depth qualitative evaluation of UYCB, focussing on possible moderating factors and mechanisms of change that may inform programme development.

METHOD

Ten parents (eight mothers and two fathers), recruited from seven UYCB groups across two locations, were interviewed within 7 weeks of completing the group and again 10 months later. Data were analysed using interpretative phenomenological analysis.

RESULTS

Four themes were identified: 'Two Tiers of Satisfaction', 'Development as a Parent', 'Improved Self-belief' and 'The "Matthew Effect"'. In summary, the majority of parents were immensely satisfied at both completion and follow-up: they valued an experience of containment and social support and perceived improvement in specific child difficulties, their experience of parenting, their confidence and their coping. Most parents appeared to have developed more reflective and empathic parenting styles, with self-reported improved behaviour management. Theoretical material was well received, although some struggled with technical language. Positive outcomes appeared to be maintained, even reinforced, at follow-up, and were associated with having few initial child difficulties, perceiving improvement at completion and persevering with the recommendations. Two participants, whose children had the most severe difficulties, perceived deterioration and felt that the group was insufficient for their level of difficulties.

CONCLUSION

Through in-depth analysis of parental experiences, UYCB appears to achieve its aims and communicate well its theoretical principles, although change may also occur through processes common to other group programmes (e.g. social support). Recommendations, stemming from the experiences of these parents, include simplified language, separate groups for parents with complex needs, greater emphasis on the importance of perseverance, and additional support for parents who appear to be struggling to make changes.

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  • Authors+Show Affiliations

    ,

    School of Psychology, University of Birmingham, Birmingham, UK, and.

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    School of Psychology, University of Birmingham, Birmingham, UK, and.

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    Solihull Child & Adolescent Mental Health Service (CAMHS), Bishop Wilson Clinic, Chelmsley Wood, Solihull, UK.

    School of Psychology, University of Birmingham, Birmingham, UK, and.

    Source

    Child: care, health and development 41:6 2015 Nov pg 882-94

    MeSH

    Adolescent
    Child
    Child Behavior
    Child, Preschool
    Consumer Behavior
    England
    Evaluation Studies as Topic
    Female
    Follow-Up Studies
    Health Promotion
    Humans
    Infant
    Infant, Newborn
    Male
    Parent-Child Relations
    Parenting
    Parents
    Program Evaluation
    Self Concept

    Pub Type(s)

    Journal Article
    Research Support, Non-U.S. Gov't

    Language

    eng

    PubMed ID

    26355195