Solution focused workshops for parents : a case study of experiences and outcomes for parents and professionals
Year: 2013
Type: article
Abstract: Chapter Two.Literature Review: Solution Focused Brief Page Therapy and Parenting Programmes 2.1 Introduction Page 2.2.What are the principles and assumptions that underpin Page Solution Focused Brief Therapy? 2.3.The influence of Constructivism and Social Page Constructionism 2.4.Solution Focused Brief Therapy Page 2.5.How are the principles and assumptions that underpin Page 25 SFBT put into practice?2.5.1.Clients have within them the necessary strengths, Page skills and resources to resolve their problems.2.5.2.Solutions are more likely to arise from conversation Page focusing on preferred futures rather than the problem.2.5.3.If it works, do more of it: If it doesn't work, do Page something different.2.5.4.The collaborative 'finding out' of where the client Page wants to get to, is integral to the change process.2.6.What is the effectiveness of Solution Focused Brief Page Therapy? 2.6.1.Outcome Research Findings Page 2.6.2.Processes contributing to successes Page 39 2.7.Summary Page 2.8.Parenting Programmes Page 2.8.1.Programmes focusing on parenting skills 2.8.1.2.Target populations and programmes Page 2.8.1.3.Examples of widely used programmes Page 2.8.2.Programmes focusing on parenting attitudes and beliefs.Page 2.8.2.1.Introduction Page47 2.8.2.2.Target populations and programmes Page 2.8.2.3.Effectiveness Page 2.8.3.Programmes focusing on understanding of child Page development 2.8.3.1.Introduction Page 2.8.3.2.Target populations and programmes Page 2.8.3.3.Effectiveness Page 2.8.4.Programmes focusing on emotional and mental health Page 2.8.4.1.Introduction Page 2.8.4.2.Target populations and programmes Page 2.8.4.3.Effectiveness Page 2.8.5.Programmes focusing on social connection Page 2.8.5.1.Introduction Page 2.8.5.2.Target populations and programmes Page 2.8.5.3.Effectiveness Page 2.8.6.Parents' perceptions of parenting interventions Page 2.8.7.Process and Implementation Issues Page 2.8.7.1.Characteristics of successful implementation Page 2.8.7.2.Practical Factors Page 2.8.7.3.Delivery style Page 2.8.7.4.Cultural, contextual and situational factors Page 2.8.7.5.Life circumstances and stresses Page 2.8.7.6.Gender of participants Page 2.8.7.7.Cultural sensitivity Page 2.8.7.8.Strategic factors Page 2.8.7.9.Protective factors and developing a 'strengths-based' Page approach to parenting support 2.8.8.SFBT and Parenting Interventions Page 2.8.9.Gaps in the research PageChapter Three.Methodology Page 3.1.Research Questions Page 3.2.Overview of the study area and project Page 3.2.1.Study Outline Page 3.3.Selection of participants Page 3.4.Epistemological position Page 3.5.Case study design Page 3.5.1.Category of case study Page 3.6 Procedures Page 3.6.1.Designing the Interview Schedules Page 3.6.2.Focus groups Page 3.6.3.Focus group procedures Page 3.6.4.Reflective log Page 3.7.Data analysis Page 3.7.1.Rationale for method of analysis Page 3.7.2.Thematic Analysis Page 3.8.Critique of methodology Page 3.8.1.Case Study design Page 3.8.2.'Insider' research Page 3.8.3.Reflexivity Page 3.8.4.Use of semi-structured interviews as a method for Page data collection 3.8.6.Use of focus groups as a method for data collection Page 3.9.Ethical considerations Page Chapter Four.Results and Discussion Page 4.1.Main themes Page 4.2 Theme: Attendance Page 4.2.1.Sub-Theme: 'Why me?' Page 4.2.2.Attendance Sub-Theme: 'Curiosity' Page 4.2.3.Attendance Sub-Theme: Recruitment Page 4.3.Theme: 'Feeling Comfortable' Page 4.3.1.Sub-Theme: 'Settling in' Page 4.3.2.Sub-Theme: 'Group size' Page 4.3.3.Sub-Theme: 'Listening' Page 4.3.4.Sub-Theme: 'Not on own' Page 4.4.Theme: 'The Approach' Page 4.4.1.Sub-Theme: 'All part of group' Page 4.4.2.Sub-Theme: 'Time to reflect' Page 4.4.3.The Approach Sub-Theme: 'Experiments' Page 4.4.4.The Approach Sub-Theme: 'Booklet' Page 4.5.Theme: 'Changes' Page 4.5.1.Changes Sub-Theme: 'Getting stuck' Page 4.5.2.Change Sub-theme: Positive Change -'Thoughts' Page 4.5.3.Sub-theme: Positive Change -'Actions' Page 4.6.Exploration of Research Questions Page 4.6.1.Research Question 1: How do parents describe their Page experience of attending the Compass workshops?4.6.2.Research Question 2: What, if any, changes do parents Page report both immediately following completion and after 3 month follow-up?4.6.3Research Question 3: How might the workshops be improved in the future from other family workers and parents perspectives?Page 4.6.4.Research Question 4: How can an SFBT approach be Page used to provide trainers with a useful framework?Chapter Five.Concluding reflections Page 5.1.Summary of themes, relationships to research Page questions and aims 5.2.Implications for policy Page 5.3.Developing a useful framework for training people in the Page Compass workshop approach.5.3.1.Successful elements to be emphasised Page 5.3.2.Areas for further development Page 5.4.Implications for EP practice Page 5.4.1.Parental apprehension and recruitment Page 5.4.2.EP as 'part of the group'.5.4.3.Parents as 'co-developers' Page 5.4.4.Development of the handbook Page 5.5.Implications for research Page 5.5.1.When and how can we measure change?Page 5.5.2.SFBT or 'Therapeutic Alliance'?Page 5.5.3.Retaining meaning in thematic analysis Page 5.5.4.Data collection and SFBT model integrity Page 5.6.Contribution of the study Page 5.6.1.Local Authority 'S' 'roll out' of the workshops Page 5.6.2.Future for the workshops Page 5.6.3.What has been added to the field of research?Page 5.7.What has been learnt Page 5.7.1.Process of reflective writing Page 5.7.2.Reflection and self awareness Page 5.7.3.Reflection and the connection of knowledge Page 5.7.4.The use of SFBT with groups of parents.Page 5.8.What might be done differently?Page 5.9.
Author: Stuart John Duckworth
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W300144567