Title:
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A exploratory comparison of how parents think about themselves and their child, before and after a parent training group intervention
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The aim of this study was to explore the processes by which parents' thinking
about themselves and their child developed over the course of a three month
cognitive behavioural parent training group intervention. The method chosen to
explore eight parents' thinking before and after the group, combined both
preliminary quantitative analysis with a more detailed qualitative analysis.
The quantitative findings were drawn from a repertory grid procedure
administered to parents before and after the group. These findings suggested
that parents did think about themselves and their child as more in control (of
themselves) and calmer after the group. They also indicated that parents were
becoming more realistic and understanding about their child's abilities, and that
parents who completed the group viewed themselves as more competent.
However parents' thinking about themselves and their child appeared to become
less cognitively complex after the group, and possible explanations for this were
considered.
The qualitative findings were drawn from a grounded theory analysis of
interviews with parents after the group, in which the results of the pre-group
repertory grids were discussed with parents. These findings indicated that the
parents who completed the parenting group appeared to have reconstructed an
understanding of themselves in relation to others: other parents, their own
parents (for four parents), their own child and their child's father. Through
realising that other parents were experiencing similar difficulties with parenting,
and experiencing the group as a non-judgemental environment, these parents
talked about feeling more able to reflect on themselves as parents. Consequently
these parents identified a process of learning to put themselves in another's
position, especially their child's.
Parents who completed the group accentuated their progress in terms of self
improvement, gave a very positive account of the group, and down played
difficulties, whereas parents who did not complete the group accentuated their
lack of progress and emphasised their difficulties with ongoing stressful
situations. These findings particularly highlighted the need to reduce the stigma
associated with parent training interventions, and the importance of taking a
broader approach which views families as the context for development.
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