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Title: Parents' perceptions of the effectiveness of a parenting programme
Author: Bryan, Velma
ISNI:       0000 0004 2699 3311
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2007
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This thesis presents work I carried out to identify and deliver a parenting programme as part of my work in Lambeth Children and Young People's Service. The research is concerned with eliciting the parents' perceptions of aspects of the parenting programme. I was concerned with what the feedback from a group attending one particular parenting programme, might tell us about parenting programmes in general, and in terms of what the parents themselves feel is helpful about the programme. There were 15 parents involved in the research which was organised in stages. The parents, once recruited to the study, took part in an initial focus group discussion. They then attended the parenting programme in the form of weekly workshops for 13 weeks with each session lasting three hours. A focus group discussion was also held at the end of the programme followed by semi-structured individual interviews. The findings showed that parents benefited greatly from learning from each other in a group situation and pointed to the importance of developing parent support networks. The strategies discussed for managing behaviour were identified as contributing to changing behaviour, particularly where those strategies led to an improvement in communication in the family. Of significant impact was the extent of personal development achieved by the parents and its importance in enabling them to go forward and problem solve independently. This research has implications at a local level for the development of service delivery in the borough in which I work. There is a need to employ resources economically and to utilise user feedback to contribute to ways of evaluating the effectiveness of services. The contribution to psychology lies in the way a range of psychological models are combined and used to beneficial effects. Combinations of psychological models will be shown to impact on programme curriculum, delivery, strategies used and communication. A significantcontribution lies in the importance of the use of a collaborative model for the facilitators if the group training is to be successfully received by the parents
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available