father involvement content in parent education programs in bc denise hodgins, m.ed., ph.d. (student)...
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Father Involvement Content in Parent Education Programs in BC
Denise Hodgins, M.Ed., Ph.D. (student)
School of Child & Youth Carewww.cyc.uvic.ca [email protected]
Research Study Overview
Content analysis of formal parent education programs in BC
Research Study Overview
Content analysis of formal parent education programs in BC Not an evaluation of programs
Research Study Overview
Content analysis of formal parent education programs in BC Not an evaluation of programs Not an observation of programs
Research Study Overview
Content analysis of formal parent education programs in BC Not an evaluation of programs Not an observation of programs Not an account of father participation
Research Study Overview
Content analysis of formal parent education programs in BC Not an evaluation of programs Not an observation of programs Not an account of father participation
Conducted in 2007
Research Study Overview
Content analysis of formal parent education programs in BC Not an evaluation of programs Not an observation of programs Not an account of father participation
Conducted in 2007 Interviewed directors
Research Study Overview
Content analysis of formal parent education programs in BC Not an evaluation of programs Not an observation of programs Not an account of father participation
Conducted in 2007 Interviewed directors Analyzed program materials
Research Questions
Is father involvement included in the program content? If so, what does the content include?
Research Questions
Is father involvement included in the program content? If so, what does the content include?
How is father involvement defined and described in the program content?
Research Questions
Is father involvement included in the program content? If so, what does the content include?
How is father involvement defined and described in the program content?
What approach to father involvement is taken in the program content?
Research Questions
Is father involvement included in the program content? If so, what does the content include?
How is father involvement defined and described in the program content?
What approach to father involvement is taken in the program content?
What factors, if any, are included in the program content that address what contributes to and/or deters the involvement of fathers?
Program Criteria
offered in BC at the time of my study;
Program Criteria
offered in BC at the time of my study; designed for parents of young children,
between the ages of zero and six;
Program Criteria
offered in BC at the time of my study; designed for parents of young children,
between the ages of zero and six; formal education programs rather than
drop-in or informal support services;
Program Criteria
offered in BC at the time of my study; designed for parents of young children,
between the ages of zero and six; formal education programs rather than
drop-in or informal support services; with content that is identified in an outline or
program materials;
Program Criteria
offered in BC at the time of my study; designed for parents of young children,
between the ages of zero and six; formal education programs rather than
drop-in or informal support services; with content that is identified in an outline or
program materials; with content that does not change each time
the program is delivered based on who participates and what the participants request; and
Program Criteria
offered in BC at the time of my study; designed for parents of young children,
between the ages of zero and six; formal education programs rather than
drop-in or informal support services; with content that is identified in an outline or
program materials; with content that does not change each time
the program is delivered based on who participates and what the participants request; and
focused primarily on parent outcomes.
Formal Programs Found in BC (N=26)
Region Different Program
s
# of Location
s
North 9 25
Interior 10 52
Fraser 8 32
Vancouver Coastal 6 49
Vancouver Island 11 35
Participating Programs (N=17)Program focus
# Offered to
Support child behaviour
8 Mom/dad/couple
Parenting relationship
3 Mom/dad/couple (1)Parenting couple (2)
General 2 Mom/dad/couple
Attachment 2 Mom/dad/couple
Fathers 2 Fathers only
FI Content Found (N=17)
FI Content # Type of program
Specific 4 Fathers (2)Couple relationship (1)General (1)
Images and/or parenting example only
11 Attachment (2)Child behaviour (8)General (1)
None 2 Couple relationship (2)
Promising Findings
Variety of audiences presented with specific FI content
Promising Findings
Variety of audiences presented with specific FI content
Generative approach to FI
Approaches to FI
Based on Erikson’s (1950, 1982 as cited in Dollahite, Hawkins & Brotherson, 1997) concept of generativity, generative fathering is “fathering that meets the needs of children by working to create and maintain a developing ethical relationship with them” (p. 20).
Approaches to FI
A deficit paradigm situates fathers as “uninvolved, uninterested, unskilled and unmotivated to perform their proper paternal role” (Hawkins & Dollahite, 1997, p. 7).
Approaches to FI
A comparative framework views paternal involvement through a mother template (Palkovitz, 1997), whereby fathers’ involvement and abilities are “invariably described and evaluated . . . by using women’s performance of the mother role as the model or standard” (Day & Mackey, 1989, p. 401).
Promising Findings
Generative approach to FI Variety of audiences presented with
specific FI content Several dimensions of FI
acknowledged
Dimensions of FI Found (n=15)Dimension of FI In parenting
example/image
In written material/discussi
on
Discipline 11 2
Caregiver 8 4
Emotion coach 8 3
Play partner 8 2
Teacher/role model
7 3
Provider 4 3
Cognitive processes
0 2
Support mother 0 1
Promising Findings
Generative approach to FI Variety of audiences presented with
specific FI content Several dimensions of FI
acknowledged Pathways/barriers to FI introduced
Pathways/barriers to FI (n=4)
Father’s emotions 4
Self-reflection 3
Mother gatekeeping 3
Philosophical shift 3
Parenting team 2
Open to learn 2
Self-nurture 2
There is opportunity to:
provide parent education programs with space to examine the relational qualities that impact effective parenting, rather than focus on “problem parenting” as necessarily stemming from a lack of knowledge or skills about behaviour (Grusec, 2006), inviting the exploration of the interconnectedness of paternal involvement with other relational contexts (Palkovitz, 2002).
There is opportunity to:
improve parent education programs so they take into account the enormous complexity of father involvement, including the “cultural embeddedness and variability” (Roggman et al., 2002, p. 2) of fatherhood today.
There is opportunity to:
explore the tensions, challenges, and possibilities that are generated within the “shifting gender practices in the culture of parenting” (Daly, 2004, p.11) for both fathers and mothers.
Why focus on parent education as a place to increase father involvement
information?
Education and support resources available to parents are growing (Mann, 2006)
Why focus on parent education as a place to increase father involvement
information?
Education and support resources available to parents are growing (Mann, 2006)
Parent education programs both project and participate in generating the construction of parents
Why focus on parent education as a place to increase father involvement
information?
Education and support resources available to parents are growing (Mann, 2006)
Parent education programs both project and participate in generating the construction of parents
Formal programs can compliment other resources designed to support parenting capacity
Why focus on parent education as a place to increase father involvement
information?
Education and support resources available to parents are growing (Mann, 2006)
Parent education programs both project and participate in generating the construction of parents
Formal programs can compliment other resources designed to support parenting capacity
Many parents participate in prenatal and post-natal parent education classes (Solk, 2007)
Why focus on parent education as a place to increase father involvement
information?Education and support resources available to
parents are growing (Mann, 2006)Parent education programs both project and
participate in generating the construction of parentsFormal programs can compliment other resources
designed to support parenting capacity Many parents participate in prenatal and post-natal
parent education classes (Solk, 2007)Not including father involvement information in
parent education programs is a missed opportunity