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Barreiras e facilitadores ao envolvimento parental na assiduidade e participação no programa act-rsk
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Resumo(s)
As perceções parentais acerca das barreiras e facilitadores, num programa de promoção da parentalidade positiva, podem influenciar o envolvimento parental. Seguindo o modelo de quatro fases de envolvimento parental, proposto por Piotrowska et al., (2017), o presente estudo procura identificar as principais barreiras e facilitadores, percebidos pelos pais, à assiduidade e participação, numa intervenção parental de âmbito preventivo.
Onze pais de crianças com idades entre os dois e os cinco anos de idade e que haviam completado o ACT/Raising Safe Kids, foram entrevistados, com o guião de entrevista semiestruturada ACT Para Pais, desenvolvido por uma das autoras do estudo, cerca de sete meses após a participação no programa. Foi realizada uma análise de conteúdo às respostas dos pais, com recurso ao Programa NVivo QSR12.
Os pais perceberam como principais facilitadores da assiduidade, os aspetos práticos do programa (ex. cuidado à criança), fatores relativos ao processo (ex. experiência positiva) e aspetos relacionais (ex. pertença ao grupo) e, como única barreira, o stress e outras atividades em competição (ex. outras atividades e falta de tempo). Na fase da participação, foram percebidos, como principais facilitadores, os aspetos relacionais (ex. pertença ao grupo), o modo de apresentação de conteúdos (ex. atividades e materiais atrativos) e as caraterísticas individuais dos pais (ex. facilidade de expressão) e, como barreiras principais o stress e outras atividades em competição com o programa e as exigências do programa (ex. atividades escritas/atividades para casa).
Os resultados revelam diferenças entre fatores percebidos, pelos pais, como barreiras e facilitadores ao envolvimento parental, nas duas fases analisadas, e sublinham a importância da identificação e consideração destes fatores no design e na implementação de programas de intervenção parental semelhantes.
Parents views about barriers and facilitators in aa parenting program to promote positive parenting may influence parental engagement. Following Piotrowska et al., (2017) four-stage engagement model (CAPE), the main gold of this study was to determine the main barriers and facilitators, perceived by parents, to attendance and participation in a preventive parental intervention. Eleven parents of children between the ages of two and five years old, who concluded the ACT-RSK Program, were interviewed, approximately, seven months after participation in the program ended, with a Parent ACT semi-structured interview script, developed by the one of the authors of the study. Data was analyzed using content analysis with NVivo QSR12 software. Parents perceived as main facilitators to attending the program, practical aspects (e.g. care of child), factors related to the process (e.g. positive experience) and relationship factors (e.g. feelings of belonging to the group), and as the only barrier, stress and other activities in competition (e.g. other activities, lack of time). In the participation phase, parents perceived relationship factors (e.g. feelings of belonging to the group), mode of content presentation (e.g. attractive activities and materials), and individual parental characteristics (e.g. communication skills) as the main facilitators and stress and other activities and demands of the program (e.g. written assignments/home assignments), as the main barriers. Results indicate differences between perceived barriers and facilitators to parent’s engagement in both phases analyzed and highlight the importance of identifying and considering them when designing and implementing similar parental interventions.
Parents views about barriers and facilitators in aa parenting program to promote positive parenting may influence parental engagement. Following Piotrowska et al., (2017) four-stage engagement model (CAPE), the main gold of this study was to determine the main barriers and facilitators, perceived by parents, to attendance and participation in a preventive parental intervention. Eleven parents of children between the ages of two and five years old, who concluded the ACT-RSK Program, were interviewed, approximately, seven months after participation in the program ended, with a Parent ACT semi-structured interview script, developed by the one of the authors of the study. Data was analyzed using content analysis with NVivo QSR12 software. Parents perceived as main facilitators to attending the program, practical aspects (e.g. care of child), factors related to the process (e.g. positive experience) and relationship factors (e.g. feelings of belonging to the group), and as the only barrier, stress and other activities in competition (e.g. other activities, lack of time). In the participation phase, parents perceived relationship factors (e.g. feelings of belonging to the group), mode of content presentation (e.g. attractive activities and materials), and individual parental characteristics (e.g. communication skills) as the main facilitators and stress and other activities and demands of the program (e.g. written assignments/home assignments), as the main barriers. Results indicate differences between perceived barriers and facilitators to parent’s engagement in both phases analyzed and highlight the importance of identifying and considering them when designing and implementing similar parental interventions.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia Clínica e da Saúde, Núcleo de Psicologia Clínica da Saúde e da Doença), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Barreiras Participação Envolvimento dos pais Teses de mestrado - 2018