Evaluation of the Building Everyday Life positive parenting programme

Pages173-184
Date15 June 2015
DOIhttps://doi.org/10.1108/JCS-07-2014-0035
Published date15 June 2015
AuthorSusana Torío López,José Vicente Peña Calvo,Mercedes Inda Caro,Carmen María Fernández García,Carmen Rodríguez Menéndez
Subject MatterHealth & social care,Vulnerable groups,Children's services
Evaluation of the Building Everyday Life
positive parenting programme
Susana Torío López, José Vicente Peña Calvo, Mercedes Inda Caro,
Carmen María Fernández García and Carmen Rodríguez Menéndez
Dr Susana Torío López,
Dr José Vicente Peña Calvo,
Dr Mercedes Inda Caro,
Dr Carmen María
Fernández García and
Dr Carmen Rodríguez
Menéndez are Associate
Professors, all at the ASOCED
Research Group, University
of Oviedo, Oviedo, Spain.
Abstract
Purpose The purpose of the Building Everyday Life programme is to improve parenting outcomes through
better sharing of family responsibilities and to encourage a strong sense of solidarity and community.
Design/methodology/approach Data have been obtained from the pre-test and post-test applications,
respectively, using two instruments: the Inventory of Parenting and Family Life Patterns and Resources, and
the Final Evaluation Questionnaire for parents. The authors also use these tools to evaluate the degree to
which the changes are maintained six months after the completion of the programme. Participants in the
study comprised a group of 35 individuals that included parents in nuclear families and single mothers.
The assessment process involved three stages: a pre-test assessment, a qualitative report (summative
assessment) and, finally, a post-test assessment at least six months after completion of the programme.
Findings The results show lasting changes over time. Regarding domestic work, parents say that they are
more aware of the need to achieve a fairer and more equal distribution of the tasks in question. Families also
report that they have perceived changes in the dimensions of communication and conflict resolution. Bearing
in mind the limited nature of the aforementioned changes, the resultssuggest the need for support processes
over time, as well as the establishment of follow-up sessions with families.
Originality/value The main contribution of the study is to show that the Building Everyday Life programme
is effective and valuable in improving parental educational styles.
Keywords Equity, Co-responsibility, Educational practices in the family, Family intervention programme,
Parenting skills
Paper type Research paper
Introduction
Despitethe enormous importance of familyrelationships, parents generallyreceive little preparation
for their task, relying solely on their own upbringing experience. Hence, many programmes have
been developedto better equip parentsin their child-rearingrole. Different programmesemphasise
different content:knowledge of typical child development, parenting self-efficacy, communication
skills, discipline, behaviour management strategies and so on.
In this regard, we would like to stress the importance of the Triple P-Positive Parenting
Programmes which are multi-level, prevention-oriented parenting and family support strategies
whose aim is to prevent severe behavioural, emotional and developmental problems in children
by enhancing parentsknowledge, skills and confidence (Turner and Sanders, 2006). In most
cases, these programmes have focused on high-risk families and evaluation has confirmed their
effectiveness and efficacy. Thus, there has been a consistent finding across many studies which
shows that the parenting skills training used in Triple P produces predictable decreases in
child behaviour problems, which have typically been maintained over time. Furthermore, several
studies show that these improvements in child behaviour are also paralleled by improvements
Received 11 July 2014
Revised 19 May 2015
15 June 2015
Accepted 17 June 2015
DOI 10.1108/JCS-07-2014-0035 VOL. 10 NO. 2 2015, pp. 173-184, © Emerald Group Publishing Limited, ISSN 1746-6660
j
JOURNAL OF CHILDREN'S SERVICES
j
PAG E 17 3

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