An exploration of children's centre users' experiences of being a parent and of support for the role
Townsend, Jennifer Patricia
Date: 27 September 2012
Thesis or dissertation
Publisher
University of Exeter
Degree Title
DEdPsy in Educational, Child and Community Psychology
Abstract
5. Abstract for Paper 1
Provision of support for parents is recommended at an ecological level in order
to be effective since many of the problems associated with poor parenting are
linked to social disadvantage (Puckering 2009). Sure Start Children’s Centres
have developed strength in delivering such holistic support (Barlow et ...
5. Abstract for Paper 1
Provision of support for parents is recommended at an ecological level in order
to be effective since many of the problems associated with poor parenting are
linked to social disadvantage (Puckering 2009). Sure Start Children’s Centres
have developed strength in delivering such holistic support (Barlow et al, 2007).
Sure Start Local Programmes were set up in 1998 by the then Labour
government as part of its policy to eliminate child poverty. In 2003 Sure Start’s
initial focus on disadvantaged areas was changed to a universal Children’s
Centre service accessible by families in all areas (Lewis, 2011). Children’s
Centres continue to operate a universal service under the current Coalition
government, with an emphasis on improving outcomes for the most
disadvantaged families (DfE, 2010).
Support for parents sits uneasily within a cultural context in which an intensive
parenting discourse is linked to undue expectations of parents (Furedi, 2009;
Wall, 2010).This study explores Children’s Centre users’ experiences of being a
parent and of support for the role and uses IPA to analyse the data. Data were
collected initially from a focus group discussion which is analysed and
integrated into the main study following a protocol for IPA of focus groups
developed by Palmer, Larkin, De Visser and Fadden (2010). Further data were
collected from semi structured interviews with a purposive sample of four
women with both preschool and secondary aged children. The data were
analysed following a protocol for IPA outlined by Smith, Flowers and Larkin
(2009). Findings suggest that for these parents ecological support (including
community facilities, employment and social support) was important for their
functioning as parents. Their level of engagement with an intensive parenting
discourse appeared to be linked to their identity and self-actualisation.
Implications are drawn for the way in which parenting support is framed within
services and the media.
Page 63
15. Abstract for Paper 2
This exploratory study is set within the context of a national policy that aims to
normalise parent training and increase parenting skills in order to improve
children’s life chances (DfE, 2012; Field, 2010). The local context is a city in the
South of England where the Incredible Years (IY) parent training programme
(Webster-Stratton, 2004) has been delivered since 2009. There is robust
evidence of improved parent and child outcomes from the IY (Lindsay et al,
2008). In this city the IY is offered as both a universal and targeted service with
participants either self-nominating or being nominated by involved
professionals. This study addresses a gap in the research for process studies to
illuminate how change came about for parents on the IY (Lindsay et al, 2008). It
also builds on research by Miller and Sambell (2003) into how parents perceive
parenting support. A 14 week IY programme was attended by the researcher to
ensure prolonged engagement with participants. Semi structured interviews
were conducted with a purposive sample of participants during and on
completion of the IY course. Semi structured interviews were also conducted
following the course with the two facilitators to add another perspective and see
how they reflected parents’ experiences. Data were analysed following a
procedure for IPA outlined by Smith, Flowers and Larkin (2009). Findings
revealed that the group setting was both a challenge to access and a source of
peer support. Leader qualities emerged as essential for parental engagement.
This was reflected in facilitators’ accounts and underpinned by their nonjudgmental
ethos. Within this accepting group setting with approachable leaders
parents’ accounts suggest that change had come about for them through
experiential learning putting strategies into practice in their own contexts with
opportunities to reflect in group discussion. Issues are raised regarding Social
Services nominations and constructs around discipline. Implications are drawn
for practice and the role of the EP. Further research directions are suggested.
Doctoral Theses
Doctoral College
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