Perspectives on Engagement Barriers and Alternative Delivery Formats from Non-completers of a Community-Run Parenting Program

Kristin Duppong-Hurley, Steven Hoffman, Bridget Barnes, Robert Oats

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

The purpose of our study was to learn about barriers to participation faced by families who had signed up for but not completed a community-based parenting program that was not part of a research project. We also sought to gauge interest in alternative, web-based methods of delivering a parent training intervention. Semi-structured phone interviews were conducted with 27 parents who had signed up for but not completed a community-based parenting program. Results indicated that practical reasons such as scheduling were the most common barrier faced by parents. Results also suggested substantial interest in alternative web-based and hybrid models of program delivery. Hybrid models would allow participants to move between face-to-face small group classes and web-based classes; allowing for easy make-up of missed small-group sessions. Interventions designed by community organizations and researchers should consider using alternative methods, including hybrid models, of program delivery in order to reach a larger number of individuals.

Original languageEnglish (US)
Pages (from-to)545-552
Number of pages8
JournalJournal of Child and Family Studies
Volume25
Issue number2
DOIs
StatePublished - Feb 1 2016

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Keywords

  • Attrition
  • Engagement
  • Internet delivery
  • Interventions
  • Parent training

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

Cite this

Perspectives on Engagement Barriers and Alternative Delivery Formats from Non-completers of a Community-Run Parenting Program. / Duppong-Hurley, Kristin; Hoffman, Steven; Barnes, Bridget; Oats, Robert.

In: Journal of Child and Family Studies, Vol. 25, No. 2, 01.02.2016, p. 545-552.

Research output: Contribution to journalArticle

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