Frykedal Karin Forslund, Rosander Michael, Barimani Mia, Berlin Anita
1 Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
2 Linköping University, Linköping, Sweden.
J Child Health Care. 2019 Mar;23(1):147-159. doi: 10.1177/1367493518777311. Epub 2018 May 27.
The aim of this study was to describe and understand parental group (PG) leaders' experiences of creating conditions for interaction and communication. The data consisted of 10 interviews with 14 leaders. The transcribed interviews were analysed using thematic analysis. The results showed that the leaders' ambition was to create a parent-centred learning environment by establishing conditions for interaction and communication between the parents in the PGs. However, the leaders' experience was that their professional competencies were insufficient and that they lacked pedagogical tools to create constructive group discussions. Nevertheless, they found other ways to facilitate interactive processes. Based on their experience in the PG, the leaders constructed informal socio-emotional roles for themselves (e.g. caring role and personal role) and let their more formal task roles (e.g. professional role, group leader and consulting role) recede into the background, so as to remove the imbalance of power between the leaders and the parents. They believed this would make the parents feel more confident and make it easier for them to start communicating and interacting. This personal approach places them in a vulnerable position in the PG, in which it is easy for them to feel offended by parents' criticism, questioning or silence.
