School of Psychology, University of Sydney, Camperdown, NSW, 2006, Australia.
School of Psychiatry, Faculty of Medicine, University of New South Wales, Sydney, NSW, 2052, Australia.
Child Psychiatry Hum Dev. 2019 Apr;50(2):230-244. doi: 10.1007/s10578-018-0836-2.
Fathers are consistently underrepresented in parenting interventions and practitioners are an important target for change in interventions to enhance father engagement. This research examined the effects of two practitioner training programs in improving practitioner rated competencies and organizational father-inclusive practices. Two studies were conducted, each with a single group, repeated measures (pre, post and 2-month follow-up) design. Study 1 (N = 233) examined the outcomes of face-to-face training in improving practitioner ratings of competencies in engaging fathers, perceived effectiveness and use of father engagement strategies, organizational practices and rates of father engagement. Study 2 (N = 356) examined online training using the same outcome measures. Practitioners in both training formats improved in their competencies, organizational practices and rates of father engagement over time, yet those in the online format deteriorated in three competencies from post-training to follow-up. The implications for delivering practitioner training programs to enhance competencies and rates of father engagement are discussed.
父亲在育儿干预中一直代表性不足，从业者是干预措施中增强父亲参与度的重要目标。本研究考察了两种从业者培训计划在提高从业者评定的能力和组织中包含父亲的实践方面的效果。进行了两项研究，每项研究均采用单组、重复测量（前测、后测和 2 个月随访）设计。研究 1（N=233）考察了面对面培训在提高从业者评定的吸引父亲的能力、感知的有效性和使用父亲参与策略、组织实践和父亲参与率方面的效果。研究 2（N=356）考察了使用相同结果测量的在线培训。两种培训形式的从业者在其能力、组织实践和父亲参与率方面随着时间的推移都有所提高，但在线形式的从业者在三个能力方面从培训后到随访期间有所下降。讨论了提供从业者培训计划以提高能力和父亲参与率的意义。
