Ambrosi Christina C, Kavanagh Phillip S, Evans Subhadra, Havighurst Sophie S
Justice and Society, University of South Australia, Adelaide, South Australia, Australia.
Mindful: Centre for Training and Research in Developmental Health, Department of Psychiatry, University of Melbourne, Melbourne, Victoria, Australia.
Fam Process. 2025 Mar;64(1):e70002. doi: 10.1111/famp.70002.
Group parenting programs, including emotion-focused programs, are effective at improving children's emotional and behavioral adjustment; however, the impact of these programs may be limited due to parents, typically mothers, attending sessions alone. It is expected that actively involving both caregivers in parenting programs will lead to superior outcomes given family systems are interconnected and when parents feel more supported by one another, they are more likely to have greater emotional availability for their children. Tuning in to Kids Together (TIK-Together) was developed to involve both caregivers and address the coparenting relationship. The current study examined the feasibility and pilot testing of TIK-Together when delivered in a real-world context, specifically assessing program adherence, reliability of measures, and program outcomes. TIK-Together was delivered to 57 participants (27 mother-father dyads, 1 triad) by community services in Australia in an intervention-only design. Facilitators completed attendance sheets and fidelity checklists after each session, and parents completed online questionnaires at pre-intervention, post-intervention, and 6-month follow-up. Adherence across services varied; however, parent attendance and the proportion of content delivered was high. The measures used to assess coparent outcomes demonstrated good to excellent internal consistency in the current sample. After attending the program, parents reported increased supportive/cooperative coparenting of children's emotions, greater dyadic coping, improved emotion coaching beliefs and practices, reduced undermining coparenting of children's emotions, lower emotion dismissing beliefs and practices, and less parent emotion dysregulation. Mothers and fathers reported improved child emotion regulation and decreased behavioral difficulties. The findings are consistent with prior TIK research and pave the way for future research exploring the benefits of integrating coparenting content into this parenting intervention.
包括情感聚焦项目在内的团体育儿项目，在改善儿童的情绪和行为调适方面是有效的；然而，由于通常是母亲独自参加课程，这些项目的影响可能会受到限制。鉴于家庭系统是相互关联的，并且当父母双方都感到彼此更支持时，他们更有可能为孩子提供更多情感支持，因此预计让父母双方都积极参与育儿项目将带来更好的效果。“一起关注孩子”（TIK-Together）项目旨在让父母双方都参与进来，并解决共同育儿关系问题。本研究考察了TIK-Together在现实环境中实施时的可行性和试点测试情况，具体评估了项目的依从性、测量的可靠性以及项目成果。TIK-Together在澳大利亚通过社区服务以仅干预的设计方式提供给了57名参与者（27对父母二元组，1个三元组）。每次课程结束后， facilitators填写出勤表和保真度检查表，父母在干预前、干预后和6个月随访时完成在线问卷。各服务机构的依从性各不相同；然而，家长的出勤率和所提供内容的比例很高。用于评估共同育儿成果的测量方法在当前样本中显示出良好到优秀的内部一致性。参加该项目后，父母报告说在支持性/合作性地共同处理孩子情绪方面有所增加，二元应对能力增强，情绪辅导的信念和做法有所改善，在破坏孩子情绪的共同育儿方面有所减少，忽视情绪的信念和做法减少，父母情绪失调情况减轻。母亲和父亲都报告孩子的情绪调节能力有所改善，行为问题有所减少。这些发现与之前的TIK研究一致，为未来探索将共同育儿内容纳入这种育儿干预措施的益处的研究铺平了道路。
