Burn, M., Tully, L. A, Jiang, Y., Piotrowska, P. J, Collins, D. A, Sargeant, K., Hawes, D., Moul, C., Lenroot, R., Frick, P., Anderson, V., Kimonis, E. R & Dadds, MR. (2019). Evaluating practitioner training to improve competencies and organizational practices for engaging fathers in parenting interventions. Child Psychiatry and Human Development,50(2), E. Storch. 230-244. United States of America: Springer New York LLC. Retrieved from https://doi.org/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.
Institute for Learning Sciences and Teacher Education
Open Access Journal Article
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