Parents on the Same Page: A Mixed-Methods Investigation of the Acceptability and Appropriateness of Tuning in to Kids Together

Christina C. Ambrosi, Subhadra Evans, Phillip Kavanagh, Sophie S. Havighurst

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Abstract

In this study, we examined the acceptability and appropriateness of Tuning in to Kids Together (TIK-Together) from the perspective of program facilitators. TIK-Together is newly a modified version of Tuning in to Kids that specifically focuses on the coparenting relationship (i.e., how parents work together to raise their children) and requires parents to both attend sessions. Through a mixed-method design, Australian facilitators who participated in the TIK-Together pilot study provided their perspectives on the acceptability (i.e., affective attitudes, burden, program benefits) and appropriateness of the program in their communities. It is essential to involve stakeholders, such as program facilitators, in pilot studies as they can provide valuable feedback from their first-hand experience with the program. Facilitators reported that TIK-Together was enjoyable and rewarding, and although delivery was straightforward, additional preparation time was required to manage program materials. Facilitators observed several program benefits, including coparents becoming more aligned and collaborative in their approach to parenting. Certain program components were particularly helpful for parents, including activities that were experiential, interactive, and reflective. Overall, facilitators deemed TIK-Together appropriate for their communities; however, it is not suitable for parents who are uncomfortable or unwilling to work alongside each other in sessions. Given the increased focus on a coparent approach to parenting interventions, the findings provide important insights for researchers and practitioners.

Original languageEnglish
Pages (from-to)3714-3730
Number of pages17
JournalJournal of Child and Family Studies
Volume32
Issue number12
DOIs
Publication statusPublished - 7 Oct 2023

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