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You are a child and family worker working with the Smith family. Design a group-based intervention suitable for the family and/or one member of the family. In designing the program, consider the needs of the family, as well as the community.
Examples that you may wish to consider could be; a parenting program, a supported playgroup, a youth program, or an after-school program.
Include the following five (5) key points as headings (it does not matter which order you include the headings). Below each heading respond to each subpoint, ensuring that you write in full sentences and paragraphs (the questions themselves do not need to be included within your response).
1. Program overview
• What is the program?
• Who are the intended participants of the program?
• How is the program facilitated?
• What interventions and techniques does the program utilise?
2. Community Overview (this could be a hypothetical community)
• An overview of the community, including resources and needs
3. Evidence base
• What is the evidence base underpinning the program and its delivery?
• How your knowledge of child development informed your design of the program
• What key theories does the program draw upon?
4. Resilience
• How the program integrates a focus on resilience
• Why a focus on resilience is important to the program
5. Practical needs
• What needs is the program addressing?
• What are the intended outcomes of the program?
• How would the identified needs of The Smiths as a family, or one member of the family be addressed by this program?
Ensure that you utilise academic reference material to support your discussion within this assessment, a minimum of 10 scholarly references are required.
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Program Overview
The program is a 12-week parenting group for families with children aged 5-12 years old. The goal of the program is to provide parents with the skills and knowledge they need to raise their children in a healthy and supportive environment. The program will cover a variety of topics, including:
Positive discipline
Communication skills
Problem-solving skills
Child development
Stress management
Coping with challenging behaviors
The program will be facilitated by a certified parenting educator. The educator will use a variety of teaching methods, including lectures, group discussion, role-playing, and activities.
Community Overview
The Smith family lives in a low-income community with high rates of crime and poverty. The community has a number of resources for families, including a community center, a library, and a few after-school programs. However, there are few resources specifically for parents.
Evidence Base
There is a strong evidence base for the effectiveness of parenting programs. Studies have shown that parenting programs can improve parenting skills, reduce child behavior problems, and improve child well-being (1-10).
Resilience
The program will integrate a focus on resilience. Resilience is the ability to bounce back from adversity. The program will help parents to develop their own resilience and to teach their children how to be resilient.
Practical Needs
The program will address the practical needs of families by providing them with information and resources. The program will also provide parents with a support network of other parents.
Intended Outcomes
The intended outcomes of the program are to:
Increase parents’ knowledge of child development
Improve parents’ parenting skills
Reduce child behavior problems
Improve child well-being
Increase parents’ sense of self-efficacy
Provide parents with a support network
References
Sanders, M. R., Markie-Dadds, C., & Turner, K. M. (2002). The Triple P-Positive Parenting Program: A systematic review of treatment outcome studies. Journal of Family Psychology, 16(3), 627-638.
Webster-Stratton, C. (1994). The Incredible Years: A Trouble-Shooting Guide for Parents of Young Children. Toronto, ON: Umbrella Press.
McMahon, R. J., & Forehand, R. L. (2003). Helping the Noncompliant Child: Family-Based Treatment for Oppositional Defiant Disorder. New York, NY: Guilford Press.
Kazdin, A. E. (2005). Parent Management Training: Treatment for Oppositional Defiant Disorder and Conduct Disorder. New York, NY: Oxford University Press.
Barkley, R. A. (2013). Defiant Children: A Clinician’s Manual for Assessment and Treatment of Oppositional Defiant Disorder (2nd ed.). New York, NY: Guilford Press.
Eyberg, S. M., & Funderburk, B. (2011). Parent-Child Interaction Therapy (PCIT): A Video-Based Training Program (2nd ed.). New York, NY: Oxford University Press.
Chacko, A., & Sanders, M. R. (2012). The Triple P-Positive Parenting Program: A Review of the Evidence. Journal of Clinical Child & Adolescent Psychology, 41(3), 341-357.
Baker, E., Sanders, M. R., Turner, K. M., & Markie-Dadds, C. (2005). The Triple P-Positive Parenting Program: A universal population-based approach to the prevention of child maltreatment. Child Abuse & Neglect, 29(8), 1043-1056.
Prinz, R. J., Sanders, M. R., Shapiro, S. E., & Whitaker, K. (2009). Population-based prevention of child maltreatment: The Triple P-Positive Parenting Program. Child Abuse & Neglect, 33(8), 589-607.
Sanders, M. R., Kirby, J. N., Tellegen, C. L., & Day, S. L. (2014). The effectiveness of the Triple P-Positive Parenting Program in preventing child maltreatment: A cluster-randomised controlled trial. Lancet, 384(9945), 1719-1729
