Speech and language therapists' views on parents' engagement in Parent-Child Interaction Therapy (PCIT).
Parent-Child Interaction Therapy
developmental language disorder
engagement
preschool children
qualitative thematic analysis
therapist views
Journal
International journal of language & communication disorders
ISSN: 1460-6984
Titre abrégé: Int J Lang Commun Disord
Pays: United States
ID NLM: 9803709
Informations de publication
Date de publication:
07 2019
07 2019
Historique:
received:
19
12
2018
revised:
13
01
2019
accepted:
19
01
2019
pubmed:
8
2
2019
medline:
14
2
2020
entrez:
8
2
2019
Statut:
ppublish
Résumé
Parents' play an essential role in Parent-Child Interaction Therapy (PCIT) as the primary agent of intervention with their child. Unfortunately, speech and language therapists (SLTs) report that parents' engagement is challenging when conducting PCIT. Although focusing on and stimulating the engagement of parents, when needed, can increase the success of PCIT, little is known about what factors influence parent engagement. To explore SLTs' views about the factors that facilitate or pose barriers to parents' engagement in PCIT. A secondary analysis of 10 interview transcripts about SLTs' views on delivering PCIT with parents of children with developmental language disorder (DLD) was conducted. Codes from the original analysis where checked for their relevance to parents' engagement by the first author. Potential themes were identified iteratively with all authors. Four themes were identified in the SLTs' description of their experiences with the engagement of parents: mutual understanding, creating a constructive relationship between the SLT and parent, parental empowerment, and barriers. It became clear that SLTs were focusing on different aspects of engagement. This study makes an initial contribution to our understanding of SLTs' view of parents' engagement and about what stimulates parent engagement or effects disengagement. SLTs play an important role in supporting parents to engage and stay engaged with therapy. Training SLTs on how best to engage parents, focusing on mutual understanding, creating constructive relationships between the SLT and parent, parental empowerment, and barriers, is necessary. However, more research is needed on how to train relevant skills in SLTs. Clearer definitions of engagement would improve understanding and judgements about how best to support parents.
Sections du résumé
BACKGROUND
Parents' play an essential role in Parent-Child Interaction Therapy (PCIT) as the primary agent of intervention with their child. Unfortunately, speech and language therapists (SLTs) report that parents' engagement is challenging when conducting PCIT. Although focusing on and stimulating the engagement of parents, when needed, can increase the success of PCIT, little is known about what factors influence parent engagement.
AIMS
To explore SLTs' views about the factors that facilitate or pose barriers to parents' engagement in PCIT.
METHODS & PROCEDURES
A secondary analysis of 10 interview transcripts about SLTs' views on delivering PCIT with parents of children with developmental language disorder (DLD) was conducted. Codes from the original analysis where checked for their relevance to parents' engagement by the first author. Potential themes were identified iteratively with all authors.
OUTCOMES & RESULTS
Four themes were identified in the SLTs' description of their experiences with the engagement of parents: mutual understanding, creating a constructive relationship between the SLT and parent, parental empowerment, and barriers. It became clear that SLTs were focusing on different aspects of engagement.
CONCLUSIONS & IMPLICATIONS
This study makes an initial contribution to our understanding of SLTs' view of parents' engagement and about what stimulates parent engagement or effects disengagement. SLTs play an important role in supporting parents to engage and stay engaged with therapy. Training SLTs on how best to engage parents, focusing on mutual understanding, creating constructive relationships between the SLT and parent, parental empowerment, and barriers, is necessary. However, more research is needed on how to train relevant skills in SLTs. Clearer definitions of engagement would improve understanding and judgements about how best to support parents.
Identifiants
pubmed: 30729613
doi: 10.1111/1460-6984.12459
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
553-564Informations de copyright
© 2019 Royal College of Speech and Language Therapists.