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Title: Maximising potential: making the most of selfefficacy theory within parenting support


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Maximising potential making the most of
self-efficacy theory within parenting support
Karen Whittaker Senior Lecturer University of
Central Lancashire Prof Sarah Cowley Professor
of Community Practice Development Kings
College London, Florence Nightingale School
of Nursing and Midwifery
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Maximising potential making the most of
self-efficacy theory within parenting support
  • Dr Karen Whittaker
  • Senior Lecturer, University of Central Lancashire
  • Professor Sarah Cowley
  • Kings College, London

4
Overview
  • Social learning theory and self-efficacy
  • Measuring self-efficacy the study methods
  • Exploring self-efficacy development
  • Conclusions for practice

5
Facing a new challenge!
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Self-efficacy
  • What does it do?
  • It influences
  • The CHOICES we make
  • The EFFORT we put forth
  • How long we PERSIST when we confront obstacles
    (and in the face of failure)
  • How we FEEL

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4 sources of self-efficacy
  • Mastery experiences
  • To practice a skill
  • Vicarious experiences
  • The actions of others - need to be meaningful
  • Social persuasion
  • Often verbal messages need to be credible
  • Physiological and emotional states
  • Influence self-appraisal and sense of personal
    adequacy

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Why connect it to parenting?
  • Raising children presents challenges
  • Without self-efficacy, overcoming challenge is
    avoided
  • The difficult things, more difficult.
  • Strengthened parental self-efficacy encourages
  • a more proactive stance
  • successful parenting practices (Teti and Gelfand
    1991 Sanders and Woolley 2005)
  • Practitioners can introduce sources of
    self-efficacy (Montigny and Lacharité 2005).

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Social learning theory parenting
  • A wide number of programmes designed for parents
    are informed by social learning principles
  • Enhanced health visiting home visiting
    (Sonuga-Barke et al 2004)
  • Nurse Family Partnership (Olds 2006)
  • Triple P Positive Parenting Series (Sanders et
    al 2000)
  • Webster Stratton Incredible Years (Patterson
    2002)
  • Mellow Parenting (Puckering et al 1994)
  • Parenting Wisely programme (interactive CD-rom)
    (Segal et al 2003)
  • interest in self-efficacy development

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Realistic evaluation of parenting support
  • Theory driven
  • Banduras (1977) theory of self-efficacy
    development to identify within a UK parenting
    programme evidence of what works for whom in
    what circumstances.
  • A mixed methods approach to data collection was
    employed.
  • Questionnaire survey (n168) incorporating
  • Parenting Self-Agency Measure (PSAM) and
  • Subscales from the Self-Efficacy for Parenting
    Tasks Index (SEPTI)
  • Questions concerning sources of self-efficacy
  • Adults accessing formal parenting support over a
    10 month period
  • Qualitative study of 18 purposively selected
    individual and collective case studies (mothers
    (n38), fathers (n2) and practitioners (n21)).
  • In-depth qualitative interviewing and methods of
    participant observation

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Self-efficacy sources questions
PSAM
SEPTI-TS subscales
SEPTI subscales
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Qualitative findings
  • Considered parents exposure to the sources of
    self-efficacy during there period of contact with
    the parenting service
  • Role modelling
  • Change to practice master
  • Receipt of persuasion messages
  • Factors impacting on their psychological and
    physical states

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Community sources
  • Positive modelling and opportunities to practise
  • she asks how we're going on and what's been going
    on and things like that you see, so... She sort
    of questioned how it works and the nitty gritty
    of it all. I think she has even had a go. (group
    interview, collective case 16)
  • Providing verbal encouragement that
  • you should come over (case 7.1).
  • Supported reasoning that
  • Coz I was friendly with this girl and she used to
    go, so I thought I'll go (Kim, case 11.1).

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Modelling and verbal persuasion
  • Information from personal social networks were
    powerful sources of influence positively
  • Im happy talking to him because hes friends
    with a mate of mine I used to go to school with.
    So I trust my mate and I know hes a friend to
    him so hes all right for me to talk to (Jack,
    case 10.1).
  • And negatively
  • aah, that's what Social Services send you on!
    (collective case 15.6)

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Mastery of group attendance
  • On a practical level friends reminded one another
    about the group (collective case 18.2) and could
    identify that it was good to do it together
    (Ghada, case 7.1).
  • Practitioners too could build on relationships
  • it's like I was saying about going to the
    group, you know I'm not one of those people that
    find it easy, but because obviously you come, I
    mean it was mentioned to me in November and I
    just wouldn't turn up to be honest, but because
    you've been coming then I'll go (Caroline, case
    3.1).

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Opportunity for sharing feedback
  • Positive attempts to practice/master a technique
    were shared back with group
  • I was having problems with my eldest daughter
    regressing and I took on board what you said, .I
    was that busy trying to stop her from doing it, I
    hadn't thought of thinking well I'll send her in
    there, get her to get a book and read a story to
    Billy brother. And then she's acting like an 8
    year old again instead of a 2 year old
    (collective case 16.1).

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Psychological physical needs
  • Supporting a chance to offload
  • Practitioner sharing
  • Tea break have a brew and relax get you talking
    (Caroline, case 3.1)
  • when she comes first thing I normally do is put
    the kettle on, we sit down and we just talk
    about what's happened during the week (Jack, case
    10.1)

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Attention psychological needs
  • Sharing by practitioners
  • Modelled what and how to share experiences
  • Linked to course content
  • Mutual sharing
  • Minimise vulnerability
  • Parents were helped to feel that they could
    express different points of view including that
    sometimes its hard to cope with it being a
    parent (collective case 15.1).
  • Investing time
  • the more I go, the more she opens up to me, not
    just about the boys but about her own life.
    (practitioner case 5)

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Missing the mark
  • Professionally determined agenda
  • She told me I was a confident parent and how did
    she know, she didnt know me. (collective case
    15.4)
  • Inferred a didactic approach
  • practitioners try to tell me how to run my life
    (case 2.1) or were having a go at me (case 5.1)
  • Laissez faire
  • too much flexibility and it loses its way
    (collective case 16.3).
  • Throw away remarks
  • I hope you don't smoke in front of the baby!
    (Frances, case 6)

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Sources of self-efficacy
  • Sources came in the main from
  • Personal social networks community groups
  • Practitioners able to employ a range of
    interpersonal skills inside and outside the PP
    group
  • Role play was limited
  • ?mastery modelling in the PP group
  • Didactic delivery of PP programme
  • Missed rich sources of efficacy
  • Practitioners not attuned to parents needs

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Conclusions for practice
  • Poorly managed exposure to sources may
    negatively impact on self-efficacy
  • P1 One day like, when I went to the parenting
    thing. Some days I came away feeling worse
    because I felt almost that there weren't other
    little boys that were like him (laughter). Do you
    know what I mean? That I ended up feeling..
  • P2 Our boy is worse!
  • P1 Yeah, well yeah. (Couple case 14)

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Conclusions for practice
  • Through relationships exposure to the four
    sources of parenting self-efficacy could be
    maximised
  • Interpersonal skills awareness development
  • Skilful delivery of ve verbal persuasion
    messages
  • Sharing
  • Role modelling
  • Managing discomfort
  • Creative and skill use of parenting materials
  • Role play
  • Opportunities for guided mastery

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Taking the challenge
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References
  • Bandura A (1977) Social Learning Theory. New
    Jersey Prentice Hall.
  • Bandura A (1986) Social Foundations of Thought
    and Action. A Social Cognitive Theory. New
    Jersey Prentice Hall.
  • Bandura A (1997) Self-Efficacy The Exercise of
    Control. New York W.H. Freeman and Company.
  • Montigny F, Lacharité C (2005) Perceived parental
    efficacy concept analysis. Journal of Advanced
    Nursing 49(4) 387-396.
  • Sanders MR, Woolley ML (2005) The relationship
    between maternal self-efficacy and parenting
    practices implications for parent training.
    Child Care, Health Development 31(1) 65-73.
  • Teti DM, Gelfand DM (1991) Behavioral competence
    among mothers of infants in the first year the
    mediational role of maternal self-efficacy. Child
    Development 62(5) 918-929.

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