Powell, Gregory John

Rogers, Margaret

Wolodko, Brenda Lee

2024-02-18

Please contact rune@une.edu.au if you require access to this thesis for the purpose of research or study

<p>Despite the evidence that prenatal parenting education is the most effective and costeffective intervention to improve child outcomes across a number of domains, there is a lack of Australian research in this area. To address this gap, this educational doctorate provides insight into effective ways to engage expectant parents in parenting education programs. This research used semi-structured interviews to collect information from five couples, each with one partner in the third trimester of pregnancy expecting their first child. The interview content was analysed using interpretive phenomenological analysis and applying a theoretical model that combined Bronfenbrenner’s process–person–context–time model and Azjen’s theory of planned behaviour. Results from the analysis identified primary themes focused on the importance of trust, in particular, the importance of trusting the individual providing the education and trusting the educational content being provided. Specific recommendations related to increasing trust within the engagement process and ongoing educational process were highlighted. Working collaboratively with expectant parents to enhance their self-insight about parenting, as well as obtaining greater insight into their individual, cultural, and contextual traits, were also identified as important goals for increasing trust, thus positively impacting on engagement. This will be of interest to counsellors, family support workers, social workers, and policymakers.</p>

https://hdl.handle.net/1959.11/60254

en

University of New England

Understanding How Expectant Parents Think About Parenting and How This Speaks to Engagement in Parenting Education Programs

Thesis Doctoral

Publication