Enhancing Early Care Provider’s Capacity for Building Early Relationships with Families and Their Children: Touchpoints-Informed Practice

Ayoub, Catherine; Vele-Tabaddor, Elisa

doi:10.1007/978-3-030-03110-7_11

Cited by 1 publication

(2 citation statements)

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“…Based on the stages of development of their children and the development of their parenting, participants in both groups were fully involved, as the evaluation results indicate. Other programs based on the Touchpoints approach also describe increased parental wellbeing and confidence, as well as feelings of support (Swartz and Easterbrooks, 2014;Ayoub and Vele-Tabaddor, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…They are centered on caregiving themes that matter to parents (e.g., feeding and discipline), rather than traditional milestones" (Brazelton and Sparrow, 2003, p. 1). The Touchpoints approach has an established evidence base showing improved developmental knowledge by parents and providers, improved parent-provider relationships, and reduced parental stress (Swartz and Easterbrooks, 2014;Ayoub and Vele-Tabaddor, 2018), proposing a shift of paradigm in the intervention with families: from prescription to collaboration; from objectivity to empathy; from a linear to multi-dimensional and systemic understanding of development; from inflexible professional boundaries to flexible ones.…”

Section: Introductionmentioning

confidence: 99%

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Dialogues with parents: a parental support and empowerment program based on the Touchpoints Model

Brito,

Xavier,

Azevedo

et al. 2023

Front. Educ.

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“Dialogues with Parents-welcoming, listening, and empowering” aimed to understand the impact of an innovative approach supporting parents with identified social/emotional vulnerabilities. Program goals included the promotion of positive parenting, the expansion of parents' knowledge and skills, and the enhancement of parent–child interactions. Based on the Brazelton Touchpoints Developmental-Relational Frameworks, the program applied strength-based assumptions and relationship-based practices to underpin empathic and collaborative relationships with families, seeking to strengthen their confidence in parenting. Two modalities were offered with a modular structure from prenatal–newborn to 6 years. Both included 10 modules, one in which the same group of parents carried out the complete sequence of sessions (Continuous Group) and a second in which parents selected one Touchpoint according to their needs and “drop in” to the session(s) of their choice (Touchpoints 1 by 1 Group). Data were gathered through satisfaction questionnaires at the end of each encounter. A focus group was also held with parents from the Continuous Group. The difference between applications (248) and total participation (99) indicates that parent's interest in participating is high but only a third managed to join the groups. Nevertheless, the results were very positive, highlighting the quality of the Touchpoints approach and program implementation, namely its impact on improving parents' understanding of children's development and of their own role in parenting. Parents particularly valued the opportunity to actively participate in the encounters and, in the Continuous Group, the usefulness of the encounters for themselves as a person and as parents.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%