Social media and gamification: Engaging vulnerable parents in an online evidence-based parenting program

Love, Susan M.; Sanders, Matthew R.; Turner, Karen; Maurange, Marianne; Knott, Theresa; Prinz, Ronald J.; Metzler, Carol W.; Ainsworth, Andrew T.

doi:10.1016/j.chiabu.2015.10.031

Cited by 99 publications

(99 citation statements)

References 34 publications

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“…It is also possible that parents may have set rules but the children may not have been aware of them as issues of cyber safety may not be so prominent for young children. Other researchers tried to get from parents themselves a more comprehensive picture if they are aware of online risks and if they have consciously set limitations on their children's online use (Love et al 2016). Many parents use active discussion of online content with their children (Doty and Dworkin 2014).…”

Section: Discussionmentioning

confidence: 99%

School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi

et al. 2016

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This paper looks at the usage of social media devices and applications, and parental knowledge and involvement among Abu Dhabi children in Grade 6 or higher. It examines the young children's usage of personal computers, mobile phones and tablet PCs, and social media related apps. The paper tries to understand the reasons for joining or not joining online social networking. It explores the parental knowledge of such activities and their chance of being invited to join their children's' social networking groups. More than 31,000 children from private and public schools participated in the online survey. Results show a high home access to the Internet of 91.7 %. Children reported using social networks mainly for keeping in touch with family and friends, and to find information. Most of the children reported that their parents were aware of their online social networking activities (82.2 %). About 38.7 % said that their parents were in their friend group on online social networking. There is negative correlation between time spent on social networks and Educ Inf Technol (2017) Ministry of Education, Dubai, United Arab Emirates perceived student performance in specific subjects. The paper also discusses gender, grade (or age), and school type and implications.

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Section: Discussionmentioning

confidence: 99%

School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi

et al. 2016

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“…Supported online psychological interventions can improve clinical outcomes in mothers with postnatal depression (Kaplan, Solomon, Salzer, & Brusilovskiy, 2014; O'Mahen et al., 2014) and parenting in parents with and without mental health problems (Love et al., 2016; Sanders, Baker, & Turner, 2012; Sanders, Dittman, Farruggia, & Keown, 2014). Additionally, three studies of online Triple P indicated child behaviour improvements (Love et al., 2016; Sanders et al., 2012; Sanders, Dittman et al., 2014). …”

Section: Introductionmentioning

confidence: 99%

Web‐based integrated bipolar parenting intervention for parents with bipolar disorder: a randomised controlled pilot trial

Jones

Jovanoska

Calam

et al. 2017

Child Psychology Psychiatry

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BackgroundPeople with bipolar disorder (BD) experience additional parenting challenges associated with mood driven fluctuations in communication, impulse control and motivation. This paper describes a novel web‐based self‐management approach (Integrated Bipolar Parenting Intervention; IBPI) to support parents with BD.MethodParents with BD with children aged 3–10 years randomised to IBPI plus treatment as usual (TAU) or waitlist control (WL). IBPI offered 16 weeks access to interactive self‐management information concerning BD and parenting issues. Feasibility was through recruitment, retention and web usage. Clinical outcomes were assessed at baseline, 16, 24, 36 and 48 weeks. Trial Registration Number: ISRCTN75279027.ResultsNinety seven participants were recruited with 98% retention to end of intervention and 90% to final follow‐up (56%–94% data analysed of retained participants; higher rates for observer measures). 77% of IBPI participants accessed the website (53% accessed parenting modules). Child behaviour, parenting sense of competence and parenting stress improved significantly in IBPI compared to WL to end of intervention, sustained to 48 weeks. Impacts of IBPI on family functioning, parent mood and time to mood relapse were not significant.ConclusionsOnline self‐management support for parents with BD is feasible, with promising improvements in parenting and child behaviour outcomes. A definitive clinical and cost‐effectiveness trial is required to confirm and extend these findings.

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“…Triple P Online (Turner & Sanders, 2011) is a recent addition to the Triple P-Positive Parenting Program, a tiered, multilevel system of behavioural family intervention (Sanders, 2012), which adopts current web-based technologies with the goal of making evidence-based parenting support more accessible to parents. Previous trials have demonstrated the efficacy of the program as a primarily self-directed intervention (Sanders, Baker, et al, 2012;Sanders, Dittman, et al, 2014), and with a moderated social-networking component targeting extremely vulnerable parents in a US context (Love et al, 2016). Currently One common limitation found in trials of web-based interventions is that many online programs suffer from high rates of participant dropout or attrition, often quite early into treatment (Christensen & Mackinnon, 2006;Eysenbach, 2005).…”

Section: A Randomised Controlled Trial Of the Efficacy Of Triple P Onmentioning

confidence: 99%

“…More recently, Love et al (2016) published findings from an uncontrolled trial evaluating the feasibility of Triple P Online with highly vulnerable parents recruited through community agencies in Los Angeles. One-hundred and fifty-five parents met eligibility criteria and were randomised to one of two cohorts to receive the intervention.…”

Section: The Evidence For Low Intensity and Web-based Psychological Tmentioning

confidence: 99%

“…So far there are three published efficacy trials (Love et al, 2016;Sanders, Baker, & Turner, 2012; and one predictor paper (Dittman, Farruggia, Palmer, Sanders, & Keown, 2014) exploring Triple P Online outcomes. The foundational trial of the program, conducted in 2012 by Sanders and colleagues (Sanders, Baker, et al, 2012), recruited parents of children aged between two and nine (M = 4.7) with elevated levels of disruptive behaviour.…”

Section: The Evidence For Low Intensity and Web-based Psychological Tmentioning

confidence: 99%

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Telephone-supported versus self-directed delivery of an online parenting program: Outcomes, mediators and moderators of change

Day¹

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Despite the availability of high quality, evidence-based parent training programs, research suggests that many parents that might benefit from support do not access it. The potential for web-based parenting programs to increase the reach and availability of parenting support is enticing, however relatively few online parenting programs are available and only a small number of randomised studies have so far been conducted exploring their efficacy.Chapter 1 of this dissertation summarises the available literature underlying the current state of web-based parenting support, and provides an introduction to the Triple P-Positive Parenting Program and the recently developed Triple P Online program, used in a randomised controlled trial that forms a focus of this thesis. A rationale is provided for the research questions at the centre of this thesis, including exploring whether brief, regular practitioner support improves outcomes when combined with a web-based parenting intervention, whether measured baseline characteristics, such as participant sociodemographic status, interact with treatment condition to moderate intervention efficacy, and an endeavour to both identify and test hypothesised causal mechanisms.Chapter 2 describes a multisite randomised controlled trial aiming to test the additive benefit of regular, brief clinical telephone consultations provided as an adjunct to Triple P Online. Onehundred and eighty-three participants were randomly assigned to access the online program either on their own, with support from an allocated practitioner who provided up to eight telephone consultations on a weekly basis, or to a computer-use-as-usual control group. Across the 16-week period of online program access, participants in the clinically-supported group engaged in about 4 telephone consultations on average, with a mean call duration of approximately 20 minutes.Intervention effects and program completion rates were significantly improved for these parents when compared to those completing the program without therapist involvement.Chapter 3 describes a process of content analysis used to identify a various theoreticallyderived putative mechanisms of parenting change thought to be causally associated with parenting outcomes during participation in Triple P. Drawing on the experience of Triple P practitioners, mechanisms were ranked for perceived importance, and distilled to eleven key domains through factor analysis, with processes such as positive therapeutic relationships, actively implementing positive parenting strategies, and the development of a positive parent-child relationships rated as having high perceived importance for parenting change. These findings align with prior research, with therapeutic support shown to be a key process for improving outcomes and program engagement in other web-based and self-directed treatments, however no direct comparison have yet been conducted comparing the effects of a self-directed online parenting program with a practitioner-supported model. Declaration by auth...

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Social media and gamification: Engaging vulnerable parents in an online evidence-based parenting program

Cited by 99 publications

References 34 publications

School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi

School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi

Web‐based integrated bipolar parenting intervention for parents with bipolar disorder: a randomised controlled pilot trial

Telephone-supported versus self-directed delivery of an online parenting program: Outcomes, mediators and moderators of change

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