Walk the talk: Leader behavior in parental education groups

Abstract

Expectant and new parents are offered parental education groups as a way to support their transition to parenthood. Group leadership in these groups has been found to be challenging. Using a qualitative and summative design, the aim of the present study was to investigate how health professionals describe their role in parental education groups compared to their actual behavior. Thirteen health professional leaders in antenatal and child health services were interviewed. These descriptions were compared with the leaders' actual behavior in video and audio-recordings of 16 different group sessions. The results revealed that regardless of how the leaders described their role, they acted as experts and left little time to parents for discussions and active participation. In particular, leaders who described themselves as discussion leaders did not "walk the talk"; that is, they did not do what they said they do when leading groups. That could be explained by lack of professional awareness, group leadership, and pedagogical skills. In order to provide high-quality parental support, leaders need training in group leadership and pedagogy combined with supervision and support on a regular basis.

Fatherhood group sessions: A descriptive and summative qualitative study

“…In this role, he also strove to The findings of this study suggest that the discussion leader role may be crucial in promoting the goals of PE groups. This finding is consistent with those of a previous study of PE groups, which found that when group leaders take on the role of experts and give lectures, parents have little room to actively participate and interact (Berlin et al, 2018).…”

“…On the other hand, the role that the group leader chooses to assume for example, discussion leader or expertmay be of equal or greater importance (Berlin et al, 2018). Studies comparing fatherhood groups led by men and women could help resolve this question.…”

“…give lectures, it also leaves little time for parents to actively participate and interact (Berlin, Rosander, Forslund Frykedal, & Barimani, 2018).…”

Child health care nurses’ use of teaching practices and forms of knowledge episteme, techne and phronesis when leading parent education groups

“…A number of studies have highlighted the opportunities for PE groups to give strength to parents in their parenting (Ahldén, Göransson, Josefsson, & Alehagen, 2012; Asenhed et al., 2014; Barimani et al., 2017; Berlin, Törnqvist, & Barimani, 2016; Schrader McMillan, Barlow, & Redshaw, 2009; Svensson, Barclay, & Cooke, 2009). However, group leaders express feelings that they do not have enough pedagogical knowledge to lead PE groups (Barlow, Redshaw, & Underdown, 2009; Berlin, Rosander, Forslund Frykedal, & Barimani, 2018; Forslund Frykedal, Barimani, Rosander, & Berlin, 2019; Forslund Frykedal, Rosander, Berlin, & Barimani, 2016; Lefèvre, Lundqvist, Drevenhorn, & Hallström, 2015, 2016). The leaders act as experts and lecturers, and not as moderators to facilitate discussion and interaction between the parents (Berlin et al., 2018; Berlin et al, 2016; Forslund Frykedal & Rosander, 2015; Hoddinott, Allan, Avenell, & Britten, 2010; Lefèvre, Lundqvist, Drevenhorn, & Hallström, 2014), which is what many parents want (Berlin et al., 2018, Berlin, Rosander, Forslund Frykedal & Barimani, in review; Forslund Frykedal, Rosander, Barimani, & Berlin, 2019; Forslund Frykedal & Rosander, 2015; Ho & Holroyd, 2002).…”

“…However, group leaders express feelings that they do not have enough pedagogical knowledge to lead PE groups (Barlow, Redshaw, & Underdown, 2009; Berlin, Rosander, Forslund Frykedal, & Barimani, 2018; Forslund Frykedal, Barimani, Rosander, & Berlin, 2019; Forslund Frykedal, Rosander, Berlin, & Barimani, 2016; Lefèvre, Lundqvist, Drevenhorn, & Hallström, 2015, 2016). The leaders act as experts and lecturers, and not as moderators to facilitate discussion and interaction between the parents (Berlin et al., 2018; Berlin et al, 2016; Forslund Frykedal & Rosander, 2015; Hoddinott, Allan, Avenell, & Britten, 2010; Lefèvre, Lundqvist, Drevenhorn, & Hallström, 2014), which is what many parents want (Berlin et al., 2018, Berlin, Rosander, Forslund Frykedal & Barimani, in review; Forslund Frykedal, Rosander, Barimani, & Berlin, 2019; Forslund Frykedal & Rosander, 2015; Ho & Holroyd, 2002). The goals for the PE groups are to support parents in the transition to parenthood, increase knowledge about child development and co‐parenting relationships and help parents to develop social networks (National Handbook of Child Health Services, 2019; SOU, 2008).…”