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    Mothers, Fathers, and Parental Systems: A Conceptual Model of Parental Engagement in Programmes for Child Mental Health-Connect, Attend, Participate, Enact (CAPE).

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    Author
    Piotrowska, PJ; Tully, LA; Lenroot, R; Kimonis, E; Hawes, D; Moul, C; Frick, PJ; Anderson, V; Dadds, MR
    Date
    2017-06
    Source Title
    Clinical Child and Family Psychology Review
    Publisher
    Springer Science and Business Media LLC
    University of Melbourne Author/s
    Anderson, Vicki
    Affiliation
    Melbourne School of Psychological Sciences
    Metadata
    Show full item record
    Document Type
    Journal Article
    Citations
    Piotrowska, P. J., Tully, L. A., Lenroot, R., Kimonis, E., Hawes, D., Moul, C., Frick, P. J., Anderson, V. & Dadds, M. R. (2017). Mothers, Fathers, and Parental Systems: A Conceptual Model of Parental Engagement in Programmes for Child Mental Health-Connect, Attend, Participate, Enact (CAPE).. Clin Child Fam Psychol Rev, 20 (2), pp.146-161. https://doi.org/10.1007/s10567-016-0219-9.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/257865
    DOI
    10.1007/s10567-016-0219-9
    Open Access at PMC
    http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5487721
    Abstract
    Parenting programmes are one of the best researched and most effective interventions for reducing child mental health problems. The success of such programmes, however, is largely dependent on their reach and parental engagement. Rates of parental enrolment and attendance are highly variable, and in many cases very low; this is especially true of father involvement in parenting programmes. This paper proposes a conceptual model of parental engagement in parenting programmes-the CAPE model (Connect, Attend, Participate, Enact) that builds on recent models by elaborating on the interdependent stages of engagement, and its interparental or systemic context. That is, we argue that a comprehensive model of parental engagement will best entail a process from connection to enactment of learned strategies in the child's environment, and involve consideration of individual parents (both mothers and fathers) as well as the dynamics of the parenting team. The model provides a framework for considering parent engagement as well as associated facilitators and mechanisms of parenting change such as parenting skills, self-efficacy, attributions, and the implementation context. Empirical investigation of the CAPE model could be used to further our understanding of parental engagement, its importance for programme outcomes, and mechanisms of change. This will guide future intervention refinement and developments as well as change in clinical practice.

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