Poster #80 - Enhancing Parent Group Facilitators’ Reflective Skills via Online Learning

• In Event: Poster Session 06

Abstract

Connect is a manualized parent group program for parents, kinship and foster caregivers of children and youth to promote attachment security (Moretti & Obsuth, 2009). Pilot implementation in the United States showed that Connect facilitators tended to focus on compliance and teaching content rather than relationship-building (Public Policy Associates, Incorporated, 2019). Reflective practice was chosen as a target to enhance implementation because it was hypothesized that increasing facilitators’ reflective skills (e.g., perspective-taking, self-regulation, empathy) would promote effective relationships with parents, thus increasing the impact of Connect for parents and families (Gatti et al., 2011).

Reflective skills are recognized as essential for professionals who work with children and families facing challenges yet are often not a focus of pre-service training or intensive professional development (Watson et al., 2012). Online platforms are increasingly being used to provide professional development, yet there is still much to be learned about how to teach relationship-based skills in an asynchronous manner.

The present study assessed the feasibility, utility, and effectiveness of an online reflective practice course to enhance the training of Connect facilitators. The 4-week course promoted reflective skills through content (e.g. readings, videos) and activities (e.g. discussion boards, video chats). Twenty-two facilitators from three sites across the US enrolled in the course over 2 cohorts; assessment was collected from 16.

The reflective practice course was feasible for a high percentage of participants, specifically, 81% (17 out of 22) facilitators earned a completion certificate in the designated amount of time. Participants generally felt positively about the course and found the information and activities valuable (see Table 1). They perceived increases in their knowledge about targeted concepts (the percent of participants who rated themselves as having competent understanding increased from 32% to 68%). At the same time, participants showed fairly low levels of reflective thinking both before and after completing the course. The aspect of reflective thinking with the highest average score at pre-test – Considering Multiple Perspectives - showed the greatest positive change at post-test (see Table 2). The inconsistent results between perceptions and objective measurement will require additional research.

After completing the course, participants were trained in Connect and facilitated parent groups. Participants identified specifics about the course that were helpful and how they used the course material while facilitating Connect parent groups. For example, they felt course activities around examining their own experiences and triggers helped them to be more empathetic and less judgmental, set their own emotions aside, and be more intentionally present with parents when facilitating.

This evaluation found initial evidence that the reflective practice online course was feasible and considered valuable by Connect facilitators. There are remaining questions around the impact the course had on participant’s reflective thinking. Online courses may be useful in teaching basic principles of reflection in relationship-based work, but more work will need to be done to determine if impacts on relationship-based work are feasible.

Authors

• Alyssa S. Meuwissen, University of Minnesota - Twin Cities

• Allison K Holmes, Annie E. Casey Foundation
  Presenting Author