Strengths to Grow: An Online Parenting Resource

Research suggests that strength-based parenting programs can enhance family well-being, but the current formats of these programs (e.g., in-person workshops) are not accessible to many families. The first aim of the study is to develop a strength-based parenting program that is delivered in an accessible and engaging format. A community sample of parents will interact with the online program and complete a brief interview to provide suggestions to increase accessibility and engagement. The second aim of the study is to assess the effectiveness of a strength-based parenting program delivered in an online, interactive format. Toward this end, parents of children in kindergarten to Grade 3 will be invited to complete a brief, online survey of well-being before and a few weeks after completing the online program to assess its impact on well-being.

Strength-based Parenting

Strength-based parenting is a style of caregiving which identifies and cultivates strengths in the child and caregiver. When parents employ a strength-based parenting style, youth tend to demonstrate greater academic achievement, resilience, and overall well-being, and parents tend to experience more well-being within the caregiving role. Additionally, it is believed that caregivers can develop a strength-based parenting style through training and practice. For these reasons, several strength-based parenting programs have been developed.

Character Strengths

Strength-based parenting programs typically focus on helping parents to identify and develop a particular type of strength known as character strengths. Character strengths are personal qualities that are widely regarded as morally good (e.g., bravery, curiosity, kindness). In 2004, Peterson and Seligman completed a comprehensive review that identified 24 character strengths. The development and use of these 24 character strengths has consistently been shown to be associated with well-being across the lifespan.

Strength-based Parenting Programs

The content of strength-based parenting programs typically revolves around introducing parents to character strengths, helping parents to identify character strengths within themselves and their child, teaching parents to notice and encourage their child's use of strengths, and helping parents to employ their strengths within the caregiving role. Within the published literature, strength-based parenting programs have been delivered in two formats: in-person workshops and online handouts. These programs had positive effects, including improving caregiving self-efficacy, positive emotions toward the child, and family well-being relative to waitlist control groups. However, the format of these programs may have limited the number of parents who could access and engage with the resources.

Access and Engagement

It is important to consider the extent to which caregivers can access and engage with programs because access and engagement are necessary pre-requisites to program effectiveness. Research on parenting programs suggests that in-person workshops are not accessible to many families, particularly families of lower socio-economic status. Online handouts may be more accessible, but may struggle to engage families, as interactive, media-rich online materials tend to be more engaging. The present study aims to increase the accessibility of strength-based parenting programs by offering the resources online, and to increase engagement by providing interactive rather than static online materials.

An Online, Interactive, Strength-based Parenting Program

O'Byrne et al. examined pilot project data from an online, interactive strength-based parenting program. The thirty-minute program was delivered to parents of kindergarten children. Through focus groups and analyzing parents' interactions with the online program, the pilot project found that parents reacted positively to the online, interactive format and the strength-based content. Additionally, within the sample, the program was accessible to families of lower socio-economic status who are difficult to access with in-person resources. Although the pilot project generated promising results, it relied on a small sample and effectiveness was not examined. The present project aims to build upon this initial work by using the pilot project results to revise the program and evaluating the revised program using a larger sample of caregivers.

Eligibility Criteria:
Inclusion Criteria:

* Parent of a child(ren) who is enrolled in Kindergarten to Grade 3 at the Upper Grand District School Board in Guelph, Ontario
* Able to read and write in English (linguistic proficiency equivalent to a Grade 8 reading level or greater)
* Consent to participate in the research study