Gallery Presentation International Positive Psychology Association 7th IPPA World Congress 2021

Leveraging online resources to involve parents in school-based positive psychology initiatives (#291)

Ryan O'Byrne 1 , Rochelle Thompson 1 , Jordan S Friedmann 1 , Margaret N Lumley 1
  1. University of Guelph (Guelph), Guelph, ONTARIO, Canada

Background

School-based character strength promotion programs are growing in popularity (Lavy, 2020; Waters, 2011). Involving parents could increase the impact of these programs (Berkowitz & Bier, 2004; Lavy, 2020). Yet, schools often struggle to engage parents (Baker et al., 2016; Murray et al., 2014). 

Hypotheses/Research Questions

A mixed-methods study was conducted to better understand 1) the factors that influence parents’ engagement with an online strength-based parenting resource and 2) the socio-demographic characteristics of parents who access strength-based resources.

Sample Characteristics and Sample Size, Design, Results

Fourteen parents (86% women) completed focus groups to discuss factors that influence engagement with the resource. Content analysis of the focus groups indicated that parents were engaged by several factors including, intuitive navigation, visuals, and school-based recruitment. The resource was then released to a larger group of caregivers (N = 54, 91% women, Mage = 36.52, SDage = 4.40). Content analysis of caregiver’s responses to reflection questions within the resource indicated that parents preferred applied content, particularly information about noticing and developing character strengths. Finally, a descriptive examination of the socio-demographic characteristics of the participants suggested that single parents, fathers, and parents of children from a minoritized racial group faced additional barriers to accessing an online, strength-based resource.  

Scientific Contribution

Overall, the results provide concrete suggestions for engaging parents with school-based positive psychology programs and emphasize the need for additional research to better understand the unique needs of diverse families.


 

  1. Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying Barriers: Creating Solutions to Improve Family Engagement. School Community Journal, 26(2), 161–184.
  2. Berkowitz, M. W., & Bier, M. C. (2004). Research-Based Character Education. The Annals of the American Academy of Political and Social Science, 591(1), 72–85. https://doi.org/10/fpkfdg
  3. Lavy, S. (2020). A Review of Character Strengths Interventions in Twenty-First-Century Schools: Their Importance and How they can be Fostered. Applied Research in Quality of Life, 15(2), 573–596. https://doi.org/10.1007/s11482-018-9700-6
  4. Murray, K. W., Finigan-Carr, N., Jones, V., Copeland-Linder, N., Haynie, D. L., & Cheng, T. L. (2014). Barriers and Facilitators to School-Based Parent Involvement for Parents of Urban Public Middle School Students. SAGE Open, 4(4), 2158244014558030. https://doi.org/10.1177/2158244014558030
  5. Waters, L. (2011). A Review of School-Based Positive Psychology Interventions. The Educational and Developmental Psychologist, 28(2), 75–90. https://doi.org/10.1375/aedp.28.2.75
  • Keywords: Diversity and Inclusion, Education, Parenting, Strengths