Kyle D. Pruett

Practitioner Review: Engaging fathers – recommendations for a game change in parenting interventions based on a systematic review of the global evidence

Background Despite robust evidence of fathers’ impact on children and mothers, engaging with fathers is one of the least well-explored and articulated aspects of parenting interventions. It is therefore critical to evaluate implicit and explicit biases manifested in current approaches to research, intervention, and policy. Methods We conducted a systematic database and a thematic hand search of the global literature on parenting interventions. Studies were selected from Medline, Psychinfo, SSCI, and Cochrane databases, and from gray literature on parenting programs, using multiple search terms for parent, father, intervention, and evaluation. We tabulated single programs and undertook systematic quality coding to review the evidence base in terms of the scope and nature of data reporting. Results After screening 786 nonduplicate records, we identified 199 publications that presented evidence on father participation and impact in parenting interventions. With some notable exceptions, few interventions disaggregate ‘father’ or ‘couple’ effects in their evaluation, being mostly driven by a focus on the mother–child dyad. We identified seven key barriers to engaging fathers in parenting programs, pertaining to cultural, institutional, professional, operational, content, resource, and policy considerations in their design and delivery. Conclusions Barriers to engaging men as parents work against father inclusion as well as father retention, and undervalue coparenting as contrasted with mothering. Robust evaluations of father participation and father impact on child or family outcomes are stymied by the ways in which parenting interventions are currently designed, delivered, and evaluated. Three key priorities are to engage fathers and coparenting couples successfully, to disaggregate process and impact data by fathers, mothers, and coparents, and to pay greater attention to issues of reach, sustainability, cost, equity, and scale-up. Clarity of purpose with respect to gender-differentiated and coparenting issues in the design, delivery, and evaluation of parenting programs will constitute a game change in this field.

The Paternal Presence

Although fathers cannot imitate a mothers nurturing care of her children, fathers have an essential nurturing function that is distinctly their own. This article discusses this distinct role fathers play in the life of their children and the impact that role has on the father, his children, and the family as a whole. Men and their children can affect each other as profoundly as any relationship they may ever have.

Home treatment for two infants who witnessed their mother's murder

Abstract A home-based, psychodynamically oriented, approach is used to treat two preschool siblings after they witnessed the murder of their mother by their father, and the fathers subsequent suicide attempt. The treatment rationale is discussed with emphasis on the needs, vulnerabilities, and coping skills of preschool children. The intervention provides a clear view of the impact of massive psychological trauma, and the childrens subsequent attempts to maintain homeostasis.

Lessons Learned From the Supporting Father Involvement Study: A Cross-Cultural Preventive Intervention for Low-Income Families With Young Children

ABSTRACT Despite the proliferation of fatherhood programs designed to promote paternal involvement and positive family outcomes, evaluations of these programs are scarce. The Supporting Father Involvement (SFI) study is a randomized clinical trial comprised of 289 low-income Spanish- and English-speaking families living in California. The evaluation design reflects a partnership stance that promotes empowerment of staff and social service agencies. This article examines lessons learned from the programs first 3 years (2002–2004) from the perspectives of both evaluators and program staff. The lessons cover a broad range of areas, including communication procedures, training, staffing, recruitment/retention, clinical needs, intervention content and process, and maintaining cultural sensitivity.

FATHER'S INFLUENCE IN THE DEVELOPMENT OF INFANT'S RELATIONSHIPS

Abstract. Recent research on the father infant interaction has challenged the long held belief that the “most important thing a father can do for his children is to love their mother”. Fathers have significant influences on the development of the infants relationships both directly and indirectly. Certainly his greatest indirect influence is through supporting, protecting, and facilitating the maternal infant dyad when it is the primary nurturing relationship.

Psychotherapy of Gender Identity Conflict in Young Boys

Abstract The psychotherapies of 3 young boys exhibiting gender identity conflicts are described. These boys evidenced significant internal conflict about masculine identification and demonstrated in their treatment certain unique phase-specific constructs of symptoms that were often part of a larger picture of personality disturbance. Turmoil over autonomous strivings in the second year of life appeared entangled with the somewhat later age-typical anxiety resulting from awareness of sexual differences. Consequently, such internal conflict must be addressed directly in the clinical intervention with such boys in order to promote development of a less vulnerable sexual identification.

Is early childhood relevant to peacebuilding

The general themes of early childhood and peacebuilding barely intersect, whether in scientific research, policy or practice. Yet recent studies emerging from different disciplines such as neurobiology, developmental psychology, family studies, intercultural contact and conflict resolution are beginning to point to the potential value of multifaceted approaches that can draw connections between early childhood and peace at various levels, such as family, community, or beyond, whether defined negatively as ‘absence of violence’ or positively as ‘a condition of security, justice and dignity within and between groups’. Such a comprehensive perspective is promising, in terms both of developing a better understanding of the myriad factors involved and of achieving impactful interventions.

The Screaming Baby: Treatment of a Psychophysiological Disorder of Infancy

Abstract Principles of short-term treatment of infants with psychophysiological problems and their parents are illustrated by case reports of two infants with intractable screaming and disturbances of eating and sleeping. Depression and anger in the mothers and excessive sensitivity in the infants had led to mutually destructive interaction between them. Intervention included interruption of this cycle by symptomatic relief, establishment of a therapeutic alliance with parents, helping parents and infants to enjoy mutually satisfying unconflicted activities, and teaching parents to recognize and respond to their childrens communications.

Feedback Which Leads Forward: Where Intervention Begins

had eagerly anticipated our skilled younger colleagues’ presentation of a complex dualI diagnosis case that had bedeviled them and their senior supervisors. It had been a tough case; the family disappeared after a brief diagnosisfocused hospitalization, leaving the clinical team feeling less than effective. I sat there in rounds listening to the articulate description of a stateof-the-art assessment process and how things seemed to go south from the get-go; only one parent came to the feedback session, and prepubescent Sam bickeredwith the psychiatric resident about everything said in the session regarding Sam’s strengths and needs. The psychological evaluator believed she and her colleagues were being split and belittled by the mother–child couple. The session slowly unraveled, with Sam storming out first, followed shortly thereafter by his mother. The clinicians wanted to focus our discussion on the events of the feedback conference itself because “that’s where the trouble had started.” Over decades of doing, and benefitting from, reflective clinical supervision, I’ve encountered few obstacles that rival the performance anxiety engendered by preparing for, and participating in, the feedback session with and about the children and families we serve. It is the denouement for combined diagnostic and clinical acumen, balanced precariously on our formulation of why and how this child and this family presented with this problem at this time and on our understanding of this family’s unique amalgam of strengths and vulnerabilities. The families we serve have the right to expect that we have put significant effort into understanding them and their child, and that we have mastered our craft sufficiently to enlighten them about what kind of help is needed and how to access such help. We, the caregivers, need to be cognizant of the emotional reactions of each family member that