Parents on the Same Page: A Mixed-Methods Investigation of the Acceptability and Appropriateness of Tuning in to Kids Together

• Published in: Journal of child and family studies 2023-12, Vol.32 (12), p.3714-3730
• Main Authors: Ambrosi, Christina C., Evans, Subhadra, Kavanagh, Phillip S., Havighurst, Sophie S.
• Format: Article
• Language: English
• Subjects: Appropriateness; Behavioral Science and Psychology; Child and School Psychology; Child Rearing; Children; Community; Community Relations; Coparenting; Mixed methods research; Original Paper; Parents; Parents & parenting; Pilot projects; Psychology; Social Sciences; Sociology
• ISSN: 1062-1024; 1573-2843
• DOI: 10.1007/s10826-023-02662-5

In this study, we examined the acceptability and appropriateness of Tuning in to Kids Together (TIK-Together) from the perspective of program facilitators. TIK-Together is newly a modified version of Tuning in to Kids that specifically focuses on the coparenting relationship (i.e., how parents work together to raise their children) and requires parents to both attend sessions. Through a mixed-method design, Australian facilitators who participated in the TIK-Together pilot study provided their perspectives on the acceptability (i.e., affective attitudes, burden, program benefits) and appropriateness of the program in their communities. It is essential to involve stakeholders, such as program facilitators, in pilot studies as they can provide valuable feedback from their first-hand experience with the program. Facilitators reported that TIK-Together was enjoyable and rewarding, and although delivery was straightforward, additional preparation time was required to manage program materials. Facilitators observed several program benefits, including coparents becoming more aligned and collaborative in their approach to parenting. Certain program components were particularly helpful for parents, including activities that were experiential, interactive, and reflective. Overall, facilitators deemed TIK-Together appropriate for their communities; however, it is not suitable for parents who are uncomfortable or unwilling to work alongside each other in sessions. Given the increased focus on a coparent approach to parenting interventions, the findings provide important insights for researchers and practitioners. Highlights The current study explores the implementation of Tuning in to Kids Together (TIK-Together), a newly modified emotion-focused coparenting program. Findings show that facilitators perceived TIK-Together to be acceptable and appropriate for their communities. Facilitators reported TIK-Together led to positive benefits (e.g., increased alignment and cohesion between coparents), but it may not be suitable for all families.