Parental Experiences of the "Time Together" Home Visiting Intervention: An Attachment Theory Perspective

Autor/inn/en	Butcher, Rebecca L.; Gersch, Irvine S.
Titel	Parental Experiences of the "Time Together" Home Visiting Intervention: An Attachment Theory Perspective
Quelle	In: Educational Psychology in Practice, 30 (2014) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2013.867254
Schlagwörter	Foreign Countries; Intervention; Parent Child Relationship; Home Visits; Attachment Behavior; Social Isolation; Social Distance; Social Cognition; Parenting Skills; Semi Structured Interviews; Parent Education; Play; Early Experience; School Psychology; Affective Objectives; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hausbesuch; Attachment; Bindungsverhalten; Soziale Isolation; Soziale Kognition; Parents education; Elternbildung; Elternschule; Spiel; Frühbeginn; Schulpsychologie; Großbritannien
Abstract	This paper reports the results of research into parental experiences of the Somerset (UK) "Time Together" home visiting intervention, with regards to its impact on the parent-child relationship. The research was carried out using an Attachment Theory lens in order to understand the qualitative experiences of seven parents of children in the early years who were identified as being socially isolated and/or having difficulties relating to their child. The key findings were that parents experienced a change within their notion of self, seeing their child as a separate self and seeing the world more through their child's eyes. They experienced a wider range of play activities which brought about greater levels of attunement and enjoyment. The parent and home visitor relationship served to empower parents. A flow diagram was created to illustrate the processes of the research interactions and outcomes. This provides a model of how parents can be supported to experience greater enjoyment within their relationship with their child, and increase their level of social engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10