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dc.contributor.authorBennetts, Shannon K
dc.contributor.authorMensah, Fiona K
dc.contributor.authorGreen, Julie
dc.contributor.authorHackworth, Naomi J
dc.contributor.authorWestrupp, Elizabeth M
dc.contributor.authorReilly, Sheena
dc.date.accessioned2017-11-02T05:06:38Z
dc.date.available2017-11-02T05:06:38Z
dc.date.issued2017
dc.identifier.issn1062-1024
dc.identifier.doi10.1007/s10826-017-0826-1
dc.identifier.urihttp://hdl.handle.net/10072/351286
dc.description.abstractRigorous evaluation of early childhood interventions requires accurate and efficient measurement. Researchers commonly use parent-reported surveys or direct observations; both of which have inherent strengths and limitations. Existing attempts to understand the correspondence between these methods have been primarily quantitative in design. Little is known about parents’ unique, subjective experiences of parent-reported surveys and direct parent-child observations. In this paper, we describe the experiences of ten mothers of children aged 24 months, recruited from a randomised controlled trial of a nurse home visiting program for mothers at risk of experiencing social adversity. After completing both a survey and video-recorded parent-child observation, mothers participated in in-depth semi-structured interviews which were analysed thematically. Mothers voiced concerns about how researchers may view their parenting skills, and their child’s behaviour and development. Contrary to previous quantitative evidence, mothers reported parent and child behavioural change, which they attributed to the researcher’s presence. Mothers described how the structured requirements of the observation contributed to forced and unnatural interactions. The survey was viewed as a welcome opportunity to reflect on parenting skills, the parent-child relationship and the child’s development. Mothers identified practical strategies for minimising parent-child discomfort during video-recorded observations, such as the researcher averting their gaze or stepping out of the room. We highlight opportunities for enhanced data validity in research and clinical settings, strengthened participant engagement, and minimisation of participant discomfort. Given the exploratory nature of this study, we do not claim that results are necessarily generalisable to other parent or general populations. Further research is warranted to build the evidence regarding parent participation in early childhood research.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto15
dc.relation.ispartofjournalJournal of Child and Family Studies
dc.subject.fieldofresearchPsychology not elsewhere classified
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode170199
dc.subject.fieldofresearchcode1117
dc.subject.fieldofresearchcode1701
dc.subject.fieldofresearchcode2004
dc.titleMothers' Experiences of Parent-Reported and Video-Recorded Observational Assessments
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorReilly, Sheena


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