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Walk the talk: Leader behavior in parental education groups
Anita Berlin1, Michael Rosander2, Karin Forslund Frykedal2
1Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Huddinge, Sweden.
Health professionals leading parental education groups often act as experts, limiting parent discussion. Training in group leadership and pedagogy is crucial for effective parental support.
Area of Science:
- Health Sciences
- Pedagogy
- Social Work
Background:
- Parental education groups aim to support the transition to parenthood.
- Effective group leadership is essential but often challenging for health professionals.
Purpose of the Study:
- To compare health professionals' self-described roles with their actual behavior in parental education groups.
- To identify discrepancies in leadership approaches and their impact on parent participation.
Main Methods:
- Qualitative and summative research design.
- Semi-structured interviews with 13 health professional group leaders.
- Analysis of 16 video and audio-recorded group sessions to compare described vs. actual behavior.
Main Results:
- Leaders consistently acted as experts, regardless of their self-description.
- Limited opportunities were provided for parent discussion and active participation.
- Leaders describing themselves as discussion facilitators did not align their actions with their stated role.
Conclusions:
- A gap exists between perceived and actual leadership roles in parental education groups.
- Lack of professional awareness, group leadership, and pedagogical skills contribute to this gap.
- Regular training in group leadership and pedagogy, alongside supervision, is recommended for high-quality parental support.
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