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Goal setting with mothers in child development services
Author(s) -
Forsingdal S.,
St John W.,
Miller V.,
Harvey A.,
Wearne P.
Publication year - 2014
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/cch.12075
Subject(s) - multidisciplinary approach , negotiation , grounded theory , process (computing) , psychology , collaborative model , goal setting , developmental psychology , medical education , nursing , qualitative research , applied psychology , medicine , social psychology , computer science , sociology , social science , linguistics , philosophy , operating system
Abstract Aim The aim of this grounded theory study was to explore mothers' perspectives of the processes of collaborative goal setting in multidisciplinary child development services involving follow‐up home therapy. Methods Semi‐structured interviews were conducted in S outh E ast Q ueensland, A ustralia with 14 mothers of children aged 3–6 years who were accessing multidisciplinary child development services. Interviews were focussed around the process of goal setting. Results A grounded theory of M aternal R oles in G oal S etting (The M ‐ RIGS M odel) was developed from analysis of data. Mothers assumed D ependent , A ctive P articipator and C ollaborator roles when engaging with the therapist in goal‐setting processes. These roles were characterized by the mother's level of dependence on the therapist and insight into their child's needs and therapy processes. G oal Factors , P arent Factors and T herapist Factors influenced and added complexity to the goal‐setting process. Conclusion The M ‐ RIGS Model highlights that mothers take on a range of roles in the goal‐setting process. Although family‐centred practice encourages negotiation and collaborative goal setting, parents may not always be ready to take on highly collaborative roles. Better understanding of parent roles, goal‐setting processes and influencing factors will inform better engagement with families accessing multidisciplinary child development services.