Parent Peer Advocacy, Mentoring, and Support in Child Protection: A Scoping Review of Programs and Services.

IF 3.6 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Psychosocial Intervention Pub Date : 2024-05-01 DOI:10.5093/pi2024a5
Yuval Saar-Heiman, Jerri Damma, Marina Lalayants, Anna Gupta
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Abstract

Objective: Parent peer advocacy, mentoring, and support programs, delivered by parents with lived child protection (CP) experience to parents receiving CP intervention, are increasingly recognized internationally as inclusive practices that promote positive outcomes, but little is known about what shared characteristics exist across these types of programs and what variations may exist in service delivery or impact. This scoping review examines 25 years (1996-2021) of empirical literature on these programs to develop a systematic mapping of existing models and practices as context for program benefits and outcome achievement. Method: Studies were selected using a systematic search process. The final sample comprised 45 publications that addressed research on 24 CP-related parent peer advocacy and support programs. Data analysis explored how programs were studied and conceptualized and examined their impact on parents, professionals, and the CP system. Results: Substantial variation in program settings, target populations, aims, advocate roles, and underlying theoretical frameworks were identified. Across program settings, existing empirical evidence on impact and outcomes also varied, though positive impacts and outcomes were evident across most settings. Conclusions: Findings from this review highlight the need to account better for parent peer advocacy and support program variations in future practice development to ensure alignment with inclusive and participatory principles and goals. Future research is also needed to address current knowledge gaps and shed light on the impact of these differences on individual, case, and system outcomes.

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儿童保护中的家长同伴倡导、指导和支持:计划与服务范围审查》。
目的:由具有儿童保护(CP)亲身经历的家长向接受 CP 干预的家长提供的家长同伴倡导、指导和支持计划,越来越被国际社会认为是能够促进积极结果的包容性实践,但人们对这些类型的计划有哪些共同特征以及在服务提供或影响方面可能存在哪些差异却知之甚少。本范围界定综述研究了 25 年来(1996-2021 年)有关这些计划的实证文献,对现有的模式和实践进行了系统的梳理,以此作为计划效益和成果实现的背景。方法:通过系统的搜索过程筛选研究报告。最终样本包括 45 篇出版物,涉及 24 个与 CP 相关的家长同伴宣传和支持计划的研究。数据分析探讨了如何对项目进行研究和概念化,并考察了项目对家长、专业人员和 CP 系统的影响。结果:在项目设置、目标人群、目的、倡导者角色和基本理论框架方面发现了巨大的差异。在不同的项目环境中,关于影响和结果的现有经验证据也各不相同,但在大多数环境中,积极的影响和结果是显而易见的。结论:本综述的结论强调,在未来的实践发展中,需要更好地考虑家长同伴倡导和支持计划的差异,以确保与包容性和参与性原则和目标保持一致。未来的研究还需要解决当前的知识差距,并阐明这些差异对个人、个案和系统结果的影响。
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来源期刊
Psychosocial Intervention
Psychosocial Intervention PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
8.00
自引率
8.30%
发文量
10
审稿时长
14 weeks
期刊介绍: Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.
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