Addressing Determinants of Paternal Subjective Well-Being Through Fatherhood Education

Abstract

Fatherhood education promotes responsible father involvement, which supports family well-being. However, research is lacking relative to the impact of these programs on paternal subjective well-being. Using Andersen’s Behavioral Model, this study examines the impact of a fatherhood education program on participants’ perceptions of social support and self-reported mental health. Upon program completion, participants reported higher levels of perceived social support, and lower levels of depression and anxiety. Bi-directional associations between social support and paternal mental health were noted. Multivariate analyses revealed the characteristics of fathers who might benefit from post-program interventions that focus on building stronger social support systems and addressing mental health needs.