%0 Journal Article
%@ 2561-326X
%I JMIR Publications
%V 8
%N 
%P e55639
%T Embedding Technology-Assisted Parenting Interventions in Real-World Settings to Empower Parents of Children With Adverse Childhood Experiences: Co-Design Study
%A Aldridge,Grace
%A Wu,Ling
%A Seguin,Joshua Paolo
%A Robinson,Jennifer
%A Battaglia,Elizabeth
%A Olivier,Patrick
%A Yap,Marie B H
%+ Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Level 5, 18 Innovation Walk, Clayton Campus, Clayton, 3800, Australia, 61 3 9905 0723, marie.yap@monash.edu
%K co-design
%K service design
%K intervention
%K digital technology
%K parenting
%K children
%K technology
%K parenting program
%K health care services
%K adverse childhood experience
%K ACE
%K mental disorder
%K innovate
%K social services
%K community health
%K evidence-based
%K parenting intervention
%D 2024
%7 22.11.2024
%9 Original Paper
%J JMIR Form Res
%G English
%X Background: Adverse childhood experiences are strongly associated with mental disorders in young people. Parenting interventions are available through community health settings and can intervene with adverse childhood experiences that are within a parent’s capacity to modify. Technology can minimize common barriers associated with engaging in face-to-face parenting interventions. However, families experiencing adversity face unique barriers to engaging with technology-assisted parenting interventions. Formative research using co-design methodology to provide a deep contextual understanding of these barriers can help overcome unique barriers and ensure these families can capitalize on the benefits of technology-assisted parenting interventions. Objective: This study aims to innovate the parenting support delivered by a community health and social service with technology by adapting an existing, evidence-based, technology-assisted parenting intervention. Methods: Staff (n=3) participated in dialogues (n=2) and co-design workshops (n=8) exploring needs and preferences for a technology-assisted parenting intervention and iteratively developing a prototype intervention (Parenting Resilient Kids [PaRK]-Lite). Parents (n=3) received PaRK-Lite and participated in qualitative interviews to provide feedback on their experience and PaRK-Lite’s design. Results: PaRK-Lite’s hybrid design leverages simple and familiar modes of technology (podcasts) to deliver intervention content and embeds reflective practice into service provision (microcoaching) to enhance parents’ empowerment and reduce service dependency. A training session, manuals, session plans, and templates were also developed to support the delivery of microcoaching. Feedback data from parents overall indicated that PaRK-Lite met their needs, suggesting that service providers can play a key role in the early phases of service innovation for parents. Conclusions: The co-designed technology-assisted parenting intervention aims to offer both parents and clinicians a novel and engaging resource for intervening with maladaptive parenting, contributing to efforts to respond to childhood adversity and improve child mental health. Future research in the field of human-computer interaction and health service design can consider our findings in creating engaging interventions that have a positive impact on the well-being of children and families. 
%M 39576676
%R 10.2196/55639
%U https://formative.jmir.org/2024/1/e55639
%U https://doi.org/10.2196/55639
%U http://www.ncbi.nlm.nih.gov/pubmed/39576676