JMIR Publications

ABSTRACT

Background:

Parenting programs are the recommended treatment for common mental health problems of childhood such as conduct disorder. In the UK, Local Authorities have responsibility for providing or commissioning these programs through face-to-face and videocall groups and online asynchronous offerings. However, there has been a shortage of research into the potential of digital resources to enhance parenting groups.

Objective:

This pilot study aimed to explore whether providing digital microinterventions in a mobile app (Pause) to augment parenting programs is a feasible strategy. Pause fits into parenting programs and prompts and supports parents to use each week’s new parenting skill at home. Specifically, we want to understand (1) whether Parents use Pause; (2) What type of features/tools in Pause are most frequently used for support; and (3) What are the perceived strengths and weakness of Pause?

Methods:

The Pause app was provided to parents attending a selection of the most common parenting programs delivered across three local authorities in the UK. During weekly sessions, parents were supported to add ‘tools’ in the app which mapped onto the training in their session. Pre-program surveys were obtained at the first session. After programs were completed, post-program surveys were administered to measure app usage, gather which tools parents used, and explore the strengths and weaknesses of the app. Participants and practitioners were invited for interviews where the strengths and weaknesses of augmenting parenting programs with Pause was discussed in more detail.

Results:

53 parents were recruited from groups. 25 of 53 (47%) parents completed post-surveys distributed at their final parenting group session, in keeping with typical rates of attrition in parenting programs. In addition, 7 parents and 3 practitioners agreed to interviews after the program. 23 out of 25 (92%) parents had used the Pause app. Other than the journal, used by 17 parents, the most popular tools were the relax tool and praise tool each used by 10 parents. Survey data revealed specific strengths and weaknesses of the tools in the Pause app, particularly highlighting that parents wanted the Pause app to provide more ideas for distraction or relaxation activities. Interviews revealed the challenges parents attending programs face, the range of family members using Pause and the diverse settings where it was used. Interviews also revealed specific opportunities for improving the user interface and for addressing challenges in the journalling function.

Conclusions:

This pilot study found good acceptability and engagement with the Pause app. Interviews revealed promising evidence suggesting that Pause may improve family life and aid child behaviour change. Future research should evaluate whether adding the Pause app to parenting programs increases their positive effects on children’s behaviour and mental health.