This discursive paper describes and examines the Sinovuyo Caring Families Programme as an intervention used to strengthen families through the development and reinforcement of positive parenting practices and enhancing parent-child relations as a strategy to help prevent abuse and neglect of children. The Sinovuyo Caring Families Programme is designed as group based intervention with the goal of preventing and reducing child maltreatment using a model which involves the reduction of parental related risk factors and promotion of family protective factors for child maltreatment. The intervention is designed using concepts and strategies from positive parenting approaches, family behavioural and social learning principles which will be explained
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It is a set of concepts, definitions, and propositions that explain or predict these events or situations by illustrating the relationships between variables” (Glanz & Rimer 2005). Clarke (1987) cited in Michie & Prestwich (2010) states that applying theory in intervention development helps one to have “a steadily richer and more potent picture of how things work”. The intervention under study was developed using the social learning theory and parent management principles (Lachman et al, 2016). The social learning theory is closely associated with Bandura’s Social Learning Theory that postulates that learning is through “observation, imitation, and modelling”. Much of what this intervention is founded on is more of a direct derivative of works of social learning theorists like Gerald Patterson (1966). According to O’Conner & Scott (2007) this theory suggests that “children learn strategies about managing their emotions, resolving disputes and engaging others not only from their experiences but also from the way their own responses are responded to. For younger children especially, the primary source of these experiences is in the context of the parent child relationship and the family environment”. In the intervention there are sessions that are focused on reinforcement and conditioning of behavioural principles embedding them within the parent and adolescent relationship, done through joint activities and role play. The Sinovuyo Teen Programme is built upon a model known as the “Rondavel of Support” (illustrated below in figure 1. The model uses the metaphor of an African round hut to communicate programme principles which focus on two aspects, “establishing healthy parent child relationships and limit-setting and nonviolent discipline strategies” (Lachman et al,
It is a set of concepts, definitions, and propositions that explain or predict these events or situations by illustrating the relationships between variables” (Glanz & Rimer 2005). Clarke (1987) cited in Michie & Prestwich (2010) states that applying theory in intervention development helps one to have “a steadily richer and more potent picture of how things work”. The intervention under study was developed using the social learning theory and parent management principles (Lachman et al, 2016). The social learning theory is closely associated with Bandura’s Social Learning Theory that postulates that learning is through “observation, imitation, and modelling”. Much of what this intervention is founded on is more of a direct derivative of works of social learning theorists like Gerald Patterson (1966). According to O’Conner & Scott (2007) this theory suggests that “children learn strategies about managing their emotions, resolving disputes and engaging others not only from their experiences but also from the way their own responses are responded to. For younger children especially, the primary source of these experiences is in the context of the parent child relationship and the family environment”. In the intervention there are sessions that are focused on reinforcement and conditioning of behavioural principles embedding them within the parent and adolescent relationship, done through joint activities and role play. The Sinovuyo Teen Programme is built upon a model known as the “Rondavel of Support” (illustrated below in figure 1. The model uses the metaphor of an African round hut to communicate programme principles which focus on two aspects, “establishing healthy parent child relationships and limit-setting and nonviolent discipline strategies” (Lachman et al,