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ERIC Number: EJ1450186
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1357-5279
EISSN: EISSN-1476-489X
Understanding How and under What Circumstances Parental Advocates Support Parents to Participate in Decision-Making: A Scoping Review
Shane Powell; Samantha Fitz-Symonds; David Wilkins; David Westlake; Fiona Long; Lilly Evans; Clive Diaz
Child Care in Practice, v30 n4 p517-536 2024
Objective: This scoping review aimed to map the extent of evidence on parental advocacy programmes supporting participation in child welfare decision-making. Introduction: Though parental advocacy programmes aim to empower parents navigating complex child welfare systems, the breadth of evidence has not yet been synthesised. Inclusion criteria: Literature from 2002-2022 on parental advocacy programmes related to child welfare decision-making, encompassing various models. Methods: Academic databases, grey literature, and reference lists were searched in September 2022. Screening and data extraction utilised standardised forms. Analysis: incorporated summary and thematic methods. Results: 57 studies were included, exhibiting a predominance of qualitative methods. Peer advocacy was the most common model. The review reveals a proliferation of peer support initiatives aiming to enhance parental empowerment through shared experiences. Conclusions: Parental advocacy programmes demonstrate promise for improving family experiences and participation in child welfare systems. However, more rigorous evaluation is needed to elucidate the connections between specific programmes elements and outcomes. The review maps the current evidence landscape, while underscoring the need for implementation research and inclusive participation paradigms.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A