An appreciative inquiry on the implementation of the Caring Dads programme in diverse communities and context

Lindsay, Jane (2019) An appreciative inquiry on the implementation of the Caring Dads programme in diverse communities and context. In: 3rd European Conference on Domestic Violence; 01 - 04 Sep 2019, Oslo, Norway. (Unpublished)


Description of service/practice development Caring Dads (Scott et al 2013) is an evidenced based group work programme for fathers, generally delivered within children and family service, which addressed neglectful and abusive fathering. Working with family IPV and domestic abuse are central to this work. Aspects of the programme, particularly the programme materials, evidence base and implementation methodology, have developed significantly over time. The programme is now available in several countries and increasingly in different languages. In this presentation we describe the use of Appreciative Inquiry (e.g. Cooperrider and McQuaid 2012) to explore the complexities of delivery in one East London community. Anticipated key learning The key learning here is about the need for cultural humility (Tervalon and Murray-Garcia 1998) in coproducing interventions that meet the needs of communities. This is particularly the case in communities where there are high levels of migration, discrimination and other adversities. We pay particular attention to language and the dynamics of translating, describing and delivering key programme components in a culturally appropriate manner, and some of the challenges and solutions generated. References Cooperrider, D., & McQuaid, M. (2012). The Positive Arc of Systemic Strengths: How Appreciative Inquiry and Sustainable Designing Can Bring Out the Best in Human Systems. The Journal of Corporate Citizenship, (46), 71-102. Scott, K., Kelly, T., Crooks, C and Francis, K. (2013) Caring Dads. Helping Fathers Value Their Children. (3rd Ed.) Toronto. Caring Dads. Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117-125

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