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Journal Article

Citation

Haslam DM, Sanders MR, Sofronoff K. School Ment. Health 2013; 5(2): 70-82.

Copyright

(Copyright © 2013, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s12310-012-9091-z

PMID

unavailable

Abstract

The purpose of this study was to evaluate the efficacy of a workplace parenting intervention aimed at reducing work-family conflict and improving work and family functioning in teachers. One hundred and seven teachers (who were also parents) were randomly allocated to either a Workplace Triple P intervention condition or a waitlist control condition. Analyses indicated the intervention had a positive effect on a range of occupational variables including work-to-family conflict, family-to-work conflict, occupational stress and teaching efficacy. Intervention effects were also found for family- and personal adjustment-related variables including dysfunctional parenting styles, child behaviour, parenting efficacy, and depression and anxiety. Small to large effect sizes were obtained (Cohen's d = .34-.85), and all intervention effects were maintained at 4-month follow-up. The results indicate that a parenting intervention can reduce work-family conflict and occupational stress and improve family functioning in teachers balancing work and family. The implications for supporting teachers with family interventions delivered in the workplace are discussed.


Language: en

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