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<https://discovery-pp.ucl.ac.uk/id/eprint/10158090> <http://purl.org/ontology/bibo/abstract> "A body of evidence attests to the link between parenting styles and children’s emotional, cognitive and social outcomes. Consequently, many parenting interventions have developed utilising both behavioural and relational frameworks to support family functioning. One therapeutic, evidence-based approach, Multi-Family Groups (MFG) in schools, seeks to enable families to work with and alongside other families who have similar experiences to reduce social stigma, further social collaboration and equip parents and schools with new resources to tackle individual, specific problems. \r\nSocial disruption caused by the Coronavirus outbreak has been found to cause cumulative stressors for families, potentially altering parenting practices and placing children at risk of harsher parenting. Arguably this increases the importance of effective interventions to support family functioning. This study provides a unique opportunity to explore the impact of the MFG model being delivered virtually in three, contrasting school settings as social distancing became mandatory. This case study used semi-structured interviews (n=9) with parents, school partners and educational psychologists, triangulated with the researcher’s presence at MFG meetings and supervision sessions. Qualitative data collected was analysed using Thematic Analysis which elicited six key themes within the overarching theme of ‘The Pandemic’: ‘connection as a coping mechanism’; ‘processes for change’; ‘challenges with online therapy’; ‘challenges with the structure online’; and ‘the future for online MFGs’. This study found strong therapeutic alliance online, essential for therapeutic approaches to create significant impact and benefits to all stakeholders. Implications of the research for Educational Psychology Service practice is discussed including evolving technology to enable fidelity of implementation."^^<http://www.w3.org/2001/XMLSchema#string> .
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