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Building Fathering Competencies Through a Universal, Soft-Entry, Early Intervention and Prevention Service

Published online by Cambridge University Press:  09 October 2017

Kym Macfarlane*
Affiliation:
School of Human Services and Social Work, Griffith University Menzies Health Institute, Queensland, Australia The Salvation Army/Griffith University Knowledge Partnership, Logan Campus, University Drive, Meadowbrook, Queensland, Australia
Amy Hayes
Affiliation:
School of Human Services and Social Work, Griffith University Alumni, Logan, Australia
Ali Lakhani
Affiliation:
School of Human Services and Social Work, Griffith University Menzies Health Institute, Queensland, Australia
Glenn Hodgson
Affiliation:
The Salvation Army Australian Eastern Territory, Communities for Children, Logan, Australia
*
address for correspondence: Kym Macfarlane, Associate Professor, School of Human Services and Social Work, Griffith University Menzies Health Institute, Queensland. E-mail: k.macfarlane@griffith.edu.au

Abstract

There is sparse research on playgroups for fathers, therefore, the benefits of such programmes are difficult to discern. However, there is much research on the positive developmental outcomes children experience with involved fathers (Appl, Brown, & Stone, 2008; Evans, Harrison, Rempel, & Slater, 2006; Green, 2003; Rosenberg & Wilcox, 2006). This research focused on a Dad's playgroup run as part of the Communities for Children Logan Project in south-east Queensland, Australia. The research found that the fathers gained positive results as being a part of the playgroup, including improved family functioning, a feeling of belonging to a community in which advice was freely available, improved relationships with their child/children and feelings that this programme met the unique needs of fathers when others in the community have not. These needs were met through the play environment, scheduling, staffing and support networks.

Type
Articles
Copyright
Copyright © The Author(s) 2017 

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