Mixed-Methods Approach for a University Parent-Based Intervention (PBI) Implementation and Evaluation

For the past three years, we have implemented a PBI focusing on parents’ changing roles as their students’ transition to college. We use principles from Acceptance & Commitment Training and Self-Determination Theory and focus on (a) recognizing the linkages among values, goals, and behaviors; (b) parents’ role in helping students clarify their own values and goals; and (c) indentifying key domains (e.g. roommates, alcohol, majors) in which values can be helpful. Preliminary quantitative results show that parents felt better equipped to engage with their student in ways that promote autonomy and connection. Within the intervention we heard about the personal parent experience, prompting us to explore a mixed-methods approach to implementation and evaluation.

Qualitative data add context, illustrate the depth of meaningful constructs such as values, and can increase the effectiveness of an intervention. Mixed-method designs for ongoing programs allow qualitative methods to follow quantitative methods as a means to explain constructs, and vice versa to explore new areas of research.

Initially our program included parents who self-selected into our one hour session (~18/session, 180 total). The small size of the sessions solicited intimate conversations, which strengthened the content and parents’ level of satisfaction as shown in quantitative evaluations. The session’s popularity led the institution to provide the session to all parents in large lecture format (~150/session, 1500 total). To maintain and capture qualitative remarks, we utilized web-based interactive software for parents to provide immediate pre-post data (e.g. confidence in supporting autonomy, staying connected, and helping navigate difficult situations), offer responses about their experiences and expectations for the year ahead (e.g. their personal values, communication frequency, concerns about the transition) and opt into interviews later in the year. Parent responses were immediately presented, allowing parents to see what others had to share.

Preliminary results indicate the curriculum is effective in a large format with mixed methods in real time and follow up interviews. Immediate, anonymous responses provided a level of connection and parents reported discussing values and communication strategies with their student immediately after the session and within the first semester. Next steps include coding qualitative interviews completed later in the academic year on parents’ experiences in incorporating session content into their interactions with their students. The follow-up interviews also served as an intervention ‘booster’ to remind parents of the concepts learned in session.