Theme | Benefits | Limitations and suggestions for improvement | Suggestions for modifications |
---|---|---|---|
1—Program relevance and acceptability | |||
Emotional support | Aim of the program: psychological and emotional support for parents | ||
Regain control | Improve parental capacity in the management of everyday practical difficulties | ||
Target audience | According to parents: couples and single-parent families are targets consistent with the nature of the difficulties encountered in pediatric oncology | According to healthcare professionals: it is possible that the program may not be adaptable to the reality of some parents (overload) | The program will be more adaptable in order to respect the parents’ reality: flexibility regarding appointment times, session location, and “homework” requirements |
2—Program material | |||
Provider manual | The manualized aspect is appreciated | Terminology is too reminiscent of school (e.g., homework) Avoid using technical terms so that it is accessible to non-psychologists | Modify the school-like terms (“homework” replaced with “tasks to complete at home”) and techniques in the manual (e.g., operationalization of the problem replaced with characteristic of the problem) |
Parent manual | Helps expand learning and knowledge of the program outside of sessions | According to healthcare professionals: too complex, too extensive, and the general level of writing style is too elevated for some parents: Simplify writing (aim for grade 4 level), reduce the amount of text and present it in a four-page booklet, remove the terms that are too complicated, and add illustrations to make it more attractive | Rewrite in a simpler way and create a computerized version and video capsules illustrating the program sessions. The print format will be smaller and include illustrations. |
Worksheets | Helps maintain practice outside of sessions | Give parents more freedom in their selection of solutions to their problem, avoid suggesting ranking solutions right away, and add illustrations and visual codes that are already familiar in pediatrics (emoticons) | The worksheets will be more attractive. We will add images, change the font of the text and titles, and modify the layout. The “generate solutions” worksheet will no longer suggest ranking parents’ responses |
Illustrations and case study | Helpful, they relate to examples of plausible situations | Consider the cultural aspect in the selection of metaphors | The professionals will be asked to adapt the canoe metaphor and case studies to the cultural background of the participating parents |
3—Practical implementation | |||
Location of the intervention | Parents approve of the flexibility in being able to choose the location of the intervention (at the hospital or at home) | ||
Time of the intervention | Flexibility in the choice of the time of the first meeting (approximately 4 weeks after the diagnosis) | ||
Number of sessions | Some parents think the number of sessions is sufficient | For healthcare professionals, some parents may give up because the duration (6 sessions) will be considered too long | The program will be more flexible in terms of the number of sessions. It will be possible to complete the 4 individual sessions only, if the parents prefer |
Tasks to complete at home | Tasks can be beneficial if they are not imposed | Prescription of tasks to complete at home may be too demanding for parents | Prescription of tasks to complete at home will be more flexible and tasks will be suggested, not imposed on parents |
4—Program procedures | |||
Individual sessions | Problem-solving training sessions serve the purpose of regaining control and facilitating emotional expression | ||
Couple sessions | Sessions promote marital communication and the ability to work as a team | ||
5—Program provider’s attitude1 | It is important and appreciated that a time to build the relationship be planned in the program |