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The Toolkit and Real-Care-Baby Intervention -- Experiences of Teachers and School Staff in Conducting an Intervention about Future Parenting

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Title: The Toolkit and Real-Care-Baby Intervention -- Experiences of Teachers and School Staff in Conducting an Intervention about Future Parenting
Language: English
Authors: Randell, Eva (ORCID 0000-0003-0106-2839), Janeslätt, Gunnel, Höglund, Berit
Source: Cogent Education. 2023 10(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Teachers, School Personnel, Infants, Child Care, Child Rearing, Intervention, Parenting Skills, Experience, Parenthood Education, Foreign Countries, Intellectual Disability, Secondary School Students
Geographic Terms: Sweden
DOI: 10.1080/2331186X.2023.2219166
ISSN: 2331-186X
Abstract: Few studies have highlighted the perceptions of teachers and school staff carrying out an intervention about future parenthood at special upper secondary schools. The aim of the study was to explore the experiences of teachers and school staff when implementing an intervention using the Toolkit "Children--what does that involve?" and the Real-Care-Baby (RCB) simulator. Four focus groups interviews were conducted 2019-2020 with 16 teachers and school staff involved in the intervention for students with intellectual disabilities. The intervention consisted of 13 lessons during school hours and caring sessions with the RCB simulator which resembles a three-month-old baby. Supportive school principals and colleagues were a prerequisite to conduct the intervention. Participants extended their teaching role with a sense of social responsibility and created a deeper relationship with the students. Through the intervention, the students gained important insights about parenting. The study shows that implementing an intervention requires a consensus-oriented organisation of education in collaboration with motivated colleagues and supportive parents. The teachers and school staff are well suited to provide adapted knowledge of future parenting and support the students to make informed choices about adult life and parenthood.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393597
Database: ERIC
FullText Text:
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  Data: The Toolkit and Real-Care-Baby Intervention -- Experiences of Teachers and School Staff in Conducting an Intervention about Future Parenting
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  Data: <searchLink fieldCode="AR" term="%22Randell%2C+Eva%22">Randell, Eva</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0106-2839">0000-0003-0106-2839</externalLink>)<br /><searchLink fieldCode="AR" term="%22Janeslätt%2C+Gunnel%22">Janeslätt, Gunnel</searchLink><br /><searchLink fieldCode="AR" term="%22Höglund%2C+Berit%22">Höglund, Berit</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2023 10(1).
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/2331186X.2023.2219166
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  Data: 2331-186X
– Name: Abstract
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  Data: Few studies have highlighted the perceptions of teachers and school staff carrying out an intervention about future parenthood at special upper secondary schools. The aim of the study was to explore the experiences of teachers and school staff when implementing an intervention using the Toolkit "Children--what does that involve?" and the Real-Care-Baby (RCB) simulator. Four focus groups interviews were conducted 2019-2020 with 16 teachers and school staff involved in the intervention for students with intellectual disabilities. The intervention consisted of 13 lessons during school hours and caring sessions with the RCB simulator which resembles a three-month-old baby. Supportive school principals and colleagues were a prerequisite to conduct the intervention. Participants extended their teaching role with a sense of social responsibility and created a deeper relationship with the students. Through the intervention, the students gained important insights about parenting. The study shows that implementing an intervention requires a consensus-oriented organisation of education in collaboration with motivated colleagues and supportive parents. The teachers and school staff are well suited to provide adapted knowledge of future parenting and support the students to make informed choices about adult life and parenthood.
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      – Text: English
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      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: School Personnel
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      – SubjectFull: Infants
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      – SubjectFull: Experience
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      – SubjectFull: Parenthood Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Intellectual Disability
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Sweden
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