Abstract
This paper applies Collaborative Language Systems (CLS) theory to programs working with high-risk adolescent fathers. Research shows that many barriers prevent these fathers from meaningfully engaging in intervention programs due to a variety of tangible (e.g., lack of transportation, variable employment schedules) and intangible (e.g., poor family-of-origin relationships, discord with child’s mother, history of trauma, perceived stigma) factors. In order to engage and retain fathers, intervention programs need to address these barriers by understanding the needs and cultural values of fathers, creating open and nonjudgmental spaces, and building relationships rather than solely administering curricula. The purpose of this paper is to illustrate how CLS principles provide a particularly relevant framework to reduce engagement barriers for this population. Using examples from interviews with n = 27 high-risk adolescent fathers (19–27 years of age, 93% racial or ethnic minority) who participated in fathering programming, this paper shows how CLS provides a theoretical foundation for addressing barriers and working alongside fathers. Several aspects of CLS emerged through thematic coding, which suggest that creating a sense of belonging through non-judgmental spaces and fostering open group dynamics characterized by equality motivated fathers’ engagement in fathering programming. This paper adds to the meager research on theoretically grounded and effective methods for engaging fathers in parenting programs.
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Acknowledgements
We extend our deepest thanks to The Village for Families & Children and the fathers who participated in this study. Additionally, we are grateful to the graduate and undergraduate students who worked as research assistants on this project.
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Collins, C.M., Russell, B.S. Collaborative Language Systems: Engaging High-Risk Adolescent Fathers. Child Adolesc Soc Work J 38, 255–264 (2021). https://doi.org/10.1007/s10560-020-00676-2
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DOI: https://doi.org/10.1007/s10560-020-00676-2