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Barriers and Facilitators to Curriculum Implementation in the Breakthrough Parenting Curriculum
Tuttle, Evan
Tuttle, Evan
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Abstract
Birth parents involved in the child welfare system carry significant trauma histories of their own, yet they remain substantially understudied in the parenting program literature. This qualitative study examined what helped and what hindered birth parents' engagement with the Breakthrough Parenting Curriculum (BPC), a 10-week trauma-informed parenting program delivered via Zoom. The BPC is adapted from the Resource Parent Curriculum and is distinctive in its use of a co-trainer model: each group is led by a professional trainer paired with a peer co-trainer who has lived experience in the child welfare system. Twelve participants from Vermont were interviewed and their transcripts analyzed, yielding 158 coded passages, 42 barrier instances, and 157 facilitator instances, a ratio of approximately 3.7 to 1. The most consistently reported facilitators were perceived personal, family, and professional outcomes, present across all 12 participants; peer support and shared learning; and group trainer support and competence. The most frequently coded barrier was the 2.5-hour session length, with multiple participants independently recommending shorter sessions spread across more weeks. Findings carry implications for session restructuring, individualized between-session support, and the program's confidentiality framework for court-involved participants.
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2026-04-27
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Tuttle BPCB&F FINAL.pdf
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Psychological Science