C’mon Guys! A program to facilitate father involvement in the primary school environment

Melanie Oborne; Jane Maidment

doi:10.1921/gpwk.v17i3.628

Authors

Melanie Oborne
Jane Maidment

DOI:

https://doi.org/10.1921/gpwk.v17i3.628

Keywords:

fathers, school, children, groupwork, social learning theory, systems theory

Abstract

This article is written to provide a case study example of a program developed to encourage fathers’ engagement with their children in the primary school environment. C’mon Guys! was delivered in a Primary School in Victoria, Australia (unnamed to protect the privacy of the participants). The article begins by first describing the community in which C’mon Guys! was offered and goes on to outline the literature related to aspects pertinent to the program such as father involvement in the lives of children at school, and the role of the social worker in facilitating this type of groupwork in the school setting. Next, the aims of the program are discussed with particular reference to its design, social learning theory, systems theory and groupwork principles and processes. The outcomes of C’mon Guys! are then discussed noting the limitations of the program as well as identifying the extrinsic and intrinsic benefits for the children, their fathers and the community.

References

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