NCT07427771

Feasibility and Acceptability of the Asynchronous eParenting CARE Program

Feasibility, Acceptability, and Preliminary Effectiveness of the Asynchronous Implementation of the eParenting CARE Program

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 67 (actual)
• Sponsor: McGill University Health Centre/Research Institute of the McGill University Health Centre · Academic / Other
• Sex: All
• Age: —
• Healthy volunteers: Accepted

Summary

This study aims to evaluate the feasibility and acceptability of the eParenting CARE Program, an asynchronous, self-guided emotion-focused parenting intervention for parents of school-aged children (8-13 years). The eParenting CARE Program focuses on strengthening parent emotion regulation (ER) and supportive emotion socialization (ES) practices to promote children's ER and emotional well-being. Parent ER and ES are well-established predictors of children's emotional development, and difficulties in these domains are associated with increased risk for child emotional and behavioural problems. The long-term goal of this work is to improve family well-being and children's emotional functioning by developing an accessible and scalable online parenting intervention that can be delivered flexibly and with minimal barriers to participation. This pilot study will inform the refinement and future evaluation of the eParenting CARE Program through a feasibility-focused design. We will achieve this through the following key objectives: 1. Assess the feasibility and acceptability of the eParenting CARE Program for parents of school-aged children using indicators of recruitment, retention, program completion, and participant satisfaction. 2. Examine exploratory pre- to post-intervention changes in parent ER, parent ES behaviours, and parent-reported child ER to inform outcome selection and effect size estimation for future randomized controlled trials. 3. Identify implementation facilitators and barriers to participation in an asynchronous parenting program through qualitative feedback, including recommendations for improving engagement, accessibility, and program delivery. Findings from this pilot study will inform the development of future controlled trials and support the broader dissemination of accessible, emotion-focused parenting interventions aimed at promoting emotional well-being in parents and children.

Detailed description

Detailed Description Early difficulties with emotion regulation (ER) in parents, including challenges managing stress, frustration, and negative affect, are well-established risk factors for the development of children's own ER difficulties and broader emotional and behavioural problems. Parent ER and ES practices play a central role in children's emotional development through modeling, coaching, and responses to children's emotional experiences, consistent with intergenerational and family-based models of emotional development (Morris et al., 2007). When parents experience difficulties regulating their own emotions, they may be more likely to respond to children's emotions in dismissive, punitive, or inconsistent ways, which can interfere with the development of adaptive ER skills in children. The eParenting CARE Program was designed to strengthen parent ER and promote supportive ES practices in order to improve children's ER abilities and overall emotional well-being. The program integrates evidence-based strategies drawn from Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), Acceptance and Commitment Therapy (ACT), and emotion coaching frameworks. The intervention focuses on building parents' internal ER capacities alongside practical parenting strategies, recognizing that parents' ability to regulate their own emotions is foundational to implementing supportive responses to children's emotional needs. The eParenting CARE Program is delivered in an asynchronous, self-guided online format to reduce common barriers to participation such as scheduling constraints, childcare demands, and geographic access limitations. This project addresses a gap in the existing literature by evaluating a parent-focused, asynchronous emotion-focused parenting intervention for families of school-aged children. While synchronous and in-person emotion-focused parenting programs have demonstrated effectiveness, fewer studies have examined the feasibility and acceptability of fully self-guided formats that may offer greater scalability and accessibility. By focusing on parent ER and ES as primary intervention targets, this study aims to contribute to the understanding of how family-focused, digitally delivered supports can promote positive emotional development in children while supporting parental well-being. The current study will conduct a single-group, mixed-methods feasibility pilot trial to evaluate the feasibility and acceptability of the eParenting CARE Program when delivered in an asynchronous online format. Parents or legal guardians of children aged 8 to 13 years will be recruited to participate. Participants will complete baseline assessments prior to beginning the intervention and post-intervention assessments following completion of the five-module program. A subset of participants will also complete semi-structured qualitative interviews to provide detailed feedback on program usability, engagement, barriers to participation, and recommendations for future implementation. The primary aim of the study is to examine the feasibility and acceptability of the eParenting CARE Program, as indexed by recruitment, retention, program completion, and participant satisfaction. The secondary, exploratory aims are to examine pre- to post-intervention changes in parent ER, parent ES behaviours, and parent-reported child ER. Additional exploratory outcomes include identifying implementation challenges and facilitators that may inform future refinements to the program and guide the design of subsequent randomized controlled trials. Findings from this study are expected to inform the development and optimization of accessible, emotion-focused parenting interventions and provide preliminary data to support future large-scale evaluations. Results will be disseminated through academic publication and shared with clinical, community, and educational stakeholders to support the broader application of family-focused approaches to promoting emotional well-being in children and parents.

Conditions

• Emotion Regulation Abilities
• Mental Health

Interventions

Type	Name	Description
BEHAVIORAL	eParenting CARE Program	The eParenting CARE Program is a five-module, asynchronous, self-guided online parenting intervention designed to improve parent emotion regulation and supportive emotion socialization practices. The intervention is delivered via a secure web-based platform requiring participant login and is intended to be completed over approximately five weeks. Program content integrates evidence-based strategies drawn from Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), Acceptance and Commitment Therapy (ACT), and emotion coaching frameworks. Each module includes brief instructional videos, written psychoeducational materials, guided self-reflection exercises, and take-home activities to support skill practice. Core topics include parent self-care and emotion regulation, identifying and labeling emotions, cognitive and behavioral regulation strategies, supportive parenting responses to children's emotions, and maintenance of skills.

Timeline

• Start date: 2024-01-01
• Primary completion: 2024-08-31
• Completion: 2024-08-31
• First posted: 2026-02-23
• Last updated: 2026-02-23

Locations

1 site across 1 country: Canada