Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.

在半结构化访谈中探讨了对 10 位父母（一位父亲，九位母亲）的便利样本的看法，他们已经完成了一项或多项以小组为基础的、以父母为中心的干预措施来满足他们孩子的交流需求。讨论了九个不同的干预组（EarlyBird 计划、早期沟通技巧培训或 Makaton 培训）。在主题分析期间使用归纳和扎根理论方法来关注父母的优先事项。确定的主题是： (1) 干预目的，包括初始会议目的；(2) 团体作为支持/安全空间；(3) 个人改变（行为和自我认知）；(4) 群体挑战；(5)成本和收益，包括情感成本。父母支持先前报告的有关知识、理解和对其角色认知的变化的发现。家长提供了有关变化如何发生的见解，包括有用的过程和专业策略。他们描述了以父母为中心的干预的情绪影响，尤其是父母的内疚。参与者认为同龄人群体可以提供安全空间和机会，但也带来挑战。由于与孩子更复杂的需求相关的显着个体差异，两位父母的福利减少了。参与者证实了一些言语和语言治疗师 (SLT) 对干预如何起作用并挑战其他人的看法。主要发现是（1）父母在干预期间的经历促进了个人改变；(2) 父母经历干预的个人成本和收益；(3) 同伴群体有助于干预效果。这些研究结果表明，父母从以父母为中心的干预小组中经历了重大的个人影响，并且这些小组提供了不同于个人输入的特定干预类型。临床意义是专业人士需要了解对父母的影响，以支持有效干预并避免伤害；同龄人小组可以促进学习和家长的参与；与同龄人的不同会使群体干预变得不恰当。研究限制包括来自有主要沟通需求的儿童父母的观点较少。建议进一步探索干预的情绪影响、群体过程如何支持父母的信心和能动性，以及个体差异对群体干预适用性的影响。并且小组提供了不同于个人输入的特定干预类型。临床意义是专业人士需要了解对父母的影响，以支持有效干预并避免伤害；同龄人小组可以促进学习和家长的参与；与同龄人的不同可能使小组干预不合适。研究限制包括来自有主要沟通需求的儿童父母的观点较少。建议进一步探索干预的情绪影响、群体过程如何支持父母的信心和能动性，以及个体差异对群体干预适用性的影响。并且小组提供了不同于个人输入的特定干预类型。临床意义是专业人士需要了解对父母的影响，以支持有效干预并避免伤害；同龄人小组可以促进学习和家长的参与；与同龄人的不同会使群体干预变得不恰当。研究限制包括来自有主要沟通需求的儿童父母的观点较少。建议进一步探索干预的情绪影响、群体过程如何支持父母的信心和能动性，以及个体差异对群体干预适用性的影响。同龄人小组可以促进学习和家长的参与；与同龄人的不同会使群体干预变得不恰当。研究限制包括来自有主要沟通需求的儿童父母的观点较少。建议进一步探索干预的情绪影响、群体过程如何支持父母的信心和能动性，以及个体差异对群体干预适用性的影响。同龄人小组可以促进学习和家长的参与；与同龄人的不同会使群体干预变得不恰当。研究限制包括来自有主要沟通需求的儿童父母的观点较少。建议进一步探索干预的情绪影响、群体过程如何支持父母的信心和能动性，以及个体差异对群体干预适用性的影响。