Empowering parents to regulate child screen media use through strength-based coaching: interpretative phenomenological analysis

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ABSTRACT In the contemporary digital age, the need for parental mediation interventions are highlighted in the literature. However, little is known about how parents experience those interventions. Grounded in self-determination theory of motivation and wellbeing, this study explores the impact of strength-based coaching in regulating digital media use in children aged 8–11. Five UK-based parents participated individually in three online coaching sessions. Through Interpretative Phenomenological Analysis of the data coming from semi-structured interviews, four key themes emerged: increased self-awareness; a shift in perspective, emotional state and behaviour; stronger parent–child bonds; and improved coping strategies. The study indicates how strength-based coaching may inform an autonomy-supportive parenting style which contributes to effective child screen media regulation. Implications for practitioners Educators, parents, positive psychology practitioners, parenting coaches and school psychologists may benefit from the experience of the participants of this study. The primary contribution that this submission makes to coaching theory and practice is that it will deepen the understanding of the role of strength-based coaching for parents, particularly in this subject area. Education organisations may consider offering strength-based coaching as a development and problem-solving tool for parents and educators.