Case studies

Case studies can help practitioners better understand participants and improve the quality of delivery and learning. By exploring case studies, professionals can develop skills in assessment, planning and reflective practice and build confidence in handling new or difficult scenarios.  

After each of the five case studies below, reflect on: 

1. What feelings does this situation bring up for you? 
2. What would you find most challenging here? 
3. What strengths could you use in this situation? 
4. What support would help you manage this better? 

Case study 1: The dominating parent

Case study 2: The resistant parent

Case study 3: The emotional disclosure

Case study 4: Conflict between parents

Case study 5: The silent parent

During every session, Amy talks extensively about her own experiences. She often interrupts others and gives advice, even when it’s not asked for. Other parents are becoming quieter and less engaged. 

Identify challenging behaviours: 

• Interrupting 
• Dominating discussions 
• Giving unsolicited advice 
• Reducing space for others 

 Possible facilitator responses 

• Acknowledge her contributions: 
  “Amy, you bring lots of experience - thank you for sharing.” 
• Gently redirect: 
  “Let’s pause there so we can hear from some other parents too.” 
• Set group rules: 
  “Let’s remember to give everyone space to contribute.” 

What could be improved or done differently 

• Set clear group agreements at the start about equal participation. 
• Use structured turn-taking activities (pair work, round-robin sharing). 
• Speak privately to Sarah after the session to validate her experiences while explaining the importance of shared space. 

 Self-reflection questions 

• How comfortable am I with interrupting respectfully? 
• How do I balance warmth with boundaries? 

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Dave attends regularly but frequently says, “This won’t work with my child” or “I’ve tried that, it doesn’t work.” His tone sometimes feels dismissive. 

Identify challenging behaviours 

• Negative attitude 
• Resistance to new strategies 
• Undermining group motivation 

Possible facilitator response 

• Validate his frustration: 
  “It sounds like things have been really tough at home.” 
• Reframe: 
  “Let’s explore how we might adapt this strategy for your situation.” 
• Encourage curiosity rather than compliance. 

 What could be improved or done differently 

• Explore barriers rather than arguing. 
• Ask open-ended questions: 
  “What happened when you tried it?” 
• Use peer examples instead of facilitator-led persuasion. 

  Reflection questions 

• Do I become defensive when parents challenge ideas? 
• How do I stay curious rather than corrective? 

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Cathy becomes upset during a session and discloses feeling overwhelmed, unsupported, and close to burnout. The room becomes quiet and tense. 

Identify challenging behaviours 

• Emotional overwhelm 
• Heavy disclosures in group space 
• Risk of session derailment 

Possible facilitator response 

• Validate emotion: 
  “Thank you for trusting us with that — it sounds incredibly hard.” 
• Contain the moment: 
  “Let’s take a breath together.” 
• Offer follow-up support outside the group. 

What could be improved or done differently 

• Gently hold boundaries: 
  “This sounds important - let’s talk more after the session.” 
• Have support pathways ready (signposting, referrals). 
• Maintain emotional safety for the whole group. 

Reflection Questions 

• How do I manage emotional intensity in a group setting? 
• How confident am I in safeguarding and referral processes? 

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Two parents disagree strongly about discipline approaches. The discussion becomes heated, with raised voices and defensive body language. 

Identify challenging behaviours 

• Argument 
• Strong opinions 
• Polarisation 
• Escalation 

Possible facilitator response 

• Pause discussion: 
  “Let’s slow this down.” 
• Normalise difference: 
  “Different families find different strategies work.” 
• Refocus: 
  “Our aim is to explore options, not prove who’s right.”  

What could be improved or done differently 

• Reinforce respectful communication ground rules early. 
• Use values-based reflection: shared goals for children. 
• Introduce de-escalation techniques (breathing, grounding). 

Reflection questions 

• How confident am I in managing group conflict? 
• Do I remain calm under pressure? 

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Sean rarely speaks. He avoids eye contact and appears disengaged, though he attends every week. 

Identify challenging behaviours 

• Withdrawal 
• Limited participation 
• Possible anxiety or lack of confidence 

 Possible facilitator response 

• Gentle inclusion: 
  “Sean, would you like to add anything - no pressure.” 
• Pair work instead of large group discussion. 
• Check in privately. 

 What could be improved or done differently 

• Use small group activities. 
• Offer written or reflective exercises. 
• Create psychological safety before pushing participation. 

Reflection questions 

• How do I include quieter voices? 
• What signs show someone is disengaged vs. just reflective? 

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