Based On
The collaborative approach, which consists of developing and maintaining an egalitarian, non-hierarchical relationship between social care professionals and parents benefiting from the intervention.
The behavioural approach, used through means of interaction employed by the facilitators, such as modelling, role-playing, large-group discussions, practical exercises at home, etc.
The Foundations of the Hélys 6-11 Program
The theoretical foundations on which the content of Hélys 6-11 is based derive from the ecosystemic conceptual framework of parenting (Lacharité et al., 2015), knowledge of child development, conceptual links between this knowledge and parenting practices (Speidel et al., 2020; Joussemet, et al., 2018; Comeau et al., 2013) as well as key elements of successful parenting support intervention programs (e.g., Leijten et al., 2019; Comeau et al., 2013; Webster, 2005; Ben Amor et al., 2012).
Objectives of the Hélys 6-11 Program
Hélys 6-11 is a closed group intervention for 8 to 15 parents. The program consists of eight weekly two-hour workshops.
The main objective of Hélys 6-11 is to promote the well-being and harmonious development of children. This program is specially designed to reinforce parenting skills and improve parents’ practices towards their children. By participating in the Hélys 6-11 program, parents acquire tools and discover strategies to better understand and respond to their children’s needs, thus fostering a healthier, more fulfilling family environment.
Topics covered include self-image, children at school, managing screens, managing emotions, friendship and fraternal relationships, and managing behaviour. Six principles of parenting are mobilized throughout the program.
Supporting Parenting to Promote Children’s Development
Parenting practices play an essential role in child development. When they are appropriate, they encourage the adoption of prosocial behaviours and prevent the onset of disruptive behaviours in children (Comeau et al., 2013).
They are, therefore, a prime target for favourably influencing a child’s development and adaptation (Comeau, 2013; Smith et al., 2016). Every parent, at one point or another in their journey may need support in exercising their role (Gouvernement du Québec, 2021). It is not always easy for a parent to know, apply and maintain practices that promote their children’s development.
Parenting support programs may therefore provide an interesting solution to address the needs of parents seeking support. Numerous studies highlight the importance of investing in prevention to improve children’s health, well-being and functioning, while reducing the costs of specialized services (Chorozoglou et al., 2015; Carbonneau et al., 2016; Government of Québec, 2021).
In 2019, a number of observations were made about the state of family services in Québec:
- Services provided for parents of children aged 6 to 11 are limited and unevenly distributed across the regions
- There is currently no universal parenting support program funded by the government across Québec
- The preventive psychosocial services need to be improved
In addition, the use of current programs faces many obstacles, such as unstable human resources, limited financial resources and the lack of adaptation to Québec realities (Drouin and Leduc, 2019).
According to the report by the Special Commission on the Rights of the Child and Youth Protection (CSDEPJ), it is recommended to “Support the parents in order to better help the children: Deploy a parental support program for all parents, included in the basic preventive service offer” (CSDEPJ, 2021).
What You Get with Hélys 6-11
The Impact of the Hélys 6-11 program on Québec’s families’ parenting
Per the initial qualitative observations from the experimentation phase, the program seems to have a promising impact on various aspects:
- Knowledge: The participants have developed a better understanding of their child and have learned useful techniques they can apply.
- Attitude and Reflexivity: The participants have shown a capacity for self-observation and an ability to analyse their behaviours, which has reinforced their sense of parental competence.
- Behaviour of the Child and the Parent: We noted an increase in self-sufficiency, empowerment and the verbalization of emotions in the child. Parents have also applied the techniques they learned, which has contributed to better parent-child interactions.
- Co-Parenting: We also noticed a better balance between parental roles, and that the knowledge acquired in the workshop was shared with the partner, which has fostered more coherence in child education.
These results suggest the program has a positive impact on family dynamics and the development of parenting competencies.
Implementing Hélys 6-11: The Essentials
Ongoing Commitment of the Management and Project Manager: For an effective implementation, the project manager commits to be present during the various meetings on the implementation process and to allocate the required human and material resources for the project.
Required Human and Material Resources: A minimum of two facilitators, having an undergraduate training in psychosocial intervention, or experience in family intervention, is necessary to facilitate the program. The facilitators must be able to adapt to the parents’ schedules.
If needed, they must have access to clinical support in their environment. A resource person must be hired to lead the project and coordinate the tasks associated with the program’s implementation. Each environment must have access to facilities that can accommodate up to 20 adults during the workshops and provide program guides.
Take the Next Steps
Would you like more information or to find out more about Hélys 6-11?
The Hélys 6-11 Program Across Québec
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Infographic Hélys 6-11
This infographic offers a clear overview of the principles and benefits of Hélys 6-11, a universal program supporting parenting.
Additional Information
Report from the Director of Public Health: The Health and Development of Children in Montréal
Dr. Mylène Drouin, Director of the Regional Public Health Directorate of Montréal, published a report on the health and development of children in Montréal, offering a description of children aged 0 to 12 through their experiences and living environments.
In response, Boscoville is proud of Hélys, its latest universal program supporting parenting practices, designed to reinforce the competencies of parents and promote positive practices for the well-being and development of children. See Chapter 7, page 22
Find Out More
Researchers and Consultants
Research Associates and Students
Maude Campeau
Undergraduate student in Psychology and Research Assistant, Université de Montréal.
Sarah Dufour, Ph. D.
Full Professor, School of Psychoeducation, Université de Montréal.
Mélanie Jodoin
Étudiante à la maîtrise, École de psychoéducation | Université de Montréal
Science Committee
Annie Bérubé, Ph.D
Professor, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO).
Suzanne De Blois MD, FRCPC
Specialist Physician in Public Health and Preventive Medicine (retired)
Marie-Hélène Gagné, M.Ps., Ph. D.
Full Professor, School of Psychology, Université Laval.
Marie-Ève Clément, Ph. D.
Full Professor, Department of Psychoeducation and Psychology, Université du Québec en Outaouais (UQO).
External Advice
Julie Mayer
Social Impact Campaign Coordinator
Jean-François
agent de planification programmation et recherche de la DRSP
Raymond Villeneuve
Directeur Général : Regroupement pour la Valorisation de la Paternité
This program was developed in partnership with
In Partnership With
