1 / 28

Definition of Parent Education

School-Based Parent Education and Family Intervention Module 4 Parent Education The Futures Task Force on Family-School Partnerships Gloria Miller, Univ. of Denver Cathy Lines, Cherry Creek (CO) School District Virginia Smith Harvey, Univ. Mass Boston. Definition of Parent Education.

gangela
Download Presentation

Definition of Parent Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. School-Based Parent Education and Family Intervention Module 4 Parent EducationThe Futures Task Force on Family-School PartnershipsGloria Miller, Univ. of DenverCathy Lines, Cherry Creek (CO) School DistrictVirginia Smith Harvey, Univ. Mass Boston

  2. Definition of Parent Education A systematic presentation of information to parents for the purpose of supporting their efforts and abilities to promote their child’s development. “Family support” is a newer term, implying a more equal power differential. See PE Handout 1

  3. General PE Characteristics • Broad developmental topics are covered related to parenting or schooling. • Sessions are more like “lessons” or facilitated discussions. • Sessions often are guided by a specific curriculum and focus on one or more developmental topic. • Sessions are offered to a wide range of parents who come voluntarily.

  4. PE Trainer Characteristics • Strong understanding of child development. • History of applied experiences working with children and families. • Comfort with role as a teacher/facilitator. • Broad training and educational background.

  5. Where PE fits within a Multi-tiered Family-School Partnership Approach Parent Education Occurs either as a Tier I-Universal or Tier II-Targeted Group intervention. Offered to a wide range or targeted group of parents to prevent the future onset of serious child problems.

  6. The Multi-Tiered Approach to Family-School Partnerships Tier 3: Intensive, Individual Interventions Individualized supports for families and students unresponsive to the first two tiers (e.g., Parent Consultation [conjoint behavioral consultation] and Family Intervention). Tier 3 1-7% Tier 2: Targeted Group Interventions Specific preventions and remedial interventions for targeted groups of families and students identified as “at risk” and unresponsive to the first tier (e.g., Parent Education or Family Intervention, Parent Consultation). Tier 2 5-15% Tier 1: Universal Interventions Engaging all families as collaborative partners (e.g., 4 As, Family-School Collaboration, Parent Involvement, Parent Education). Tier 1 80-90%

  7. One Evidenced-based Parent Education Program Aware Parenting Program (AP)

  8. Aware Parenting Authors Bronstein, Duncan, Clauson, Abrams, Yannett, Ginsburg, & Milne (1998) Preventing Middle School Adjustment Problems for Children from Lower-Income Families: A Program for AWARE Parenting See PE Handout 2

  9. Distinguishing Features of the Aware Parenting Program • Focus is on parents of adolescents. • Purpose is to enhance parental and family relationships. • Stress is on effective child-rearing concepts (i.e., warmth, acceptance, democratic communication, and attachment). • Parents learn that children benefit from more attention during adolescence, not less.

  10. Other Aware Parenting Program Features • Encourages social support and sharing between parents. • Group process variables are viewed as important in parent education as content. • Parents benefit from normalizing experiences, sharing with others, and expressing feelings.

  11. Background Research Supporting Need for Aware Parenting Program • During adolescence there is a decrease in academic achievement and motivation and more risk-taking and disruptive behavior. • Problematic parenting is exacerbated by family stressors during adolescence. • Previous research on parent education programs during adolescence has been inconclusive.

  12. BackgroundResearch (continued) Carnegie Council on Adolescent Development recommends the following supports to improve PE outcomes: • Offer on-site childcare • Compensate parents for time • Provide transportation • Hold separate groups for single parents and couples

  13. Aware Parenting Program Goals • To change parent and child relational behavior in families with young adolescents (ages 11-16). • To teach parents five parenting concepts: • 1-support • 2-attentiveness • 3-responsiveness • 4-guidance • 5-receptivity to emotions.

  14. Aware Parenting Program Structure • 11 scripted weekly small group sessions/lessons • Sessions were two hours in length • Co-led by a psychologist and a co-facilitator • Separate groups for single parents vrs couples • Parents were “paid” $10.00 per session to attend • Free child care and transportation were provided

  15. Aware Parenting Program Structure(continued) • Five parenting concepts are incorporated as weekly topics and are modeled during each session. • Parents also have time to share and discuss other personal concerns and topics, such as: • Feelings of isolation • Desire for better communication with spouse • Working more effectively with schools • Handling risky behaviors - drugs, sex

  16. Aware Parenting Program Content Parents learn how to: 1 – SUPPORT their adolescent through praise, encouragement, and affection. 2 - ATTEND to their adolescent through active listening andencourage sharing. See PE Handout 3

  17. Parenting Program Content (continued) Parents learn how to: 3 - INCREASE RESPONSIVENESS to their adolescentbyacknowledging needs and showing that child is not alone, parent will be there. 4 - PROVIDE GUIDANCE through effective teaching behaviors and the communication of clear expectations and predictable consequences. See PE Handout 3

  18. Aware Parenting Program Content (continued) Parents learn how to: 5 - BE RECEPTIVE TO STRONG EMOTIONS expressed by their adolescentby modeling, accepting, and encouraging expression of emotions and ideas. See PE Handout 3

  19. How Five Aware Parenting Concepts are Modeled SUPPPORT - encourage and complement parents. ATTENTIVENESS – use effective turn-taking. RESPONSIVENESS – allow all parents an opportunity for input. GUIDANCE – provide critical information and practice skills using individualized situations. RECEPTIVENESS TO EMOTIONALITY – model use in session and ask parents to share their feelings.

  20. Aware Parenting Program Individual Session Characteristics • Didactic “lesson” content and information • Discuss how lesson theme relates to specific skills and experiences • Parents share own family situations related to the theme • Practice and further discussion of related skills

  21. Aware Parenting Program Enhancements • Built on previous research by including: • Child care • Remuneration • Transportation • A curriculum manual • Adaptations to meet parents’ needs • Separating single-parents and couples • Assessments of immediate and follow-up effectiveness using multiple measures

  22. Empirical Support for Aware Parenting Program

  23. Prior Research Design • Random assignment to treatment vs. control group • Multiple Measures employed: Middle School Parenting Questionnaire, Coding of Observed Family Interaction; Child Self-Concept subscale; CBC- Teacher Report Form, GP; verbal and written evaluation of group experience • Follow-up 1-2 months & 13-12 months later

  24. Qualitative OutcomesBased on Parent Report Primarily based on Mother Reports: • Improved communication between spouses and children • More family discussions of rules and expectations • More able to use effective parenting skills and family felt “more normal” • Decreased sense of isolation

  25. Quantitative OutcomesBased on Multiple Measures • Children reported improved self-concept. • Children had higher GPAs. • Children demonstrated fewer externalizing and internalizing behaviors as reported by teachers one year later. • Mothers were rated higher on self-reported levels of Responsiveness, Guidance, and Receptivity to Emotions.

  26. Other Outcomes • Similar effects found for couples and single-parents • Effect sizes were moderate to large

  27. Ideas to Further Enhance Outcomes • Help parents view themselves as co-educators and partners. • Build parental confidence and self-efficacy. • During sessions, balance emotional support with new learning. • Respond to family needs - think “outside the box”. • Conduct scheduled home visits and booster sessions.

  28. Module 4 - Aware Parenting Discussion Questions How might this program be adopted for school-based practice? What types of cases or situations are most suited for this program? What implementation obstacles would need to be considered before adopting this program? See PE Activity

More Related