Expert meeting Tallinn 17th April 2017 Eva Bellander Susanna Nordh

1. Positive Discipline in EverydayParenting • - A childrightsbased approach to parenting Expert meeting Tallinn 17th April 2017 Eva Bellander Susanna Nordh

2. Foundation of the Programme

3. Foundational Pillars • Research on physical and emotional punishment • poorer mental health (depression, anxiety) • poorer social relationships (aggression, bullying) • weaker parent-child relationships • slower cognitive development (IQ, language) • higher risk of physical harm

4. Foundational Pillars • Recognition of children’s rights to • Protection • Dignity • Optimal development • Communication (to be heard)

5. Interactive, non- behavioral, community-based parenting program • Founded on developmental research and child rights standards. • Designed as a universal violence prevention program that could be delivered in a wide range of cultural and social contexts, • PDEP aims to transform parents’ beliefs about punitive violence by gradually shifting their focus from control to mentorship, and from reactive punishment to proactive problem solving. What is Positive Discipline in Everyday Parenting?

6. But why another programme? • Triple P, Comet, Five times more love • Nanny programmes

7. Comparison with “Traditional” Parent Training Programs

8. Positive Discipline Is Not Positive Discipline Is • helping children develop self-control over time • communicating clearly • respecting children and earning their respect • teaching children how to make good decisions • building children’s skills and confidence • teaching children respect for other people’s feelings • letting children do whatever they want • having no rules • quick reactions to situations • punishments other than hitting and shouting

9. SectionB: PFA for parents needing extra support and Positive Discipline in Everyday Parenting • Addresses common issues that arise in ‘everyday’ parenting between birth and adolescence. • Parents of children who have complex needs such as developmental delays, extreme levels of distress etc. are advised to seek specialist advice and additional support

10. Problem solving PDEP Building Blocks Understanding how children think and feel Providing structure Providing warmth Identifying your long-term goals

11. SectionB:

12. SectionB: Warmth = Safety • Promotes learning. • Is not spoiling or being ’soft’ • It is support to keep children emotionally and physically safe, which is critical in emergencies

13. SectionB:

14. Structure = Information • Structure is information, guidance and teaching—not punishment. • Problem solving is a learned skill. • When we model and teach problem solving when children are small, they learn to use it as they grow older

15. SectionB: It’s all in the brain! Thinking brain Responds thoughtfully when stress is low Emotional Brain Responds impulsively when stress is high Brainstem Controls basic functions of our body

16. Understanding how children think and feel • 0-6 months- Young babies communicate through crying. They need to know that they can trust us to listen and respond. Attachment • 6-12 months- Older babies don’t understand that things exist when they can’t see them. They cry when we leave because they are afraid we won’t return. They need to know that they can trust us to be nearby. Communication • 1-2 years- Toddlers learn by exploring thing and by touching, tasting and dropping things. They need us to make their environment safe so that they can explore and • develop their skills. Non-Violent Conflict Resolution and Independence

17. Problem Solving THINK! What’s the problem? Why is my child behaving like that? How can I provide safety and information? What kind of person do I want my child to become?

18. The Punitive Approach Parent’s theory of learning Respect must be enforced. Misbehaviour must be deterred. Parent’s attribution He’s disrespectful. He was being bad. Parent’s emotional response Offended. Angry, frustrated. Parent’s response Punishment. Punishment.

19. The Positive Discipline Approach What is my long-term goal? What is he thinking and feeling? How can I help him listen and learn (warmth)? What information does he need? (structure) To teach him why - so he learns empathy, respect and to care about others. He loves to experiment. He doesn’t understand about germs or plumbing. Stay calm. Let him know he’s safe. Explain germs, cost, inconvenience. Explain how to fix a mistake. Help him take responsibility.

20. Positive Discipline in Everyday Parenting has been delivered in a variety of countries worldwide since 2006: • Latin America (10 countries) • Kosovo • Palestine • Rwanda • Kenya • Bangladesh • Mongolia • Thailand • Japan • The Philippines • Vietnam (2018)

21. Continuous consultation and adaptation • cultural issues • communication of concepts • Adapted delivery formats for low-literacy and under-resourced settings

22. Monitoring and evaluation • Data collection • Pre- and post questionnairesassessingattitudes, subjective norms and self-efficacyof the parents and caregivers • Questionnaires data from a numberofcountriescollected in a global database • Findings • PDEPreducesparents’ approvalof PHP ofchildren • PDEP is relevant acrossa rangeofculturecontexts • Evidenceable to claimthatbehaviourchange has taken placenot beensystematicallycollected • Next steps • Impactevaluation in Kosovo to be carriedout 2018-2019

23. THANK YOU