DOCSLIB.ORG

NATIONAL EXTENSION PARENT EDUCATION MODEL of Critical Parenting Practices

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
NATIONAL EXTENSION PARENT EDUCATION MODEL of Critical Parenting Practices NATIONAL EXTENSION PARENT EDUCATION MODEL Of Critical Parenting Practices Charles A. Smith Kansas State University Dorothea Cudaback University of California H. Wallace Goddard Auburn University Judth A. Myers-Walls Purdue University Users are encouraged to quote freely from this publication. Please include an appropriate reference and the following citation: Smith, C. A., Cudaback, D., Goddard, H. W., & Myers-Walls, J. (1994). NATIONAL EXTENSION PARENT EDUCATION MODEL Manhattan, Kansas: Kansas Cooperative Extension Service. May 1994 2 NATIONAL EXTENSION PARENT EDUCATION MODEL Table of Contents PREFACE............................................................................................................................................................ 5 PART ONE: FOUNDATIONS......................................................................................................................... 7 Introduction.................................................................................................................................................... 7 The Social Context........................................................................................................................... 7 Consequences for Children and Parents...................................................................................... 8 The Cooperative Extension Service Response............................................................................. 9 Plan of Action................................................................................................................................................11 First Steps.........................................................................................................................................12 Evaluating the Initial Model......................................................................................................... 12 The National Model....................................................................................................................... 15 Assumptions of the Model........................................................................................................... 15 Underlying Guiding Principles................................................................................................... 15 Implications for Extension Parent Education Programs.......................................................... 18 PART TWO: THE MODEL IN DEPTH........................................................................................................ 19 Care for Self................................................................................................................................................... 19 Descriptors...................................................................................................................................... 20 Critical Care for Self Practices........................................................................................................ 20 Examples of Specific Program Objectives for Care for Self....................................................... 20 What We Know about Care for Self.............................................................................................. 21 Understand.................................................................................................................................................... 24 Descriptors...................................................................................................................................... 24 Critical Understand Practices......................................................................................................... 24 Examples of Specific Program Objectives for Understand........................................................ 24 What We Know about Understand............................................................................................... 25 Guide.............................................................................................................................................................. 28 Descriptors...................................................................................................................................... 28 Critical Guide Practices.................................................................................................................. 28 Examples of Specific Program Objectives for Guide................................................................. 28 What We Know about Guide........................................................................................................ 29 Nurture.......................................................................................................................................................... 34 Descriptors...................................................................................................................................... 34 Critical Nurture Practices.............................................................................................................. 34 Examples of Specific Program Objectives for Nurture.............................................................. 34 What We Know about Nurture.................................................................................................... 35 Motivate......................................................................................................................................................... 37 Descriptors...................................................................................................................................... 37 Critical Motivate Practices............................................................................................................. 37 Examples of Specific Program Objectives for Motivate............................................................. 37 What We Know about Motivate .................................................................................................. 38 Advocate........................................................................................................................................................ 39 Descriptors...................................................................................................................................... 39 Critical Advocate Practices........................................................................................................... 40 Examples of Specific Program Objectives for Advocate............................................................ 40 What We Know about Advocate................................................................................................... 40 FINAL REPORT 3 PART THREE: IMPLEMENTING THE MODEl/PROGRAM DELIVERY STRATEGIES................... 45 Parent Education Groups........................................................................................................................... 45 Parent Education Resource Centers......................................................................................................... 46 Newsletters................................................................................................................................................... 47 Radio Programs........................................................................................................................................... 47 Home Visits.................................................................................................................................................. 48 Mentor Mother/Godparent Programs..................................................................................................... 49 Hospital Programs...................................................................................................................................... 49 Newspaper Articles and Tabletop Messages.......................................................................................... 49 Community Forums.................................................................................................................................... 50 Interagency Support/Collaborations....................................................................................................... 50 Support Groups........................................................................................................................................... 50 Community Coalitions/Task Forces........................................................................................................ 51 Learn-at-Home Programs.......................................................................................................................... 51 Parent Advisory Groups............................................................................................................................ 51 Social Change Groups: Liberation Pedagogy......................................................................................... 52 PART FOUR: CURRICULUM GUIDE........................................................................................................ 53 Baby’s First Year Calender......................................................................................................................... 53 Baby Talk...................................................................................................................................................... 54 Building Communities of Support for Families.....................................................................................
Load more

Recommended publications
  • Preventing Child Abuse and Neglect: a Technical Package for Policy, Norm, and Programmatic Activities
    Preventing Child Abuse and Neglect: A Technical Package for Policy, Norm, and Programmatic Activities National Center for Injury Prevention and Control Division of Violence Prevention Preventing Child Abuse and Neglect: A Technical Package for Policy, Norm, and Programmatic Activities Developed by: Beverly L. Fortson, PhD Joanne Klevens, MD, PhD, MPH Melissa T. Merrick, PhD Leah K. Gilbert, MD, MSPH Sandra P. Alexander, MEd 2016 Division of Violence Prevention National Center for Injury Prevention and Control Centers for Disease Control and Prevention Atlanta, Georgia Preventing Child Abuse and Neglect: A Technical Package for Policy, Norm, and Programmatic Activities 1 Centers for Disease Control and Prevention Thomas R. Frieden, MD, MPH, Director National Center for Injury Prevention and Control Debra E. Houry, MD, MPH, Director Division of Violence Prevention James A. Mercy, PhD, Director Suggested citation: Fortson, B. L., Klevens, J., Merrick, M. T., Gilbert, L. K., & Alexander, S. P. (2016). Preventing child abuse and neglect: A technical package for policy, norm, and programmatic activities. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. 2 Preventing Child Abuse and Neglect: A Technical Package for Policy, Norm, and Programmatic Activities Contents Acknowledgements ............................................................................................................................................ 5 External Reviewers ..............................................................................................................................................
    [Show full text]
  • Family Meeting Album V2
    © Positive Discipline OUR FAMILY MEETING ALBUM [Insert Your Family Picture Here] Introduction Children learn so much during family meetings, such as listening, respecting differences, verbalizing appreciation, problem-solving, experiencing that mistakes are wonderful opportunities to learn, and focusing on solutions. I have a much longer list, but you get the idea. Family meetings also create a family tradition and will create many memories. A family meeting album can be as much fun as a photo album. You and your family will chuckle as you look back at past challenges you solved together. You will enjoy looking at your family mottos, gratitude pages, mistakes you learned from, problems you solved, fun things you did together, and meals you planned. How to Use This Family Meeting Album Start by pasting a picture of your family on the cover page. Place the cover (with your family picture) on the cover of a binder that provides a clear plastic place to insert your picture. Begin by reading, “Why Have Family Meetings”, “The Family Meeting Agenda” and “Family Meeting Jobs”. Print out several weekly challenges pages (all pages that are blank except for headings are at the end of this document, and can be printed over and over) on three hole punched paper, and introduce them at your first family meeting. Every week post a new Family Meeting Agenda page on the refrigerator (or wherever works for your family) so that family members can write down the challenges that need to be solved. When finished, save each page in your family meeting album. As you read through the rest of “Why Have Family Meetings,” and the “Family Meeting Agenda,” you will learn about compliments and other “pages” and activities to spice up your family meetings.
    [Show full text]
  • Learning Together: an Innovative Parent Education Project to Facilitate Children’S Learning, Wellbeing and Resilience
    International Research in Early Childhood Education Vol. 4, No. 1, 2013, page 35 Learning Together: An Innovative Parent Education Project to Facilitate Children’s Learning, Wellbeing and Resilience Cathie Harrison Australian Catholic University, Australia Helen van Vliet Notre Dame University, Australia Abstract The complexities associated with living and learning in a rapidly changing world impact on children’s play, learning, wellbeing and resilience. Evidence suggests that parent education and parent-teacher partnerships in the early years can support positive outcomes for young children and their families. This paper provides an overview of a pilot project that used an interactive parent education project to support early learning, and young children’s wellbeing and resilience. School personnel, parents and university academics came together to share their unique perspectives on children’s play, learning and wellbeing. The project was implemented at two sites with some variations in delivery in response to local contextual factors. At each site the participants were provided with relevant findings from current research, and opportunities to share experiences, knowledge and perspectives. Participation in experiential learning tasks and reflective dialogue encouraged collaborative conversations and built common understandings between parents, teachers and academics. The outcomes of the project suggest that ‘Learning Together’ can contribute to new knowledge and perspectives that are likely to have positive outcomes for children and
    [Show full text]
  • Parental Attitudes Regarding the Characteristics of A" Best Teacher
    DOCUMENT RESUME ED 380 448 SP 035 843 AUTHOR Mack, Faite R-P.; And Others TITLE Parental Attitudes Regarding the Characteristics of a "Best Teacher": Comparison by Gender and Ethnic Group. PUB DATE 13 Feb 95 NOTE 22p.; Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Washington, DC, February 12-15, 1995). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS American Indians; Asian Americans; Blacks; Educational Practices; Elementary Education; *Elementary School Teachers; Ethnic Groups; Hispanic Americans; Minority Groups; *Parent Attitudes; *Racial Differences; *Sex Differences; *Teacher Characteristics; *Teacher Effectiveness IDENTIFIERS African Americans; Grand Rapids Public Schools MI ABSTRACT This investigation surveyed 505 parents of elementary school students enrolled in the Grand Rapids (Michigan) Public School District regarding the characteristics of a "best teacher." Approximately 50 percent of the parent responses were from minority parents (35.6 percent African American, 10.6 percent Hispanic, 2.4 percent Native American, and .8 percent Asian American). In general, the "best teacher" was identified as a female. Except for Native American parents,th..? "best teacher" was identified as belonging to the same ethnic/racial group as the parent. Both male and female parents reported the following characteristics being most ty?ical: conversed without the use of excessive slang or poor grammar, had high expectations
    [Show full text]
  • Establishing Positive Discipline Policies in an Urban Elementary School
    47 Establishing Positive Discipline Policies in an Urban Elementary School Laura L. Feuerborn, PhD, NCSP, University of Washington, Tacoma Ashli D. Tyre, Ed.D., NCSP, Seattle University Researchers and school practitioners alike are finding positive outcomes in the proactive practices of schoolwide positive behavior supports (SWPBS). However, reform through such systemic efforts as SWPBS is a challenging endeavor. For SWPBS to reach the widest number of schools, it is necessary to provide school faculty and staff with the knowledge and tools necessary to design and implement effective behavioral supports. Foundations is a staff development tool designed to guide school teams through the process of developing positive disciplinary practices consistent to the principles of SWPBS that prevent problem behavior and encourage safety and civility. This paper includes a description of SWPBS and Foundations followed by outcomes from a diverse, urban elementary school. Following one year of implementation, data indicated positive changes in schoolwide behavior and discipline practices. KEYWORDS: schoolwide positive behavior supports, discipline reform, positive behavior interventions and supports Successful resolution to changing student needs requires the restructuring of school practices in a manner that consistently and proactively supports positive behavior for all students and in all settings. Schoolwide positive behavior support (SWPBS) is a promising approach for addressing these needs (Netzel & Eber, 2003; Skiba & Peterson, 2000; Turnbull
    [Show full text]
  • Teaching Parenting the Positive Discipline Way
    SAN DIEGO, CA JULY 5-6 2018 Teaching Parenting The Positive Discipline Way Deepen your understanding of the Adlerian approach to parenting. Become a Certified Positive Discipline Parent Educator! Learn how to Research has demonstrated the importance of social and emotional facilitate a learning, even above academics. Positive Discipline parenting tools parenting class teach valuable social and life skills without using any form of using experiential punishment, rewards, praise, permissiveness and even logical activities. consequences—at least hardly ever. Participants will: • Learn research based effective tools and techniques for teaching parents how to use discipline that is kind and firm at the same time (non-punitive non-permissive) • Learn how to use materials and activities in group settings, parenting Learn why classes and individual work with families. children • Gain practice with experiential exercises for “getting into the child’s misbehave and how work” to understand the “belief behind behavior” in order to motivate to respectfully change encourage change. YOUR FACILITATORS Aisha Pope, is a wife and mother of 2, a Licensed Clinical Social Worker, and a Certified Positive Discipline Trainer. Aisha is co-founder of Roots & Wings Consulting in La Mesa, CA, where she offers individual, couples, and family therapy, Positive Discipline Workshops for parents and professionals, parent coaching, and other consultation services. Mary Nelsen Tamborski, wife and mother of three young boys, is a Licensed Marriage and Family Therapist in San Diego. She is also a Certified Positive Discipline Trainer and Parenting Coach. Mary is co-author of the “Positive Discipline Tool Card Book,” and “Keeping the Joy in Marriage Tool Cards” and eBook of the same title, with her mother, Jane Nelsen.
    [Show full text]
  • YES, YOU CAN! Positive Discipline Ideas for You and Your Child the Parenting for Life Series Presents: Yes You Can!
    The Parenting for Life Series Presents: YES, YOU CAN! Positive discipline ideas for you and your child The Parenting for Life Series Presents: Yes You Can! Yes You Can! is the first in a series of booklets and other materials for the PARENTING FOR LIFE education program. PARENTING FOR LIFE is an award-winning, non-profit public education program promoting positive parenting skills and the well-being of families. This unique initiative includes booklets, a parenting program Facilitator’s Guide and posters prepared by the writers and editors of Today’s Parent in collaboration with The Psychology Foundation of Canada. Additional Resources available from PARENTING FOR LIFE • LET’S PLAY! A Child’s Road to Learning • Hands On Dad: A Guide for New Fathers • You and Your Preteen: Getting Ready for Independence • Focus on Self Esteem: Nurturing Your School-Age Child • Kids Can Cope: Parenting Resilient Children at Home and at School • Parenting the School-Age Child 7-12 years old- Facilitator’s Guide • The Parenting for Life Poster Series To place bulk orders of the booklets and posters, please visit our web site at www.psychologyfoundation.org to download the booklet order form, or, call The Psychology Foundation of Canada at 416-644-4944. Our Mailing address is: 2 St. Clair Avenue East, Suite 800, Toronto, ON M4T 2T5 E-mail: [email protected] First Words We all bring our own history, our own strengths and human weaknesses to raising kids. Our children, too, have individual temperaments and needs. That’s why effective discipline is so challenging: there’s never one simple solution that works for every child and every situation.
    [Show full text]
  • Parent Education Overview
    ____________________________________________________ PART III: PARENT EDUCATION Parent Education Overview Parent education is one of the four components of family literacy. Comprehensive family literacy services are defined as: “services that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family, and that integrate all of the following activities: • Interactive literacy activities between parents and their children (PACT Time). • Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children (Parent Education). • Parent literacy training that leads to economic self-sufficiency (Adult Education). • An age-appropriate education to prepare children for success in school and life experiences.” (Children’s Education). This standard definition can be found in several pieces of federal legislation, including the Head Start Act, the Elementary and Secondary Education Act, the Adult Education and Family Literacy Act, and the Community Services Block Grant Act. The full power of comprehensive family literacy services lies in the integration of these four components to create a seamless approach to education. Family literacy programs recognize that the education of children and parents is interdependent. Through intensive education of more than one generation, family literacy programs: • Build upon families’ strengths. • Provide the tools and support families need to build on their strengths as learners and expand their roles as family members, workers, and community members. • Create life-long learners. Family literacy programs have been recognized as a way to help children become successful in school while their parents develop literacy skills. The Adult Education and Family Literacy Act, Title II of the Workforce Investment Act of 1998, reflects this dual goal in its encouragement of adults to become full partners in the educational development of their children.
    [Show full text]
  • What Is Positive Discipline?
    DISCIPLINE What is Positive Discipline? Positive discipline is a way of teaching and guiding children by letting them know what behavior is acceptable in a way that is firm, yet kind. Punishment describes methods of control, gained by requiring rules or orders be obeyed and punishing undesired behavior. Discipline comes from the Latin root word disciplina, which means “giving instruction, to teach.” Recent brain research has confirmed that people learn best when they feel safe and connected to others, in the context of safe relationships. Therefore, the goal of positive discipline is to teach by first creating safe relationships with children. Connection must come before correction in order for discipline to be effective in the long term.1 The most powerful tool for teaching children is modeling what we want them to do or to be. Why is Positive Discipline Important? Positive discipline: • Teaches children responsibility, self-discipline, problem-solving skills and cooperation. • Is respectful to both children and adults. • Builds trust and strengthens relationships, helping form new connections in a child’s brain. • Builds and maintains self-esteem. • Teaches children how to manage their emotions. • Teaches children to deal with stress in healthy ways. • Invites children to contribute in meaningful ways and develops their sense of significance. • Develops strong understanding that one has power or influence over what happens to them in life. Five Criteria for Effective Discipline1 : 1. Helps children feel a sense of connection (belonging and significance). 2. Is mutually respectful and encouraging (kind and firm at the same time). 3. Is effective long-term (considers what the child is thinking and feeling, learning, and deciding about himself and his world, and what to do in the future to survive or to thrive).
    [Show full text]
  • State of the Science and Practice in Parenting Interventions Across Childhood
    State of the Science and Practice in Parenting Interventions across Childhood Contract # 233200956-24WC Literature Review and Synthesis Prepared for: Lisa Trivits Diana McCallum Task Order Officers U.S. Department of Health and Human Services 200 Independence Ave., SW Room 404E Washington, DC 20201 Submitted by: Abt Associates Inc. State of the Science and Practice in Parenting Interventions across Childhood Table of Contents Introduction .......................................................................................................................................... 1 Theoretical and Research Framework for the Review ..................................................................... 1 Adolescent Risk Behaviors as a Public Health Issue ................................................................... 2 What Characteristics of Adolescents are Associated with Avoidance of Risk Behaviors? ......... 2 Parenting to Reduce Adolescent Risk Behavior and Promote Positive Outcomes ...................... 3 Parenting in Early Childhood ....................................................................................................... 5 Parenting in Interaction with Characteristics of the Child ........................................................... 6 Environmental Moderators of Parenting Effectiveness ............................................................... 6 Parenting During Critical Periods in the Child’s Life .................................................................. 7 Discussion ...................................................................................................................................
    [Show full text]
  • 2014 Zero to Three Parenting Plan Guide (PDF)
    BIRTH THROUGH THREE A Guide for Parents Creating Parenting Plans For Young Children Prepared by Multnomah County Family Court Services In collaboration with the Parental Involvement & Outreach Subcommittee of the Oregon Statewide Family Law Advisory Committee September 2014 The Developers Family Court Services Family Court Services is a social service agency under the Department of Community Justice. Family Court Services provides assistance to Multnomah County Oregon parents going through divorce or separation. Our Mission is to help children by helping parents reduce conflict related to separation and divorce. Our services include: • assistance with creating parenting plans • mediation for parents that disagree about schedules for children • court ordered custody evaluations • supervised visitation services for families with a history of domestic violence • parent education classes for parents with custody and parenting time issues before the court • help for parents that are having difficulty seeing their children and do not have a court order The Parental Involvement & Outreach Subcommittee of the State Family Law Advisory Committee (SFLAC) of Oregon The Parental Involvement & Outreach Subcommittee of the SFLAC is a multidisciplinary group comprised of family law judges, child custody mediators & evaluators, parent educators, and family law attorneys convened by the SFLAC to examine information and resources that support the meaningful and safe involvement of parents in the lives of their children after divorce or separation. Special thanks goes to Tracy Vogeltanz for compiling, organizing, and editing much of the contents of the Birth Through Three Guide. 1 Foreword We Honor All Parents & Families What parents and families look like is diverse. Children are being raised and doing well in homes headed by opposite-sex parents, same-sex parents, grandparents, parents who are living apart and co-parenting, and parents who are parenting alone.
    [Show full text]
  • Positive Discipline Model Process: 1) Limit Setting, 2) Responsibility Training, 3) Omission Training, 4) a Back-Up System
    THE POSITIVE DISCIPLINE MODEL According to Fredric Jones - Positive Discipline Model Process: 1) limit setting, 2) responsibility training, 3) omission training, 4) a back-up system. These four systems must be running in parallel if the full discipline system is to work. Medium Back-up System - Includes time out, loss of privileges, parent conferences, and detention. Sanctions according to Jones: 1) Time out in classroom 2) Time out in colleague's classroom Less acceptable: 3) Public warning 4) Threat 5) Being sent to the hall 6) Detention after school 7) Loss of privilege 8) Parent Conference Poor practice: 9) Lowering the student's grade 10) Extra homework 1 and 2. Time Out: a) Rules and expectations spelled out clearly b) Consequences described and demonstrated in advance c) Select an appropriate time out place that denies student substitute means of reward d) Early response to problem behavior and limit setting followed by warning e) Follow through the next time (consistency) f) Effective delivery of student to time out if she resists g) Effective response to problems that student might cause while in time out MYTHS OF RULES AND DISCIPLINE: 1. Students (especially middle/high school) should already know how to behave. 2. It takes too much time to teach rules and structure. 3. Rules are general guidelines and need only to be announced. 4. Teach rules well at the beginning and then you can forget about them. 5. Teaching rules equates to undue strictness. 6. Students hate rules. General rule of Positive Discipline - With a sense of predictability, students can feel safe and relax.
    [Show full text]