UNICEF Turkey-Knowledge/Attitude/Skill
Total Page：16
File Type：pdf, Size：1020Kb
UNICEF Turkey-Knowledge/Attitude/Skill Study on Effective Parenting Training Qualitative Results- Draft Report (RFP TURA/2008/07) SECTION 2 QUALITATIVE ASSESSMENTS 2.1. INTRODUCTION: To determine whether there are any positive developments according to the findings of a similar research study that was held in the year 2003 in 12 cities (Adana, Ankara, Bursa, Diyarbakir, Gaziantep, İstanbul, İzmir, Mardin, Samsun, Siirt, Şanliurfa), focus group meetings were arranged at regular intervals in the months of September- October 2008. In this section, the data obtained from meetings held with “Family/Care Taker”, “Service Provider”, “Mother Support” and “Children” groups, is presented under separate headings. In the further sections, on the other hand, the results of the study were evaluated together. 2.2. Sampling of Qualitative Research Focus Group Meetings: To the focus group meetings, the people that attended “My Family-Parent Training Program” that was arranged by the Public Training Centers of Provincial and District Education Directorates, as well as the service providers that arranged the training and the children of the trainees that received My Family Training were invited. The distribution of the sample group is as follows: Targeted Number Realized Number Participants of Focus Group of Focus Group Mother-Father and 11 12 care Givers Children 12 11 Service Providers* 6 6 Mother Support 6 6 Groups 36 34 Distribution on the Basis of Cities: City Realized Number of Focus Group ADANA 2 ANKARA 4 BURSA 4 DİYARBAKIR 4 GAZİANTEP 4 İSTANBUL 3 İZMİR 2 MARDİN 2 MERSİN 4 SAMSUN 2 ŞANLIURFA 3 34 With regard to the focus group meetings, in relation to the study, the Provincial and District Public Training Centers were informed by fax transmission, and UNICEF. In general the organization of the meetings were handled as intended. However at Mardin Public Training Center, the meeting was held with the participation of the children that the Kindergarten teacher who received the relevant training, is responsible of in terms of care taking and education, instead of the children of the mothers that received Mother-Child Training. In all the cities that the study was conducted, the number of participants varied between 8-12. 2.3. PURPOSE: The purpose of focus group meetings has been determined as obtaining more detailed information as well as establishing a comparative and integrated basis for quantitative meetings. Within this framework the following have been realized: . By taking family concept as the basis, the development of child and family care taking support, development and change theory . Collection of evidence based data to be used for the development of child and family care taking programs . For the study on knowledge, attitude and skill in Effective Parenting, focus group meetings with four different groups were organized: “Family/Care Takers”, “Service Provider”, “Mother Support” and “Children”. The detailed purposes of focus group meetings are expressed as follows: 2.3.1. Service Providers . Evaluation of the applications and adequacy of service providers. Evaluation of the adequacy, efficiency and conformity of the training programs. Measurement of the changes caused by the training programs in the attitudes of parents and children. Taking the proved examples as stepping stones, developing of the methods oriented towards ensuring attitude changes. Effect on the development of parenting awareness and behavior. Within this framework, the following are the basis of the questions that were posed to the service providers that were interviewed in focus group meetings: . The system of parent training program . The resources used in the program and means of accessing these resources . The effects and benefits of the training program . Ideas directed to the further development of the program. 2.3.2. Children . Measuring the effects of the training program on children. Measurement of the changes in the behavior of the parents as rtelayed by the children. Within this framework, the following are the basis of the questions that were posed to the children that were interviewed in focus group meetings: . The profiling of either the parent or the care taker that has undertaken the care of the child as expressed by the child him/herself . How, with who and for how long the child spends his/her time. Measurement of the changes in the behavior of the parents that participated in the program, as observed by the children. The disciplinary applications developed for the children and how the children perceive these applications. 2.3.3. Family/Care Takers . Measurement of the effects of the training program on the participants . By way of examples, measurement of whether any changes realized in the behavior of the participants towards their children, families, and social environment Within this framework, the following are the basis of the questions that were posed to the Family/Care Takers that were interviewed in focus group meetings: . The duration of participation in Parent Training Program . The benefits and effects of the training program . Criticism directed to the training program . Ideas oriented to the further development of the Tarining Program 2.3.4. Mother Support Group . The level of awareness as to the benefits of breastfeeding during the first 6 months of an infants life . Effect of correct breastfeeding training on breastfeeding attitude. In addition to health, nutrition, hygiene and care taking applications, the effects on the psychological development of the child. 2.4. RESULTS OF QUALITATIVE EVALUATION The data obtained from focus group meetings is expressed separately for each group below: 2.4.1. SERVICE PROVIDERS: One focus group meeting was held in each of Ankara, Diyarbakir, Mersin, Gaziantep, İstanbul and Bursa provinces. The findings obtained on the basis of the ideas voiced in the meetings are as follows: System of Parent Training Program . The service providers have stated that they started the training at least with 15 and at most with 25 trainees and they have not in general experienced any problems in terms of attendance during the program. They stated that minimum of one and maximum of three classes can be opened in a year. It has been easier to open classes and find trainees at central locations compared to the surrounding districts. The socio economic status and education levels of the surrounding districts and villages are lower compared to the central and due to the fact that the relationships are based on trust and being “acquinted with”, the service providers, besides introducing the course, were also required to introduce themselves to the immidiate family and friends of the participants and earn their trust. In the focus group meeting of the service providers in Diyarbakir, a service provider expressed the disadvantages of being a woman and the difficulties she experienced in reaching the participants due to reasons arising from conditions specific to the region as follows, “We obtain the addresses from the headquartes to reach the participants, and we take plain clothes policeman with us. We cannot go by using our own means. When we go to their places, we explain our intentions, and bring them back for training”. Another service provider explains the difficulties she were faced with as follows; “The number of women attending the Public Training Center was not very high. The husbands did not give permission for them to go. We used to go from one house to the other. The Manager used to say that he wouldn’t be taking the responsibility.” . With regard to the establishment of the classes and the continuity of the program, the personal efforts of Public Training Directorate personnel and the service providers have played an important role. Sources Used in the Program . The service providers have stated that the GEP (Developmental Training Program) and ZEP (Intellectual Training Program) documents are adequate in terms of content but lacking in terms of application period and the quality of the application. It has been stated that once weekly application must actually be a twice- weekly one. Moreover, it has been mentioned that the application studies would be more effective if they are carried out with children instead of the participants and that the mothers get bored and want to leave the classroom. It was stated that the scientific language used in relaying the information with regard to sexuality in GEPs, caused the participants to experience difficulties in understanding and it was said that sexuality must be explained by using expressions in keeping with the family structure in Turkey. It was stated that there were delays in receiving the source documents. As the photocopying of GEP and ZEP documents add to the burden of the participants and the service providers in terms of time and costs, it was requested that the source documents to be used are sent in book or magazine form. It has been emphasized that the sources and the vocational training provided must be updated on a continuous basis. The effects and benefits of the Training Program in the development of parenting consciousness . The awareness of the participants towards themselves, families and social environments has developed and changed. Primarily they realized that they themselves and their children are individuals. The participants have become more socialized, and this caused favorable behavioral changes in their families. Without being hindered by their spouses and/or their close family and friends, they went through a healthy socialization process. The fact that the program included applications, and the utilization of learning techniques including real life situations in which the participants experience the events first hand, and share experiences, ensured that positive results are obtained in a short period of time. The participants learned to evaluate their behavior within the framework of cause-effect, action-reaction models. They stated that the change must start with them and that as they change, they realized that their environment changed in reaction as well.