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. . In subjects such as family behavior, ensuring that the self expression of the child, conversion of negative behavior into positive, sex education and toilet training, the positive results were obtained quickly. As such the confidence of the particpants in the training and the importance they placed on it has increased. They expressed their thoughts as follows, “We thought that mothering a child is about changing his/her nappy, and feeding him/her, however we learned otherwise here.” And moreover they stated that their children noticed the change in them and commented by saying, “Mom you changed a lot, you have become a nicer mom”. . It has been observed that the training program can effect and cause a positive development in a family and the close family and friends as well as the society in the long run besides the trainee herself. . The parents-to-be gained awareness through the training program. And they stated that “they used to do everything wrong and that their parents’ parenting of them was wrong as well.” . During the initial weeks of the parenting program, a “confrontation” and “behavioral awareness” process was experienced. The fact that the confrontation was conducted together lessened the “concerns” and “feelings of guilt” and “normalized” the situation. A mother, during the training, realized her faults in behaving towards her 27 year old daughter, and her daughter thanked the service provider and told her that they have become mother-daughter after 27 years. . The fact that the training contained practical methods causing behavioral change, has answered an existing need and as such it was received with interest by the participants. . The service providers stated that they experienced a strong spiritual satisfaction in spite of the lack of proper conditions of work. Seeing that they can initiate a social change starting from families excited and encouraged them. . The service providers have observed the following changes in the participants; primarily they became aware of their individual, sexual and social identity, then they started to re-define their identity and realized they themselves and
their children are individuals and they started to change and develop their behaviors in this direction. . However, while the studies conducted continued to produce positive results, on the other hand they have also had unexpected resuşts in some cases. According to the service providers, one of the mothers-to-be stated that “she changed her mind about becoming a mother as she thinks that motherhood is vey difficult.”
Satisfaction and Expectation
. A special place was requested for courses like mother-child training and similar.
. It has been expressed that mother-child schooling must be accepted as an occupation and like National Education and UNICEF it must report to a single center. . The necessary infrastructrure with regard to the opening of a course must not be left to the discreation of only the school administrators and Public Training Directors and that it must be handled from the top and at institutional level. . It was requested that more promotional activities with regard to the mother- child training must be more in number. . The service providers that make themselves known at places far away from the center, stated that they experience problems of trust and they also fear for their own safety. . It has been stated the training must be longer for the mother or the care taker to be able to reflect the training she receives to the entire family. . It has been determined that taking care of the children of the trainees during training, with the assistance of the kindergarten children would increase the participation of the mothers. . The service providers stated that formal education is not enough for mother- child training, and that it is harder to change the behavioral pattern of an university graduate mother than a mother with lower level of education as the highly educated mother tends to believe that “she knows the best”. . Another important finding was the observation that the content of the training materials were deemed as sufficient but they were not enough in number and their delivery was delayed. The service providers voiced their frustration with regard to the copying of the course materails by using either their own means or the means available to the Public Training Center. . It has been stated that appointing psychologists and social-psychologists to work in mother-child training program would be required and beneficial for the service providers, families/care takers and the children.
RESULT . Utilization of participation and interaction training techniques in the program is one of the most important factors that renders the program successful. Conducting of applied classes together with the children and fathers, ensures that the positive behavioral change is faster and more permanent. . It has been recommended that the measurement-evaluation studies are emphasized more for receiving feedback from the training program and with
regard to such studies the services of measurement-evaluation experts, psychologists and social services experts must be taken advantage of. . In each city/district, the studies must be carried out in coordination with the social services specialist, psychologist, sociologist and measurement- evaluation experts. The awareness experienced in achieving behavioral change in the trainees and the measurement of the psychological and social problems experienced following the change or the behavior, is beyod what is expected of the service providers and as such it leads to an unhealthy learning environment for them. . Learning about the socio-economic status of the area and the families that will receive training as well as researching the local characteristics beforehand and preparing training programs specific to each area on the basis of the results obtained will improve the effectiveness, pace and quality of the training provided. . Activities promoting and supporting the training program must be emphasized more. Seminars and conferences covering the entire social environment to which services are provided must be arranged (including fathers, other family members, close family and friends, kindergarten teachers, primary school teachers and similar). . It has been recommended that the vocational training programs of the service providers are increased, continuously renewed and developed. . The institutionalization of “My Family Training Program” under its own identity within the scoipe of adult training programs and the development of social training will constitute important steps and a model for the “Social Mobilization” target of UNICEF. As such, the issues stated by the service providers such as bureaucratic roadblocks, delays in receiving materials, difficulties experienced in finding appropriate course space and similar problems will be resolved faster.
2.4.2. CHILDREN With the children of the mothers/care takers that participated in My Family Training Program, meetings in the following cities were realized; İzmir, Ankara, Diyarbakir, Mersin, Şanliurfa, Mardin, Gaziantep, Adana, İstanbul and Bursa. The findings obtained on the basis of the ideas voiced in the meetings are as follows::
Times spent with the parents
. It has been determined that the majority of the children interviewed go to kindergarten and their mother are mostly housewives and their farther are aither workers or owners of small establishments.
. They expressed what they mothers do by phrases such as “she cleans, cooks, dusts”. . The children said that their mothers take car of them and they found the idea that their fathers would take care of them surprising. They defined their fathers as “out of the house”, “working”, and “tired”. . It has been observed that the parents, although not sufficient, play with their children and the importance placed on playing with the children increases as the knowledge of the parent with regard to child training increases.
. The children explained why their parents do not play sufficiently with them by saying that they were busy and they expressed their wish to spend more time with their families.
. It has been observed that idea of a parent playing with a child is just developing in the children interviewed. Some children rationalized the fact that their parents do not play with them and expressed their sentiments as follows; “I don’t want them to play with me, I am quite content playing by myself”, or “I don’t want them to play with me because I don’t want them to get tired.” The same children stated that they would be playing with their siblings or their children when they grow up.
. It has been observed that the participation of their mother in the course and the fact that she plays games with them, made possible for the children to view their mothers as individuals (other than the perception that the mother is the person that cooks and cleans).
. It can be said that the children do not repeat the activities they perform at school or home and that they watch cartoon movies and the mothers/care takers do not guide them and sometimes hinder them in their activities (by saying that they mess up the house). . It has been found that the behavior of the parents displayed in reading books to their children was not systematic and sufficient. . The children defined their mothers as the person that does household chores and cooks for them and their father as the person that works. It has been determined that the idea of their father cooking for them surprises the
children. Furthermore, the children stated that they would enjoy their fathers cooking for them.
. It has been understood the children do not have specific meal times other than the traditional three main meals of the day and when the mother is sick or not at home then the father prepares food not just for the adults of the family but also for the children. The children stated that they enjoy their fathers’ cooking very much and that they feel themselves treasured. On the other hand cooking by mother was defined as a “duty” and nothing specific to them .
. The children stated that they watch cartoon movies on TV and that they are not allowed to watch horror movies or adult programs. . It has been determined that the majority of the parents do not read to their children before they go to bed and that the parents that received mother-child training show more effort to do so in comparison to the others but their efforts were in adequate and inconsistent. . The children want their parents to read them books or tell them stories. Most of the children stated that their parents do not read to them as they are busy or tired but when they grow up they will be reading to their younger siblings. . Nursery rhymes are one of the most important elements of our culture and one that warms the heart. The children that were interviewed said thet the nursery rhymes were for babies and that they were not babies any more.
. In the towns close to the center and west and in cases where the number of children is less and the mother has more knowledge of child rearing, it has been observed that the time spent with parents increases along with the quality of time spent together.
The participant children stated the activities that they enjoy doing together with their parents as follows: Behavior that is permitted/not permitted
. The children stated that they are permitted to play with their friends. . The children stated that they watch cartoon movies on TV and that they are not allowed to watch horror movies or adult programs. . They stated that they watch series like Selena, Rag Baby and Pulsar on Yumurcak TV channel European Side, My Love and Back Streets (Yakasi, Aşkim Aşkim, Arka Sokaklar). The attitude of the parent towards the child
. Majority of the children stated that they were physically punished (slapping, smack on the bottom, hitting, throwing slippers) and their mother and fathers punish them and get angry at them when they do not behave themselves. . When they were asked whether they would physically punish their children if they had any, they responded by saying that physical punishment is bad though they do not think that their parents do anything wrong. Only a small number of them indicated that their parents talked and explained to them their mistakes.
CONCLUSION
. The participant children indicated that they felt very happy to play games like hide and seek, blind man’s bluff, telegraph, charades through which an emotional, psychological and social interaction can be established between the child and the parent.
. As the parents start to spend time with their children, the perception of the kids that go to the kindergarten, of their parents have started to change and they began to realize that their parents are not only there to cook for them or go to work but also they are the people that is required to play and take care of them more. . Following the meeting, the questions received from mothers/care takers as to how their children responded and behaved show that the parents are aware of the process in which the behavior displayed by parents is questined and inspected by the society and institutions. . In “My Family Training Program” it is recommended that the applied training during which the parents and children spend time together and play, is increased It would beneficial to teach the parents how they can spend time and play with their children. . It is also recommended that rehabilitation services oriented to the parents and children are provided in relation to the effects of family violence and societal violence and furthermore it is suggested that training on the subject is increased.
2.4.3. FAMILIES/CARE TAKERS:
Meetings were realized in the provinces of Samsun, İzmir, Ankara, Diyarbakir, Mersin, Şanliurfa, Mardin, Gaziantep, Adana, Bursa and İstanbul with the families/caretakers that participated in my Family Training Program. The findings obtained from the thoughts expressed in the meetings are as follows: Participation process in the training program: . Participants to the training program heard about the program from close relatives, house calls of service providers, posters put up by public training, schools their children are attending to, and other Public Training Courses (tailoring, embroidery, etc.) . Mothers stated that they participated in the training program primarily to provide better training to their children.
. During the program, they trust their children with their close relatives. There are kindergartens in some of the public training centers. Mothers pointed out that they would be able to attend the courses more readily and would be better at ease.
. They stated that they did not get any negative reaction from close circles and that the partially negative reactions they had became positive once an in line with the reflection of the benefits of the program on the family and the close circle.
. It was determined that the obstacles to participation in the course experienced by the participants were increasingly overcome with the increase in satisfaction obtained by the participants. Attainments of the Training Program . The participants realized that child upbringing and being a family required a formation and that they as well as their children were individuals.
. They have learnt that they have to first achieve behavioral changes in themselves, and then in their children.
. They expressed that they have become of the fact that being a mother / spouse /women is a social responsibility and that children are the grown-ups of the future.
. They said that they not only tried to correct the wrong behavior of their families but also those of their social circle, and that they felt responsibility in this manner.
. A majority of the participants said that they used to punish their children by beating them prior to starting the Mother-Child training, forced them to eat, and that they gave up such behavior after they started the training, and that they learnt how to establish empathy with their children, and they learnt the “listen-think-speak” rule.
. They expressed that they explain new behaviors to their children with cause- effect relationship and that they obtained positive results.
. They indicated that they are aware of the long-term consequences of parental behavior, and that substantial differences could be seen between their children raised pre and post training with regards to behavior-personality.
. The mothers have noticed that as they became individuals, their self-respect and respect shown to them by their families increased. The participants have expressed their awareness in the topics of self-awareness, proper communication, being an individual, helping their children in attaining correct positive behavior, socializing in the following terms; “I learnt how to communicate”, “I learnt how to examine my behavior, and to explain the reasons for my behavior towards my child”, “I learnt that I have to adapt my child’s behavior in some subjects”, “I learnt how to let them attain positive behavior”, “I learnt how to give responsibility to my child”, “I could decrease the conflict to a minimum”, “I learnt how to correct my mistakes and appreciate my child”, “I learnt how to know my child closely, to understand my child’s feelings and show my love”, “I have become conscious in the subject of sex education”, “I have become aware of women’s rights and violence against women”, “I have learnt how to spend efficient time with my child”, “I gained my self-confidence, I learnt how to value myself, I felt proud of myself”, “It was a sort of therapy, mutually listening and sharing our experiences made us feel better”, “I started to love life more, I was an elementary school graduate, I registered to open education thanks to my teacher, I am very happy”, “I have stopped violence”, “I remembered that I am a woman”, “I learnt that my child is an individual”.
Expectations of the Participants . Mothers/Caretakers have requested similar training programs to the Mother Child Education for fathers and innermost relative circles. . Mothers requested that their children be in another class under the supervision of kindergarten teacher during the training.
. They have complained that the locations where training were conducted were not sufficiently sanitary or hygienic. . The Mother Child Education was asked to be established as a different class.
. They expressed that the Mother Child Education should be obligatory for all mothers and expectant mothers. . There was a demand to extend the program period to a year.
CONCLUSION:
. The training program has shown the power and energy of learning, change, transformation to the participants. The Mothers/Caretakers have realized that they can first change themselves, followed by their families and in time the society, and they stated that they could assume this mission when they receive the necessary support.
. As learning, confrontation with behaviors, awareness process are performed together and by sharing experiences, the consciousness that the issues are common and as such the solution has to be found together awareness formed, and the individual guilt feelings were gave place to conscious solution seeking.
. A majority of the participants have come to where they are through internal migration. The participants have been severed from traditional relationships due to migration and could not reach urban adaptation tools. The trainng program, although insufficient, became a means of adapting to the metropolitan life and to establish new social relations. In this aspect, the program may be causing the participants to become more urbanized and exhibit urban behavior.
2.4.4. MOTHER SUPPORT GROUP
Meetings were realized in each of the provinces of Ankara, Diyarbakir, Mersin, Şanliurfa, Gaziantep, Bursa with the Mother support groups. The findings obtained from the thoughts expressed in the meetings are as follows: Participation Process in the Training Program . The participants have stated that they did not encounter any difficulties during registration, and that the officials of Health Directorates and Public Education Directorates had made the necessary orientation.
. The partial negative reaction of the family and close circle was resolved with the trainers and officials directly persuading the persons who were creating the restraints.
. The participants became aware of the program through different courses they attend at Public Education Center as well as the promotion made by the trainers.
. It was determined that it would be beneficial to decide on the dates and the times that the courses will be arranged by taking into consideration the social schedule of the participants in the concerned region. Benefits of the Training Program . The participants have become aware of prejudices such as breast feeding a baby after listening to three prayers and missing one of the feeds just because it was said by your mother in law or not breast feeding believing the modern thinking that it may deform your body and they learned how important it is for the psychological and physical development of the child to be breast fed. . It was observed that the self confidence of the participants have increased along with the importance they place on the training program.. . The participants have realized their functions in establishing social awareness.
. In families that the socio-economic level is lower, it was observed that the mothers naturally breast feed their newborns as baby formula cannot be afforded. However, it was also determined that there is a belief that the baby would not gain sufficient weight if he/she does not receive formula milk and that the ability to buy formula milk symbolizes a certain economic power. In the social environment a pressure is placed on the mothers due to the weight of their children, placing the blame for the low weight of the child on the mother rather than looking at it from a health perspective. Almost all of the mothers that force feed their children or feed them formula milk stated that they were faced with pressure with regard to the subject and that instead of the development of their child this pressure motivated them.
Expectations of the Participants
. The participants stated that the program was very beneficial and it must have more widespread coverage.
. They requested more detailed information with regard to the benefits of breast milk and child development. . The trainees stated their desire to share what they learned. Especially the women past middle age stated their wish to relay what they learned to prevent the repetition of the past mistakes and to work in training and developing the knowledge of the local residents.
. It was observed that the locals listen to their own more than they do to the officials. CONCLUSION:
. The customary prejudice that dictates a child either healthy or not on the basis of his/her weight put a pressure on mothers leading to the determination of their social identity on the basis of primarily whether they can take care of their children well or no which caused the mothers to rear their child on the basis of the social pressure on them.
. In families with limited financial means and education, the ability to buy formula milk is regarded as a sign of economic advancement. . The formula milk advertisements broadcast through mass communication tools, as well as wrong beliefs like breast feeding would cause the deformation of the body, caused a disruption in the process and prevented breast feeding behavior. . Through mass communication tools and training seminars, studies to eliminate prejudices both customary and modern, must be undertaken.
2.5. GENERAL CONCLUSIONS:
One of the fundamental factors that ensure the development and advancement of individuals as well as the societies is education and as such education takes the center stage both in Turkey and the World as a very important need. The fact that the basic structure of a person’s identity forms until he/she reaches 6 years of age and in the first 5 years of a human beings life he/she acquires half the intelligence he/she will possess all through his/her life, emphasizes the importance of 0-6 Years Family/Child Training. In our country that is in the process of joining the European Union, the importance of physical, psychological and intellectual development in bringing up and educating children has been understood, and work towards the training of parents has been given pace. In bringing up a child, the family as the basic structure maintains its importance and as such the training of parents has been given priority. in educating the child and with regard to the household management, the parents are still effective and as a result of this the development of the child and other family members depend on the training of mother. The “My Family Training Program” that has been established within this framework has led to many important and positive effects and changes. Within this context; . The high level of participation in my family training program, the demands for more classes, the positive responses of the participants with regard to the program, their family related attitude and the favorable changes shown through behavior indicated that the program filled an important need, a void.
. The applied nature of the training program, the sharing of the experiences, establishment of an awareness with regard to the identity and actions of the participants have been important factors playing a role in the success of the program. The participants are made to realize that they are foremost individuals then mothers, and they were taught the methods and given the awareness for questioning their own actions to be able to change the behavioral patterns of their children. . As the self confidence of the mothers/care takers increased, their trust in their spouses close circle of friends and family has increased too and they were able to develop a high quality relationship network.
. The service providers requested that their professional job descriptions are provided and their professional issues are resolved. They stated that the training programs oriented to their needs must be updated.
. It has been recommended to extend the duration of the Program up to one year so that the awareness gained during the program can be channeled as positive behavioral change.
. It has been determined that the feeling of guilt that accompanies the awareness in participants can be unhealthy and the participant may need the support of psychologists, social psychologists and sociologists during this period.
. The service providers stated that the participants expected them to provide social psychological support during the program however, they were not equipped to do so. They stated that the work must be conducted with the support of psychologists and other related specialists.
. It has been emphasized that separate places must be set up for the training of mother/child.
. It has been said that a “Mobile Mother-Child Program” for the mothers/care takers that cannot reach the training program would be a good idea and a necessity.
. The delay in receiving the source documents and receiving them only in one copy has created some problems (they had to be photocopied) and it has been determined that sending the source documents as arranged into magazines would be beneficial.
. The “Letters from a Father” scheme has been met with interest from the participants and they were functional in initiating behavioral changes. . Due to the socio-economical and cultural differences, it has been determined that taking into account the local-regional differences in determining the timing and date of the training program as well as how to reach the participants would ensure more active and higher level of participation.
. It was observed that including the family and the close circle of friends and relatives of the participants in the program through seminars and panels would increase the effectiveness of the program.
. It was observed that the positive family behavior might be reinforced if training of the father is emphasized.
. The participants requested that the applied courses are increased in number in mother-child training and stated that carrying out the applied courses together with the children would ensure permanent learning of the skills.
. In mother-support programs, the effect of the behavior of the parents on the psychological development of the child must be emphasized more and the training materials must be developed to support this. . The participants of mother-child and Mother-support programs must be observed in their family environment and feedback reports must be submitted. A team of specialists made up of Social services specialists, social psychologists, psychologists and sociologists must carry out scientific studies. . At the end of the training program, the participants must be awarded with graded certificates. Mechanisms, through which the participants can share their experiences, must be established.
. Local belief leaders must be included in the training program, and they must be authorized to tell about its benefits.
. It has been determined that conducting more promotion in the media is required.
. In the regions where literacy rate is low, reading and writing courses must be arranged.
. It was determined that increasing the cooperation with Ministry of Education and Ministry of Health would be beneficial besides organizing supporting seminars, conferences and symposiums on mother/child training, family behavioral patterns, father’s training, training in puberty at the educational institutions of the Ministry of education and Mother/Child health sections of the Ministry of Health.
. The importance of cooperation with the related non-governmental organizations has been emphasized.
. It is predicted that the institutionalization of Mother/child training program and the supporting programs under their own identity would be an important development for societal education.
Finally the following can be said “Turkish Society is still lacking means of socialization other than under the roof of some “legitimate” places such as the family, school, educational institutions, and army that have been pointed out to them. At present, theatres, movie theatres and centers of culture are in very limited numbers in many cities of Turkey. The socio-economic and education levels of the society are not sufficient to reach the available means of culture. There is still the problem of public areas in Turkey. The “Mobilization of Society” target of UNICEF has presented examples of public debates and establishment of a public forum via the My Family Training Programs. The participants did not come together due to reasons such as ethnic, political, religious goals but rather gathered for issues such as the “individual identity” (family), common benefits and problems that make possible for a public platform to be established. The participants have discussed their essential problems in a training program without being forced to do so and they looked for solutions while learning to be individuals. They realized that as individuals they make up the society and they became aware of their social missions as well as their power to transform and change.”