Parent education

Values for strengthening family system
14 July 2020 Anshu Shukla, Assitt.Prof., VKM, Varanasi

1.Parent Education
2. Family Life Education
3. Premarital Counseling

1. Parent Education
• Parent education should be CESS (cooperative, encouraging, social
and situation-oriented)
•Parents play a key role in children’s development
• Two fundamental components of parenting are – 1. Supportive component 2.
Controlling component
• Effective parenting is not easy
• Higher level of parental support or nurture combined with higher level of
behavioral control or guidance are related to more positive outcome for
children.
• Even those parents who are in a key position to positively affect their children
, face significant challenges in daily life.

A parent education program is a course that can
be followed to correct and improve a person's
parenting skills. Such courses may be general,
covering the most common issues parents may
encounter, or specific, for infants, toddlers,
children and teenagers.

Why is parent education important?
Parenting education promotes the use of
positive parenting practices, such as using
positive language, planned discipline, and
family routines. It also encourages nurturing
behavior and increases parents' knowledge of
child development and communication styles

History and Development of Parent Education
Parenting education and support has always existed (e.g. through
informal kinship and family networks), but formal recognition of
the need to support parents was established through
the International Year of the Family in 1994.
In understanding the history of parenting programmes, it is
necessary to highlight two global shifts.
1. The first relates to significant changes in family structure,
where extended, tribal or community family models have given
way to more nuclear – and, in some societies, absent-parent –
family models (e.g. due to conflict, disease and natural
disasters).
2. The second shift involves demands on families due to societal
changes in areas including employment, inequity in incomes,
exposure to disease and modern influences such as drug use,
technology and urbanization.

Need of Parent education
These changes have made clear the need for
support for parents or their surrogates. As
traditional structures dissipate and new
parenting challenges arise, concerted efforts are
required to assist parents in fulfilling their role.

Positive Parenting Dimensions / frameworks
According to Baumrind (1971): Typological Framework
1. Responsiveness
2. Demandingness
According to Becker (1964) & Schaefer (1965) : Dimensional Framework
1. Support
2. Behavioral Control
3. Avoidance of Psychological Control

1. Responsiveness / Support :
• Consistent , stable emotional connection between parents and
children affords children a solid foundation for the development
of important skills.
• This overarching construct of parental support covers a number of
more specific constructs such as attachment, warmth, nurturance
and involvement .
• Perceived support from parents has been predictive of school
performance, self esteem and social competence in childhood and
adolescence.

2. Demandingness / Behavioral control :
• This framework specify the role of parental behavioral control
including supervision, monitoring and rule and limit setting.
• Youth learn t self regulate and therefore less likely to engage in
antisocial behaviors.
3. Psychological Control :
• it includes parental controlling behaviors involving shame, guilt,
love withdrawal, and other manipulative forms of discipline that
are harmful for children.

The six priority parenting practices and their descriptions are as
follows:
S. No. Category Parenting Practice
1. Care for self •Manage personal stress.
• Manage family resources.
•Offer support to other parents.
• Ask for and accept support from others when
needed.
•Recognize one’s own personal and parenting
strengths.
•Have a sense of purpose in setting child-
rearing goals.
•Cooperate with one’s child-rearing partners.
2. Understand •Observe and understand one’s children and
their development.
•Recognize how children influence and respond
to what happens around them.

3. Guide •Model appropriate desired behavior.
•Establish and maintain reasonable limits.
• Provide children with developmentally appropriate
opportunities to learn responsibility.
• Convey fundamental values underlying basic human
decency. Teach problem-solving skills.
•Monitor children’s activities and facilitate their contact
with peers and adults
4. Nurture •Express affection and compassion.
• Foster children’s self-respect and hope.
•Listen and attend to children’s feelings and ideas.
•Teach kindness.
• Provide for the nutrition, shelter, clothing, health, and
safety needs of one’s children.
•Celebrate life with one’s children. Help children feel
connected to family history and cultural heritage.

5. Motivate •Teach children about themselves, others, and the world
around them.
•Stimulate curiosity, imagination, and the search for
knowledge. Create beneficial learning conditions.
•Help children process and manage information.
6. Advocate Find, use, and create community resources when needed to
benefit one’s children and the community of children.
Stimulate social change to create supportive environments
for children and families.
Build relationships with family, neighborhood, and
community groups
Developed by Charles A. Smith, Dorothea Cudaback, H. Wallace Goddard, and Judith A.
Myers-Walls in collaboration with Extension professionals throughout the United States.
This project was supported by the Extension Service, U.S. Department of Agriculture, and
the Cooperative Extension Service, Kansas State University, under special project number
92-EXCA-2–0812.

THEORETICAL MODELS OF PARENTING EDUCATION
1. Attachment models :Bowlby’s (1969) theory of attachment suggests that attachment to a
caregiver is a primal and fundamental form of behavior where people seek the comfort and
security of a consistent, attuned, and 198 ● CONTENT AND CONTEXTS FOR FAMILY LIFE
EDUCATION responsive individual.
2. Behavior modification models: Programs that are grounded in behavioral theories tend to
focus on modeling, reinforcement, and punishment
3. Democratic models: Democratic parenting education models are rooted in Adlerian
psychology (Adler, 1927) and in the work of Dreikurs (1964). As such, they emphasize the
importance of understanding children’s perspectives by reflecting on their cognitive and
internal motivation processes.
4. Social consciousness model:. Another parenting education model identified by Myers-
Walls (2007) is the socially conscious parenting model. Programs based on this model are
sensitive to the larger social and ecological environment in which parenting occurs and
emphasize “social change, empathy, and respect for self and others” (Myers-Walls, 2007, p.
4). Nonviolence, acceptance of diversity, and planned simplicity are values stressed by these
programs.

5. Counseling and/or communication models : Another basic theoretical model
from which parenting education programs have emerged is the counseling or
communication model. Parenting programs based in this philosophical approach
focus on empathy and open communication. Thus, they tend to encourage
behaviors contributing to the dimensions of parental support, and they discourage
the use of psychological control.
6. Developmental models: Last, many parenting education programs are
grounded in a developmental theoretical model (Myers-Walls, 2007). These
programs are often considered to emphasize children’s “ages and stages.” As such,
the focus is not on parenting behaviors so much as on parental knowledge of
children’s development. Programs grounded in this model are based on the
assumption that if children’s developmental needs are met, parents will be faced
with fewer problematic behaviors

Anshu Shukla
(M.Sc., PhD, NET)
Assistant Professor
Department of Human Development and Family Studies
(Home Science)
Vasant Kanya Mahavidyalya
Kamachha , Varanasi
dranshushuklavkmbhu@gmail.com
ORCID ID: https://orcid.org/0000-0001-5890-2312
https://www.researchgate.net/profile/Anshu_Shukla7
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22 February 2020 Anshu Shukla, Assitt.Prof., VKM, Varanasi

Parent education

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