School-Based Parent Education and Family Intervention

Module 4 Parent Education

The Futures Task Force on Family-School Partnerships

Gloria Miller, Univ. of DenverCathy Lines, Cherry Creek (CO) School District

Virginia Smith Harvey, Univ. Mass Boston

Definition of Parent Education

A systematic presentation of information to parents for the purpose of supporting their efforts and abilities to promote their child’s development.

“Family support” is a newer term,

implying a more equal power differential.

See PE Handout 1

General PE Characteristics Broad developmental topics are covered

related to parenting or schooling.

Sessions are more like “lessons” or facilitated discussions.

Sessions often are guided by a specific curriculum and focus on one or more developmental topic.

Sessions are offered to a wide range of parents who come voluntarily.

PE Trainer Characteristics

Strong understanding of child development.

History of applied experiences working with children and families.

Comfort with role as a teacher/facilitator.

Broad training and educational background.

Where PE fits within a Multi-tiered Family-School

Partnership ApproachParent Education

Occurs either as a Tier I-Universal or Tier II-Targeted Group intervention.

Offered to a wide range or targeted group of parents to prevent the future onset of serious child problems.

Tier 2: Targeted Group InterventionsSpecific preventions and remedial interventions

for targeted groups of families and students identified as “at risk” and unresponsive to the first tier (e.g., Parent Education or Family

Intervention, Parent Consultation).

The Multi-Tiered Approach to Family-School Partnerships

Tier 1 80-90%

Tier 31-7%

Tier 25-15%

Tier 1: Universal Interventions

Engaging all families as collaborative partners (e.g., 4 As,

Family-School Collaboration, Parent Involvement, Parent

Education).

Tier 3: Intensive, Individual InterventionsIndividualized supports for families and students unresponsive to the first two tiers (e.g., Parent

Consultation [conjoint behavioral consultation] and Family Intervention).

One Evidenced-based Parent Education Program

Aware Parenting Program

(AP)

Aware Parenting Authors

Bronstein, Duncan, Clauson, Abrams, Yannett, Ginsburg, &

Milne (1998)

Preventing Middle School Adjustment Problems for Children from Lower-

Income Families: A Program for AWARE Parenting

See PE Handout 2

Distinguishing Features of the

Aware Parenting Program Focus is on parents of adolescents. Purpose is to enhance parental and family

relationships. Stress is on effective child-rearing

concepts (i.e., warmth, acceptance, democratic communication, and attachment).

Parents learn that children benefit from more attention during adolescence, not less.

Other Aware Parenting Program Features

Encourages social support and sharing between parents.

Group process variables are viewed as important in parent education as content.

Parents benefit from normalizing experiences, sharing with others, and expressing feelings.

Background Research Supporting Need for Aware

Parenting Program During adolescence there is a decrease in

academic achievement and motivation and more risk-taking and disruptive behavior.

Problematic parenting is exacerbated by family stressors during adolescence.

Previous research on parent education programs during adolescence has been inconclusive.

BackgroundResearch (continued)

Carnegie Council on Adolescent Development recommends the following supports to improve PE outcomes:

• Offer on-site childcare• Compensate parents for time • Provide transportation• Hold separate groups for single parents

and couples

Aware Parenting Program Goals

To change parent and child relational behavior in families with young adolescents (ages 11-16).

To teach parents five parenting concepts: 1-support 2-attentiveness 3-responsiveness 4-guidance 5-receptivity to emotions.

Aware Parenting Program Structure

11 scripted weekly small group sessions/lessons

Sessions were two hours in length

Co-led by a psychologist and a co-facilitator

Separate groups for single parents vrs couples

Parents were “paid” $10.00 per session to attend

Free child care and transportation were provided

Aware Parenting Program Structure

(continued) Five parenting concepts are incorporated as

weekly topics and are modeled during each session.

Parents also have time to share and discuss other personal concerns and topics, such as: Feelings of isolation Desire for better communication with

spouse Working more effectively with schools Handling risky behaviors - drugs, sex

Aware Parenting Program Content

Parents learn how to:

1 – SUPPORT their adolescent through praise, encouragement, and affection.

2 - ATTEND to their adolescent through active listening and encourage sharing.

See PE Handout 3

Parenting Program Content (continued)

Parents learn how to:

3 - INCREASE RESPONSIVENESS to their adolescent by acknowledging needs and showing that child is not alone, parent will be there.

4 - PROVIDE GUIDANCE through effective teaching behaviors and the communication of clear expectations and predictable consequences.

See PE Handout 3

Aware Parenting Program Content (continued)

Parents learn how to:

5 - BE RECEPTIVE TO STRONG EMOTIONS expressed by their adolescent by modeling, accepting, and encouraging expression of emotions and ideas.

See PE Handout 3

How Five Aware Parenting Concepts are Modeled

SUPPPORT - encourage and complement parents.

ATTENTIVENESS – use effective turn-taking.

RESPONSIVENESS – allow all parents an opportunity for input.

GUIDANCE – provide critical information and practice skills using individualized situations.

RECEPTIVENESS TO EMOTIONALITY – model use in session and ask parents to share their feelings.

Aware Parenting Program Individual Session

Characteristics Didactic “lesson” content and information

Discuss how lesson theme relates to specific skills and experiences

Parents share own family situations related to the theme

Practice and further discussion of related skills

Aware Parenting Program Enhancements

Built on previous research by including: Child care Remuneration Transportation A curriculum manual Adaptations to meet parents’ needs Separating single-parents and couples Assessments of immediate and follow-

up effectiveness using multiple measures

Empirical Support for

Aware Parenting Program

Prior Research Design Random assignment to treatment vs.

control group

Multiple Measures employed: Middle School Parenting Questionnaire, Coding of Observed Family Interaction; Child Self-Concept subscale; CBC- Teacher Report Form, GP; verbal and written evaluation of group experience

Follow-up 1-2 months & 13-12 months later

Qualitative Outcomes Based on Parent Report

Primarily based on Mother Reports: Primarily based on Mother Reports: Improved communication between

spouses and children

More family discussions of rules and expectations

More able to use effective parenting skills and family felt “more normal”

Decreased sense of isolation

Quantitative OutcomesBased on Multiple

Measures Children reported improved self-concept.

Children had higher GPAs.

Children demonstrated fewer externalizing and internalizing behaviors as reported by teachers one year later.

Mothers were rated higher on self-reported levels of Responsiveness, Guidance, and Receptivity to Emotions.

Other Outcomes

Similar effects found for couples and single-parents

Effect sizes were moderate to large

Ideas to Further Enhance Outcomes

Help parents view themselves as co-educators and partners.

Build parental confidence and self-efficacy.

During sessions, balance emotional support with new learning.

Respond to family needs - think “outside the box”.

Conduct scheduled home visits and booster sessions.

Module 4 - Aware Parenting

Discussion QuestionsHow might this program be adopted for

school-based practice?

What types of cases or situations are most suited for this program?

What implementation obstacles would need to be considered before adopting this program?

See PE Activity