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483 Cards in this Set
- Front
- Back
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Even though our culture is a child friendly and many social, educational, and legal settings support the well-being of children, what is there relatively little of? |
Preparation or assistance is provided in training people to act competently and parental roles |
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How may parenting behavior be guided? |
Trial and error learning Self education |
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What are the 3 things parental behavior based on? |
Parental role models from family origin A vague idea of developmental milestones Whether progress is being made |
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What do professionals and those who work closely with parents believe? |
There is considerable need for parental education |
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Who would benefit learning new ways to be effective in the parenting role? In what areas do researchers continue to make progress? |
Most people Continue to make progress in helping parents find more effective ways of child-rearing |
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When does ineffective parenting reveal itself? |
When children and teenagers present with behavioral problems |
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What do professional to promote parenting education believe? |
People can learn methods to improve their parenting abilities |
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Education |
Preventing problems in child-rearing Minimizing problems in child-rearing |
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What is parenting education similar to? |
Wellness Health maintenance |
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What is prevention is better than? |
Cure |
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What has emerged as a result of social changes and from information derived from behavioral science research? |
Specific methods Techniques of child-rearing |
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Parenting occurs in the many contexts in which children grow and develop. Reflect on the needs that unifies his parents – what we universally share in our parenting effort, regardless of ethnicity or origin. |
? |
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What has been recognized by societies from ancient times the present? |
Parents are their children's first and most important teachers |
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What did parents have the responsibility for long before public school systems were established in the US? |
For training Teaching their children the essential skills and knowledge to become effectively functioning adults |
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While formal education functions have been assumed by other agents, what has society never relinquished? |
The socialization responsibilities of parents and equipping children with basic skills and knowledge to become effectively functioning adults |
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When comparing past and present times, what can we easily conclude? |
The complexity of the 21st-century challenges parents as teachers |
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What is the dilemma distinguished between? |
What children need and what children do not need in order to develop into healthy adults |
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What is it practically impossible to do? |
Know what kind of occupation children will hold in the future |
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What do the vast advances in science and technology make it difficult for? |
Parents to predict the nature of the world in a few decades from now |
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What a parents always taught their children? |
The skills and knowledge that they believe children will need to function effectively as adults |
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How have other institutions help families with societal changes? |
Have assumed many of the family's primary function so the children's socialization is the main concern of parenting today |
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What do people in developmental countries require? |
Years of education and training to become competent in an occupation or profession |
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Is this formal training typically required for parenting? |
With few exceptions, Training is not required |
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What does a society delegate? What does society not do? |
The responsibility for socializing children to parents Does little to prepare them to meet that responsibility |
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What is usually a matter of trial and error? |
Preparing the next generation to cope emotionally To have social and interpersonal skills |
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What are the modeled values like? |
Time meaning Usefulness to the children when they are grown, regardless of the changes in society |
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What are the values modeled by parents? |
Integrity that will guide appropriate civic, law-abiding behavior. The ability to attain goals and objectives, including an education Interpersonal and coping skills Respecting the needs of others, as well as one's own |
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What are childhood experiences of today's parents like in comparison to the ones their children will encounter in the future? |
They are very different |
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Nuclear family system |
Have a few outside support to assist in its child-rearing efforts |
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According to the respected voices in the field of parenting, what do children generally need? |
To feel valued by parents and if you significant adults, such as the teacher or relative To develop their own personal attitudes, values, and opinions in order to become autonomous To develop and master skills and abilities that are valued by society To love and to be able to accept love her others |
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What does parent competency require? |
Knowledge of a variety of approaches for guiding children toward adulthood |
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What is important for their healthy growth and development? |
Parental love Nurture children |
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What does being competent and effective as parents require? |
Additional skills |
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What did the number of strategies and parenting styles focus upon? |
Fostering the emotional needs and character development of both parents and children |
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Describe some strategies. |
Therapeutic Some attempts to resolve conflicts between parents and children Some attempt to teach interpersonal skills Some propose a humane approach to PC interactions |
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Rather than offering a recipe for child-rearing, what do these strategies and parenting styles provide? |
Parents with skills for raising children to become competent adults |
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Discipline |
Contains the Latin verb disere which means "to learn" Found in middle English Used in the context of instruction A derivative of the term disciple which means "pupil" or "student" |
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What do people equate discipline to currently? |
Rigorous regimen of controller training Often translating to the use of punishment in response to children's this behavior |
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What type of meaning in instructional guidance should discipline have in the context of child-rearing? |
Positive |
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What does discipline do to be effective? |
Teaching children to behave in socially approved ways Guides children to internalize role, values, and beliefs Helps control impulses, allowing appropriate behavioral choices Guides social skills, facilitating work, family life, and other social interactions Provides structure by developing rules within the family system |
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How should parental disciplinary actions be for discipline to be effective? |
Positive Reasonable Temperate |
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What else plays a role in effective discipline? |
Consistency Flexibility |
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What is found both healthy and unhealthy in family system effective discipline? |
Rules |
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What is in a healthy family system? |
Negotiable rules |
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What do children healthy families learn about rules? |
They are for protection and freedom |
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What do children know they could talk with their parents about? |
Making occasional exceptions to those rules |
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What must each family system develop regarding child-rearing and socialization? |
Rules Policies Values |
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What do these rules evolve from and depend on? |
Personalities Family of origin Values Financial status Social status Number order of the children Birth order of the children |
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What are some common guidelines for parents to make your rules, policies, and values? |
Understand the concept of equifinality as it applies to a program of discipline. Don't use corporal punishment Try to understand children's feelings and motivations |
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What does the concept of equifinality from family systems theory imply? |
Families attain similar goals in different and varied ways |
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What may be the result of the different methods for socializing children? |
Adults who hold similar values and attitudes may behave in a similar manner |
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Is there one single disciplinary program that will meet all parenting goals? |
No |
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What do not appear to be effective in achieving desired behaviors? |
Spanking Other abusive Cpl. punishments |
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What does such physical violence incorrectly model? What can this lead to? |
Aggressive behavior as a means for resolving conflict Violent behavior in children |
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What is also been observed? |
The connection between harsh physical punishment in childhood and violence in adult dating |
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What is happened to many adults? |
They've been spanked by their parents in an attempt to control childhood misbehavior |
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According to researchers, what helps children learn to control their actions? |
Consistency with with punishment and other punitive measures are used rather than the act itself |
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When this spanking and other forms of physical punishment usually occur? What can be the result? |
Within the context of expressions of anger Can result in overly aggressive actions that harm the child |
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Considering the danger in the negative affect on children's self-esteem, what are the alternatives as more appropriate disciplinary measures? |
Positive reinforcement Time out Other less damaging methods |
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What do these alternatives require? |
Expanded skill set on the part of the parents |
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When do disciplinary programs become more effective and toddlers learn to comply with parental wishes? |
When the reasoning approaches combined with non-Cpl., non-abusive punishment |
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Give examples of non-abusive punishment. |
Timeout Withdrawal of privileges |
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What is key to not using abusive Cpl. punishment? |
Developmentally appropriate reasoning |
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How do many parents consider the misbehavior of a child to be? How often is that the case? |
A personal attack with malicious intent Rarely |
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What might the child's misbehavior really be? |
A learned response or action that is logical at a particular time |
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How will parents to attend to develop an understanding of their children a loving, noncritical way feel? |
Less hostile when their offspring misbehave |
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What is the result of trying to understand children's feelings and motivations? What will this type of approach facilitate? |
Parents will be more rational in developing corrective action that teaches children to think before they act The parents position as the child's ally in solving a particular problem |
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How will the parent who sees misbehavior as a personal and malicious attack likely respond? What is this cause? |
Anger Frustration Intensifies the problem |
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How can a parent gain an understanding of the child's feelings and motivations for unacceptable behavior? What can this exercise help the child do? Well this exercise help the parent do? |
The parent can listen carefully to the child's verbal and nonverbal communications and reflect the feelings being expressed by the child Verbalize feelings The parent will understand the emotional aspects that underlie the child's actions |
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What are the 2 things this attitude based upon? |
Compassion Empathy |
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What do parents who are angry and critical of the child because of misbehavior often dictate? What does this do? |
Their own solution to the problem Discounts the child |
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What is the goal of good parents will discipline? |
Foster an understanding of the child |
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Does anyone have the right to intervene when parents use physical punishment as a disciplinary technique with their child, especially in public? What would you say to a parent who is a stranger, regarding what he or she is doing? |
? |
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What approach my parents take in an attempt to identify and rectify the cause of the behavior?
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Approach the child first by attempting to identify what caused the problem behavior Then by helping the child make the necessary adjustments to his or her behavior |
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What is this approach like? |
A mechanic fixing a malfunctioning engine |
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How will a child learn to be responsible for his or her actions? |
The child must be granted the right to make personal decisions The child must experience the consequences to their own decision (both positive and negative) |
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What is the parents role during this process? |
Help generate alternatives without supplying all of the answers, options, or solutions all of the time Determine which decisions a child can make Determine what age a child may make particular decisions Keep the safety and well-being of the child mind |
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What happens in the parent when they continually make all of the child's decisions and except responsibility for all the child's actions? |
The parent fosters dependency rather than
autonomy in the child |
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What do children learn from making their
decisions and living with the results? |
To differentiate themselves from others
To establish personal boundaries |
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What are some things that family system value?
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Sameness
Rigid conformity and all members rather than seeing the benefits of individual differences in values, opinions, ideas, or means of self-expression |
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How is parenting and discipline approached in families such as this?
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With a cookie-cutter mentality
Children are required to think and act like their parents and hold identical values and beliefs |
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What can the demand for sameness do?
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Kill a child spirit and self perception as an
autonomous unique human being who has the ability to reason and think and the right to be who he or she is |
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How may a child react when faced with the
demand for sameness among family members? |
A child may comply with the demand for
sameness by denying his or her true self. The child will avoid conflict and seek peace at any price. The child may rebel and seek self-definition by not acting as the parents wish, often in ways that are contrary to his or her own wishes The child may project blame onto others rather than admit his or her own part in conflicts. A power struggle with parents typically results. When the demand for sameness becomes overwhelming, the child may disengage emotionally from the parents |
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Structure
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Refers to the internalized controls the people
acquired through socialization experiences that guide their behavior |
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How do parents provide socialization
experiences to their children? |
Care
Instruction Rules that result in child's self discipline actions |
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What does this experience differ drastically from?
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Experiences of children who are raised by
parents who use criticism, sarcasm, nagging, discounting, shame, and guilt to provide children with internal controls for their behavior |
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What is a result of families such as this?
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Children suffer a loss of self-esteem then they internalize a critical parent aspect of their
personality to motivate regulate their behavior |
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Critical parent aspect
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What is internalized by children who suffer loss of self-esteem because parents shape and
motivate children's development by instilling fear and shame about misbehavior |
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What happens to these children that have
developed the critical parent aspect? |
As adults, they respond to committing an error or transgression with guilt and shame which tend to block effective problem-solving because the person's thinking skills become partisan and ineffective when attempting to reach a rational solution
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What helps children learn structure?
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Rules
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What happens when rules are applied
appropriately? |
Provide a child with a sense of protection
Foster a sense of trust and security |
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What types of rules most parents teach children?
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Rational
Serve to outline the boundaries of acceptable behavior for children |
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What happens if rules derive from parents'
critical, judgmental, and unloving positions? |
Discipline and structure will tend to be rigid and inflexible
Causes children to acquire negative structure |
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When parents rules are devised from parents'
critical, judgmental, and unloving positions and enforced in this manner, what type of attitude for these? |
Authoritarian
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How is this authoritarianism described?
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Poisonous pedagogy
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What is the result of parents providing implicit rules and inconsistent experiences?
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Permissive parenting
Abandonment of children's need for adequate structure |
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What are the rules like in permissive parenting?
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Some rules will be negotiable
Others will not be negotiable |
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What do negotiable the rules lead to?
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Healthy feelings of self-esteem in children
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What will rigidity, and flexibility, having basely nonnegotiable rules, and abandoning children's needs do?
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Damages the children's self-esteem
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What should parents to in enforcing rules?
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Know how and when to use their authority
Know when to be lenient When to penalize children from this behavior |
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What do rules constitute?
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A significant aspect of the patterns that govern the functioning of the family system
A significant aspect of the patterns that govern the functioning of the PC microenvironment |
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What happens when there's not some form of rules in the family system?
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It cannot function effectively for the benefit of its members
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What is essential for rules for children's welfare and development?
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That they be formed rationally rather than
emotionally |
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Nurture
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All the ways that we demonstrate love for both others and ourselves
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What is involved in nurturing?
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Touching
Noticing Caring in healthy Ways |
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What are the 2 basic forms of nurture shown to children?
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Assertive care
Supportive care |
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Assertive care
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Expressed when a parent determines what the child's needs are
Response to those needs in a loving way that generates a sense of trust in the child |
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What is involved in assertive care?
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Noticing
Listening to the child Understanding the cues Understanding the request that the child offers |
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Supportive care
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Provided as children grow older and to make
decisions for themselves about the kind of attention and care they need from their parents |
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How do parents provide supportive care? How do children respond?
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Parents offer care at appropriate times
Children are free to accept or decline that care |
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What are these 2 forms of care derived from?
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Love that is unconditional
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Unconditional love
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Love that is given freely without expectations, limits, or measure
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When parents provide unconditional love, what is their message to the child?
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"I love you because you are who you are." |
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Describe the ways in which the 2 types of care can be given by parents to their children?
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Positive
Negative |
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Describe how parents provide the positive care.
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Consistency
Children's growth and development as individuals are facilitated and healthy ways |
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Describe how parents provide the negative care.
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Inconsistently
Love is conditional rather than unconditional Manifested as conditional care, indulgence, or abuse and neglect |
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What does parents negative care of their
children indicate? What does this result in? |
Harshness in dealing with their children
Negative and harmful effects that are manifested as unhealthy self-esteem |
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What does parents treatment of children while applying discipline teach the children and lead them to do?
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About themselves
To make conclusions about their self-worth |
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What can both assertive and responsive care be dimensions of?
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Responsive care
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Responsive care
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PC interactions are done in ongoing bidirectional manner
The parent is sensitive to the needs of the child |
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What is the difference between child abuse and displaying children?
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?
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At what point does discipline become abusive?
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?
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What do many people believe that discipline is synonymous with?
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Punishment
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Discipline
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Teaching children appropriate behaviors through positive means
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What the parents need to determine prior to
disciplining their children? |
Acceptable methods
Develop rules and boundaries that provide children with structure and teach them to internalize self-discipline |
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Describe attitude toward the use of corporal punishment (including spanking). Whatever number of countries done? |
Controversial A number of countries prohibit this practice by law |
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What is likely to have happened to adults who spank their children children? |
They were spanked by their parents as a means of controlling behavior |
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What is the link of experiencing harsh, abusive, physical punishment in childhood? |
Being a perpetrator of violence in intimate relationships in adulthood |
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What appears to be strongly ingrained in certain ethnic and cultural groups? |
Spanking as a means of discipline |
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What is frequently used as a last resort in gaining children compliance to adult wishes and is a means of maltreatment? |
Spanking |
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When do most spankings occur? |
When adult are angry with children |
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Who considers spanking to be acceptable means of discipline? |
Parents who are considered abusive by mental health professionals and by the courts |
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What is frequently used in place of spanking? |
Positive reinforcement of desirable behavior |
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Who do parents spank most often? |
Younger children |
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Who exhibits more aggressive behaviors? |
Children who are spanked |
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Are males or females more likely to approve of spanking children? |
Males |
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Who are most likely to complete the act of spanking a child? |
Mothers (especially young ones) |
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What may spanking produce? What long-term problems may this lead to? |
A child conformity to parental wishes in an immediate situation Increased probability of deviance, including delinquency in our adolescence and violent crime in adulthood |
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What you parents who are members of fundamentalist Protestant religious groups prefer? |
The use of spanking to alternate methods of discipline |
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Who have been subjected to the physical for punishment/abusive children have incorrectly learned that the use of physical force is an "acceptable" means of resolving conflicts with others? |
Individuals who are considered to be bullies |
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How many ways are there that parents provide or fail to provide structure for their children? How are these presented?
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6
On the continuum according to the degree of strictness |
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Rigidity
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Parenting style characterized by having the
highest degree of strictness |
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Abandonment
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Parenting style that has no rules
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How are rigidity and abandonment related?
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Lie on opposite ends of the continuum
Similar in their effects upon children |
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What are the 2 central parenting styles?
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Nonnegotiable rules
Negotiable rules |
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Nonnegotiable rules and negotiable rules
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Patterns that support children's development of healthy structure
The most helpful to both children and parents |
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What are the 2 pairs of parenting styles at the 2 opposite ends of the spectrum?
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Rigidity and Criticism on the left
Permissiveness and Abandonment on the right |
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What are permissiveness and abandonment lacking?
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They do not provide children with healthy
structure Are considered to have negative effects |
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How many different parenting programs are there available?
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Over 1500 worldwide
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What does that figure include?
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Programs in many languages
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Evidence based parenting programs
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Meet stringent standards
Have been tested in various population groups Have statistically analyzed and published research results 250 programs meeting these requirements |
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As parents of a young child, how should a
parenting program be chosen? |
Look at Experience-Based Parenting Programs
Determine the age of the child or the needs of the target group because programs can be used quite specific in addressing specific content areas and age groups Non-evidence-based parenting programs vary tremendously in quality Seek guidance from people who, through their training and background, are knowledgeable and well-informed |
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Describe the various programs available based on the age of the child or the needs of the target group.
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Programs presented by trained group leaders
Programs in which formal training is required and that are intended for professionals working with certain groups such as that used with addiction and related disorders Programs intended for parents with the family context Programs requiring group sessions with other parents Programs based on different theoretical underpinnings |
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Describe programs requiring group sessions with other parents.
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Can be highly beneficial in forming a support group
Can be highly beneficial in understanding what other parents are experiencing |
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What may be necessary in choosing a parenting program that is based on different theoretical underpinnings?
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This can be challenging
Guidance from a trained professional may be helpful in making the final decision |
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What should be considered when
non-evidence-based parenting programs are very tremendously in quality? How can these problems be avoided? |
Some advice you may get can be outright harmful
Choose wisely by looking at the context of the program Check online reviews from reputable sources Become an informed user |
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Give examples of those you may seek guidance from that have training and a good background that are also knowledgeable and well-informed.
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Certified Family Life Educators (CFLEs)
Licensed Social Workers (LSWs) Licensed Professional Counselors (LPCs) Educators Licensed psychologists |
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US Department of Health and Human Services
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Maintains an objective and detailed registry of resources related to mental health promotion in the broadest sense
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What do many of the interventions by mental health resources focus upon?
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Parenting and child – related outcomes
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What else may be featured in the formula for supporting mental health?
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Prevention of addiction
Related disorders |
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NREPP
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Acts as a liaison between persons seeking
programs to implement and the program developers A valued and trusted source for many organizations and professionals in the helping professions |
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Describe this registry.
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Not exhaustive
Constantly growing with more programs in the pipeline for review |
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What do programs need to do to be included in this registry?
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To reflect evidence-based practices
Be ready for dissemination |
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What are the stringent criteria for these
interventions and programs that are reviewed by panels of experts for quality of research (QQR)? |
Reliability of measures
Validity of measures Intervention fidelity Missing data and attrition Potentially confounding variables Appropriateness of analysis |
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What are the stringent criteria for these
interventions and programs that are reviewed by a panel of experts for readiness for dissemination (RFD)? |
Availability of implementation materials
Availability of training and support resources Availability of quality assurance procedures |
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What are the many child-rearing approaches, that have emerged over the last 75 years,
representative of? |
Applied behavioral science
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What is the problem with these strategies?
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Then guarantees consistent results in child's
behavior or in parents' interactions with children |
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How are these strategies developed?
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By considering a variety of approaches that will hopefully accomplish something desirable
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What is the parents purpose in developing strategies for child-rearing?
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They are hopeful that they will accomplish both short – and long-term goals
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With are the short-term goals parents would like to accomplish?
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Parents may set limits on children's behavior for the safety and well-being of children and in
order to help them behave in socially approved place in public |
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What the long-term goals parents would like to accomplish?
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Parents may develop rules that teach children the fundamentals of human interaction and the consequences of particular behaviors
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What do systematic reviews of parenting
programs do? |
Identify a number of theoretical frameworks
Identify classifications which are based on extensive research |
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What are the classifications which are based on extensive research but systematic reviews
identify? |
Behavioral Parenting Programs
Cognitive Behavioral Parenting Programs Relationship-based Parenting Programs Multimodal Parenting Programs |
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Behavioral Parenting Programs
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Based on social learning principles that use
positive reinforcement, negotiation, and finding alternatives to punishment |
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Cognitive Behavioral Parenting Programs
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Use the principles of behavioral parenting, but add cognitive elements to help parent
restructure and reframe their thinking about the children and parenting their children |
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Relationship-based Parenting Programs
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Focus on listening and communication skills
Many basic principles are using counseling are provided to PC communications |
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Multimodal Parenting Programs
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Combine elements of various programs and are classic in nature
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Rational Emotive Therapy Parenting Programs
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Minority Aim to reduce emotional stress Reinforce rational beliefs |
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National Society for the Prevention of Cruelty to Children in the United Kingdom
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Their website presents the number of available parenting programs
Included are reviews by the Cochrane Collaboration |
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Cochrane Collaboration
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Among the largest organizations in the world that are engaged in producing systematic
reviews |
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What has been found about these reviews?
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Different reviews have used different
categorizations There is a lot of overlap between the programs |
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What component do most parenting program seem to focus?
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Behavioral component
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In what type of program is combining the
behavioral and the relationship dimensions common? |
Multimodal approach
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Positive nurture
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Represents lost for child which reflects parenting behaviors that act in the best interest of the child
These actions lead children to experience positive nurture in the form of unconditional love, which facilitates joy and hope These attributes in turn promotes self-confidence and positive self-esteem |
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Negative nurture
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When parents abuse children physically,
mentally, and/or emotionally Provide conditional care Act indulgently Neglect children physically, mentally, and/or emotionally Needs children to experience despair, joylessness, depression, and loneliness which are all damaging to self-esteem and self-worth |
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What can negative nurture be referred to as?
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Poisonous pedagogy
Toxic parenting |
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What is done by parents when using behavioral modification techniques?
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Children are taught acceptable behavior by
reinforcing desirable behavior Weakening undesirable behavior |
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In the behavioral parenting programs, what is all behavior? Why?
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A learned response
Just as children are taught to read, they are taught to behave appropriately in a variety of situations |
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How does a parent intentionally or
unintentionally encourage shape certain behavior in a child? |
By responding to how the child acts
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In behavioral parenting programs, what do
children learn? |
To adopt a given behavior pattern if it
accomplishes a desired goal |
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National Registry of Evidence-Based Programs and Practices (NREPP)/US Department of Health and Human Services
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US Department of Health and Human Services maintains an objective and detailed registry of Parenting programs, which is met certain
standards of evidence-based practice. Program details such as cost, resources, implementation practices and potential target audiences, are also available at this site |
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Active Parenting Now
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Based on Adlerian parenting theory
Ages 2 – 12 Video-based Defined by mutual respect and democratic family functioning Part of the selection of some evidence-based parenting programs listed in NREPP |
|
|
Combined PC Cognitive Behavioral Therapy (CPC-CBT)
|
Empowering families who are at risk for
physical abuse A structured treatment program Children ages 3 – 17 and their parents Part of selection of some evidence-based parenting listed in NREPP |
|
|
Incredible Years
|
A highly rated, award-winning, exemplary
program Comprehensive, multifaceted and developmentally based for children ages 2 – 12, their parents and teachers Implemented worldwide Program is translated into numerous languages Developed by Carolyn Webster – Stratton, PhD |
|
|
Nurturing Parenting Programs (NPP)
|
Family-based programs
Focus: prevention and treatment of child abuse and neglect Target groups include high-risk families Developed by Stephen Bavolek, PhD |
|
|
Parenting Through Change (PTC)
|
Theory-based intervention to promote healthy child adjustment
Based on Parent Management Training – Oregon Model (PMTO) Learning effective parenting practices Target groups include post-divorce parents and single mothers |
|
|
Parenting Wisely
|
Interactive computer-based training programs for parents of children ages 3 – 18 years
Theoretical underpinnings: Cognitive behavioral, social learning and family systems theory Developed by Donald A. Gordon, PhD |
|
|
Parents as Teachers (PAT)
|
Early childhood family support and parent
education home visiting model Can enroll during pregnancy through to kindergarten |
|
|
Strengthening Families Program (SFP)
|
A highly rated exemplary program
Life skills courses over 14 weeks with skill development for both parents and children Implemented worldwide Program translated into numerous languages Developed by Virginia Molgaard, PhD & Richard's Spoth, PhD |
|
|
Triple P – Positive Parenting Program
|
Multilevel system of parenting and family
support strategies Birth to age 12, with extensions for teenagers, aged 13 – 16 |
|
|
Center on the Developing Child/National
Scientific Council on the Developing Child/ Harvard University |
Founded in 2006
Healthy child development is viewed as the foundation of economic prosperity, strong communities, and a just society Science is applied to promote innovation and policy and practice, with child well-being is the overreaching theme It is funded by numerous foundations and individual donors Committed to research, education, and public engagement |
|
|
Center on Social and Emotional Foundations for Early Learning (CSEFEL)/Vanderbilt University
|
Directed at early care, health and education providers, as well as parents.
It focuses on birth to age 5 and disseminates research and evidence-based practices to early childhood programs across the US User-friendly materials Funded by Headstart and Child Care Bureau Under auspices of Administration on Children, Youth and Families, US Department of Health and Human Services Spanish materials available Develop the pyramid plus model together with TACSEI |
|
|
National Registry of Evidence-Based Programs and Practices (NREPP)/US Department Of Health And Human Services
|
US Department of Health and Human Services maintains an objective and detailed registry of resources related to mental health promotion in the broadest sense
Many of these interventions focus on parenting and child -related programs To be included in the registry, programs need to reflect evidence-based practices is supported by research and readiness for dissemination Subsidiary of substance abuse and mental health services administration (SAMHSA) of the US government |
|
|
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
|
Provides free product and resources to help
decision-makers and caretakers as well as parents, in their work Material can be downloaded free from their website It is based on best practices and evidence-based research A possible by US Department of Education, Special Education Programs Developed by Pyramid Plus Model together with CSEFEL |
|
|
Center for Early Childhood Mental Health
Consultation/Georgetown University |
Created through a grant from the offices of Headstart
Center developed materials and makes them available to targeted audiences, including parents |
|
|
Jumpstart
|
A national supplemental program that
accesses the community as well as adult – child relationships, to build language and literacy skills A subsidiary makes new books accessible in underserved settings Recipient of numerous awards and recognition for including "Best in America" seal from Independent Charities of America |
|
|
Boot Camp for New Dads (1990)
|
This program is validated by research and best practices
Focuses on father involvement in pregnancy, birth, and parenting As such it fills a vital role in strengthening the father had movement and thus the family It relies on father – to – father support It is operated by the New Fathers Foundation, Inc. Spanish version is available |
|
|
Parent Effectiveness Training (PET)/Thomas
Gordon (1975) |
A relationship-based program
Has a strong influence of the work of Carl Rogers (Humanism) Emphasizes skills such as active listening, empathy, negotiation, and a generally Democratic parenting style The program has expanded into related fields such as work contexts |
|
|
Self-esteem: A Family Affair (SCSA) Jean Illsley Clarke (1978)
|
A cognitive approach
Emphasizing 3 parts of the personality Uses affirmations, clear thinking, problem solving and improved self-esteem in both children and their parents Spanish version is available |
|
|
Active Parenting Michael Popkin (1983)
|
Theoretically multimodal or eclectic: a
commercial blend of the ideas of Carl Rogers (Humanism), Alfred Adler (Democratic Parenting), Richard Dreikers, and Thomas Gordon (PET) Renames the 3 parenting styles of authoritarian, permissive, and authoritative Applies active listening, "I" -messages Family meetings Logical consequences Responsibility |
|
|
Systematic Training for Effective Parenting (STEP) Don Dinkmeyer & Gary McKay (1976)
|
Theoretically multimodal or eclectic: Influences of Carl Rogers (Humanism), Alfred Adler (Democratic Parenting), and Thomas Gordon
Strong relationship elements Concepts: democratic parenting, encouragement, active (reflective) listening, I-messages, family meetings Includes parent homework Spanish version available |
|
|
Behavioral Parent Training (BPT)/Developed by many people, based on B. F. Skinner's work
|
In essence a behavioral parenting program
Based on the work of Skinner: operant conditioning, rewards, and punishment to shape behavior Course examines how behavior is learned, how to target behavior, how to use reinforcement, tokens and timeout |
|
|
The Incredible Years Carolyn Webster – Stratton (1980)
|
In essence a behavioral program
Includes aspects of modeling (Albert Bandura) Sometimes referred to as the Webster – Stratton Program |
|
|
Triple P: Positive Parenting Program Matthew Sanders et al.: (1977)/Sanders, Cann & Markie – Dadds
|
Theoretically multimodal or eclectic: focuses on prevention
Authors affiliated with the University of Queensland, Australia Includes social learning models, family behavioral therapy, developmental research on parenting and child competence, risk and protective factors, social information processing models Strengthens parents and incorporates interventions and evidence-based practices Spanish version available |
|
|
Love and Logic Foster Cline & Jim Fay (1980)
|
The program has been expanded to fit in
educational classroom settings (Schools) Autocratic as well as democratic control Parent/teachers require "healthy control" Set limits Give choices Responsibility Consequences Child participation Many interventional tips for specific situations Reduces stress and anger in parenting and teaching interactions |
|
|
Other parenting programs reviewed by Carter & Khan (1996) and the comprehensive report funded by the Pew Charitable Trusts
|
Home Instruction Program for Preschool
Youngsters (HIPPY) Formally Minnesota Early Learning Design (MELD) Parents as Teachers (PAT) Early Childhood Family Education (ECFE) High/Scope Foundation Avance: Spanish for Advance, Serves Latino Populations |
|
|
Pew Charitable Trust: Reported by Carter and Khan (1996)
|
For detailed summary of some major federal
initiatives as well as the most notable parenting and education programs of the previous decade, refer to an extensive report funded by the Pew Charitable Trusts Much additional development has occurred since the publication of the report but it remains a comprehensive summary and other historical value |
|
|
What are the basic concepts of behavioral
modification? |
All behavior is learned
Behavior is a function of its consequences A given behavior is encouraged and taught when it is immediately rewarded or enforced Reinforcement may be either positive or negative in nature Learning may be generalized from one situation or setting to another |
|
|
What do approaches based on behavior
modification emphasize? |
An awareness of environmental events and
context to fully understand the nature of the stimuli that control behavior |
|
|
What do approaches based on behavior
modification stress? |
In the same manner that behavior is learned, a can also be unlearned, changed, or modified
|
|
|
How is behavior learned and unlearned?
|
Individuals adjust their behavior according to its consequences
|
|
|
How do people behave? What must one
consider? |
In ways that result in positive consequences and avoiding behaving in ways that result in negative consequences
The complexity of both learning and learning/modifying behavior |
|
|
Reinforcement
|
Maintains that a reward must immediately
follow a particular behavior to increase the likelihood of that behavior occurring in the future |
|
|
What are all reinforcers considered to be?
|
Stimuli that are either positive or negative
|
|
|
Reward
|
Serves as reinforcement
|
|
|
Positive reward
|
Positive reinforcer
Increases the likelihood that a particular behavior will occur again |
|
|
Give an example of a positive reinforcement.
|
Praising a child for using good table manners
|
|
|
What is important regarding these positive
reinforcers? |
These must be given immediately following the occurrence of the desired behavior
|
|
|
What is the result of these positive reinforcers?
|
Behavior becomes associated with its
reinforcement |
|
|
Negative reinforcement
|
Occurs when an unpleasant stimulus is removed
increases the likelihood of the behavior reoccurring |
|
|
What is an unpleasant stimulus associated with a certain type of behavior?
|
Becomes reinforcing when its withdrawal is
positive or pleasurable experience |
|
|
Give examples of negative reinforcement.
|
Timeout could be experienced as a negative
situation because when it's over the reward is the withdrawal of this intervention, which is a positive feeling |
|
|
Timeout
|
An intervention whereby the child is removed from the social environment and have to sit or stand in a specific spot for short period of time interacting the misbehavior
|
|
|
In timeout, how is the time period determined?
|
Depends on the age of the child
|
|
|
If positive reinforcement is so effective in
reducing desirable behavior in children, why do so many parents continue to resort to physical punishment as a means of discipline? |
?
|
|
|
What does behavioral modification include?
|
The concept of extinction of behaviors that are undesirable or unpleasant illustrated by a teacher who ignores the whining of students
|
|
|
What happens when a teacher ignores the
whining of the students? |
A negative behavior is not reinforced when the teacher deliberately does not pay attention to it
|
|
|
What happens to the undesirable behaviors that are not reinforced by attention from parents?
|
They will eventually cease
|
|
|
How is this process for parents?
|
Difficult
The number of times the behavior must be ignored is often high It may take a long time for the child to eliminate undesirable behavior from his or her repertoire |
|
|
What about the use of reinforcers is important? Why?
|
The frequency
The continuous reinforcement of behavior is not desirable |
|
|
What method is more effective than continuous reinforcement?
|
Intermittent reinforcement
|
|
|
In intermittent reinforcement, what are the 2
dimensions that should be considered? |
The desired behavior may be reinforced
according to the number of occurrences The amount of time between behaviors they determine when reinforcement is given |
|
|
Give an example for when the desired behavior may be reinforced according to the number of occurrences.
|
A child may receive reinforcement only after pronouncing 5 words correctly
|
|
|
Give an example of when the amount of time between behaviors they determine when
reinforcement is given. |
The child may receive reinforcement every other minute while talking, or there may be a variable amount of time between reinforcements, such as once after 1 minute, again after 3 minutes, and again after 10 minutes.
|
|
|
Why is the use of reinforcement to teach
children desirable behavior one of the most powerful tools available to adults? |
Behavior can be bidirectional, children affect the behavior of adults
|
|
|
What is the reciprocal feedback and this process?
|
Children teach behavior pattern to their parents by applying their own brand of reinforcers
|
|
|
What happens when and adult nags loudly?
|
A child usually tuned out the adults unpleasant behavior by not listening, thus reinforcing the nagging behavior
|
|
|
What else can a child do which is similar?
|
A child who seeks attention of parents learn to act in a manner that reinforces parental
attention |
|
|
Social learning theory
|
Based on the work of Albert Bandura
Useful in the context of education and human development Explains how socialization occurs Explains how someone learns appropriate behaviors by modeling Acknowledges many of the concepts from traditional learning theory A social element is added |
|
|
What are the 3 important concepts of the social learning theory?
|
Observational learning
Intrinsic reinforcement The modeling process |
|
|
How does observational learning impact the
social learning theory? |
People (and children in the context of parenting) can learn from social observation
|
|
|
How does intrinsic reinforcement impact the
social learning.? |
Internal mental states are part of the learning process
|
|
|
The modeling process of social learning theory
|
Several factors may play a role in progress, such as the participants, tension, retention,
reproduction, and motivation Learning something is not necessarily imply that it will result in a change in behavior |
|
|
What happens according to the social learning theory?
|
An individual response to a number of complex stimuli and forming associations between
appropriate and inappropriate behavior Conscious thoughts, rather than the automatic response to a stimulus, assist in shaping behaviors and actions |
|
|
What is the focus of the social learning theory?
|
The importance and role of a model
Learning through imitation |
|
|
How do children learn to express social
behaviors like sharing and cooperation or aggression and violence? |
By seeing a model demonstrate such behaviors
|
|
|
Give examples of these models.
|
Actual people
Characters in the media |
|
|
What happens when children see the model
being rewarded for acting aggressively? |
They are more likely to demonstrate the same kind of behavior and their own play
|
|
|
What else to social learning theory explain?
|
How people acquire social values and attitudes
|
|
|
When parents model undesirable behavior, for instance, prejudice and discrimination, they are teaching their children these values, attitudes, behaviors by example. Explain how appropriate parental modeling could contribute to
multicultural competence. |
?
|
|
|
Behavior modification
|
Highly reliable method for eliciting desired
behaviors from children through the effective, conscientious application of positive reinforcement |
|
|
How can behaviors be shaped?
|
By using reinforcement
Paying close attention to the time when the reinforcement is given |
|
|
What is an important part of social learning
theory? |
It emphasizes the influence of modeling and
observation for learning a variety of social behaviors and roles |
|
|
What are the assumptions the Democratic
approach based on? |
Behavior is purposeful and has a cause
Behavior does not happen by chance It is necessary to understand behavior within its social context The goals of this behavior explain the unacceptable actions of children The child's interpretation of the experienced event is important Belonging to social groups is a basic need, regardless of age People, including children, developed a life plan (script) that guides their behavioral decisions, even though these decisions may be based on faulty assumptions and logic |
|
|
Relationship-based parenting programs
|
Some are Adlerian based programs
Some positive parenting programs rely on improving the communication and the relationship between the parent and the child |
|
|
Democratic approach
|
Based on the work of Alfred Adler (1870 – 1937)
|
|
|
Adlerian psychology
|
Incorporated by the Democratic approach of
Alfred Adler |
|
|
Alfred Adler (1870 – 1937)
|
One of the pioneers who focused on the unique needs of children
Credited with opening the first PC guidance clinic and Vienna Made a significant contribution to mental health and the prevention of mental disorders Thought that good PC relations were a key factor in achieving mental health and parental education was emphasized Ultimately emigrated from Austria to the US in the early 1930s Took up a professorship at the Long Island College of Medicine |
|
|
Rudolph Dreikers (1897 – 1972) and his colleagues
|
Present a strategy for parenting and discipline, based on Adler's work
Emphasized democratic approaches, setting limits, practicing mutual respect for family members, and collective decision-making |
|
|
Give an example of a democratic approach.
|
Encouragement
|
|
|
What is the starting point for developing an
effective, loving relationship with the child? |
For the adult to learn about the impact of the family system and shaping the child's emerging patterns of behavior
|
|
|
How's the family systems seen in Adler's/Dreiker's approach?
|
The child model for all social interactions with others
|
|
|
Give an example of a parental education
curriculum that teaches Adler's/Dreiker's approach. |
Systematic training for effective parenting
(STEP) |
|
|
Life plan
|
Script
The consistent pattern of decision-making by which people make choices regarding their behavior Initially encouraged and developed within the family system Based on decisions about how to act, which relate to goals and actions |
|
|
How does the child discover that a life plan is
effective? |
In solving certain interaction problems within the family system, especially within the sibling and PC subsystems |
|
|
What happens as children grow older?
|
They develop a personal logic to justify the
actions that make up the life plan |
|
|
What are the 6 parenting conditions?
|
Abuse Neglect Conditional love Indulgence Assertive care Supportive care |
|
|
What emerge under the 6 different parenting
conditions? |
Different life plans
|
|
|
If a parent consistently respond to a child's
behavior in an indulgent manner, what type of life plan would a child develop? |
One that involves being manipulative,
self-indulgent, and self-centered |
|
|
What happens when children are taught in ways that cause them to reach faulty conclusions about themselves before they draw the
conclusions on their own? |
They develop life scripts that contain behavioral choices that support these faulty conclusions
|
|
|
What are the 4 basic goals of misbehavior
that are identified in this approach? |
Attention seeking
Social power Revenge Displaying inadequacy |
|
|
Attention seeking
|
The child exhibits negative behaviors that attract attention
This seems counterintuitive to the adult The child will misbehave or act out in order to receive attention |
|
|
To a child, what is better than no attention at all?
|
Negative attention
|
|
|
What isn't alternative for parents that have children seeking negative attention?
|
Give attention for positive behavior when the child is not making a bid for it
Ignore the behavior when possible |
|
|
Social power
|
A child controlled others by only doing what he or she wants to do and by refusing to cooperate
|
|
|
What is an alternative for parents that have
children seeking social power? |
To withdraw from the conflict
Can help children learn how to use power constructively by appealing for the child's health and enlisting cooperation They should not fight or give in because it only increases the child's desire for the power |
|
|
Revenge
|
The child retaliates when they feel part
or unloved by misbehaving |
|
|
What is an alternative for parents of children that are seeking revenge?
|
To avoid hurting the child's feelings, avoiding punishment, and thus retaliation
Strive to build a trusting relationship Convince the child that they are loved |
|
|
Displaying inadequacy
|
Failure in all endeavors becomes expected
Is used by the child to avoid participation and interactions with others |
|
|
What are alternatives for parents with children that are displaying inadequacy?
|
To stop all criticism
Encourage any positive attempt, no matter how small Focus on the child's asset Do not pity the child Do not give up |
|
|
What does democratic child training recognize?
|
The impact of the child's sibling subsystem in
influencing behavior |
|
|
What does Deikers believe, following Adler's premise?
|
Birth order and position among siblings in the family system back to shape the child's life plan
|
|
|
Why are there differences and the siblings and their life plans within a given family?
|
The participants vie for parenting attention,
sibling alliances, and varying parental expectations |
|
|
What does being the eldest child generally bring?
|
Heavy responsibilities
High expectations from parents |
|
|
What does being the middle child generally bring?
|
May learn how oriented or attention-getting types of behaviors in order to be noticed
|
|
|
What does being the youngest child generally bring?
|
May learn attention seeking patterns by
displaying inadequacy |
|
|
Logic Versus Natural Consequences
|
A key element of this strategy is teaching
children the logical consequences of their behavior as opposed to using rewards or punishments Featured strongly in the STEP program |
|
|
What does the child do in this logic versus
natural consequences scenario? |
Assumes personal responsibility for their actions
which reduces the need for authoritarian behavior by the parents |
|
|
Give an example of when a child assumes
personal responsibility for their actions or when the need is reduced for authoritarian behavior by parents. |
If you touch a hot stove, you get burned
|
|
|
Natural consequences
|
Sometimes either too dangerous to be allowed or to remote in time to be effective for teaching children about the results of their actions
|
|
|
What should parents do when it is too
dangerous to be allowed or to remote in time to be effective for teaching children about her about their actions? |
Parents must substitute a logical consequence
|
|
|
Logical consequence
|
A consequence that is a rational result of a given action
|
|
|
Give an example of a logical consequence.
|
The child arrived home after the evening meal served, logical consequence of the child's
tardiness (which should have been established and agreed to by all family members advance) is that the child was prepare a meal or eat the food cold |
|
|
What happens when the logical consequence is administered to the parent?
|
Child concludes that you avoid the unpleasant
consequence they must be more punctual |
|
|
What does this technique do?
|
Places the responsibility for the choice of
behavior and consequences on the child, not the parents A child learns to think, make plans, weigh the consequences of decisions, and accept responsibility for the decisions |
|
|
How must a consequence be experienced? What is the goal?
|
Fully
Consistently Before it can be an effective learning tool |
|
|
What must parents resist?
|
Temptation to intervene and prevent the child from experiencing the consequence
|
|
|
What is a major part of the strategy of
encouragement instead of a reward or punishment? |
Simulation from within is more effective in
producing desirable behavior that is pressure from without |
|
|
In this strategy, what replaces the reward?
|
Encouragement
|
|
|
What replaces punishment in this strategy?
|
Logical consequence
|
|
|
How are the encouragement and reward both different?
|
Timing
Effect |
|
|
Encouragement
|
Given prior to an act that takes place
|
|
|
Reward
|
Given afterward
Only given when the child succeeds |
|
|
What is given when an attempt is made,
regardless of any difficulty or failure experienced? |
Encouragement
|
|
|
What is the democratic basis of the Family
Council? |
Reflected in the use of the Family Council or meeting
Means for reaching agreement, communicating effectively, and helping children develop as the patient and the family |
|
|
How often should these meetings occur?
|
On a regular basis
|
|
|
What should children be allowed to do during the meetings?
|
They should be up to speak with an equal voice and when and reaching family decisions
|
|
|
What are these decisions related to?
|
Establishing logical consequences for disobeying family rules
Determining the use of family resources Resolving disputes among members of the family |
|
|
What does the Democratic approach strive to do?
|
Help children learn to become self disciplined by experiencing the logical consequences of their behaviors
|
|
|
What are children's misbehaviors related to?
|
The particular goal that they wish to achieve through their behavior
|
|
|
What is related to their life script?
|
The behavior
|
|
|
What type of tool is encouragement?
|
One that is preferred a reward or punishment
|
|
|
Why are family councils recommended?
|
As a means to enable children to participate in family decision-making
|
|
|
Give examples of the parenting program that
incorporate basic counseling techniques that can be applied in many communication situations across disciplines. |
With children
In marriages At work |
|
|
Parent Effectiveness Training
|
Represent humanistic strategy for promoting a healthy relationship between parents and
children |
|
|
What else do these approaches do?
|
Teach parents how to be more effective in their care-giving and disciplinary activities
|
|
|
What do these counseling-based strategies
focus on? |
Communication skills developed by the parents
A method for resolving the conflicts that occur between the child and the parents |
|
|
Haim Ginott (1922 – 1973) |
Created humanistic methods like these
strategies to teach the parents when it's to act as a counselor to children regarding their behavior |
|
|
What are these strategies grounded in?
|
Proven counseling techniques applied to
parenting skills |
|
|
What is a problem with these strategies?
|
There overuse may lead a child to tune out the parents, rendering their effort ineffective
|
|
|
What are the result in children who have the parents who have received this training?
|
Exhibit greater self-reliance with regard to
problem-solving Have a higher degree of self-esteem |
|
|
What are the principles applied to achieve a more effective manner of communicating and interacting with children?
|
Active listening
"I" messages Negative skills and conflict resolution |
|
|
Active listening
|
A common therapeutic technique used in
counseling that parents engage in |
|
|
What should parents do instead of rescuing the child by offering solutions and suggestions for solving the problem for the child?
|
The parent listen to the child and sifts through the child statement to the feelings being covertly communicated
Sum up the perceived problem Empathize with the child by providing a nurturing response Objectively reflect back to the child the parents' perception of the problem |
|
|
What does this process allow the child to do?
|
To search for their own solution
|
|
|
When is it developmentally appropriate to use effective communication techniques, and would these ever become ineffective with the child?
|
?
|
|
|
What is important about "I" messages?
|
Parents can express their feelings to children about troublesome behavior in non-damaging ways
|
|
|
On those occasions when the child's behavior is a problem to the parent, what might the child not know?
|
They are causing a problem
|
|
|
On the occasions when the child's behavior is a problem to the parent, what may a child be
doing? |
Testing their parents limits
|
|
|
On the occasions when the child's behavior is a problem to the parent, why else might a child the acting this way?
|
Children just can't seem to resist the temptation,
even though they know they will get in trouble for doing so |
|
|
How should parents react on the occasion when children just can't resist the temptation?
|
The parents "own" the problem
Re-frame messages so that they are "I" messages |
|
|
In the situation, why is the child's behavior problematic?
|
It is troublesome to the parents
|
|
|
What is the purpose of these "I" messages?
|
The child is not attacked by the parent
The parents describe the effect of the behavior on themselves |
|
|
When it happens when the parents do not
understand how to accomplish this technique? Why? |
Most adults, when discussing someone's
offensive behavior, begin with you Parents are angry about the other person's behavior |
|
|
What are some specific examples of statements and which parents use "you statements"?
|
"You are so stupid."
"You are doing that all wrong." "You are driving me crazy with all that noise." |
|
|
What does a more effective presentation
consider? |
Begin the message with the word "I"
Add how the parent feels Label the problem |
|
|
How are "I" messages different from "you"
messages? |
They enable a parent to effectively communicate a message to a child without damaging the child's self-esteem
Used to get a child to listen to what adults have to say To communicate facts to the child Helps the child modify the unacceptable behavior Place the responsibility for changing the child's behavior on the child rather than on the parents Less likely to remember the and rebellion in children |
|
|
What do "you" messages contain?
|
Content that would hurt the child's self-esteem
|
|
|
When parents learn to use this format,
what do children acquire and do? |
Skill
Begin to express their feelings to parents in non-damaging ways |
|
|
How must these communications be adjusted?
|
To meet the developmental level
To meet the characteristics of the child concerned |
|
|
What is involved in negotiation skills and conflict resolution?
|
Based on a bidirectional interaction (both parties bring something to the table, a mutually
agreeable resolution of sought) Individuals and families believe that in resolving conflicts there must be someone who wins and someone loses |
|
|
What does the belief that there must be winners and losers in conflict resolution tend to
promote? |
Adversarial situation in which the parent and the child are pitted against each other in a power struggle
Each are attempting to win by gaining their own way |
|
|
What happens when employing a no – lose
strategy? |
The parent and the child strive to reach a win-win solution based on compromise that is satisfactory to both
Neither the parents nor the child wins or loses when resolving the conflict They come to an understanding that mutual needs must be satisfied to some degree in order for both persons to be happy with the solution |
|
|
What may a logical sequence working through problem contribute?
|
To a better outcome that applies to work and partnership situations and is an element of good negotiation skills
|
|
|
What are the keys to good conflict resolution practices?
|
Identify the conflict and share the responsibility for conflict resolution
Generate possible solutions, which the same time develop the child's cognitive skills Evaluate the solutions, thereby increasing communication between the parent and the child Design of the best solution for both parties by avoiding destructive emotional effects Work out ways to implement the solution without the parents exerting power over the child Evaluate how well the solution marked, considering the benefits of encouraging autonomous behavior from the child |
|
|
What is helpful to recognize in bidirectional
parenting? |
The influence of children's behavior on parents
To teach children to recognize the rights and the needs of parents |
|
|
What does respectful parenting allow?
|
This parents and children to interact on a more equal basis data rely on power assertive method that damage children's self-esteem
|
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|
Nonnegotiable situations
|
When a child's safety is endangered
There are time pressures |
|
|
Whose responsibility is it to behave in the best interest of the child, make an appropriate
decision, and keeping safety in mind? |
The parents'
|
|
|
What are the rules in nonnegotiable situation?
|
Safety first
Do that which is in the best interest of the child |
|
|
What does bidirectional communication
between parents and children allow? |
Both parties to actively participate
|
|
|
How can adults be helpful to children in this process?
|
By simply listening to the problems using active listening techniques
|
|
|
What should parents do what a child behavior is offensive or problematic?
|
Parents need to communicate this to the child in a non-damaging way by using "I" messages
|
|
|
What happens when there is mutual respect during conflict resolution?
|
Parents and children learn to develop
satisfactory compromises |
|
|
What does a review of the research literature on parental discipline practices suggest?
|
There are at least 4 methods that do not work well in providing structure for children and
gaining their compliance |
|
|
What are these 4 methods do not work well in providing structure for children and getting their compliance?
|
Discipline or parental behavior that is
inconsistent Irritable, was the practices Inflexible, rigid discipline Low parental supervision and minimal involvement |
|
|
What is served by inconsistency and parental
behavior and discipline? |
Confuses children about how they are expected to behave because children receive mixed
signals when a parent enforces a rule with it intended consequences, but at another time relents and does not enforce the rule or its consequences |
|
|
What happens parents failed to agree on
certain policies or rules about children's behavior? |
Children may also interpret this response as parental inconsistency
|
|
|
Give an example of how parents respond to
children's transgressions. What what does the intensity of parental reaction and the degree of punitive the usually escalate in relation to? |
Loud emotional outbursts such as yelling, screaming, or exhibiting violent physical acts of aggression
Frequency a child is behaves |
|
|
How does a parent appear when they employ
inflexible, rigid discipline? |
Thank you to rely on one type of punitive
strategy regardless of the nature of the child's transgression No matter what a child does that is unacceptable, the parent reacts the same way |
|
|
In this situation, what is lacking?
|
Hierarchy in an organization of parental
reaction that links the seriousness of the offense to the nature of the parental reaction Parents do not play verbal reasoning with a child when transgressions occur that the parent reacts in the same manner with little attention given to the child on how to learn from the mistake |
|
|
What happens when parents provide for
supervision combined with minimal involvement? How do children respond when the left to their own devices in such circumstances? |
Children feel like they have been abandoned and neglected emotionally
Children are at risk for experiencing a wide range of behavioral problems, poor school performance, and failure to develop effective interpersonal skills |
|
|
What do positive parental responses like hugs and smiles do?
|
They can shape future behavior by
strengthening the child's self-esteem |
|
|
Parenting styles
|
Collections of child rearing behaviors that tend to be global in nature
Refer to an umbrella of parental behaviors Characterize the overall approach to parenting in which parents can display a variety of behaviors that change and are modified by a number of real-life circumstances What a philosophy of parenting that characterizes that parents empathize in shaping children's developmental behaviors encapsulate the attitudes and beliefs that form the buses rules that guide a person's behavior at the parents having a significant influence on behavioral choices and interacting with and guiding the child toward adulthood Adaptable within the family system of parents attempt to maintain homeostasis with this relationship |
|
|
What are the 3 original categories in parenting styles?
|
Authoritarian
Authoritative Permissive |
|
|
What was originally thought about how parents choose their styles?
|
A initially adopt one particular style is strongly that the manner in which they interact with
children, but that this position shifts according to the particular situations |
|
|
Give an example of how parenting styles are chosen.
|
In public or in private setting and in response to children me as they change developmentally
|
|
|
Give an example of how parenting styles are adapted within the family system is parents
attempt to maintain homeostasis within this relationship. |
When a child is preschool age, authoritarian style parenting provide supportive care, and
promotes appropriate standards for children to control impulses |
|
|
What happens when the parenting style shift
toward the authoritative style? |
When children reaches school age and
supportive care is mixed with assertive care |
|
|
What happens to parental styles when a child reaches adolescence?
|
Parenting styles relaxed and become more
permissive as take increasing responsibility for their own decision and actions |
|
|
Developmentally appropriate parenting
|
Called for to accommodate developmental changes in children
|
|
|
How may parenting style vary?
|
According to ethnic group or social class
|
|
|
What type of parenting style is likely for the
middle class parents? |
Authoritative approach
|
|
|
What type of parenting style is likely for
blue-collar parents? |
Authoritarian approach
|
|
|
Authoritarian styles
|
Firmly grounded in traditional methods of child rearing
Relies predominantly on controlling children's behavior and places value on obtaining children's immediate and long-range obedience to their wishes Typically involves controlling children's behavior in every aspect |
|
|
How is obedience obtained in authoritarian
parenting styles? |
In many ways
Physical punishment and other forceful means are often used to gain the child's cooperation |
|
|
What is a typical response to a child's
questioning of rules? |
" Because I said so." |
|
|
What type of rules do authoritarian parenting styles have?
|
Nonnegotiable rules
|
|
|
What does the authoritarian parenting style do to behavior?
|
Evaluate
Judges Shapes |
|
|
What does the authoritarian parenting style
evaluate behavior by? |
An often obsolete standard to which the child is expected to conform
|
|
|
Where children taught to believe in the
authoritative parenting style? |
The parent word is law for the child, he was taught to believe that the parent actions are
always in his or her best interests , |
|
|
What are children like that are parented using the authoritative parenting style?
|
They are not encourage to think for themselves or to make critically but to look to their parents for approval and solutions to problems
|
|
|
What is lacking in the authoritative parenting style?
|
They are not considered to be especially
conducted to prorating children's emotional health because parents candidate children rather than healthy feelings of self-worth Heavily incorporated negative criticisms to provide what they consider appropriate child guidance into adulthood |
|
|
Alice Miller (1990)
|
Authoritarian parenting as a poisonous
pedagogy because this style appears to promote parenting behavior that is emotionally abusive and damaging to a child's self-esteem Believes that the net result of this parenting style robs children of their spirit, permits the development of self-doubt, and inhibits normal emotional development in later life |
|
|
What does a particularly hazardous
authoritarian based approach guide parents to do? |
Rigid scheduling of infants, with the advice to let babies cry while they learn to fall into a schedule
|
|
|
What are the 2 aspects of hazardous authoritarian approach been associated with?
|
Failure to thrive (FTT)
Involuntary early weaning of infants |
|
|
Give an example of and another authoritarian approach. What is the main problem?
|
Applied to preschoolers and sanctions spanking
Can be a particularly risky advice to parents who themselves are recovering from abuse in their families origin |
|
|
What should not be confused with dealing with out of control and high risk teenagers and
special educational "boot camp" settings? |
Parenting programs for normally developing children
|
|
|
Who are these therapeutic interventions for?
|
Select high risk populations, frequently already have a history of family court involvement
|
|
|
What do authoritarian-based programs address? What does research repeatedly emphasize?
|
The parental need for control
Bidirectionality in PC relations and responsiveness to infant child needs in order to lay the foundations for further healthy and well-adjusted development |
|
|
What does permissive parenting avoid?
|
Excessive control
Does not enforce obedience to externally defined standards Basically allows children to regulator and activities |
|
|
What are parents to use this style thought to
believe? |
They should respond to their children as
individuals and encourage them to be autonomous Typically incorporates reasoning and manipulation rather than ever demonstrations the power to gain children's for cooperation |
|
|
Give an example of how parents incorporate reasoning and manipulation rather than overt demonstrations of the power to gain children's cooperation.
|
The permissive parents is not interested in being viewed by a child as an authority figure or as an ideal person to be imitated
Parents wish to be seen as a resource that the child can use for learning about the world |
|
|
What do people who practice permissive
parenting styles allow? |
Greater latitude in children's behavior
|
|
|
How are policies or limits to behavior
determined? |
In consultation with children in an attempt to
allow them to voice their own opinions |
|
|
Where children are expected to learn?
|
From their mistakes
To use the consequences of their actions as a guide for how to act in the future |
|
|
Baumrind |
Found that the least self-reliant, curious, and self-controlled children were being parented
under this style |
|
|
When was the Baumrind child-rearing approach favored?
|
During the anti-establishment movement in the mid-60s
|
|
|
Authoritarian
|
High and structure, low in nurture
|
|
|
Authoritative
|
Balanced interaction between structure and
nurture Optimal parenting style |
|
|
Permissive |
High nurture, low on structure
|
|
|
Helicopter parents
|
The pendulum has swung the opposite direction
with later generations of parents to hover over their children |
|
|
Authoritative styles
|
Combine the best features of both the
authoritarian and permissible orientations Emphasize the development of autonomy children, but within reasonable limits |
|
|
How should authoritative parents provide
structure? |
May resort to tactics such as reasoning, ever demonstration of the power reinforced
punishment, or psychological reinforcement |
|
|
How's the structure expressed?
|
A verbal give-and-take, where the reasoning
behind the policies that the parent establishes is shared with the child, and the child's opinion about learning in the appropriate context |
|
|
What are the children of parents using the
authoritative style like? |
Self reliant Self-controlled Content Curious about learning and exploring their environment |
|
|
When is the authoritative parenting style
effective? |
When children become adolescents because it
coincides with the appropriate autonomy that young adults seek |
|
|
What does the authoritative parenting style
encourage? |
A child's success in school
Development of a healthy sense of personal of autonomy Positive work attitudes |
|
|
What did Gray and Steinberg (1999) report, that are the 3 particular types of parenting behaviors that they the style affected with adolescents?
|
Acceptance and involvements in the ways that parents respond to their children's needs and
individual differences Strictness and supervision in parental monitoring and supervision of their child's behavior and order to bring conformity to family rules Granting autonomy to encourage that she expression of autonomy and individuals permitting participation in family decision-making |
|
|
What is another way to classify parenting styles?
|
Using the dimensions of work/responsiveness and control/demand
|
|
|
What happens when the authoritative style is viewed in this way?
|
These are high in warmth and high in control
|
|
|
What happens when the authoritarian style is viewed in this way?
|
These are seen to be low in warmth and high in control
|
|
|
What happens when the permissive style is viewed in this way?
|
These are seen to be high and warmth and high in control
|
|
|
What have been identified using this technology?
|
Another parenting style called neglectful
|
|
|
Neglectful parenting style
|
Seen to be low in warmth and high in control
|
|
|
What does Baumrind conclude based on these observations?
|
Authoritative parenting approaches appear to promote healthy, socially responsible outcomes
|
|
|
What are the socially responsible outcomes for children in the authoritative parenting
approach? |
Acceptance rather than rejection and firm, but not rigid, policies
Emphasis on the critical thinking skills, individuality, and self initiative Models of the behaviors and attitudes that parents want children to adopt Parental explanation of the reason for the rules and the policies Parental explanations of the reason for the rules and policies |
|
|
What do these approaches omit?
|
Examining the influence of parental control
techniques as a means for shaping desirable children behaviors and behavioral outcomes |
|
|
Give examples of the be influence of parental control techniques.
|
Psychological control
Behavioral control |
|
|
What is unclear about these 3 types of
categorizations? |
The effectiveness in helping parents understand the effect of parental model and strategies on child outcomes
|
|
|
What are the important guidelines using
timeouts? |
Should not be too long. 1 – 2 minutes are
sufficient for younger children. It is helpful to have a dedicated spot for timeout, such as a specific mat, stool, or step on the stairs Do not bend a child into their way for a timeout because they may develop a negative association with their room Stay in the vicinity to supervise the child and to ensure his or her safety, but do not interact verbally with the child When parents and children are calm, it may be a good opportunity to play why the timeout occurred, and why the particular behavior was unacceptable. Do this after a timeout, when the child had calmed down. Once timeout is over, do not continue to remind the child about it or, even worse, shame the child about behavior. A timeout should be a period that ends with a brief explanation and the child's apology. The intention is that the child learns from the situation. Do not overuse a timeout as an intervention because it may become ineffective if it is the only form of discipline that the parent uses. Regard timeout is one approach among many and use it only when this situation calls for it. |
|
|
When do the best interventions occur?
|
The parent is calm
|
|
|
What are you not to discipline as a parent?
|
When angry
|
|
|
Timeout |
An effective way to ensure negative and
disruptive behavior giving time away from way or from disruptive behavior |
|
|
What happens in families celebrate together?
|
A development community which promotes family cohesion
|
|
|
What is the unfortunate reality of parenting?
|
Not all families are healthy nor do they parent children with positive outcomes
Some parents can be abusive to children |
|
|
How are the blueprints for both positive and negative parenting styles acquired?
|
By way of observing and modeling the behavior of one's parents in the family of origin
|
|
|
What is a social learning theory state?
|
Many social behaviors are acquired through
observation while growing up The model can have long-lasting, long-term effects that are manifested in a child's adult years and may even have an afterlife and how the next generation is parented |
|
|
Demanding parents
|
Conduct child rearing using an authoritarian style
Require children to believe that they must live their lives according to the adult standards and ideas about what is acceptable and appropriate Guilt and manipulation are used Children are treated consistently as if they are totally helpless and must be dependent on their parents, regardless of their ability or age Children react to such treatment a prolonged period of time by developing a high need for parental approval and exhibiting learned helplessness or practicing deception |
|
|
Critical parents |
Interact with children by criticizing and being judgmental
This tactic can be used as a means to achieve control of her children and can motivate the parents of the children to maintain a high degree of family secrecy Substantial personal boundaries minimize Rigid rules regulate behavior The adults and children suffer from low levels of personal self-esteem because of the pervasive air of failure permeates their relationship Children have overdeveloped feelings of guilt and sensitivity when errors are made |
|
|
Overfunctioning parents
|
Sends consistent messages to children about their ineptitude that sustain the parents'
overprotected behavior These parents feel overly responsible for their child's actions to manage almost every aspect of a child's life Some family therapists feel that overfunctioning parental behavior arises out of a deep fear of being abandoned |
|
|
Disengaged parents
|
Are emotionally uninvolved
They appear to be too busy or self absorbed to function adequately a parents They might not have learned to love or be loved as children They are unable to express these emotions Depression in parents and make it very difficult for them to engage in social context Chronic illness, disability, and mental illness can intrude on a good PC relationship and represent an obstacle in establishing and maintaining appropriate parenting behavior |
|
|
Ineffective parents
|
Incapable of meeting the needs of children and accepting the responsibility for parenting
Addiction and related disorders or chronic illness may be reasons that underlie this parenting model Children assume roles that are far beyond their abilities |
|
|
Give an example of how. children assume roles that are far beyond their abilities in the
ineffective parenting model. |
When an older child assumes full-time care of younger children
|
|
|
How is it possible to alter one's parenting style and make constructive changes?
|
Becoming aware of one's actions and how these actions impact a child's growth and
development Working with a family therapist |
|
|
Reflect on the parenting style/model exhibited by your parents. Based on what you observed and what you remember, can you predict what model/style you will adopt when you become a parent?
|
? |
|
|
What are the 3 basic parenting approaches?
|
Authoritarian
Permissive Authoritative |
|
|
What do you all 3 approaches do?
|
Influences child outcomes differently
|
|
|
Authoritative parenting
|
Appears to be especially effective in child rearing
|
|
|
How are the other 2 parenting models outcomes described?
|
May be unhealthy and are acquired through
observation and modeling of one's own parents |
|
|
How can more constructive parenting behaviors be learned?
|
As one breaks the destructive patterns from the family of origin
|
|
|
In what areas are there conflicts between
parents and children? |
Socialization tasks
Relationship concerns Gaining compliance from children |
|
|
Problems
|
Simply a normal part of development as
children strive to accomplish specific tasks but experienced difficulty in mastering them They relate to the age of the child because what is normal behavior at one stage may be problematic at another and they indicate some type of developmental or emotional disturbance |
|
|
What do parents need to be aware of about these problems?
|
The difference between normal behavioral
problems and problems that are indicated of a serious disorder that call for professional attention |
|
|
The role of the parent
|
The children's first teachers about why, including how to interact with others and be imparting of important values and attitudes
|
|
|
What does a competent parent do?
|
Acquires knowledge about children's growth and development and gain experience in using a
variety of methods and strategies that facilitate healthy PC interactions |
|
|
What is one of the greatest parental concerns?
|
Providing adequate and appropriate discipline
|
|
|
Discipline
|
Used to help children acquire socially
appropriate behavior according to the patterns supported by their family system Often mistakenly seen as the punishment used to control children's behavior |
|
|
How should effective discipline be?
|
Positive
Moderate Developmentally appropriate Acknowledge the particular child needs Aims to provide children with structure and nurture |
|
|
Give examples negative and unaccepted types of discipline.
|
Spanking
Other forms of physical punishment |
|
|
How is discipline facilitated by caregivers?
|
Attempt to identify and understand a child's
feelings and motivations Discuss and adopt a consistent plan of disciplinary methods Attempt to accomplish effective communication with children by listening to their opinions and feelings Allow children to learn to make decisions and mistakes Allow children to take responsibility for their actions Base discipline on the use of negotiable and nonnegotiable rules, assertive care, and supportive care A variety of methods are available to contemporary parents for use in establishing disciplinary programs for children |
|
|
What is the source of the disciplinary strategies discussed?
|
Modern behavioral science that ranges from
rewards to reinforcement to ways to facilitate effective communication between parents and children Include behavior modification programs that incorporate basic principles from counseling |
|
|
What are the basic principles of counseling
incorporated into the disciplinary strategies? |
Active listening Respectful negotiation Developmentally appropriate communication styles |
|
|
What are the 4 characteristics of the disciplinary strategies?
|
Each seeks to reduce parental power over the child's behavior and fosters reacting in a positive ways that do not damages child's self-esteem
Children are taught to learn self-discipline in controlling their actions Caregivers are provided with proven, effective means of communication help reduce conflict and facilitate healthy interpersonal interactions Each seeks to help parents gain a better understanding of children's growth and development |
|
|
Behavior modification
|
Involves the use of positive rewards and the
reinforcement of desired behaviors from the child Used to teach children how to behave appropriately |
|
|
Reinforcers
|
Must immediately follow a desired act in order to be effective
|
|
|
What must caregivers teach in the application of behavior modification?
|
A complex task to children in sequential stages using reinforcement as children master
progressively more difficult behaviors |
|
|
What must caregivers be aware of in the
application of behavior modification? |
The ability of children to reinforce certain parental behaviors because the relationship is bidirectional
|
|
|
What does a central tenet of the Democratic
approach to parenting presume? |
There are reasons for children's actions
Parents must attempt to understand children's behavior by determining and analyzing the child's reasoning for their behavior Everyone has a basic need to belong to a social group People develop a life plan that guides decisions to behave in certain ways, and that might plan may be founded on faulty assumptions |
|
|
What is a strong influence on the kind of life plan a child develops?
|
Birth order
|
|
|
What are parents encouraged teach children?
|
That there are positive or negative logical
consequences to behaviors Family rules and policies should be supported |
|
|
What establishes policies and rules that are used to resolve conflicts and the consequences for obeying or disobeying the rules?
|
Family meetings
|
|
|
Describe the children's and parents' voice during the meetings.
|
Equal
|
|
|
What do principles from counseling enhance?
|
Communication skills
Conflict resolution between parents and children |
|
|
What does effective communication allow?
|
The parent to act as a therapist when a child is a problem
An intervention when a child's behavior is not a problem |
|
|
What does effective communication
recommend? Give an example. |
Compromise in order to resolve conflict
between parents and children Parent Effectiveness Training |
|
|
How are some models of parenting behavior
acquired? |
Observing the model provided by one's own
parents in the family of origin |
|
|
What can parenting education teach parents?
|
Constructive skills
Supporting them and breaking destructive cycles Offering the next generation in an approved parenting experience |
|
|
Explain the qualities that characterize a competent parent by reflecting on the teaching aspect of parenting.
|
?
|
|
|
Explain the definition of discipline and what
contributes to making parents effective disciplinarians. |
?
|
|
|
Explain why structure and nurture are the
cornerstones of effective discipline. |
?
|
|
|
Describe the common elements of the basic methods of discipline and how these programs and how they can be applied.
|
?
|
|
|
Describe some of the behavioral problems that are considered a normal aspect of child's
development. Distinguish between developmentally appropriate and developmentally inappropriate behavior problems. |
?
|
