the art and science of parent education barbara leblanc, lcsw debbie regan, rnc, ibclc barbara...
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The Art and Science of The Art and Science of Parent EducationParent Education
The Art and Science of The Art and Science of Parent EducationParent Education
Barbara LeBlanc, LCSW
Debbie Regan, RNC, IBCLC
Barbara LeBlanc, LCSW
Debbie Regan, RNC, IBCLC
Session ISession ICenters for Disease Control and Centers for Disease Control and
Prevention (2009)Prevention (2009)Lara Robinson, PhD, MPHLara Robinson, PhD, MPH
Jennifer Kaminski, PhDJennifer Kaminski, PhDCDC Child Development Studies TeamCDC Child Development Studies Team
PParent Training Programs:arent Training Programs:Insight for PractitionersInsight for Practitioners
A publication of the National Center for A publication of the National Center for Injury Prevention and Centers for Injury Prevention and Centers for
Disease Control and PreventionDisease Control and Prevention Atlanta, GA Atlanta, GA
Purpose of the CDC StudyPurpose of the CDC Study
Is Is allall parent training the same? parent training the same?
Research and analysis of evaluations Research and analysis of evaluations of existing programs for effectivenessof existing programs for effectiveness
Guide practitioners in making Guide practitioners in making evidence-based program decisionsevidence-based program decisions
What was Evaluated?What was Evaluated?What was Evaluated?What was Evaluated?
Peer-reviewed articles published from Peer-reviewed articles published from 1990 – 2002 evaluating training programs 1990 – 2002 evaluating training programs for parents of children ages 0 – 7for parents of children ages 0 – 7
Meta-analysis of 77 program evaluationsMeta-analysis of 77 program evaluations
WhoWho are Parent Educators?are Parent Educators?
Social workersSocial workers Child care providersChild care providers TeachersTeachers DoctorsDoctors NursesNurses ClergyClergy Others ?Others ?
Competencies for Competencies for Parent EducatorsParent Educators
Knowledge of:Knowledge of: Child and lifespan developmentChild and lifespan development Dynamics of family relationsDynamics of family relations Guidance and nurturing Guidance and nurturing Health and safetyHealth and safety Diversity and family systemsDiversity and family systems Professional practice and methods of adult Professional practice and methods of adult
learninglearning Community relationships Community relationships Assessment and evaluationAssessment and evaluation
LAPEN Parent Educator Core LAPEN Parent Educator Core Competencies 2010Competencies 2010
What do Parent Educators do?do Parent Educators do?What do Parent Educators do?do Parent Educators do?
TeachTeach
FacilitateFacilitate
Continue to learnContinue to learn
Professional Growth ofProfessional Growth ofParent Educators Parent Educators
Professional Growth ofProfessional Growth ofParent Educators Parent Educators
Join LAPENJoin LAPEN
NetworkNetwork
NPEN ListserveNPEN Listserve
Track professional developmentTrack professional development
Seek & explore latest researchSeek & explore latest research
WhereWhere is Parent Education is Parent Education Happening?Happening?
Schools Schools
Child care centersChild care centers
Social service agenciesSocial service agencies
Healthcare facilitiesHealthcare facilities
Faith-based institutionsFaith-based institutions
Other ???Other ???
Session IISession IIContent and Delivery of Content and Delivery of
Parent EducationParent Educationthat Works!that Works!
How?How?
What?What?
Why?Why?
HowHow dodo Parent Educators Teach?Parent Educators Teach? HowHow dodo Parent Educators Teach?Parent Educators Teach? Utilize evidenced-based researchUtilize evidenced-based research
Avoid using personal anecdotal Avoid using personal anecdotal informationinformation
Qualify information you give as either Qualify information you give as either “my opinion/experience” vs. research“my opinion/experience” vs. research
Encourage parents to recognize what they Encourage parents to recognize what they are doing right = empowermentare doing right = empowerment
WhatWhat do Parent Educators Teach? do Parent Educators Teach?(CDC Study, Content Components)(CDC Study, Content Components)
Child development Child development Positive interactions with childPositive interactions with child Responsiveness, sensitivity and nurturingResponsiveness, sensitivity and nurturing Emotional communicationEmotional communication Disciplinary communicationDisciplinary communication Discipline and behavior managementDiscipline and behavior management Promoting children’s social skillsPromoting children’s social skills Promoting children’s cognitive skillsPromoting children’s cognitive skills
WhatWhat do do Parent Educators Use?Parent Educators Use?
(CDC Study, Delivery Components)(CDC Study, Delivery Components)
WhatWhat do do Parent Educators Use?Parent Educators Use?
(CDC Study, Delivery Components)(CDC Study, Delivery Components)
Curriculum or ManualCurriculum or Manual ModelingModeling HomeworkHomework Rehearsal, Role Playing, or PracticeRehearsal, Role Playing, or Practice Separate Child InstructionSeparate Child Instruction Ancillary ServicesAncillary Services
What Skills do What Skills do Parent Educators Use?Parent Educators Use?
Resist giving immediate advice, answers & Resist giving immediate advice, answers & solutionssolutions• Guide parents to explore optionsGuide parents to explore options
Resist being the expert on EVERYTHING!Resist being the expert on EVERYTHING!
Resist citing research on EVERYTHING!Resist citing research on EVERYTHING!
Allow parents to find their own comfort zoneAllow parents to find their own comfort zone
Parent Educator Parent Educator Facilitation SkillsFacilitation SkillsParent Educator Parent Educator Facilitation SkillsFacilitation Skills
●Creating an open and supportive climateCreating an open and supportive climate●Know when to be supportive or when to Know when to be supportive or when to
refer outrefer out● Introduce appropriate information for Introduce appropriate information for
discussiondiscussion●Encourage participationEncourage participation●Help create a feeling of group trustHelp create a feeling of group trust●Summarize major pointsSummarize major points●Encourage parents with praiseEncourage parents with praise●Encourage parent to parent relationshipsEncourage parent to parent relationships
WhyWhy do Parents Join Groups ordo Parents Join Groups or Take Classes? Take Classes?
WhyWhy do Parents Join Groups ordo Parents Join Groups or Take Classes? Take Classes?
Feeling overwhelmed or inadequateFeeling overwhelmed or inadequate Needs help sorting out contradictory Needs help sorting out contradictory
informationinformation Individual child rearing concernsIndividual child rearing concerns Place to sort out feelings Place to sort out feelings Seeking ways to transmit their values Seeking ways to transmit their values
and morals and morals Mandatory Mandatory
Adult Learning PrinciplesAdult Learning PrinciplesAdult Learning PrinciplesAdult Learning Principles
Adults are motivated to learn as they develop Adults are motivated to learn as they develop needs and interests generated by real life needs and interests generated by real life tasks or problemstasks or problems
Learning is life or work centeredLearning is life or work centered Experience is the richest resource for adult Experience is the richest resource for adult
learninglearning Adults have a deep need to be self-directingAdults have a deep need to be self-directing Individual differences increase with age and Individual differences increase with age and
experienceexperience
What Parent Groups Offer What Parent Groups Offer
Isolation seeks socializationIsolation seeks socialization Helps parents create a new normalHelps parents create a new normal Spin off friendships / playgroupsSpin off friendships / playgroups Observes others’ parenting skillsObserves others’ parenting skills Builds confidence as a parentBuilds confidence as a parent
How to Evaluate a ProgramHow to Evaluate a ProgramHow to Evaluate a ProgramHow to Evaluate a Program
Two Outcomes ExaminedTwo Outcomes Examined(CDC Study)(CDC Study)
Outcome 1: Acquiring Parenting Skills Outcome 1: Acquiring Parenting Skills and Behaviorsand Behaviors
Outcome 2: Decreases in Children’s Outcome 2: Decreases in Children’s Externalizing BehaviorsExternalizing Behaviors
Outcome 1: Acquiring Parenting Outcome 1: Acquiring Parenting Skills and BehaviorsSkills and Behaviors
Outcome 1: Acquiring Parenting Outcome 1: Acquiring Parenting Skills and BehaviorsSkills and Behaviors
Components Associated with Larger Effects on Components Associated with Larger Effects on
Parenting Behaviors & Skills OutcomesParenting Behaviors & Skills Outcomes
I. Teach parents emotional communication skillsI. Teach parents emotional communication skills
II. Teach parents positive parent-child interaction II. Teach parents positive parent-child interaction skills skills
III. Require parents to practice with their child III. Require parents to practice with their child during program sessionsduring program sessions
TALARIS RESEARCH TALARIS RESEARCH INSTITUTE, John Gottman, Ph.DINSTITUTE, John Gottman, Ph.D
I. Teach parents emotional I. Teach parents emotional communication skillscommunication skills
5 Stages of Emotional Communication5 Stages of Emotional Communication1.1. Emotional awarenessEmotional awareness
2.2. Connecting during emotional momentsConnecting during emotional moments
3.3. Listening with empathyListening with empathy
4.4. Naming emotionsNaming emotions
5.5. Finding good solutionsFinding good solutions
Emotion CoachingEmotion Coaching VideoVideo TALARIS RESEARCH INSTITUTE, John Gottman, Ph.DTALARIS RESEARCH INSTITUTE, John Gottman, Ph.D
II. Teach parents positive parent-II. Teach parents positive parent-child interaction skillschild interaction skills
Non-disciplinary interactionsNon-disciplinary interactions PlayPlay
Using skills that promote positive Using skills that promote positive parent-child interactionsparent-child interactions EnthusiasmEnthusiasm Following interestsFollowing interests Age appropriate recreation Age appropriate recreation
Provide positive attentionProvide positive attention Connecting / ReconnectingConnecting / Reconnecting
III. Require parents to practice with III. Require parents to practice with their child during program sessionstheir child during program sessions
Role-playing with the Role-playing with the
parent trainer or a peerparent trainer or a peer
Practice parent Practice parent
skills with own childskills with own child
Outcome 2: Decreases in Outcome 2: Decreases in Children’s Externalizing BehaviorsChildren’s Externalizing Behaviors
Outcome 2: Decreases in Outcome 2: Decreases in Children’s Externalizing BehaviorsChildren’s Externalizing Behaviors
Components Associated with Larger Effects on Components Associated with Larger Effects on
Children’s Externalizing Behaviors Children’s Externalizing Behaviors
I. Teach parents the correct use of time outI. Teach parents the correct use of time out
II. Teach parents to respond consistently to their II. Teach parents to respond consistently to their childchild
III. Teach parents to interact positively with their III. Teach parents to interact positively with their childchild
IV. Require parents to practice with their child IV. Require parents to practice with their child during program sessionsduring program sessions
I. Teach parents the correct use I. Teach parents the correct use of time outof time out
One minute/year of ageOne minute/year of age Set timerSet timer LocationLocation 3 years and up3 years and up Over useOver use Lesson learned?Lesson learned? Alternatives?Alternatives?
www.vanderbilt.edu/csefel/www.vanderbilt.edu/csefel/scriptedstories/tuckerturtle.pptscriptedstories/tuckerturtle.ppt
II. Teach parents to respond II. Teach parents to respond consistently to their childconsistently to their child
Parents agree on disciplineParents agree on discipline Plan ahead for persistent problemsPlan ahead for persistent problems Say it one time – then actSay it one time – then act ACTACT**
AAcknowledge behavior/feelingscknowledge behavior/feelings CCommunicate the ruleommunicate the rule TTarget acceptable behavior (redirect)arget acceptable behavior (redirect)
*1 2 3 4 Parents, Michael Popkin, *1 2 3 4 Parents, Michael Popkin, Ph.DPh.D
III. Teach parents positive III. Teach parents positive parent-child interaction skillsparent-child interaction skills
III. Teach parents positive III. Teach parents positive parent-child interaction skillsparent-child interaction skills
Non-disciplinary interactionsNon-disciplinary interactions PlayPlay
Using skills that promote positive Using skills that promote positive parent-child interactionsparent-child interactions EnthusiasmEnthusiasm Following interestsFollowing interests Age appropriate recreation Age appropriate recreation
Provide positive attentionProvide positive attention Connecting / ReconnectingConnecting / Reconnecting
Non-disciplinary interactionsNon-disciplinary interactions PlayPlay
Using skills that promote positive Using skills that promote positive parent-child interactionsparent-child interactions EnthusiasmEnthusiasm Following interestsFollowing interests Age appropriate recreation Age appropriate recreation
Provide positive attentionProvide positive attention Connecting / ReconnectingConnecting / Reconnecting
Positive Parent-Child Positive Parent-Child InteractionsInteractions
Learning Happens VideoLearning Happens VideoZero to Three, National Center for Infants, Toddlers and FamiliesZero to Three, National Center for Infants, Toddlers and Families
IV. Require parents to practice with IV. Require parents to practice with their child during program sessionstheir child during program sessionsIV. Require parents to practice with IV. Require parents to practice with their child during program sessionstheir child during program sessions
Role-play with the parent trainer or a peerRole-play with the parent trainer or a peer
Practice parent skills with own childPractice parent skills with own child
Evaluate Your ProgramEvaluate Your Program What components in my program are What components in my program are
effectiveeffective??
What components in my program are What components in my program are ineffectiveineffective??
How could additional effective components How could additional effective components be added to my existing program?be added to my existing program?
How could ineffective components be How could ineffective components be eliminated from my existing program?eliminated from my existing program?
Session IIISession III
Theory to Practice:Theory to Practice:Parenting Education that Parenting Education that
Makes a DifferenceMakes a Difference
Commonly Used Components in Commonly Used Components in Parent EducationParent Education
Commonly Used Components in Commonly Used Components in Parent EducationParent Education
Tailoring parenting classes to appropriate Tailoring parenting classes to appropriate ages and stagesages and stages ““One size does not fit all”One size does not fit all”
Video examples of parent/child interactionsVideo examples of parent/child interactions HomeworkHomework Teaching child developmentTeaching child development Teaching problem-solvingTeaching problem-solving Focus on cognitive / academic developmentFocus on cognitive / academic development
If Parents do not attend or If Parents do not attend or endorse the need to learn and endorse the need to learn and use new strategies, even the use new strategies, even the
most effective most effective parenting programparenting program
WILL NOT WORK!WILL NOT WORK!
If Parents do not attend or If Parents do not attend or endorse the need to learn and endorse the need to learn and use new strategies, even the use new strategies, even the
most effective most effective parenting programparenting program
WILL NOT WORK!WILL NOT WORK!
Motivation for Parents to Motivation for Parents to Continue to AttendContinue to Attend
Motivation for Parents to Motivation for Parents to Continue to AttendContinue to Attend
We know what to teach.We know what to teach.
We know how to teach.We know how to teach.
BUT…BUT…
How do we keep them coming back?How do we keep them coming back?
Marketing StrategiesMarketing Strategies
MediaMedia Healthcare facilitiesHealthcare facilities Pediatrician / Obstetrician officesPediatrician / Obstetrician offices Social service agenciesSocial service agencies Legal systemLegal system LibraryLibrary Community fairsCommunity fairs Schools Schools Retail outlets Retail outlets
CDC Study Results say…CDC Study Results say…CDC Study Results say…CDC Study Results say…
“… “…decades of research show that active decades of research show that active learning approaches are superior to learning approaches are superior to passive approaches. Therefore parent passive approaches. Therefore parent education programs that seek to education programs that seek to presumably change behavior but do not presumably change behavior but do not use an active skills acquisition mechanism use an active skills acquisition mechanism were not included in the meta-analysis”were not included in the meta-analysis”
So…So…
Classroom instruction alone Classroom instruction alone doesn’t workdoesn’t work
Active learning approaches must Active learning approaches must be incorporatedbe incorporated
The Parenting Center The Parenting Center atat
Children’s HospitalChildren’s Hospital
The Parenting Center The Parenting Center atat
Children’s HospitalChildren’s Hospital Program modelProgram model Support & fundingSupport & funding StaffStaff UtilizationUtilization Classes/activities/programsClasses/activities/programs 30 Years and Counting!30 Years and Counting!
Program modelProgram model Support & fundingSupport & funding StaffStaff UtilizationUtilization Classes/activities/programsClasses/activities/programs 30 Years and Counting!30 Years and Counting!