The purpose of this study was to investigate the effectiveness of the Creative Parenting Program on the parent participants in the program. The investigation was conducted using a scientific research approach with standardized instruments designed to measure change or lack of change in the parents' perceptions of their approaches to child-rearing. A critical review of the related literature showed no evaluation of parent education programs such as the Creative Parenting Program, based theoretically in the psychology of human development using a lecture style format. The parent education programs evaluated were primarily skill training programs. As each study used different instruments to measure different effects and also different populations, it was not possible to accurately assess the overall effectiveness of the programs. The literature suggested that more research is required to establish significant statistical evidence that the programs change the parental attitudes toward the parent-child relationship. It was hypothesized (null form) that there would be no statistically significant difference between the experimental groups and the control groups of the parents' perceptions in: (1) acceptance of their children; (2) family cohesion and family adaptability; (3) use of authority with their children and (4) family disharmony. The post test score means among groups showed statistically significant changes toward a higher level of acceptance of their children and a decrease in parental use of their authority. On the family interactional dimensions of family cohesion and family adaptability no significant changes were shown. With the dimension of family disharmony no significant changes were shown on the post test score means among groups. The results of the study suggest that the Creative Parenting program is effective in promoting change in the parental attitudes of acceptance of children and reduced use of authority, two factors thought to be basic to effective parenting. It is felt that the principles and concepts presented in the Creative Parenting Program offer a significant contribution to the field of parent education. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

M.A. (Counselling Psychology ) / The purpose of this study was to design a model for the presentation of parent education programmes which stand in the traditional linear paradigm combined with elements from the circular systems paradigm, in order to minimise resistance and facilitate change in subjects. One such programme was used to illustrate the model. Certain aspects of both concepts are clarified in a detailed literature study, after which a model is constructed in which an integration of these aspects takes place. The model, placed within the framework of psycho-education, was duly tested by means of a case study. A detailed description of the sessions as well as analysis of the effectiveness of the sessions then follows. Finally, an evaluation of the model in practice is given with certain suggestions for further research. The final conclusion is that criteria for the effective training of parents within the linear paradigm are not necessarily effective within the systems paradigm.

This study examined which methods are most effective in training parents to use positive guidance techniques, a lecture-base only parent training series or a lecture-based plus hands-on parent training series. Maternal characteristics of depression, stress level, and attitudes towards positive guidance were explored as possible moderators. A two way repeated measures ANOVA indicated that the cognitive understanding of the use of positive guidance over time of the participants in the control versus treatment groups did not significantly differ. However, a t-test showed that both groups improved in their cognitive understanding of positive guidance over time. A second two way repeated measures ANOVA confirmed that the behavioral use of positive guidance over time of the participants in the control versus treatment groups significantly differed. Further investigation revealed that, while the two groups did not differ in their behavioral use of positive guidance before the program, the treatment group improved over time whereas the control group did not. Depression, stress level, and attitudes towards positive guidance did not moderate the effects of being in the control versus treatment group on participants' behavioral use of positive guidance. The results indicate that all participants gained a better understanding of effective parenting techniques, but a hands-on component in parent training programs may be necessary for parents to incorporate these strategies into their parenting behaviors. / text

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This study sought to determine the efficacy of the Wheeler Coping Skills Program for Parents of Adolescents. Twenty-six parents were assigned to either an experimental group or to a control group. The experimental group participated in an eight-week presentation of the Coping Skills Program. The control group received no treatment. Subjects were assessed on the Conflict Tactics Scale, Four Parent-Adolescent Situations, the Ways of Coping Scale, the Parent-Adolescent Communication Checklist, and the Parenting Skills Inventory. In addition, the Goal Attainment Scaling was used. Significant treatment effects were found on three of the four Reactivity Subscales, and on the Rapport Subscale. The Coping Skills Program for parents of Adolescents appeared: effective in reducing reactivity of parents exposed to the program, and ineffective in any of the other ways measured. Parents were, however, very successful in attaining goals they set for themselves.

The primary purpose of the study was to determine if a parenting program would affect the reading achievement scores of single-parent children. Secondary purposes were to determine if male and female students were affected differently and if middle school students were affected differently than elementary students.Ninety-three students from a rural school district in northern Shelby County, Indiana, were identified to participate in the program. Forty-seven experimental children, were instructed in the parenting program twenty-one weeks, twenty-five minutes, two times a week. Forty-seven control students remained in the classroom.Multivariate analysis of covariance was done to test the null hypotheses. The criterion for rejecting or retaining the null hypothesis was set at the .05 level of probability.Data collected from the pre- and post-test reading scores of the Comprehensive Test of Basic Skills, the Piers-Harris Self-Concept Scale, the Martinek-Zaichkowsky Self-Concept Scale for Children, and the Behavioral Characteristics of Single-Parent Children Checklist were analyzed. Findings were:1. There was not a significant difference between experimental and control groups or gender; however, the following differences did exist: a. The experimental group scored higher in reading than the control group, with the exception of the lower grade control females, who scored higher than the experimental lower grade females. b. The females of both groups had higher gain scores than the males.2. There was a significant difference at the .05 level in reading for the variable grade with lower grade students making larger positive gains than the upper grade students.3. There were significant differences in self-concept between the control and experimental groups in the area of anxiety, school status, happiness and athletics. a. The lower grade experimental, upper grade control, and male students (of both groups) were less anxious. b. The lower grade students felt better about school and were happier than the upper grade students. c. The second grade control group felt more confident about ability in athletics than the experimental group.4. The teachers perceived the experimental students as needing less discipline, having higher general achievement and better reading comprehension.Conclusions based on the findings were:1. The group or the gender did not make a significant difference: a. However, the upper grade experimental group did perform better than the upper grade control group. b. The lower control females performed better than the lower grade experimental females, but the lower grade experimental males out performed the lower grade males in comprehension.2. The lower grade students performed significantly better than the grade students in reading vocabulary and comprehension.3. The lower grade experimental students, the upper grade control students and the male students were significantly less anxious.4. The lower grade students felt significantly better about school than the upper grade students.5. Teachers perceptions of experimental students were higher in classroom behavior, general achievement, and reading comprehension.

The study investigates the learning of parents in parent education. It aims to find the parent learners’ conceptions of learning and to obtain an understanding of parents as learners. Phenomenography was employed as the research method. Semi-structured interviews were conducted with parents who participated in an in-school parent education course targeted at parents of students in the first year of secondary school. The study found six conceptions of parental learning: Learning as A. recalling experiences, B. acquiring problem solving skills, C. applying the problem solving skills, D. awareness of the parent-child system, E. seeing alternative ways of parenting, and F. changing of persons. Among the six categories, the first three are akin to surface learning, while the last three are deep learning. The research found a hierarchical relationship among them. Conception A is considered the lowest level of learning, while F is the highest. The first three conceptions are focused on the control of the child’s behavior. In these, learning is often limited to acquiring and to applying quick fixes to regain control of the child’s behavior. The last three conceptions are focused on the development of the parent and child relationship. Learners reflect upon the assumptions that define the parent-child relationship, the assumptions on the developmental needs of the child, and the assumptions that govern parenting attitude and practices. Deep learning approaches are more systemic than the surface learning approaches. In the former, the problem is treated as something external to the learner, while in the latter the learner is treated as part of the system and is therefore also part of the problem. Transformation is more personal and internal to the learner in the latter categories. Reflection is found to be the key learning strategy in all the conceptions. The first three employ ‘practical or pragmatic reflection’, while the last three employ ‘critical reflection’ of assumptions. This study extends the field of phenomenographic research to more complex and ill-defined real life learning in a lived context. The study concludes that for parent education to acquire an educational and developmental perspective, there is a need to treat ‘parents as learner’. The ‘conceptions of parental learning’ provide critical insights to parents as learners, which in turn give an alternative framework for parent education practitioners and researchers toward designing appropriate programs that facilitate parental learning. Facilitators should foster critical reflection, take into account the rich experiences among the learners and endeavor to harness them. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

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