The challenge of parenting education: New demands for schools in Spain.

Assisting Parents with Child and Adolescent Development

The demand for parent education is increasing. Schools are offering parenting parenting education as a way to prevent or reduce family problems, answer parents' critical questions about effective parenting and develop positive relationships and cooperation between families and schools. This article discusses four parent education programs carried out in a school in Gijon, Spain. It describes the social impetus for these programs, key components of their development and implementation, and results for parents and the schools.

Social Context and Parent Education

The decreasing birth rate, incorporation of more women in the labor force, and changing social values are greatly affecting both the structure of the family and how its members interact. Parents of this generation do not have as much time as those from years ago to interact with their children, especially when the mother works outside the home. Furthermore, the parental methods of the past do not work exactly the same in today's society. Consequently, many parents feel they have lost key models for raising their children.

Parents feel the pressure of societal expectations to raise children who will have positive self-esteem, be able to make decisions, respect norms, achieve a certain level of academic competence, create or maintain employment, and educate others. Most parents, however, do not receive any information or training on how to be effective parents, and so may be overwhelmed. In turn, they feel guilty and inadequate when their children do not meet those expectations.

When children exhibit maladaptive behavior in the classroom, teachers ask parents to discipline their children. Often, however, parents do not know what to do. This discomfort may prevent many parents from contacting the school or the teachers, especially when parents perceive the educators as not being helpful. This lack of communication may increase the tension between parents and teachers, making it more likely that each side will blame the other for the child's misbehavior. To offset these negative outcomes, schools can help parents develop or enhance their parenting skills, helping them feel more competent and become more effective.

Meeting Parents' Needs Through Education

The Parenting Programs. The four parenting education programs described in this article were developed and implemented after a needs assessment in a public primary school in Gijon, Spain, revealed that parents wanted help on a number of parenting issues. Specifically, parents wanted more information on ways to: 1) improve their relationships with their children, 2) help their children develop thinking and studying skills and 3) help their children develop positive self-esteem.

Supported by the Direction Board in charge of the school's administrative tasks and the Parents' Association, researchers developed or adapted four education programs. They were:

I. Systematic Training for Effective Parenting (STEP) by Don Dinkmeyer, Sr. and Gary McKay (1982)

Objective: To establish positive relationships between parents and children (7 to 11 years old)

Number of sessions: 10 sessions, two hours each

II. Systematic Training for Effective Parenting-Adolescence by Don Dinkmeyer, Sr., Gary McKay, and Don Dinkmeyer, Jr. (1990)

Objective: To establish positive relationships between parents and adolescents

Number of sessions: 10 sessions, two hours each

III. Systematic Training of Parents To Develop Self-Esteem in Themselves and in Their Children

Adapted by Raquel-Amaya Martinez Gonzalez 

Objective: To help parents develop their self-esteem and that of their children

Number of sessions: 7 sessions, two hours each

IV. Systematic Training of Parents in Study Skills

Adapted by Raquel-Amaya Martinez Gonzalez

Objective: To inform parents how to guide their children's studying and academic tasks at home

Number of sessions: 7 sessions, two hours each

The Facilitator. Because neither parents nor teachers felt competent enough to develop the content of the programs or to conduct the parent groups by themselves, they worked with a facilitator, who was a research expert in family education. The facilitator did not impose the program content; on the contrary, she took into account the needs expressed by the parents. She organized materials and conducted activities so that she could provide parents with the information and skills on their requested topics. The facilitator knew something of human behavior and how to work with groups. She had a flexible and open attitude, as well as the communication skills necessary to facilitate interaction with, and among, parents.

Materials and Implementation. The school provided rooms (library, classrooms or other spaces) for the parenting classes, as well as materials (including paper, books, and cards with ideas or pictures to guide small-group work). Grants from the Ministry of Education provided financial support.

In each of the four mini-courses, parents discussed issues and experiences in small groups. The groups also simulated situations that reflected real-life experiences with their children. Parents completed at least one questionnaire and/or a written self-report at each session. One was completed at the beginning of the session to identify parents' initial ideas about a topic, and another questionnaire was completed at the end to gather information about what parents learned and had found interesting and practical. The second questionnaire, or self-report, could be completed at home and returned to the facilitator at the next session, allowing parents enough time to think about the information and its usefulness.

Several factors contributed to all four programs' success. The sessions were scheduled on the same day of each week in order to boost attendance. It was also important to meet weekly, rather than less often, because the programs' themes and issues were extensive and needed to be thoroughly discussed. Meeting once a week, moreover, allowed parents to practice the strategies, and to follow up with questions at the next class session. Each program session lasted at least two hours. This may seem like a lot of time, but parents indicated that they would have liked the sessions to last even longer, because they learned interesting things and enjoyed sharing their experiences with other parents.

Videotaping the sessions helped the facilitator analyze and evaluate them without having to take extensive notes during the session. The videocassettes also could be viewed by other parents or teachers who wanted to see how the sessions worked, what information was given, what relationships among parents were like, and other information that might motivate them to take part in a later program. Parents who attended the sessions found the videocassette to be useful for reviewing or remembering their experiences.

At the end of each session, the facilitator gave each participant a summary of the most important ideas. This summary not only helped parents to remember the content, but also assisted them in writing the session evaluation and trying some practical applications. During the final session, parents and the facilitator evaluated the program's content, processes and results. The information gathered was compiled for all four programs in a final evaluation.

Evaluation. Evaluation of the parenting education program occurred in three stages: the initial evaluation, the process evaluation and the final program evaluation. The initial evaluation documented the number of parents who took part in one or more of the programs. It also included questionnaire data on parents' previous practices, and their comments about issues they addressed during the program. The process evaluation consisted of parents' oral comments during the sessions, as well as their written comments, which included personal reflections on the impact of the session's content on their practices at home.

The final evaluation consisted of oral comments from all of the participants. It also included written self-reports from each participant about the usefulness of the program's content, the abilities learned, the methodology used, and the relationships developed with other participants. In addition, the final evaluation documented the number of participants at the end of the program, requests for conducting the program again (for the benefit of other parents), and requests for conducting additional programs on other parenting issues.

The Effects of Parenting Education on Parents' Confidence and Abilities

Ninety-two of the 107 parents (86 percent) who began the parent education programs followed through to completion. The evaluations showed that parents were extremely positive about the school's programs, and that they agreed that other parents could benefit from them. The parents expressed a great deal of gratitude for the time and information the facilitator shared with them. One parent stated, "When we talk about some special thing or circumstance, we often say, 'As we saw with the facilitator . . .'"

The programs yielded several positive effects for the participants. Parents felt listened to and understood, in large part because they had the opportunity to interact with other parents who were in similar situations and who had similar questions and concerns. One parent in the program for parents of adolescents stated:

What is very interesting is to see that other people have the same family problems and worries as you. It is a great relief to find out that those situations that you have thought only had to do with you are very common in other families.

Another positive outcome was that the discussions with other parents about real-life situations produced strategies and behaviors that the parents could readily adopt. One parent in the Study Skills program found this "real life" approach particularly useful commenting, "In addition to talking about what study skills are, we discussed our particular situations in order to share experiences and to compare one with another." Another parent in the parenting adolescents program offered:

The issue I found most interesting is that in which the father is fighting with the child because of the TV program. I have seen myself in that situation and I think I know already how I am going to behave from now on. I am going to change my tone of voice when I talk to my child.

Parents also indicated that after attending the parenting education programs they felt less guilty about their interactions and relations with their children:

From each session, you have a lot to think about. Some of them bring you calmness because you can understand the child better. Moreover, you can remove false guilt when you learn that you are not the only responsible person for your children's reactions, that there are many factors affecting them. Overall, the program gives us a pattern of behavior[,] which is: to accept and respect your children as they are, to listen to them, to teach them positive attitudes, and to try to give them responsibility, expecting at the same time that they will be responsible too.

Parents noted that family relationships improved as they put into practice what they learned in the programs. According to a parent in the STEP program,

I am happy because there are some things that I have started practicing, and I can see some results. I can also better differentiate my child's problems from my problems and [from] the problems that belong to both of us.

Finally, other positive program outcomes were the links that were built among the participants, and between parents and the school. The following comment from a parent in the self-esteem program illustrates this enthusiasm:

I have felt great in the group. Even to go to the school every week has been wonderful, not just because of the new content we learned, but also because of the nice atmosphere we had among us, which made the program very pleasant.

Limitations of the Programs

Despite the overall success of the parenting education programs conducted at the school several factors prevented the programs from being more effective and from reaching all parents:

* Only a few parents at a time can benefit from the parenting programs. Because active parent participation and discussion are expected, the programs are suitable for no more than about 20 parents at a time. This made it impossible for some parents to participate, even when they wanted to.

* The programs last between 7 and 10 weeks, making it difficult for parents to participate in more than two programs in an academic year.

* Just a few fathers participated.

* Most parents who participated belonged to the middle class. They did not face major social problems, although they did face problems that were important to them. Parents who are less educated or more economically stressed, who may need the programs most, cannot benefit if they do not participate.

* Some parents felt too intimidated to talk about their personal and family experiences, especially at the very beginning of the program. They did not want anyone to know about their problems, or they were afraid they would be judged negatively by others.

* Some parents looked for quick answers to problems, or for "recipes." They looked for concrete answers that could be used in specific situations, not understanding that unique solutions may be needed for specific problems or situations.

* Some parents were too dependent on the facilitator. They looked to the facilitator as if she had the responsibility for finding all the answers.

* Some parents said that they were too busy to think about how and when to put the strategies from each session into practice. The facilitator, however, believed that some lacked the will or desire to do so.

* Some participants felt more dissatisfied with their parenting skills after attending the programs, because they were better able to analyze their behavior and were more aware of their mistakes. In their wish to be perfect parents, sometimes they did not recognize that it is natural to make mistakes. They believed that their actions were detrimental to their children's success, and so they felt guilty.

* Some parents developed an awareness and concern about difficult situations that affected children, such as having unprotected sex, becoming pregnant, and abusing drugs. These situations illuminated the need for the facilitator to be an expert in both family education and adult psychology, to help parents maintain a healthy and positive perspective.

Conclusion

Traditionally, Spanish schools have been closed to parents, and teachers have hidden behind cloaks of professionalism to prevent parental involvement. New social and democratic demands and new education regulations, however, are helping Spanish schools involve parents and take into account their needs and concerns. Schools can develop comprehensive parenting education programs as one way to meet families' demands for more involvement and information. These programs, in turn, can help to prevent or reduce family and social problems. Yet, schools need guidance in order to make such programs effective.

An analysis of the four parenting education programs indicates that identifying parents' specific needs and concerns is an important first step in organizing effective parenting programs. This first step increases the likelihood that parents will attend and complete the programs (Stake, 1990). It is also important that parents feel that they are listened to and understood. The program facilitator, so vital to this process, needs to be a professional who is trained both in education and in working with parents. Teachers can play this role when they have received training in participative methodologies and parental involvement.

This article also highlights challenges to implementing parenting education programs that can reach all parents. Most of these challenges have been identified previously (Currant, 1989), which indicates that they are common across locations and populations. Researchers and practitioners need to find ways to approach "hard to reach" parents. One way to begin is to recognize their potentials and strengths; since many of these parents lack self-esteem, they may not step forward without encouragement. To increase their self-confidence, the facilitator might meet with some parents before the program begins to start building friendly relationships. This is necessary if parents are to trust the facilitator to teach them something worthwhile. Principals and teachers can support parent education programs by encouraging parents to become involved, emphasizing that participation will benefit not only the parents, but also their children.

References

Currant, D. (1989). Working with parents. Circle Pines, MN: American Guidance Service.

Dinkmeyer, D., & McKay, G. (1982). Systematic training/Effective parenting. New York: Random House.

Dinkmeyer, D., Sr., McKay, G., & Dinkmeyer, D., Jr. (1990). Parenting teenagers: Systematic Training for Effective Parenting (STEP). New York: Random House.

Martinez Gonzalez, R. A. (1996). Parent involvement in schools in Spain: A case study. In D. Davies & V. Johnson (Eds.), Crossing boundaries. Multi-national action research on family-school collaboration. Report No. 33 (pp. 103-143). Boston: Center on Families, Communities, Schools & Children's Learning.

Stake, R. E. (1990). Responsive evaluation. In H. J. Walberg & G. D. Haertel (Eds.), The international encyclopedia of educational evaluation (pp. 75-77). Oxford: Pergamon Press.

Raquel-Amaya Martinez Gonzalez is Professor, Department of Education, Oviedo University, Oviedo, Spain.