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

Parent EducationParent EducationParent EducationParent EducationWho?Who?

What?What?

Where?Where?

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

Sense of HumorSense of Humor

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

BUSY BABIESBUSY BABIESVIDEOVIDEO

Lunch Lunch

& &

NetworkingNetworking

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!