What do parents feel they need? Implications of parents' perspectives for the facilitation of parenting programmes

Kay Sambell

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Family Dynamics and Relationships Social Sciences and Policies Social Policies and Family

Abstract

This paper is based upon in‐depth interview studies with a range of parents and explores their beliefs, expectations and experiences of parenting support. Three dominant ways in which parents viewed parenting education are identified. The implications of these conceptual categories or ‘models’ of parenting support are discussed in terms of their impact on parents' approaches to parenting education and the quality of the outcomes. These interpretations raise questions about the nature and impact of parenting support. As such, they have significant implications for the development and delivery of future parenting provision.

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References

2003Constructing and Reconstructing Childhood 1984Understanding Student Learning 1995A Developmental Psychopathology Perspective on Child Abuse and Neglect 1997Parent Management Training: Evidence, Outcomes, and Issues 1997Parenting Styles, Adolescent Substance Use, and Academic Achievement 1998Earned security, daily stress, and parenting: A comparison of five alternative models 1989PARENT EDUCATION PROJECT III: INCREASING AFFECTION AND RESPONSIVITY IN DEVELOPMENTALLY HANDICAPPED MOTHERS: COMPONENT ANALYSIS, GENERALIZATION, AND EFFECTS ON CHILD LANGUAGE 1995Confident Parents, Confident Children: Policy and Practice in Parent Education and Support

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2007Testing a parenting programme evaluation tool as a pre‐ and post‐course measure of parenting self‐efficacy 2009Managing ‘Spoiled Identities’: Parents’ Experiences of Compulsory Parenting Support Programmes 2017Combatting Child Sexual Exploitation with Young People and Parents: Contributions to a Twenty-First-Century Family Support Agenda

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