1. Chapter 13 Working with Parents

2. Introduction  Increased stressors on today’s families impact children  Childhood stress, depression, and suicide are increasing  At risk children are from privileged as well as under-privileged backgrounds  Traditional patterns of parental authority are less effective now than in the past  The “traditional” family is a myth  Parents need help in managing the contemporary challenge of parenting  Parent education has existed since the 1920’s  Counselors play an important role in parent education and parent consultation today

3. Outcomes of Parent Education and Consultation  Improved parent child relationships  Improved behavior at home and school  Improved acceptance of responsibility  Parent involvement in the school  Improvement in school achievement

4. Cultural Considerations Many ethnic minorities fear or distrust services or feel ashamed about admitting they need help Important not to make generalizations about groups, as other factors (gender, age) can play a part Knowledge and sensitivity to different cultural and ethnic groups and their variables is key Population in this country is increasingly becoming more ethnically diverse, which impacts consultation with parents and families

5. Parent Education Programs frequently done in a group format Parent groups are efficient and provide support Assessment of parents’ needs and concerns determines program content and process Parent education programs need to be flexible and fit with the intended participants

6. Parent Education Programs Format and topics:  Several approaches for parent education: support groups, parent study groups, parent education  Purpose of support groups is to encourage discussion and interaction among parents  Parent study groups and parent education are highly structured  Purpose of parent education and study groups is to develop parenting skills and impart information  Groups may be organized around issues pertaining to general parenting practices, selected topics, specific developmental levels  Format of parenting programs may vary (weekly, monthly, mini-conference, single session)  Group could read and discuss a book relevant to parenting issues  Counselors need to do a needs assessment first to determine which type and format of parent education programs work best

7. Parent Education Programs Skills for the leader:  Leader should engage in using good communication skills  Mini-lecturing and information-giving  Setting a supportive climate  Modeling and self disclosure  Use of nonverbal communication to encourage member participation  Group management Approaches to parent education:  Number of published parent education programs are available  Each approach emphasizes reeducating parents

8. Organizing a parent education program First, appoint a committee of professionals and parents to determine the best approach Second, develop a needs assessment (checklist) Promote the program Prepare for the parenting sessions Engage parents in planned activities Order supplemental material Establish an evaluation procedure

9. Myths and irrational beliefs about parenting MYTHS:  Parenting happens instinctively  Children should be perfect  What works with one child will work with another  Whatever parenting methods your parents used with you will automatically be best for your children IRRATIONAL BELIEFS:  Demands  Self downing  Awfulizing or catastrophizing  Low tolerance of frustration or discomfort anxiety

10. Discipline 4 parenting styles: authoritarian, authoritative, permissive, ignoring Discipline:  Discipline differs from punishment  Quality of parent-child relationship is affected by the way parents discipline  Limits need to be reasonable and enhance children’s self reliance and sense of responsibility  Logical consequences follow the natural order of the universe  Consequences should be applied both kindly and firmly  Consequences should not be used when they cannot be carried out, when they are detrimental, when they would place the child in a dangerous situation, and when they are voiced in an angry way  Consequences are effective because they link children with the reality of their behavior

11. Problem Solving Conflict is natural among children and their parents Friend and Cook suggested a problem solving model:  Understand the problem  Consider the alternatives  Select the best mutual alternative  Discover the probable results of the chosen solution  Establish a commitment  Plan an evaluation

12. Consultation Consultation is an indirect process: counselor works with parents to bring about change in the client (child) Consultation is a shared problem solving process Goal of consultation is to improve client functioning and create positive change Consultation consists of 5 stages:  1: phasing in (relationship building)  2. problem identification (clarifying the main problem)  3. implementation of the consultation (find strategies to solve the problem, give feedback, and make recommendations)  4. Evaluation (evaluate progress, monitor implementation, reinforce change)  5. Termination (bring closure to consultation agreement, review outcomes, terminate the relationship)