1. Healthy Parenting Workshops
NOTE TO TRAINER:
This PowerPoint is meant to be a broad overview of the parenting concepts taught in each workshop. Please use it as a template and add your own examples and experiences from previous workshops to help make the materials resonate with new facilitators.
It is important to stress that new facilitators MUST read the Healthy Parenting Workshops Facilitator Guide for each workshop in order to become fully versed in all of the parenting concepts they will be teaching.
Healthy Parenting Workshops
Parenting Concepts

2. Agenda Why Focus on Parenting? Key Parenting Workshop Outcomes
Parenting Concepts & Workshop Order
Parenting Concepts
Workshop 1 – PRAISE
Workshop 2 – COMMANDS
Workshop 3 – MORNING & EVENING ROUTINES
Workshop 4 – WEEKLY ROUTINES
Workshop 5 – IGNORING
Workshop 6 – ENFORCING RULES & TIME OUTS
Questions?
Agenda
This Power Point is designed to familiarize new HPW facilitators with the six key parenting concepts taught throughout the workshop series.

3. Why focus on parenting?
To help parents integrate exercise, healthy eating, good sleep habits, and eliminate fast foods in their lives.
 To give parents more effective child rearing techniques.
To make it easier to get their children to change their behavior.
To decrease parent stress - increasing their time and energy to make changes.
Let’s take a step back and remind ourselves why we are focusing on parenting skill. Parents often know a lot about nutrition, physical activity, and/or sleep recommendations, but they may not really be implementing them. The parenting skills component of the HPWs teaches parents tangible parenting skills that help them integrate nutrition, physical activity, sleep, etc. into their everyday lives that can help shape healthful lifestyles.
We are going to talk about 6 different parentings skills. Remember though, these parenting skills are universal, and while we know they are effective at improving child nutrition and health, they are also effective for other issues (behavior change).

4. Key Parenting Workshop Outcomes
If a parent enjoyed the session or appeared to learn a lot but wasn't able to change their behaviors at home,
the session failed.
If a parent struggled with the previous session but was able to do at least some homework effectively,
the session succeeded.
As you’ve already learned about, the Reflection Sessions in the HPW are a critical component of the workshops. Basically, if a parent tried anything at home from the workshop, the workshop was a success, even if the parent failed. However, if a parent does no try any of the skills learned in the workshop at home, the session failed.
The reason the HPW are based on the based on the social learning theory and why reflections sessions are built in, are to ensure people are trying out and practicing the new skills in their home environment. Trying the concepts out at home is essential and facilitators must encourage parents to try the skills and concepts they learn in the workshop out at home, even if it’s just a small attempt. In the 1970s, a study looked at whether reading a book on biking taught people how to ride a bike. Not surprising, it did not, because there was no practical application of what was learned. This further demonstrates the need to try the new skills and concepts out at home, and reflect on barriers and successes at the following workshop.

5. Effective Parenting Workshops1.
Parents choose two Healthy Family Challenges to try at home. 2.
Facilitator hosts Reflection Sessions with parents about the Healthy Family Challenges at the next workshop. 3.
Parents describe specific successes, challenges, and barriers in detail during the reflection sessions.
A few tips for facilitators who will be conducting the workshops and parenting components. In order to have an effective workshops…
1.) You as the facilitator should encourage parents to pick something to try at home through the weekly Healthy Family Challenges. As you have already learned, each workshop has two Healthy Family Challenges – one for nutrition and one for parenting. The idea is for parents to write-down and commit to trying one small thing at home and coming back to reflect on whether it worked or not at the following week’s workshop. Before parents leave the workshop, go around the room and have them share what they will try, and accept what they are willing to commit to. Small change is okay. For example, after Workshop 1 a parent might write down that they will try to praise their child without food for cleaning his/her room.
2 & 3.) You as the facilitator will host Reflection Sessions wherein parents can reflect on the Healthy Family Challenge they tried at home. It is easiest to start with successes, and ask for parents to share what worked in detail. Getting a specific description is helpful for learning, such as the who, what, when, and where the action took place. Starting with successes can encourage others to share, and it also sets the stage that these strategies are doable. However, it is just as important to ask parents about what got in the way if they were unsuccessful. They may be able to learn from the group, strategies that help overcome such barriers.

6. Tips on Hosting a Parenting Reflection Session…
Always ask first for parents to share who had some success trying the Healthy Family Challenge from last week.
Starting with successes is key because:
Sets the tone that the strategies are doable and helpful.
Serves as motivational review for parents who missed previous sessions.
Listening to parents who didn’t try anything at home first:
Can make other parents feel bad about sharing successes.
May make it seem impossible to try at home.
The Reflection Sessions are key to teaching parenting skills. A few tips on conducting them are listed here:
Always ask first for parents to share who had some success trying the suggestions from last week.
Starting with successes is key because…
Sets the tone that the strategies are doable and helpful.
Serves as motivational review for parents who missed previous sessions.
Listening to parents who didn’t try anything at home first..
Can make other parents feel bad about sharing successes.
May make it seem impossible to try at home.
Starting with successes can encourage others to share, and it also sets the stage that these strategies are doable. However, it is just as important to ask parents about what got in the way if they were unsuccessful. They may be able to learn from the group, strategies that help overcome such barriers.
It is always important to review the Healthy Family Challenges from the previous workshop. It demonstrates that trying things at home is important, nothing works the same for everyone and it gives an opportunity to teak to make it work, and serves as a review for parents who missed the last session.

7. 3 Types of Child Behaviors
These workshops help parents decide how to act quickly and consistently: Acting consistently improves child behavior
PRAISE
Behaviors you like and want to see more of
IGNORE
Behaviors you don’t like and want to see less of
COMMANDS/WARNINGS
Behaviors that are dangerous, harmful or continuing
These workshops help parents decide how to act quickly and consistently, and acting consistently improves child behavior.
There are three types of parenting skills that parents will begin to understand and learn when to effectively use them:
1.) PRAISE
2.) IGNORE
3.) COMMANDS/WARNINGS

8. PARENTING OBJECTIVES – Workshop 1 PRAISE
Identify the two kinds of things to praise
Objective 2
Describe the six parts of praise
We’ll know begin to walk through the 6 workshops and the 6 key parenting skills taught throughout.
Workshop 1’s parenting topic is PRAISE. The objectives are listed above.

9. Evidence Base for Praise
Praise is the first module because we found that it engages parents in the program.
Key Components of Praise:
Content
Labeled praise is better than unlabeled praise – “Thanks for picking up” better than “Thanks”
Praise effort, outcome rather than the person “You worked hard” or “What a clean room” better than “Good boy”
Voice Tone
Older kids prefer muted praise, younger kids like syrupy praise
Timing
Immediate praise is better than delayed praise
Praise is taught first, not because it is the most effective parenting tool, but because it engages parents right away. It allows parents to think about the “warm and fuzzy” techniques first.
There are three key components of praise:
1.) CONTENT – labeled praise is better than unlabeled praise. “Thanks for Picking up” better than “Thanks.”
2.) VOICE TONE - Older kids prefer muted praise, younger kids like syrupy praise. For example, younger kids like a happy tone of voice or as we often call it “the Disney voice”, while older kids may find that condescending and prefer a more muted tone.
3.) TIMING – Immediate praise is better than delayed praise. Immediate praise reinforces the good behavior quickly.

10. PARENTING OBJECTIVES – Workshop 2 COMMANDS
Define a start and stop command.
Objective 2
Describe how to give children a command to start wanted behavior or stop unwanted behavior.
Objective 3
Describe how to use “When…Then” agreements.
Workshop 2’s parenting topic is GIVING EFFECTIVE COMMANDS. The objectives are listed above.
Let’s first talk about a very common type of command, Start & Stop Commands.
1.) Start Commands
2.) Stop Commands
Start commands are better than stop commands for several reasons:
Let’s give a few examples to demonstrate example to demonstrate:
“Don’t think of an elephant?”
What did you think about – an elephant.
“Don’t hit your sister?”
What were you thinking about – hitting your sister.
These examples are Stop Commands, and all the child hears is what not to do. Start Commands, however, tell kids what to do. For example, “Please put away your toys in the cabinet.” (rather than “Stop leaving your toys on the floor”.)
Now let’s talk about a very useful type of command: “When…Then Agreements”
This is a very useful tool because you are essentially saying “Yes” to your child, if they do something

11. Evidence Base for Commands
Young children like to follow simple, clear commands
Simple, clear commands are more effective than vague commands
“Start” commands are more effective than “stop” commands
Eye contact before and immediately after the command improves effectiveness
Neutral voice tone avoids escalating and reciprocating negatives
Young children like to follow simple, clear commands
Simple, clear commands are more effective than vague commands
“Start” commands are more effective than “stop” commands
Eye contact before and immediately after the command improves effectiveness
Neutral voice tone avoids escalating and reciprocating negatives
It is also important to note that repetition of commands is okay, especially for younger populations. We will talk a bit more about when repetition needs to become a warning when we get to Workshop 6.

12. PARENTING OBJECTIVES – Workshop 3 MORNING & EVENING ROUTINES
Create plans for implementing healthy morning and evening routines for children.
Objective 2
Identify 3 reasons why healthy routines promote healthy eating and physical activity among children.
Objective 3
Create plans for implementing healthy weekly routines for parents and children.
Workshop 3’s parenting topic is DAILY ROUTINES (Morning and Evening). The objectives are listed above.
Routines, which will also be discussed in Workshop 4 (Weekly Routines) are one of the most effective parenting tools.

13. Building a Good Routine
Scheduling the parent and child is the first step to get through troublesome times of the day.
A good routine:
Gives parent and child enough time to complete tasks
Parent is not trying to rush the child faster than he can go
Puts steps in the best order
One step helps the next
Puts parents and children in the right place at the right time
Parent can help the child do things she can’t do herself
If there are 2 parents, they can help each other
Routines allow families to incorporate and health in different aspects of their day. Many parents who have taken our workshops also stress how important routines, and the other techniques discussed are beyond their kids, and actually work on their spouses or partners.
Building routines can reduce stress and increase control. Even slight modifications to a current routine can have profound impact. For example, simply getting up 15 minutes earlier or preparing lunches the night before, can allow time for a healthy, family breakfast.
Parents often have routines that are stressful for both the parent and child. Workshop 3 walks parents through creating healthy morning and evening routines that can reduce stress and increase the potential for healthy lifestyles.

14. PARENTING OBJECTIVES – Workshop 4 Weekly Routines
Create plans for implementing healthy weekly routines for parent and children.
Workshop 4’s parenting topic is WEEKLY ROUTINES (Morning and Evening). The objectives are listed above.
Moving into weekly routines, this is a very similar concept to daily routines and again one of the most effective parenting skills. The key with weekly routines is less on the details of preparing breakfast each day and more on the idea of scheduling larger, important components of your weeks such as
1.) Physical Activity parent and child
2.) Screen Time
3.) Grocery Shopping/Meal Prep
Scheduling these types of activities throughout the week can help reduce the potential for them to get out of hand (e.g., screen time) and increase the potential that some of the activities happen (e.g., physical activity).

15. Health Promoting Weekly Events to Plan
Limiting screen time and other electronics
Visiting with friends and family
Parent exercise time
1 - 2 hours per day of child exercise and play (separate times in morning and afternoon are best)
Workshop 4 walks parents through the development of weekly routines. It does not require them to change their lives dramatically, but rather, offers families tips on scheduling and small changes that may leave more time for the important things in life.

16. PARENTING OBJECTIVES – Workshop 5 IGNORING
Identify child behaviors to ignore.
Objective 2
Learn how to ignore unwanted behaviors.
Workshop 5’s parenting topic is IGNORING. The objectives are listed above.
Ignoring can be a very powerful tool when used correctly.

17. Behaviors which decrease when ignored
Nagging (e.g., nagging parent to have candy or treats)
Complaining (e.g., complaining that walking is too hard)
Tantruming (e.g., tantruming when the child doesn’t get his way)
There are three types of behaviors that the workshops will teach parents to ignore:
1.) Nagging
2.) Complaining
3.) Tantruming
The workshop teaches parents when and how to use ignoring. A key aspect is consistency. Ignoring consistently a certain type of behavior (nagging, complaining, tantruming) is key, otherwise, the child will not learn that these behaviors don’t work.
The workshops also emphasize when ignoring should NOT be used, such as in dangerous situations where a child is causing physical harm. In such cases, the child must be removed from the situation.

18. PARENTING OBJECTIVES – Workshop 6 ENFORCING RULES & TIME OUTS
Describe ways to handle continued noncompliance and destructive child behavior.
Objective 2
Identify successes and barriers through review of family challenges from previous sessions.
Workshop 6‘s parenting topic is ENFORCING RULES & TIMEOUTS. The objectives are listed above.
The final concept is something that hopefully can be used as more of a last resort if the previous suggestions seem to not be working. However, if a parent is praising effectively, giving commands effectively, scheduling their daily and weekly routines, and ignoring when appropriate, enforcing rules/consequences is often not needed.
A warning is a special type of command and can be very effective if a child’s continually non-compliant or tantruming.
Giving specific warnings help children comply and makes a command more powerful, but the parent must follow-through. For example, do not warn a child by saying you will take away all their toys, as that is unrealistic.

19. Effective Rule Setting
Warnings are an essential part of rule setting
Effective warnings are brief
If warnings are effective the command is more effective
Consequences don’t have to be given if a child complies
Three Types of Parent Errors with Warnings
Not used at all
Used without follow-up consequences
Attending to DTs (diversionary tactics) instead of giving a warning
Warnings are an essential part of rule setting
Effective warning are brief
If warnings are effective the command is more effective
Consequence don’t have to be given if a child complies
Three Types of Parent Errors with Warnings
Not used at all – This would be when a parent punished a child without any warning. If the child does not know what to expect, they will not learn the appropriate behavior.
Used without follow-up consequences (e.g., taking away all your child’s toys is unrealistic as a warming) – Parents need to set realistic consequences that they can follow-through with implementing.
Attending to DTs (diversionary tactics) instead of giving a warning – Parents needs to follow-through with consequences and not attend to a child’s diversionary tactics (e.g., when a child tries to divert your attention to another subject, ask to do something else, etc.)

20. Evidence Base for Time Outs
Increases compliance to commands and warnings
Better than taking things away
Ends at set time
No advantage to longer durations
Best back-up is barrier (e.g., play pen) time out
Other Advantages
Brief to administer
Portable
Easy to follow
Example of consequence time out:
Increases compliance to commands and warnings
Better than taking things away
Ends at set time > child decides when to come out
No advantage to longer durations – 2 minute timeout for a two year old is sufficient, and can seem like an eternity to them.
Best back-up is barrier (e.g., play pen) time out
Other Advantages
Brief to administer
Portable
Easy to follow

21. Questions