Parent-Child Relations - Term Paper Example

TABLE OF CONTENTS I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 a. Definition – Parenting Education b. Issues Involved c. Thesis Statement II. The Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 a. Description b. Mission c. Views on Parenting Education III. Overall Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 a. Elements b. Results c. Evaluation Methods IV. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 a. Summary b. Future Issues and Direction V. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …12 Introduction Definition Of late, the study on parent-child relations has undergone rapid progress. The more scientific approach to the study has grossly influenced both public policy and the parent education movement in the United States. Alfred Adler started pointing out such crucial and contemporary issues in the early 1900’s (North American Society of Adlerian Psychology, 2007).With the objective of delivering expert advice regarding children’s development to the general public, the Children’s Bureau undertook the initiative in 1914 to publish Infant Care, a free pamphlet (Martin & Colbert, 1997). In today’s world, various channels such as classes, books, videotapes and newspaper reports are used for educating parents about development and child rearing. Impeccable efforts of professionals as well as policy makers to support families reflect our society’s realization of the significance of the parenting process for adults and children in the modern day. The diverse child rearing themes are usually based on a specific historical context. The characteristics of parents and children along with the ambience of their interaction reflect the manner in which they will influence each other over the life span. Child-rearing behavior has direct affects of a parent’s developmental history along with his or her own childhood. Parents add their own views of children’s developments, learning and feelings to the parenting process. Parental beliefs play a crucial role in shaping child-rearing values and behaviors. Parent education has occupied a significant place in the American culture for over a century through literature, professional consultation, or discussion groups (Martin & Colbert, 1997). Social changes may be held responsible for stimulating interest in this field. Community consensus about child-rearing practices is insufficient in today’s world (Martin & Colbert, 1997). The rapidly changing world has raised parents’ worries about raising their children. Formalized educational opportunities serve to solve their queries. This is conducted through written publications, classes, discussion groups, consultations with professionals. Nowadays, one can find umpteen numbers of written materials such as books, pamphlets, newsletters, and magazines on parenting which are consulted by the modern American parents more often than earlier generations of parents (Martin & Colbert, 1997). Technology has aided parent education by providing several innovative approaches. Television specials, videotapes, and audiotapes have grossly contributed in spreading child-rearing information to parents. Further, community “hotlines” and “warmlines”, by offering individualized information assist in resolving queries of parents who telephone them (Martin & Colbert, 1997). Solutions pertaining to parenting problems can also be acquired informally throughout their lives through their naturally acquiring support networks. Issues Involved The teenage specially the time between 15-16 years is often a phase of brooding and melancholy in which children are prone to frequent and very distressing periods of depression (American Academy of Child & Adolescent Psychiatry, n.d.). Anxiety, exaggerated fears, irritation or moodiness, swing from great sadness to anger are all characteristics of teens with depression (American Academy of Child & Adolescent Psychiatry, n.d.).Irritation, volatile mood, appetite and sleep changes, diminished energy, low self-esteem, feelings of hopelessness, poor concentration and indecisiveness are all symptoms of depression among teenagers (American Academy of Child & Adolescent Psychiatry, n.d.).in certain situations depression may be the result of a loss such as the death of a parent, the divorce of parents, the loss of an important pet, moving to a new location, etc. (Brooks, 2008). Helping discouraged, anxious or depressed kids is an important issue involving today’s parents. It has been revealed that the suicide rate for adolescents in North America has increased more than 200% over the last decade (Hodgma & McAnarny, 1992). For all parents, some children seem to be born easily discouraged, often anxious, even depressed. Hence, it is important for parents to learn how to help vulnerable children develop resiliency, optimism and courage. Parents are required to acquire practical skills and knowledge to encourage positive behavior. Most of the practices adopted by parents dealing with depressed children are based on Alfred Adler’s philosophy (North American Society of Adlerian Psychology, 2007). For example, one of the most Adler’s basic concept in solving depressed ones is to act as if things are going well by asking themselves what would I be doing if I would not be sad (Wieker, 2007). However, parents should observe their children’s behavior and try to locate the problem underlying such behavior (Wieker, 2007). Parents should try to find out for example, whether it is the child’s temperament or he or she is trying subconsciously to obtain something from the behavior. Some kids tend to get depressed due to their parents not spending enough time with them. Next, the best ways for parents to deal with depression is to meet children’s basic needs and to create strong bonds with them. As a result, it will develop trust between parents, and child. This course also focuses on different theories such as Seligman Martin. Another theorist dealing on the impact of violence on children is James Garbarino according to whom successful programs for violent kids provide a safe, secure environment at home or in a community facility with people who can provide the support and positive daily messages that children need to learn to conform to adult standards, techniques for promoting social skills and overall psychological development and discussions focused on moral reasoning and responsibility (Brooks, 2008). Parents by showing interest and the aspiration to understand their child’s feelings bring hope to the teen (American Academy of Child & Adolescent Psychiatry, n.d.). “Without pressuring him, point to activities he enjoys and handles successfully. Help build self esteem by recognizing small triumphs and admiring his competence.” (American Academy of Child & Adolescent Psychiatry, n.d.). After taking the course called helping discouraged, anxious or depressed kids, parents become more aware of the underlying problems in child’s behaviors (Wieker, 2007). Because parents are able to observe and understand the underlying problem of their child behaviors, they can solve the problem more effectively on their own. However, if the problems persist, PEP can also refer them to therapists or doctors (Wieker, 2007). Treatments for depressed teens may be individual psychotherapy, cognitive-behavioral therapy, family therapy, medication and hospitalization (American Academy of Child & Adolescent Psychiatry, n.d.). Thesis Statement Due to the interaction with agencies Parent Encouragement Program is able to identify the importance of parenting education and child depression and design relevant programs to help them. The Organization Description The Parent Encouragement Program (PEP), Inc. is a community-based private non-profit educational organization meant for those parents, teachers and others who aspire to acquire a thorough knowledge for tackling children and teens successfully (Parent Encouragement Program, 2006).PEP was set up in 1982 in Silver Spring (Parent Encouragement Program, 2006).The chief focus of PEP’s programs is on child development information and pragmatic skill training in positive ways to raise children (Parent Encouragement Program, 2006). PEP is an associate of the North American Society of Adlerian Psychology (Parent Encouragement Program, 2006).The organization does not discriminate on the basis of race, religion or national origin (Parent Encouragement Program, 2006).Classes at PEP are designed to offer the most crucial concepts and skills for effective child rearing, where at each level, basic concepts are reinforced and expanded, and new information and skills are added (Parent Encouragement Program, 2006). Mission Parenting programs offered through the Parent Encouragement Program (PEP) are to assist parents in our community by offering resources, education and support to help them raise healthy, self-sufficient families. PEP’s volunteers provide parents with pragmatic skills to help them raise responsible children, prevent child abuse and neglect, and help their children avoid risky and costly behaviors such as school motivation problems, substance abuse, gang involvement, depression and premature sexual activity. The organization says, “Our goal is the development of stronger, more encouraging families, through systematic education, skill training, and support” (Parent Encouragement Program, 2006). PEP aims to construct and toughen healthy, harmonious adult-child relationships in the home or classroom (Parent Encouragement Program, 2006).All services encompassed by PEP be it classes, workshops, talks or library offer a practical, proven approach to childrearing based upon the Adlerian philosophy of mutual respect, shared responsibility, developing competence, and winning cooperation (Parent Encouragement Program, 2006). Views on Parenting Education Through the plans of Parent Encouragement Program parenting education parents can be given more information about child developmental stages which increases parents’ awareness of positive and negative behavior. It teaches the parents ways to respond effectively when their children misbehave, ways to use consequences and why they work better than punishment, how to set and uphold limits while remaining firm and friendly, effective communication skills (Wieker, 2007). PEP uses the Adlerian concept of “lifestyle” in which the participants are expected to explore their own personal lifestyle (Parent Encouragement Program, 2006). PEP teaches all parents ways to change a “cycle of discouragement” into a “cycle of encouragent” (Parent Encouragement Program, 2006). The organization introduces innovative and useful strategies for making better parenting and other life decisions (Parent Encouragement Program, 2006). Apart from building effective communication skills of both listening and speaking PEP even specifies the type of training essential for a particular child to have the vital life skills he or she will need by adulthood. Enrolment to PEP’s classes provides the parents the basic tools and guided experience they need to function competently and confidently as their children grow and change (Parent Encouragement Program, 2006). Overall Program Elements The Parent Encouragement Program offers course for both children, and parents. The courses’ topics vary from anger management, limit setting, communication to safe teen driving and school motivation, etc. Because PEP dedicates to the building and strengthening of healthy, harmonious adult-child relationships in the home and classroom, every year PEP offers over 100 courses, ranging in length from one to ten weeks. Many services offered at PEP include classes, workshops, talks, library format. All PEP services offer present problems, proven approach to childrearing based on the work of Alfred Adler, and Rudolph Dreikurs whose theories focused on “positive parenting”. All PEP services in classes, workshops, talks, and library present a realistic proven approach to childrearing based upon the Adlerian philosophy of mutual respect, shared responsibility, developing competence, and winning cooperation. If PEP’s instructors encounter a depressed child, they try to talk to the child’s parents. If they fail to help the child, they suggest or refer the child to appropriate doctor or therapist. PEP is very much aware of the issue of culture differences (Wieker, 2007). At the end of each class, instructors ask participants for comments by oral discussions and questionnaires (Wieker, 2007). PEP also welcomes additional feedbacks and comments from participates. Then, PEP’s executive director, and instructors reviews the comments, and discusses them in their meeting (Wieker, 2007). After reviewing comments, they try to tune up with participants’ cultural background (Wieker, 2007). In addition, since culture different is issue, PEP also trains its leaders and instructors to respect different believes (Wieker, 2007). There are different ways through which PEP connects parents with other parents, community services, and resources to help child develop optimism and courage. Firstly, in PEP’s workshop and classroom, PEP uses Parent-to-Parent model to teach parents (Wieker, 2007). The purpose of Parent-to-Parent model teaching method is to encourage parents to share their experiences with one another (Wieker, 2007). As a result, sometime they become friends. Secondly, particularly with this course, the subject involves more clinical issue than parenting issue. They invited a therapist to teach the course (Wieker, 2007). Since PEP uses many types of learning styles, (visual learner, etc) parent learn in many different ways. They use Power Point presentations, books, handouts, visual presentations, visual aids such as charts, and experience exercises (Wieker, 2007). This facilitates learning for everyone. All of the skills are important for all parents. Because PEP’s courses are group discussions, parents who participate learn different sets of skills through the instructors and peers. For example, parents wishing to adopt a child might like to discuss about how to make the child feel more comfortable. Classmates or instructors might be able to help such parents by discussing ways to make their child feel more comfortable. Results The program outcome of PEP reflects increase in appropriate parenting attitude and in satisfaction with parenting. On completion of a course offered by the PEP, a parent who has a 19 year old daughter and a 14 year old son remarks, “I’m eternally grateful to the Parent Encouragement Program in Kensington for the parenting classes, which gave me new ideas, approaches, and resources. I am much happier as a result of the PEP classes” (Bernstein, 2006).On successful completion of the PEP’s Core Classes students are considered as ‘graduate’ from PEP and are given a certificate of completion (Parent Encouragement Program, 2006). Evaluation Methods At the end of each class, PEP’s instructors distribute class evaluation handouts (Wieker, 2007). In the evaluation, they ask the participants what they found most helpful in the course and what they liked best and least of the class (Wieker, 2007). In addition, after three months of taking the course, additional questions are sent out for the follow up (Wieker, 2007). These responses along with other feedbacks received by PEP are thoroughly reviewed (Wieker, 2007). Changes or improvements are made to future programs as needed. Conclusion Summary As a result of integration of resources and close interaction among agencies, the Parent Encouragement Program is able to offer suitable parenting education programs focusing especially on child depression. PEP offers accurate information to the program participants through its properly educated and expert coordinators. Programs are designed specifically around the needs of parents, as determined by interest, and information from other resources. Keeping in mind the desires of parents so that they can learn skills to better parent their children is important to PEP. Future Issues and Direction More and more of the parents will need to be better educated on how to care for their children with the rapidly growing awareness of childrearing among them. This indicates intensely growing pressures on Parent Encouragement Program in the years to come. Such an ambience requires the organization to come up with more and more innovative skills and strategies for the aspiring parents to better handle their kids. An essential factor that needs to be addressed by PEP is offering courses in other languages too. Whether PEP will be offering any course for someone who is not fluent in English is still an issue for the organization (Wieker, 2007). They are still working on it. . References American Academy of Child & Adolescent Psychiatry. (n.d.). Your Adolescent – Depressive Disorders. Retrieved July 23, 2007, from http://www.aacap.org/page.ww?section=Publication+Store&name=Your+Adolescent+-+Depressive+Disorders. Bernstein, Neil. (2006). Parenting: Depression, Stress and Resilience. washingtonpost.com. Retrieved July 23, 2007, from http://www.washingtonpost.com/wp-dyn/content/discussion/2006/01/18/DI2006011800995.html. Brooks, J., (2008). The Process of Parenting: Parenting Late Adolescents. Boston: McGraw Hill. Hodgma, C., H., McAnarny, E., R. (1992). Adolescent Depression and Suicide: Rising Problems. Hosp Pract, 127(4), 73. Martin, C.A. & Colbert, Karen, K. (1997). Parenting: A Life Span Perspective: The Parenting Process. (pp. 3-24). Boston: McGraw Hill. North American Society of Adlerian Psychology. (2007). Retrieved July 23, 2007, from http://www.alfredadler.org/. Parent Encouragement Program. (2006). Retrieved July 23, 2007, from http://www.parentencouragement.org/. Wieker, Cheryl. (2007, June 13). Personal Interview with Cheryl Wieker, Parent Encouragement Program (PEP) Inc. Executive Director Read More