Module 3: Parenting Programming Types

Module Three: Parenting Programming Types and Strategies

Objectives

Workshop participants will:

Understand the history of the parent movement and parenting education
Acquire an understanding of the various types of existing parenting curricula, materials, and organizations available to parents as resources
Acquire an understanding of the criteria to be used in the selection of the material, curricula, and organizations that they use in the training and support of parent groups.

Components (60 minutes)

A. Types of Parenting Programming

Large group: Wagon Wheel Exercise
Review of Types of Programs
Key Elements of Good Parenting Programs

Break (15 minutes)

B. How to Choose Effective Parenting Programs (120 minutes)

C. Conclusion (30 minutes)

Pluses and Wishes

Visuals and handouts:

V:3-1 Types of Parenting Programs
V:3-2 Parent Skill-Building Programs
V:3-3 1960s & 1970s
V:3-4 Late 1970s National Family Organizations in Substance Abuse Prevention
V:3-5 1980s & 1990s
V:3-6 1980s & 1990s continued
V:3-7 1990s National Family Organizations in Substance Abuse Prevention
V:3-8 Contributions of National Parent Organizations in Substance Abuse Prevention
V:3-9 Impact of Effective Parenting Movement
V:3-10 Key Elements of Good Parenting Programs
V:3-11 Selection, Implementation, and Organization of Parenting Programs
V:3-12 Failure to meet this Guideline
HO:3-1 Checklist of Prevention Guidelines

Other materials needed:

easel, newsprint, magic markers, overhead projector, screen,
VCR monitor and player

A. Types of Parenting Programs (60 minutes)

Welcome people back into the room. Explain that we are going to look at different current parenting education programs this afternoon.

Note: You may want to set up chairs during lunch. If the participants are setting up the chairs, you may want to draw a diagram of a wagon wheel to facilitate this exercise.

Large group: Wagon Wheel exercise (20 minutes)

Divide the group into a wagon wheel: to do this, follow this procedure:

1. Have everyone number off one-two
2. Put the one's in chairs in a circle facing out
3. Put the two's in a circle around the first circle, facing in.
4. You will now have two concentric circles, one inside the other, with everyone facing each other, and each person with a partner.
5. Then proceed with the first question. (Questionnaire listed below) Allow the partners to talk for four minutes.
6. Ask the outside circle to stand up and move one chair to their left, and sit down.
7. Proceed with the second question. Allow the partners to talk for four minutes.
8. Ask the inside circle to stand up and move one chair to their left, and sit down.
9. Proceed with the third question. Allow the partners to talk for four minutes.
10. Continue in this fashion until all questions have been discussed.

Or, if you don't want to use the wagon wheel, ask the group to break up into smaller groups of two or three each.

Or, arrange the chairs beforehand if there is room. Then, ask the group to get up and go to the back of the room, and seat themselves in one of the chairs in the wagon wheel. Tell them that you are going to read a series of questions, and they are to discuss the question with the person facing them. After each question, the wagon wheel will turn one cog, and they will have a new partner to talk to.

Note: Use trainer or observer as a partner if there is an odd chair out.

Questions:

1. Looking back to your childhood, who or what do you think helped your parent, parents, or caregiver raise you?
2. Looking at yourself as a parent, how do you think you learned the skills necessary to parent?
3. Have you ever, as a parent, attended a parent education program? Which one(s)?
4. Are you now involved in promoting or organizing a parent education program? What does it do?

Thank the group for their participation in the discussion, and ask them to return to their seats in the front of the room.

Briefly process the activity.

Introduce the next facilitator.

Note: This section will have a guest lecturer; if you do not have a parent leader to give this section, use the text and visuals as given.

Review of types of programming

Mini-lecture: (visuals)
This section will be covered by a guest lecturer. It reviews the different types of parenting programs, the history of the parent movement, and the impact of the parent movement.

Drop and discuss V:3-1 Types of Parenting Programs

Drop and discuss V:3-2 Parent Skill-Building Program

History of parent movement

Drop and discuss V:3-3 1960s & 1970s

Drop and discuss V:3-4 Late 1970s National Family Organizations in Substance Abuse Prevention

Drop and discuss V:3-5 1980s & 1990s

Drop and discuss V:3-6 1980s & 1990s continued

Drop and discuss V:3-7 1990s National Family Organizations in Substance Abuse Prevention

Impact of Parent Movement

Drop and discuss V:3-8 Contributions of National Parent Organizations in Substance Abuse Prevention

Drop and discuss V:3-9 Impact of Effective Parenting Movement

Key Elements of Good Parenting Programs

Handout HO:3-1 Checklist of Prevention Guidelines

Drop and discuss V:3-10 Key Elements of Good Parenting Programs

Note: Mention that these elements are from the CSAP guide: Guidelines & Benchmarks for Prevention Programming. They can get the guide from NCADI; the address is in the Resource Guide, last page.

Drop and discuss V:3-11 Selection, Implementation, and Organization of Parenting Programs

Drop and discuss V:3-12 Failure to Meet this Guideline and V:3-13 Failure to Meet this Guideline

Break (15 minutes)

B. How to Choose Effective Parenting Programs (120 minutes)

Case Study of Four - Five Parenting Programs: Explain that this section will look at how to decide on a parenting "kit" to use as part of a comprehensive parenting program. They are to assume that they are a group of parents responsible to a Board, who has the money to use a program and wants a recommendation of whether they should buy this one or not. Divide into small groups.

Note: Option 1: This section will be a show- and -tell segment, highlighting select examples of parenting strategies. It may be done by personal representatives from the various groups, e.g., Parent to Parent, Effective Black Parenting.
Option 2: Another way could be the use of a video from select programs.

Note: Count off three or more. Third person reports out on population, demographics, ATOD issues, and the community in which they live (newsprint).

Each small group gets a kit consisting of material from one of the programs:

Brochures
Flyers
OJJDP Manual
Parenting Catalogue
Curriculum
Research Articles on Program

Each group has one hour to go through the Key Elements handout discussed before the break (HO:3-1) and evaluate the curriculum using these guidelines and bring recommendation to the Board as to whether they want to use it.

Report out:

The small group prepares and delivers a five - ten minute report to the Board (the large group) on their recommendation.

If your state or organization is promoting another parent education program, you may want to use that program as the first example, and then follow it with one or two of these as other examples. (Note: If you have time, you may want to link your example with the Key Elements above.)

Preparing for the Drug-Free Years
Strengthening Multi-Ethnic Families
Effective Black Parenting
Parent to Parent
Strengthening Families

C. Conclusion (30 minutes)

Pluses and Wishes

1. Introduction

This activity is an opportunity to provide feedback to the trainers and participants on the day's activities. Ask the participants to focus on what they feel were the pluses of the day and wishes they may have.

2. Post two sheets of newsprint, one labeled Pluses and the other labeled Wishes.
Optional: Some facilitators like to do all of the Wishes first, and then end with all of the Pluses.

Remind participants of the concept of brainstorming
Brainstorming is a process used to quickly identify the thoughts, ideas or responses individuals may have to a specific topic. The rules for brainstorming are simple. Individuals should verbally state their responses to the question. All responses are recorded on newsprint. There should be no comments, clarification, or discussion as the ideas are being recorded. After the list has been completed, the items are clarified and discussed as needed.

3. Brainstorm participant pluses and wishes for the day.

4. Review and clarify the Wishes list. Repeat the process for the pluses. An item should be clarified only by the person who presented it.

5. After completing the review and clarification of items, allow for a brief discussion of the items if necessary.

6. Thank the participants for their feedback. Inform them that staff will review the list and attempt to incorporate these items into the next day's agenda.

7. During the staff debriefing, review the pluses and wishes. Incorporate suggestion when possible.

Homework assignment:
Note: Take time to set up this homework assignment properly.

Ask participants to read HO:4-1 Workbook on Starting and Maintaining Parent Education Programs.

Explain that the next morning will be spent looking at 4 case studies, choosing one, and examining it from the viewpoint of 4 sets of questions.

Review any logistical details for the evening. Thank the participants for their attention and hard work. Announce the starting time in the morning. After wishing everyone a pleasant evening, remain near the door so that participants can approach with comments if they wish.