What Works for Whom? Promising Practices in Parenting Education

What Works for Whom? Promising Practices in Parenting Education

What Works for Whom? Promising Practices in Parenting Education

What Works for Whom? Promising Practices in Parenting Educations

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Référence bibliographique [10058]

Mann, Betsy. 2008. What Works for Whom? Promising Practices in Parenting Education. Ottawa: Canadian Association of Family Resource Programs.

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Fiche synthèse

1. Objectifs

Intentions :
«This report attempts to draw out the current knowledge about what is most effective when working with parents of young children living in circumstances with multiple challenges.» (p. 3)

Questions/Hypothèses :
«What are the reasons for offering parenting education? What theories inform parenting education? For whom are programs offered? What content works? When are parents most ready for programs? How should programs be implemented?» (p. 14)

2. Méthode

Échantillon/Matériau :
L’auteure utilise des données documentaires diverses.

Type de traitement des données :
Réflexion critique

3. Résumé

According to the author, «[b]ased on the literature, three general conclusions may be made [...]. The evidence is very good that parent outcomes are a mediating variable for achieving child outcomes, for instance as regards school success, pro-social behaviour and the reduction of abuse and neglect. The most successful programs choose content, format and implementation strategies that fit with their theoretical assumptions, with the participants with whom they work and with the desired outcomes. Parenting programs work best when parents’ other needs are taken care of first, or at least concurrently. For parents in disadvantaged circumstances, these needs may include specific help for a child’s diagnosed condition, urgent material resources and instrumental support (housing, food, legal aid, etc.), and counselling for personal problems which may make parents psychologically unavailable to their children. Because even the best designed program may not reach its objectives if it is poorly implemented, particular emphasis is paid here to studies that tell us about promising practices surrounding process variables. The principles underlying this analysis are rooted in the ecological theory of human development and in adult education theory. Sources are drawn from the parent education literature, from the family support literature and from the adult education and training literature. [...] Since social learning takes place in the context of relationships, the role of program facilitators is key to effective implementation of a program.» (p. 3-5)
Note : Cette recension présente plusieurs informations sur le Québec.