Session Information
14 SES 06 B, Family Education, Parenting and School-Family-Community Partnerships (Part 3)
Paper Session: continued from 14 SES 03 B, 14 SES 04 B and to be continued in 14 SES 07 B
Contribution
The Recommendation of the Committee of Ministers of the EU (2006) 19 on policy to support positive parenting is the cornerstone of the work of the Council of Europe in the field of parent-child relationship. Its aim is that Member States recognize the importance of parental responsibility and the need for parents to have enough support to meet their responsibilities in the education of their children.
Positive parenting is defined in the Recommendation (2006)19 as: “parental behaviour based on the best interest of the child that is nurturing, empowering, non-violent and provides recognition and guidance which involves setting of boundaries to enable the full development of the child” (Council of Europe, 2006, p. 3). Similarly, in “Parenting in contemporary Europe: a positive approach” (Council of Europe, 2007), member states are encouraged to take all appropriate legislative, administrative and financial measures to create the best possible conditions for positive parenting.
Rodrigo, Máiquez & Martin (2010) provide some recommendations for the organization of preventive and promotional programs that support the positive parenting. The program, "Building the everyday" (experiential training program), meets these recommendations, such as "developing the reconciliation of family, work and personal life by promoting co-responsibility in caring tasks in the family and society and developing a more equitable use of time "(p. 29).
The literature review confirms the lack of such programs in our country. Currently only is implemented a program that has been developed by a research group at the University of the Basque Country (Maganto & Bartau, 2004; Maganto, Bartau & Etxeberría, 2003a, 2003b). McBride, Brown, Bost, Shin, Vaughn & Korth (2005. See too McBride & Lutz, 2004) concluded that the programs should be directed to:
- Change female beliefs about the role fathers and mothers play in the education of their children.
- Change male beliefs and behaviors that inhibit their active participation in child care.
Following these educational principles ASOCED, research group has designed and implemented the program "Building the everyday" (Torío, Peña, Rodríguez, Fernández Molina, Hernandez & Inda, 2013). It is a parenting program aimed at parents of children enrolled in Nursery and Primary Education. Three are the principles that support this program:
- Working for a democratic model of family education.
- Equality, avoiding gender stereotypes in the family and in the children education.
- The family responsibilities or shared parenting
It is an experiential training program for parents. The purpose of the program is to recreate the familiar everyday knowledge in a sociocultural environment (Martín-Quintana, Byrne, Máiquez Rodriguez, Rodrigo & Rodríguez, 2009, 127). Therefore the main task of the fathers and mothers is to identify and analyze their own beliefs, feelings and actions in everyday situations. We emphasize that in our program is essential the voluntary participation of both partners (except for single parents) to bring changes in family dynamics.
The contents of the program are focused on two main sections. In the first of these, types of educating family and the importance of norms in family life are addressed. The second section discusses the following dimensions: how we distribute the housework, communication based on active listening and respect and, finally, negotiated solution of the conflicts in the division of housework. The program emphasizes the development of norms, support and affection in relationships, and the participation of children in household chores, communication skills, conflict resolution, negotiation and agreement between the couple.
In this paper we analyze the results obtained in implementing the program with a group of 35 fathers and mothers (nuclear families and single parents) in the dimensions of “children participation in family tasks” and “establishing a good communication on families”.
Method
Expected Outcomes
References
Bayot, A. & Hernández, J.V. (2008). Evaluación de la competencia familiar. Madrid: Ciencias de la Educación Preescolar y Especial. Consejo de Europa (2006). Recomendación REC (2006)19 del Comité de Ministros sobre políticas de apoyo a la parentalidad positiva. Estrasburgo: Consejo de Europa. Consejo de Europa (2007). Parenting in contemporany Europe: a possitive approach. Estrasburgo: Consejo de Europa. Grisson, R. & Kim, J. (2012). Effect Sizes for Reserach. Univariate and Multiviariate Applications. New York: Routledge. Maganto, J. M., Bartau, I. & Etxeberría, J. (2003a). La participación de los hijos en el trabajo familiar. Revista de Investigación Educativa, 21 (1), 249-269. Maganto, J.M., Bartau, I. & Etxeberría, J. (2003b). La participación en el trabajo familiar: un reto educativo y social. Revista electrónica de Investigación y Evaluación Educativa, 9(2). Maganto, J.M. & Bartau, I. (2004). Programa COFAMI. Corresponsabilidad familiar. Fomentar la cooperación y responsabilidad de los hijos. Madrid: Pirámide. McBride, B. & Lutz, M. (2004). Intervention: changing the nature and extent of father involvement. En M. Lamb (Ed.), The role of the father in child development (pp. 446-475). New Jersey: John Wiley & Sons. McBride, B. A., Brown, G. L., Bost, K. K., Shin, N., Vaughn, B. & Korth, B. (2005). Paternal identity, maternal gatekeeping, and father involvement. Family Relations, 54, 360-372. Martín-Quintana, J.C., Byme, S., Máiquez, Mª L., Rodríguez, B., Rodrigo, Mª J. y Rodríguez, G. (2009). Programas de educación parental. Intervención psicosocial, 18 (2), 121-133. Rodrígo, Mª J., Máiquez, Mª L. & Martín Quintana, J.C. (2010). Parentalidad positiva y políticas locales de apoyo a las familias. Orientaciones para favorecer el ejercicio de las responsabilidades parentales desde las corporaciones locales. Madrid: Federación Española de Municipios y Provincias (FEMP). Torío, S., Peña, J.V., Rodríguez, M.C., Fernández, C.M., Molina, S., Hernández, J. e Inda, M. (2013). Construir lo Cotidiano: un programa de educación parental. Barcelona: Octaedro. Torío, S., Peña, J.V., Fernández, C. Mª, Inda, M. y Rodríguez, Mª.C. (2013). Pervivencias, fortalecimientos y cambios de las prácticas educativas familiares. Paper presented at the Strengthening Family Strategy Online Conference. University of Balearic Islands (Spain), 7th-20th December 2013. Wilkinson and the Task Force on Statiscal Inference APA Board of Scientific Affairs. (1999). Statiscal Methods in Psychology Journals. Guidelines and Explanations. American Psychologist, 54(8), 594-604.
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