This is the second part of the Symposium Positive Parenting: Assessment, Programmes and Evaluation (Part 1 and Part 2), which abstract was included in Part 1. The following paragraphs are reproduced bellow.

Bronfenbrenner (1979) pointed out that the family is one of the most influential social contexts in the development of human beings. The family also constitutes a true factor for individual and social diversity. It is the first social context that embraces individuals, and from which they receive the greatest influences all through life due to the direct interrelationship with the family members. The Social Capital Theory (Coleman, 1997; Symeou, 2007) refers to the quality and depth of relationships between people in a family or in a community. This form of capital is created by the interrelationships among people, which assist personal development as well as access to social resources. Social Capital in the family is found in the interrelationship between children and parents (and other family members) and the resources generated towards the children wellbeing. This gives children access to the adult’s human capital (education and personal resources) and depends on the attention parents give to the children.

Research on parenting strategies (Martínez-González & Rodríguez-Ruiz, 2007) shows that many parents admit it is difficult for them to understand their children’s behaviour, especially that of teenagers. At that evolutive stage an increasing number of secondary school students show school absenteeism, misbehaviour within the school and academic failure (Chen and Kaplan, 2003). This makes many parents feel guilty and inadequate as parents. Also many recognize the parenting methods they use are framed on the past reproducing their own parents’ parental strategies, which effects on children are not the same today; consequently, many feel they have lost key models for raising children.

 Thus, it seems necessary enhancing policies to promote positive parenting, as the Council of Europe Recommendation 2006/19 claimed, in order to help parents feel more competent and effective.

 In this symposium issues concerning positive parenting, parental education and family-school cooperation are addressed. Parenting assessment, parenting programmes,  parenting programmes evaluation and keys for family and school relationships to promote positive parenting will be considered taking into account a European dimension.

The symposium comprises two parts collecting 6 papers all together. 

This second part  is composed of tree papers focused in parenting programme evaluation, families-schools relationships and community intervention to promote parenting competences. Dr. Cullen & Dr. Cullen (University of Warwick, England) present qualitative results from the evaluation of the ‘CANparent’ programme for parents and carers of children aged 0-5 years, launched by the United Kingdom government. Dr. Jónsdóttir (University of Iceland) will concentrate on analysing ways to promote teachers-parents relationships to help the latter to cope with their children´s  needs.  The last paper by Dr. Martínez-González (University of Oviedo), Rauchi & Daviu (Catalonia Students' Parents' Federation-Federació d’Associacions de Pares i Mares d’Alumnes de Catalunya-FaPac.) introduces the main characteristics of an European project aimed at promoting parental competences through creating a community network of families to enhance children's school  success.

Bronfenbrenner, U. (1979). The Ecology Of Human Development. Cambridge, MA, Harvard, University Press. Coleman, M. (2013). Empowering Family-Teacher Partnerships. Building Connections Within Diverse Communities. Thousand Oakes, CA: Sage. Epstein, J.L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press. Lindsay, G.; Cullen, M-A.; Cullen, S.; Totsika, V.; Bakopoulou, I.; Goodlad, S.; Brind, R.; Pickering, E.; Bryson, C.; Purdon, S.; Conlon, G.; Mantovani, I.; (June, 2014), CANparent Trial Evaluation: Final Report (Department for Education, London, DFE-RR357). Martínez-Gonzalez, R.A., Pérez-Herrero, M.H., Álvarez-Blanco, L., & García-González, M.P.(2009). Observatory on family–school–community partnership in Spain. A longitudinal programme to promote quality in education and social development. In R. Deslandes (Ed.),International perspectives on contexts, communities and evaluated innovative practices. Family–school–community partnerships (pp. 110–125). New York: Routledge, Taylor &Francis Group.