14 SES 07 A PS, Interactive Poster Session
Interactive Poster Session
This study focuses on analysing emotional and social parenting competences of mothers with children from 0 to 18 years old. It was decided to research on mothers taking into consideration that current studies state they are the ones more involved in upbringing and educating their children at home (Martínez-González, Rodríguez-Ruiz & Rodrigo-López, 2012).
Studying emotional and social parenting competences is relevant when considering the Council of Europe Recommendation 2006/19 on Policies to Promote Positive Parenting. According to this guideline, European Union States shall support for parents bringing up and educating their children in a way which promote the full development of the latter. Thus, creating positive family relationships trough assertive communication, stablishing coherent norms and limits to children's behaviour, using positive strategies for conflic resolution and avoiding any kind of violence and children maltreatment is expected. By doing so, this Recommendation underlines that the conditions for positive and democratic development of societies is also fulfilled.
Accordingly, some questions to be answered in this research arise:
- Do mothers perceive themselve assertive enough to performe their parenting role?
- Do mothers communicate assertively with their children at home?
- Do they perceive they stablish coherent norms and limits to children's behaviour?
- Do they use positive strategies for conflic resolution with their childen, thus avoiding any kind of violence and children maltreatment?
Trying to find an answer to these questions is relevant because the family is considered the most universal social institution, the basic unit of the societies and the source of the first and more powerful influences on the human being (Bronfenbrenner, 1986; Marjoribanks, 2002). The family is understood as a social, educational and learning context which, given the adequate conditions, can contribute to human and social development through their socialization and educational function (Martínez-González, 2009; Horton, 2003).
However, in order the families can play this social task, family diversity shall be taken into account considering, among others, personal, educational, evolutive, cultural, ethnic, religious, laboral and financial factors (Bronfenbrenner, 1986; Castelli, Mendel & Ravn, 2003; Martínez-González, Rodríguez-Ruiz & Pérez-Herrero, 2005; Paik, 2004; Symeou, 2007).
In this research, emotional and social parenting competences of mothers with children in diverse evolutive stages (from 0 to 18 years old) are analyzed. Also, literacy standards of the mothers as well as the school level of their children are taken into consideration in order to check whether these factors might influence significantly mothers' emotional and social parenting styles.
Consequently, additional questions addressed in this study are:
- Do mothers' assertiveness in performing their parenting role changes according to their literacy standards?
- Do mothers' assertiveness in performing their parenting role changes according to
- the school level of their children?
- Do mothers differ in their communication style with their children according to their literacy standards?
- Do mothers differ in their communication style with their children according to the school level of the latter?
- Do mothers differ in their way of stablishing norms and limits to their children's behaviour according to their literacy standards?
- Do mothers differ in their way of stablishing norms and limits to their children's behaviour according to the school level of the latter?
- Do mothers differ in using positive strategies for conflic resolution with their childen according to their literacy standards?
- Do mothers differ in using positive strategies for conflic resolution with their childen according to the school level of the latter?
If so, these results should be taken into account when deciding parenting intervention approaches and when organizing parenting programmes.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology (22), 6, 723-742. Castelli, S., Mendel, M., & Ravn, B. (Eds.). (2003). School, family, and community partnerships in a world of differences and changes. Gdansk, University of Gdansk, (Poland). Council of Europe (2006). Recommendation Rec(2006)19 of the Committee of Ministers to member states on Policy to Support Positive Parenting. Explanatory Report. Strasburg. Hernández Baeza, A., Muñiz Fernández, J., García Cueto, E. (2000). Comportamiento del modelo de respuesta graduada en función del número de categorías de la escala. Psicothema 2000; 12: 288-91 Horton, C. (2003). Protective factors literature review: Early education and education programs and the prevention of child abuse and neglect. Washington, D.C.: Center for the Study of Social Policy. Kerlinger F.N. (2002). Investigación del Comportamiento. México, McGrawHill. Marjoribanks, K. (2002). Family contexts, individual characteristics, proximal settings, and adolescents’ aspirations. Psychological Reports, 91,769-779. Martínez-González, R-A., Rodríguez-Ruiz, B., & Pérez-Herrero, M.H. (Eds.). (2005). Family-school-community partnership merging into social development. Oviedo, SM Editorial Group. Martínez González, R.A. (2009). Programa-Guía para el Desarrollo de Competencias Emocionales, Educativas y Parentales. Madrid, Ministerio de Sanidad y Política Social. Martínez-González, R.A.; Rodríguez-Ruiz, B.; Rodrigo-López, M.J. (2012). Fathers’ and Teachers’ Perception About Their Partnership in Compulsory Secondary Schools In Spain. Promising Practices for Fathers’ Involvement in Children’s Education. (pp. 79 - 93). Charlotte, NC, Information Age Publishing. Muñiz J. (2005). Classical test models. In: B.S. Everitt and D. C. Howell. Encyclopedia of Statistics in Behavioral Science (Vol.1: 278-282). Chichester, UK, John Wiley & Sons Ltd. Paik, S. (2004). Korean and US Families, schools and learning. In R.A. Martínez-González. & S. Paik, (Guest Editors), International Perspectives on families, schools, and communities: Educational implications for partnership. International Journal of Educational Research, 41 (1) 71-90. Symeou, L. (2007). Cultural capital and family involvement in children’s education: Tales from two primary schools in Cyprus. British Journal of Sociology of Education, 28(4), 473-487.
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