14 SES 01 B, Family Education and Parenting – Family Needs and Styles
Parallel Paper Session
This paper focuses on the analysis of attitudes and strategies parents put into practice when confronted with family conflicts regarding their children. It is framed within the field of Family Education considering that the family is a primary unit of society and that parenting plays a fundamental role in society and for its future. One of the main reasons for investigating in this field is related to the many changes and challenges families face today, which require parenthood to be given greater prominence and better support, considering that such support is essential for children, parents and society as a whole. Many authors have claimed internationally the need to support parents in order for them to be able to cope with their social responsibility to raise their children; among others, Bronfenbrenner (1986), Dunst, Trivette, & Deal (1988), Currant (1989), Arcus, Schvaneveldt, & Moss (1993), Carrobles and Pérez-Pareja (2001), Bornstein (2002), Martínez-González and Paik (2004), Martínez-González, Rodríguez Ruiz, Pérez-Herrero & Torío-López (2005), Martínez-González, Symeou, Álvarez-Blanco, Roussounidou, Iglesias-Muñiz, & Cao Fernández (2008). On the other hand, at an European level, the Council of Europe Recommendation (2006/19) on Promoting Positive Parenting recognizes that parenting, though linked to family intimacy, should be consider as well as a context of public policy and all the necessary measures should be adopted for supporting parenting and creating the conditions necessary for positive parenting; and recalls its commitment to promote and pursue a common European policy in the field of family affairs and the rights of the child within the framework of the Council of Europe. It also claims that all levels of society have a role to play in supporting children, parents and families, noting the need for a cross-sectoral and co-ordinated approach; and recommends that the governments of member states acknowledge the essential nature of families and of the parental role and create the necessary conditions for positive parenting in the best interests of the child. Given this framework, some of the questions associated to positive parenting are: How parents daily deal with their children’s education at home? Do they feel sure enough when performing their parental role? Which strategies do they put into practice to solve conflicts with their children in the different developmental stages of the latter? Do they have adequate information about conflict resolutions strategies with children? Do the schools or other social agencies provide them with opportunities to find right answers to their parenting doubts? Research has showed so far that many parents need parenting support independently of the family structure, the socio-economic or the educational standards.Consequently, the main objective of this research is to get awareness of some of the strategies parents put into practice when dealing with their children’s upbringing and conflicts at home. Doing so, possible ways to support them through educational parenting programmes which could be developed at schools or in other community contexts could be identified.
Arcus, M.E., Schvaneveldt, J.D. & Moss, J.J. (Eds.) (1993). Handbook of Family Life Education. The practice of Family Life Education. London: Sage Publications. Bornstein, M.H. (Ed.) (2002). Handbook of Parenting: Volume 1. Children and parenting. Mahwah, NJ: Lawrence Erlbaum. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives, Developmental Psychology, 22 (6) 723-742. Carrobles, J.A. y Pérez Pareja, J. (2001). Escuela de Padres. Guía práctica para evitar problemas de conducta y mejorar el desarrollo infantil. Madrid: Pirámide. Dunst, C., Trivette, C., & Deal, A. (1988). Enabling & empowering families. Principles & guidelines for practice. Cambridge: Brookline Books Martínez-González, R.A., & Paik, S. (2004) (Guest Editors). International Perspectives on families, schools, and communities: Educational implications for partnership, Special Issue, International Journal of Educational Research, 41 (1) 24-38 Martínez-González, R.A., Rodríguez Ruiz, B., Pérez-Herrero, Mª H., & Torío-López (Eds.) (2005). Family-school-community partnership merging into social development. Oviedo: SM Editorial Group Martínez-González, R-A. Symeou, L., Álvarez-Blanco, L., Roussounidou, E., Iglesias-Muñiz, J.C., & Cao Fernández, M.A. (2008). Family involvement in the education of potential drop-out children: A comparative study between Spain and Cyprus. Educational Psychology, 28 (5) 505-520
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