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Facts on Families

Public Policy Facts on Families

 

Public Policy Facts on Families are research-based information sheets developed through the Texas Registry of Parent Educator Resources (Texas ROPER) at the Center for Parent Education at the University of North Texas in collaboration with members of the Texas Council on Family Relations.  Public Policy Facts on Families can be duplicated for distribution to policy makers in your community.

These information sheets:

  • provide information about child and family issues and implications for decision making for local and state policy makers
  • suggest the basis for questions and responses for witnesses in hearings
  • provide contact information for expert professionals in the family relations and child development field

The Center for Parent Education responds to the needs of families in Texas through education of professionals who work with families, resources for parents and professionals through the Texas ROPER project, research and parent program evaluation, and collaboration with agencies and organizations on parenting issues.

The Texas Council on Family Relations is a state affiliate of the National Council on Family Relations, founded in 1938 as a forum for family researchers, educators, and practitioners to share in the development and dissemination of knowledge about families and family relationships.  NCFR establishes professional standards and works to promote family well-being.

Policy / Fact Sheet

 

Publication of the University of North Texas Center for Parent Education
In Partnership with the Texas Council on Family Relations

Preventing Child Abuse and Neglect Through Training of Professionals
By Arminta L. Jacobson, Ph.D., C.F.L.E., C.F.C.S.

 

Reports of child abuse and neglect detail disturbing statistics. Approximately one quarter of victims of maltreatment are three-years-old or younger. Large number of fatalities are infants under one year of age. In Texas in 1995, 158,352 children were subjects of abuse and neglect reports (U.S. D.H.H.S., 1997). Nationally, there is an increase in number of children reported as abused and neglected (Petit & Curtis, 1997). These trends underscore the increased importance of training professionals to address the growing problem of child abuse and neglect.

Risk factors for child abuse and neglect are generally an interaction of the environment and characteristics of adult caregivers and children. An intergenerational cycle of abuse can often be detected which can be used as an indicator for initiating prevention and intervention.

There is a need for extensive training about child abuse and neglect for the public and particularly professionals who work with children and families. Identification and screening for abuse and neglect, identifying risk factors in families, and prevention efforts are critical for maximizing prevention of abuse and neglect in Texas.

Factors Related to Training About Child Abuse and Neglect:

  • Priority. Over 90% of adult Texans believe that child abuse and neglect prevention activities should be a very high priority (Children's Trust Fund of Texas, 1997).
  • Texans lack knowledge. Adult Texans are unsure about Texas child abuse and neglect laws. Most Texans are not very knowledgeable about the extent of abuse in Texas (Children's Trust Fund of Texas, 1997).
  • Lack of professional continuing education. The majority of Texas professionals are not required to have continuing education related to child abuse and neglect (Children's Trust Fund of Texas, 1998).
  • Training needs not met. Large percentages of teachers and other professionals who attend child abuse training continue to report difficulty detecting abuse, identifying indicators of neglect, and distinguishing between abuse and discipline (Tite, 1994;Children's Trust Fund of Texas, 1998).
  • Professionals benefit from training. Even experienced professionals have been found to benefit from training in physical and behavioral indicators of child abuse and child abuse laws. Trained teachers have been found to report more suspected sexual abuse than untrained teachers (Reiniger, Robison, & McHugh, 1995; Hillman & Siracusa, 1995).
  • Need for training in prevention. There is a greater emphasis in training of Texas professionals toward detection and intervention in cases of child abuse than toward prevention (Children's Trust Fund of Texas, 1998).

Policy issues to be addressed:

  • Stringent requirements need to be implemented for pre-service and continuing education for all professionals who work with children and families and interface with families of abuse.
  • A priority should be given to training professionals in prevention before child abuse and neglect take place, emphasizing detection of family risk factors and intervention.
  • Parent education, which addresses needs of parents and children, appropriate developmental expectations and guidance, and preventing accidents and unintentional neglect, is an important tool for prevention for which training of professionals in Texas can be increased.
  • Continuing evaluation and monitoring of the effectiveness of professional preparation to prevent, detect, and intervene in child abuse and neglect needs to be used as the basis for developing a more comprehensive approach to training.
  • A challenge for Texas is to identify a way to improve the variety, quality, and accessibility of training programs for professionals and the public in Texas.

 

References

 

  • Children's Trust Fund of Texas (1998).  Child Abuse and Neglect Training in Texas 1998: Report of a Statewide Survey.
  • Children's Trust Fund of Texas Council (1997).  Children's Trust Fund of Texas Council 1997 Statewide Child Survey.   Final Report.
  • Hillman, S. J., & Siracusa, A. J. (1995).  The effectiveness of training teachers to identify and intervene with children of alcoholics, abuse, and neglect.  Journal of Alcohol and Drug Education , 41(1), 49-61.
  • Petit, M.R., & Curtis, P. A. (1997).  Child abuse and neglect: A look at the states. 1997 CWLA Stat Book.   Washington, D.C.: CWLA, Press.
  • Reiniger, A., Robinson, E., McHugh, M. (1995).  Mandated training of professionals: A means for improving reporting of suspected child abuse.  Child Abuse & Neglect, 19(1), 63-69.
  • Tite, R. (1994).  Detecting the symptoms of child abuse: Classroom complications.  Canadian Journal of Education, 19(1), 1-14.
  • U.S. Department of Health and Human Services.  Child Maltreatment 1995: Reports from the States to the National Child Abuse and Neglect Data System.   Washington, D.C.: U.S. Government Printing Office.

 

Arminta L. Jacobson, Ph.D., Director of the Center for Parent Education and faculty member at the University of North Texas, has expertise in child abuse, parenting, and parent education.

E-mail: Arminta.Jacobson@unt.edu

For more information contact:

University of North Texas, Center for Parent Education, P. O. Box 311337, Denton, Texas 76203-1337

Telephone: 1-888-662-7457, E-mail: parenting@unt.edu

 

© 2001 University of North Texas Center for Parent Education

 

Publication of the University of North Texas Center for Parent Education
In Partnership with the Texas Council on Family Relations

Preventing Juvenile Offending Requires Early Childhood Interventions
By Michelle K. Youngblood, J.D., Ed.D.

 

The media has kept juvenile offending in the limelight, especially as suburban school shootings have become a focus of the news. Statistics indicate that juvenile crimes overall have not increased, but juvenile gun violence has increased by 30%. Exposure to violence and the easy access of handguns have been blamed for the increase.

Juvenile offenders commit less than one percent of murders. A small number of juvenile offenders commit violent crimes against persons; the majority of juvenile offenders commit property crimes and vandalism. A small number of juvenile offenders begin their career before the age of 12 years. These generally become the violent offenders who continue their career as adult offenders. The majority of juvenile offenders begin after age 12, usually in conjunction with deviant peers or adults, peaking in activity by the age of 17 years and desisting by the age of 21. The exceptions are those whose first known criminal act is one of violence, such as the juveniles who committed the suburban school shootings at Columbine.

It must be noted that most juveniles have committed more offending than their official detentions and arrests indicate. Research shows that most offenders, adult and juvenile, have committed more offenses than their criminal records show, indicating they have not been caught for these other "unknown" offenses.

Juvenile offending results from an intricate web of interacting factors. Six major factors combine in various patterns to create juvenile offending. Approaches that address fewer than all the factors are not generally successful.

 

Preventing juvenile offending requires addressing the following factors:

  • Antisocial behavior before the age of 8 years. Children who show persistent antisocial behaviors by age 8 are known to escalate these behaviors across their lifespan. These children generally become adult criminals. They are in desperate need of attentive, corrective parenting; individualized attention; nutritional, emotional, psychiatric, and medical assistance; and protection from toxic environments.
  • Inadequate parenting. Children who have inconsistent parenting and discipline, who are exposed to violence in the home, who have little or no parenting, whose home life is chaotic or insecure, or whose needs are not met are vulnerable to offending behaviors.
  • Deviant peers. Association with deviant peers leads many juveniles to offend when they would not do so on their own.
  • Low socio-moral reasoning. Although age of many juveniles indicates they should be able to engage in abstract and moral thinking, many juvenile and adult offenders cannot. They think of themselves and their wants first, do not consider consequences, and do not consider other persons. Jail detention tends to encourage this lower level of moral reasoning.
  • Biological factors. Many juveniles suffer from biological factors such as learning disabilities, emotional disabilities, lack of nutrition, low birth weight, maternal factors, or other factors that limit them.
  • Violence. Exposure to violence, including loud sounds, unsafe environments, domestic violence, and neighborhood violence are linked to juvenile offending.

Policy issues to be addressed:

  • Juvenile offending interventions are the same as early childhood interventions. Addressing these issues will not only address the national and state crises of juvenile offending, but will address the needs of all children, in general.
  • Accessible, affordable family health, dental, and mental care is essential. Mothers need health care before and after becoming pregnant to ensure healthy children. Parents need health care to keep themselves physically, emotionally, and mentally healthy to adequately care for their children and to maintain adequate work to support their children and a safe, stable home environment for their children. Children need health care to succeed. Families need access to dental care, which can affect health, physical appearance, and mental and emotional stability. Families also need mental health services to provide support services in times of need and crises.
  • Families need supportive, resourceful, caring communities. Communities are essential to support families, guide juveniles, and provide role models. Research indicates that communities that bond together, take collective responsibility for juvenile behaviors, provide role models, and supervise juvenile activities have lower juvenile crime rates and less violence than less involved communities.
  • Families need accessible parenting education, resources, and social services. Families need ready resources and support systems to assist them with all aspects of family life, including child rearing, stress, finances, and grief issues.
  • At-risk children are not only children in poverty, but also those who live in dysfunctional families; live with violence; are abused or neglected; whose needs are not met; who are not successful in school or social settings; or who have other family, home, health, or situational problems.

 

Michelle K. Youngblood, J.D., Ed.D., has researched juvenile justice, early childhood intervention, and effective parenting. Dr. Youngblood has expertise in several areas including diversity, law, advocacy, and multiculturalism. She is the author of numerous publications.

E-mail: mkyoungblood@hotmail.com

For more information contact:

University of North Texas, Center for Parent Education, P. O. Box 311337, Denton, Texas 76203-1337

Telephone: 1-888-662-7457, E-mail: parenting@unt.edu

 

© 2001 University of North Texas Center for Parent Education

 

Publication of the University of North Texas Center for Parent Education
In Partnership with the Texas Council on Family Relations

Characteristics of Healthy Families
by Richard L. Sale, Ph.D .

 

Surveys have been conducted over a period of several years throughout the United States asking individuals to list the characteristics of a healthy family. Those surveyed included professionals who work with families, families of different structures (including traditional, single-parent and blended), urban and rural residents, a variety of economic levels, different ethnic groups and both religious and non-religious families. The following characteristics of healthy families summarize the results of the surveys.

  • Commitment. It is important that all family members are committed to the family and to each other. Husbands and wives who are committed to the marriage have found a major way of keeping the marriage going. It is important that the family comes first over those outside of the family. Rather than letting outside activities take prominence over the family, those activities that do should be eliminated. Healthy families tend to select activities that promote the family as being important and help the family to grow closer.
  • Time Together. Healthy families are ones that spend time together. The amount of time is often as important as the activity chosen. One important event that is often lacking in many families today is a family meal time. Healthy families spend this time being together, enjoying a meal and talking about what is going on in each of their individual lives. These families also spend time playing together and doing activities that all of the family members enjoy doing. Healthy families also have created family traditions including celebrating birthdays, holidays and other important events.
  • Communication. An important aspect of a healthy family is communication. This involves listening to and supporting one another. It is important for parents to listen to their children as much as they expect their children to listen to them. Communication also involves conflict which is a part of every family. The healthy family is able to fight fairly and resolve conflicts that do occur.
  • Appreciation. In healthy families there is an admiration for each other. Families respect one another and appreciate what each member of the family contributes. The accomplishments of each family member is valued by the others. Each family member looks for the good in the rest of the family.
  • Spirituality. Although not all of those surveyed were members of a particular church or religion, they still felt that spirituality was important. These families had a sense of spiritual well-being. Parents are expected to teach their children right from wrong and present good examples of behavior for their children. It is also important for parents to teach their children how to make moral choices for themselves as they mature.
  • Coping Skills. Healthy families are able to deal with crisis situations that may occur. Crises in families may be small or large, but healthy families are able to find solutions to their problems. They often depend upon one another for the support that they need. When healthy families cannot solve their problems they are willing to go outside of the family for solutions.

Policy-makers should consider that:

  • Families may need to be taught what it means to be healthy. Many people will create families like the family they grew up in. Often unhealthy patterns are continued.
  • Families need support in order to maintain a healthy status. Families may not always be able to create an atmosphere that contributes to a healthy family. They may need help from outside of the family in order to have a healthy family.
  • Families may not have the interpersonal skills in order to have a healthy family. Families may not have adequate communication or coping skills in order to have healthy families.

Policy issues to be addressed:

  • Resources need to be made available to families. Families who are looking for training in communication and coping skills need to have resources available to them. This can be done through schools, churches or other institutions that have an interest in the needs of families.
  • Training needs to be provided to children and adolescents in how to develop a healthy family. Courses in public schools emphasizing Family and Consumer Sciences need to be provided in order for children to mature into adults who have the necessary skills to form healthy families.
  • Family friendly policies need to be emphasized. It is important both for private industry and government agencies to work together to make sure family friendly polices are both developed and enforced

To learn more:

  • Curran, D. (1983). Traits of a healthy family. Minneapolis, MN: Winston Press.
  • Lin, L. (1994). Characteristics of a healthy family. (ERIC Document Reproduction Service No. ED 377097)
  • Stinnett, N. (1985). Building family strengths. Los Angeles, CA: Pepperdine University.
  • Richard L. Sale, Ph.D., is Assistant Professor of Child and Family Studies at Tarleton State University and Family Life Specialist, Texas Agricultural Extension Service. Dr. Sale is also the Family Life Columnist for the Stephenville Empire Tribune.

E-mail: Sale@tarleton.edu

For more information contact:

University of North Texas, Center for Parent Education, P. O. Box 311337, Denton, Texas 76203-1337
Telephone: 1-888-662-7457, E-mail: parenting@unt.edu

 

© 2001 University of North Texas Center for Parent Education

 

Publication of the University of North Texas Center for Parent Education
In Partnership with the Texas Council on Family Relations

What is Parent Education?
By Sharon E. Hirschy, MS, CFLE

 

Parenting Education has been defined as: "programs, support services and resources offered to parents and caregivers that are designed to support them or increase their capacity and confidence in raising healthy children" (Carter, 1996).

Consider the following information about parent education:

  • Over 50,000 parent education programs reach millions of parents every day (Carter, 1996).
  • There are over 100 regional parenting publications, and several parenting series available through television, Internet and radio (Simpson, 1997).
  • Parent education classes and family support initiatives are growing in popularity. Many court systems, schools, workforce development programs and programs such as Head Start allocate funding and establish requirements for parenting/family support programs as a component of their services.
  • Professionals providing parent education programs and resources include parent educators, teachers, counselors, psychiatrists, ministers, parents, extension personnel, nurses, doctors, law enforcement professionals and social workers.
  • Parent education works! When services such as parent education are offered and are of the appropriate quality, several studies indicate that outcomes for children and families improve, parents feel greater competence, and are less likely to abuse and neglect children (Reppucci, N.D., Britner, P.A., Woolard, J.L., 1997).

 

Policy-makers should consider that:

  • Families today are mobile and often do not live close to familial support systems that used to provide information and support for parents.
  • Our culture has changed and the needs of parents and children are different. Most mothers are now in the workforce. Television and the Internet have introduced ideas and lifestyles that are often in conflict with parental values. These issues have created changes in parenting.
  • Parent education can provide the support and information that parents want and need.
  • Parent education assists parents in increasing their skills and success in childrearing.

Policy issues to be addressed:

  • Parent education needs legislative support. Funding sources should be provided for parent education and requirements that parent education and parent involvement programs be included in legislative packages for education, juvenile justice, and protective services should be considered.
  • Parent education should be part of every child's public education. Most children will become parents or be involved with children as adults. Teaching high school students how children develop and helping them develop communication and guidance skills could decrease child abuse and provide more supportive parenting for all children.

References

  • Carter, N. (1996). See how we grow: A report on the status of parenting education in the U.S. Philadelphia, Pennsylvania: Pew Charitable Trust.
  • Reppucci, N.D., Britner, P.A., Woolard, J.L. (1997) Preventing child abuse and neglect through parent education. Baltimore: Paul Brooks Publishing Company.
  • Simpson, A. R. (1997). The role of the mass media in parenting education. Boston: Harvard, Center for Health Communication

 

Sharon Hirschy is the curriculum and development specialist for the University of North Texas Center for Parent Education. She is a Certified Family Life Educator and works on a local, state and national basis with parent educators.

e-mail address is Sharon.irschy@unt.edu

For more information contact:

University of North Texas, Center for Parent Education, P. O. Box 311337, Denton, Texas 76203-1337
Telephone: 1-888-662-7457, E-mail: parenting@unt.edu , Website: www.cpe.unt.edu

 

© 2001 University of North Texas Center for Parent Education

 

Publication of the University of North Texas Center for Parent Education
In Partnership with the Texas Council on Family Relations

Parenting Children With Special Needs
By Karen S. Tellman, M.S., CFLE

 

According to the Public Health Education Information Sheet (1994) low birth weight affects one in every 14 babies born each year in the United States and is related to some 60 percent of infant deaths. Advances in newborn medical care have greatly reduced the number of infant deaths that result from low birth weight (Hack, Taylor, Klien, Eiben, Schatschneider, & Mercuri-Mincich, 1994). Special needs infants and their families need assistance to increase the infants' development. Well baby check-ups are very important to these infants to insure proper development. The families need more social support than parents with developmentally on target infants.

  • Social Support. Social service programs can help parents with resources for financial assistance, developmental stages of their child and parent education. The family will need support to deal with the grief of not having a healthy child.
  • Infant Development. Research shows that benefits from intervention occur through the child's third birthday. It is important that parents and care-givers are provided with information about the ages and stages of development for their child. The knowledge of knowing what stage their child should be at helps the family watch for delays.
  • Early Intervention. When a delay occurs, the early intervention programs can work with the child and the family in the areas in which the child is delayed. The goal of intervention programs is to have the child on task for developmentally age appropriate skills by school age. When the child is on task by school age, they are less likely to experience delays during school. The child's cognitive and social skills are increased with early intervention. Early intervention programs can provide reminders about doctor visits, developmental checklists, and social support. Early intervention decreases cognitive, social and behavioral problems in these children. The intervention programs have been found to impact the child's development
  • Home Based Services. Children and families are more relaxed in their familiar surroundings. It is more convenient for families not to travel, especially for medically fragile children who may have cumbersome equipment.
  • Well Baby Check-ups. It is important for infants to have well baby check-ups so a physician can monitor the child's medical and developmental health.
  • Transition to School Services. The local school district works together with intervention programs to ensure the child continues receiving services he/she needs after turning 3 years of age.

 

Policy-makers should consider that:

  • Families need to be taught about the appropriate development of infants. Families of all income backgrounds need to be informed about how to observe their child's development. Their previous interactions with children may have been limited.
  • Infants need early intervention to enable them to achieve developmental milestones to the best of their ability. Early intervention services strive to decrease those problems during the infants first three years of life. Services provided for children could include physical, occupational, speech and language therapy.
  • Special needs children at the age of 3 may be better served in their naturalistic environment. Children with autism or sensory integration problems may learn better in their familiar surroundings. If a parent decides to keep this child at home or daycare, this should not disqualify them for services through the school district.

 

Policy issues to be addressed:

  • Physicians could be required to make a referral for a child they suspect has a developmental delay or disability. Parents are not always aware that early intervention services are available to them at no charge. Referrals should be made immediately at birth for children with a disability.
  • Resources should be made available about infant development. Infant development classes need to be provided to educate new parents about the ages and stages of their child's development. This will prevent late detection of developmental delays. This can be done in hospitals, doctors, childcare facilities or other institutions that have an interest in early detection of developmental delays.
  • Children of preschool age should be able to receive services in their naturalistic environment. Some children can only function in familiar surroundings and need to stay on a set schedule. They can not cope with change easily and driving to the school for 30 minutes of therapy would disrupt their whole day.

 

To Learn More :

  • Early Childhood Intervention website www.eci.state.tx.us
  • Hack, M., Klein, N. K., & Taylor, H. G. (1995). Long-term developmental outcomes of low birth weight infants. The Future of Children, 5,   (1), 176-196.
  • Public Health Education Information Sheet. (1994). Low Birth weight (No. 09-285) [Brochure]. March of Dimes Birth Defects Foundation; Author. Ramey, C. T., Bryant, D. M., Wasik, B. H., Sparling, J. J., Fendt, K. H., & LaVange, L. M. (1992). Infant health and development program for low birth weight, premature infants: Program elements, family participation, and child intelligence. Pediatrics, 3, 454-465.

 

Karen S. Tellman, M.S., CFLE, is the Wheeler County Extension Agent for Family and Consumer Science, Texas Agricultural Extension Service. Ms. Tellman was employed for five years with Early Childhood Intervention (ECI) and is a Certified Infant Massage Instructor. E-mail: tellman_k@yahoo.com

 

For more information contact:

University of North Texas, Center for Parent Education, P. O. Box 311337, Denton, Texas 76203-1337
Telephone: 1-888-662-7457, E-mail: parenting@unt.edu

 

© 2001 University of North Texas Center for Parent Education

 

Publication of the University of North Texas Center for Parent Education In Partnership
with the Texas Council on Family Relations


PUBLIC POLICY FACTS ON FAMILIES

Does Parent Education Work?
by Michael P. Hardin, M.Ed. & Miriam Mulsow, Ph.D.

 

Studies of the effectiveness of parenting education show that in many cases parent education is highly effective. This is especially true in cases in which parents seek assistance due to problems they are experiencing with their children. Parent education as a requirement for students in junior high appears to be effective. Parent education has been shown to increase parenting skills, reduce parenting stress, and reduce unwanted behavior in children with ADHD. However, when parenting education is offered to the public, a common occurrence is that the parents who appear to need it the most do not choose to participate. This does not mean that the parenting education is ineffective, however, but just that the "marketing" of these programs may be ineffective. When parent education does work, parents develop a sense that they are capable, have the information they need to be good parents and, therefore, develop improved confidence in their roles as parents.

  • What are the effects of a parent education program?

    Parent education has evolved as a respected, well-researched and clinically tested approach for working with a wide range of childhood problems and dysfunctions. Parents who participate in general parenting programs are commonly found to improve their overall parenting skills.
  • Parents have the power to create change.

    The training approach views the parents as the primary caregivers and managers of the child's environment. Parents are seen as the most important contributors to bringing about long-term change in children. When they can see how certain ways of dealing with a problem does not work for them, and are able to replace those interactions with more adaptive styles, this change directly affects the child in obvious as well as subtle ways. By creating this change within the family structure, the influence and impact on the child is long lasting and far-reaching.
  • Parent education reduces the incidence of child maltreatment.

    Parent education is an important component in the treatment of parents who abuse or neglect their children. Educators seek to improve the quality of parent-child interaction, prevent further abuse and neglect by the parents, increase community and family linkage, and allow parents to resume the care of their children. The goal is to help the parent take what they learn in class and make it a part of what they do at home. As previously discussed, although parent education does increase parenting knowledge, it does not always result in a decrease in abuse or neglect, probably due to the complexity of difficulties in many of these families.
  • Parent education assists divorcing parents.

    There is great need for assistance in decreasing the level of conflict that children of divorce and separation experience. Parent education programs teach parents how to reduce the impact of marital conflicts on their children and how to create a non-adversarial post-divorce environment. Studies have shown that such programs can be effective even when parents are required by the courts to participate in them.
  • Parent education assists single mothers.

    A single mother's level of education effects how much money she makes, which is associated directly with her financial strain. Financial strain, in turn, increases levels of depression, which can result in parenting problems. Parenting training for this population helps the parent feel more capable of caring for her children while also teaching the importance of those skills that could help her in the workplace.
  • Parent education assists parents of at-risk children.

    How a child responds to redirection from a parent depends on what they think about that parent, whether they see their parent as involved in their life, and if they believe that parent really cares what they are doing. Parent education programs developed for helping parents of at-risk children aim to improve not only child behavioral problems, but also maladaptive interactions within the family. The goal is to teach parents to be more responsive and nurturing in their parenting. Parents are taught effective commands, non-directive comments, and the importance of praise and affection.

 

Policy-makers should consider that:

  • Parents may need to be made more aware of how their interactions with their children influence development. Many people will create families like the family they grew up in. Often unhealthy patterns are continued.
  • Public schools are more effective when parents and the broader community are actively engaged in their children's education. By creating more involvement between the parent and child, we are encouraging more parental involvement and interest in many areas of a child's life. Parents can be encouraged to take the lead in organizing and advocating on behalf of their children. Although this may not always be convenient in the overcrowded educational environments of today, studies show that children whose parents interact with their teachers and schools receive a better education and are more likely to stay in school and graduate.

 

Policy issues to be addressed:

  • Resources need to be made available to families. Parents who seek training in how to better raise and guide their children need to have resources available to them. This can be done through schools, churches or other institutions that have an interest in the needs of families. Home-based interventions, in the family's own home, have been shown to be particularly effective.
  • The issue of child maltreatment is complex. Although prediction of child maltreatment in families is not possible, certain social factors such as low socioeconomic status, single parent or large families, unemployment, relationship conflict, and adolescent parenting are more common among those known to be involved in child maltreatment. Thus, parenting programs need to encompass underlying stressors so often associated with child maltreatment.

 

To learn more:

  • Briesmeister, J. M. S., Charles E., Ed. (1998). Handbook of parent training . New York, John Wiley & Sons, Inc. Thompson, R. W., Grow, C. R., Ruma, P. R., Daly, D. L., & Burke, R. V. (1993) Evaluation of a practical parenting program with middle and low income families . Family Relations, 42 , 21-25.
  • Michael P. Hardin, M.Ed., is a Ph.D. student in the Marriage and Family Therapy Program at Texas Tech University. Miriam Mulsow, Ph.D., is Assistant Professor of Human Development and Family Studies at Texas Tech University. E-mail: mmulsow@hs.ttu.edu

 

For more information contact:

University of North Texas, Center for Parent Education, P. O. Box 311337, Denton, Texas 76203-1337
Telephone: 1-888-662-7457, E-mail: parenting@unt.edu

 

© 2001 University of North Texas Center for Parent Education