Suchergebnisse

At the suggestion of service users, Oxfordshire Social Services recently commissioned an experimental 'parenting course' for their newly approved adopters. Facilitators Liz Gilkes and Ivana Klimes discuss this project, which was run for Oxfordshire Adopters by the Family Nurturing Network, an organisation now well established in Oxfordshire. The course offered a programme for parents to learn how to best support their children's development and learning, how to manage difficult behaviour and foster self-esteem, and how to care for their own needs. It was evaluated by means of a questionnaire completed by all participants. The results were so overwhelmingly positive that Oxfordshire Social Services now plan to offer these courses as a rolling programme to all their new adopters.

Konsep kesejahteraan dapat dikaji dalam dalam berbagai variasi konteks; misalnya hukum, politik, medis, pendidikan, dan juga keluarga. Masing-masing perspektif keilmuan memandang kesejahteraan sesuai dengan area kajiannya. Disiplin hukum dan politik akan lebih menekankan aspek-aspek legal formal perlindungan dan kesejahteraan anak.Disiplin medis lebih memandang kesejahteraan dari aspek fungsi-fungsi fisiologis anak. Disiplin pendidikan lebih mengarahkan perhatian bagaimana anak dapat sejahtera secara akademis, mampu belajar dan berkembang sesuai dengan usianya. Selain itu, keluarga juga memiliki kontribusi dominan dalam mewujudkan kesejahteraan anak. Berbagai variasi pendekatan sesungguhnya memiliki tujuan yang mulia, yaitu membahagiakan anak sehingga dapat berkembang sesuai dengan potensi optimalnya. Penelitian ini memandang kesejahteraan dari sisi keluarga, khususnya keterampilan orang tua dalam pengasuhan.

This study examined the effectiveness of a behavioral parent training package that included initial training in two settings in the home with generalization of parenting skills (and the need for additional intervention) being assessed to a third setting in the home. Training in behavior modification skills was introduced in a multiple baseline design across parents. The results showed that although all parents increased their correct use of behavior modification skills following the introduction of intervention in two home settings, only one parent out of three spontaneously generalized these skills to a third home setting. The results of this study suggest that generalization of parenting skills across home settings may not take place for some parents without specific programming. Finally, the study showed that once skills had generalized across settings, parenting skills and child efforts maintained over a 1-year period.

Parenting programmes are very much a part of the international landscape in Western communities. Coping skills provide a useful resource for parents and children in managing their everyday lives, both together and individually. Following a 5-year research programme with parents and children in an early years setting, Families Can Do Coping was developed as a comprehensive parenting skills programme that incorporates parents' understanding of their own coping and that of their children. The programme was delivered with the twin aims of teaching communication and coping skills to parents. In 2012, five 2-hour sessions were delivered to 19 parents in an Early Learning Centre at the University of Melbourne. The five-session programme focused on providing parents with information regarding coping skills and the use of visual tools to assist parents to engage with their children in conversations about coping. Additionally, parents completed a pencil-and-paper coping skills evaluation for their child. The programme outcomes included perceptions of parents' enhancement of their wellbeing, and development of proactive and productive coping skills in both parents and children. After a 3-month period three parents provided feedback on their progress and use of the new tools and strategies for maintaining helpful parenting.

The development of a parenting role-play test is presented. The article briefly discusses the ad vantages of role-play tests over interviews, checklists, and direct observations. Item develop ment followed an empirically driven model suggested by Goldfried and D'Zurilla. The final par enting role-play test contained six common, yet difficult, parent-child situations. Judges used a scoring manual to rate parent's responses. The results indicated that the parenting role-play test could be scored with adequate reliability. Although the preliminary data gave indications of the role-play test's validity, further validation research is suggested. The application of the role-play test to social work practice is discussed.

This rural pilot study examined the effectiveness of a brief parenting skills intervention delivered to parents/carers of children who had experienced moderate to severe child abuse. The participants were 35 parents/carers living in rural New South Wales, Australia, who were recruited through referrals to a rural community health service. Participants were assessed pre and post the brief parenting skills education program using a battery of standardised self-report measures. Participants were randomly assigned to an immediate intervention group or a 3-month waitlist control group. The intervention was a three session '1-2-3 Magic' parenting program.T-test analyses indicated that carers who received the intervention reported significant improvements in their mental health and discipline practices, and a significant reduction in child problem behaviour compared to the waitlist control group.The results of the study suggest that a brief psycho-educational parenting group intervention may be effective for carers of abused children in the short-term.