Parenting Training Classes: A Psychology Experiment

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Table of Contents

Introduction
Personal Involvement and Observations
Hypothesis
Sample
Costs
Conclusion
Bibliography

Introduction

The aim of the proposal is to project the paper, which will define whether the parenting training classes are effective, and how the experience, gained during these trainings. In accordance with the outline, such aspects as personal experience and observations will be discussed. Considering the fact, that the topic is innovative enough, all the necessary requirements and recommendations will be discussed. Then, basing on the recommendations and hypothesis, the costs of the research will be evaluated, as adequacy and validity of any research strongly depends on this factor.

Personal Involvement and Observations

The personal involvement into the researched problem is minimal, as the personal experience is a tiny part of the entire research sphere, nevertheless, it should be emphasized, that the research results will be regarded through the prism of personal experience. There is strong necessity to emphasize that parenting classes give all the necessary skills for coping with a newborn child. Nevertheless, the main ideas, which should be taken into consideration is based on the statement, given in Benjamin Spock’s book, claiming that every child is a personality, all children are absolutely different, and there are no precise and unbreakable rules, defining how children should be grown. Consequently, the research should definitely focus on the issues of the most important skills, which training classes give to young parents.

In accordance with the observations for the surrounding couples with newborn children, those who attended the classes are more confident with their kids, and their experience is more serious, in comparison with those, who neglected such classes. Nevertheless, these are mainly practical skills of caring of the child, and some psychological aspects of parent ‑ child communication, and aspects of being a parent. Nevertheless, these aspects entail only basic principles, as parents will have to define the behavioral aspect of child’s behavior, and apply their own life experience and knowledge for these particular aspects. Thus, the aim of the research will be to define the positive moments of training, evaluate the theoretic level of the training, and define how it really helps young parents. Another issue, which should be included into the research, is the definition of the gap, which can not be filled by the means of classes. As it has been stated, every child is a personality, and the classes are not able to consider all the possible aspects. The basic theoretical principles are often not sufficient for parenting.

Hypothesis

Considering all the aspects of the observation part of the paper, it should be stated that the hypothesis of the research should consider, whether the psychological aspects, taught during the parenting classes help parents to cope with their children during various periods of their lives (childhood, teens, twentieth). Originally, if the basic principles are considered, it should be emphasized that the parents will have a theoretical basis, and, this should be confirmed, or disproved in the research.

The hypothesis, and the research itself should consider all the aspects of psychological training, including the aspects of parents’ behavior, as their reactions often appear to be inadequate, even if the training level is sufficient, as most of the situations in communication process are unpredictable. Nevertheless, the framework of the hypothesis will entail the supposition, that untrained parents face more unpredicted challenges in comparison with the trained couples.

Sample

In order to arrange the proper research, focus groups should be defined. Thus, several groups of parents should be selected, and all the questions will be discussed in all the groups separately, and then jointly. There should be two main groups: those who attended classes, and those who did not. These two large groups will be divided in accordance with the children’s age. Thus, considering the main problems which are challenged by young, and not only, parents the questionnaires should be elaborated for defining the challenges, the ways of solving the problems, and the experience gained. As the aim of the research is to define the efficiency of the parenting training classes, the questions should be discussed separately in each group or individually, if there is an opportunity to arrange personal interview. Then, the key tendencies will be outlined, and the experience of the age groups will be compared (between trained and untrained parents).

Costs

The costs will entail the time resources for the elaboration of the questionnaires, arranging interviews and working through the data. Financial resources will entail duplication of the questionnaires, rent of a conference hall for joint discussions, road expenses and phone bills, if some of the interviews will be held over the phone.

Conclusion

Experience of the parents, depending on the attendance of the parenting training classes has not been researched in details, consequently, this psychological study will be helpful for improving the teaching performance and methodologies of the training centers. Finally, the parents will have an opportunity to arrange the experience exchange process, share their knowledge with others, and help in overcoming particular problems.

Bibliography

Bornstein, Marc H., ed. Handbook of Parenting. Vol. 5. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.

Bragg, Sherry S. “The Tao of Solo Parenting Gifted Children.” Parenting for High Potential June 2006: 12

Breuer, Nancy L., and Cindy S. Moskovic. “Parenting Education Helps Employees Focus on Work.” Personnel Journal Oct. 2004: 59

Brooks-Gunn, Jeanne, and Lisa B. Markman. “The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness.” The Future of Children 15.1 (2005): 139

Coleman, Priscilla K., and Katherine Hildebrandt Karraker. “Parenting Self-efficacy among Mothers of School-age Children: Conceptualization, Measurement, and Correlates.” Family Relations 49.1 (2000): 13

Glasser, Debbie, and Harriet Heath. “Advancing the Field of Parenting Education.” Children’s Voice. 2004: 14

Hunter, Andrea G., Jane L. Pearson, Nicholas S. Ialongo, and Sheppard G. Kellam. “Parenting Alone to Multiple Caregivers: Child Care and Parenting Arrangements in Black and White Urban Families.” Family Relations 47.4 (2002): 343

Lamb, Michael E., ed. Parenting and Child Development in “Nontraditional” Families. Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

Mowbray, Carol, Daphna Oyserman, Deborah Bybee, and Peter Macfarlane. “Parenting of Mothers with a Serious Mental Illness: Differential Effects of Diagnosis, Clinical History, and Other Mental Health Variables.” Social Work Research 26.4 (2002): 225

Seddon, Elizabeth. Creative Parenting after Separation. St. Leonards, N.S.W.: Allen & Unwin, 2003.

Steib, Sue. “Parenting Wisely: On-the-job Help for Parents.” Children’s Voice. 2004: 35

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