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A qualitative assessment of parenting needs: themes presented by parents of typical children 6-10 years old

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A qualitative assessment of parenting needs: themes presented by parents of typical children 6-10 years old

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Content A QUALITATIVE ASSESSMENT OF PARENTING NEEDS:
THEMES PRESENTED BY PARENTS OF TYPICAL CHILDREN
6-10 YEARS OLD
by

Alison Ruth Kuhl
A Thesis Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF MARRIAGE AND FAMILY THERAPY
May 2007
Copyright 2007 Alison Ruth Kuhl
ii
Acknowledgements
I would like to acknowledge all of the people who supported me throughout
this process and helped make this thesis a reality. I would like to express my thanks
to my thesis committee, Dr. Ginger Clark, Dr. Mary Andres, and Dr. Julie Albright,
for challenging me, supporting me, and guiding me through this journey. To my
thesis team, Jeffrey Nord, Monica Ferro, David Colarossi, Aubree Mendel, and
Jessica Davis, thank you for your determination, dedication, and all of your
emotional support. Finally, to my family and friends who were always there to listen
when I needed it most.
iii
Table of Contents
Acknowledgements ii
Abstract v
Chapter 1: Introduction 1
Purpose of this Study 5
Conceptual and Empirical Foundations 6
The Current Study 19
Chapter 2: Methods 24
Participants 24
Recruitment 26
Measures 28
Procedure 31
Chapter 3: Results 36
Question 1: Intelligence, Academic Progress, and Mental Ability 37
Question 2: Unwanted, Risky, and Worrisome Behavior 41
Question 3: Social Interactions and Peer Relationships 44
Question 4: Communication and Interactions 46
Question 5: Feelings and Emotional Development 48
Question 6: Family Relationships 50
Question 7: Moral Development 52
Question 8: Personal Worries or Challenges 54
Question 9: Personal Wellbeing 56
Question 10: Additional Needs 59
Question 11: Most Important Needs 60
Chapter 4: Discussion 62
What Parents Want in a Parent Education Program 63
Culturally Diverse Parents’ Needs 65
Study Results and Existing Literature 67
An Ideal Parenting Program 69
Strengths and Limitations of the Current Study 72
Ideas for Future Research 76
Bibliography 77
Appendices 80
Appendix A - Recruitment Verbal Script 80
Appendix B - Internet Recruitment Letter 81
iv
Appendix C - Information Sheet 82
Appendix D - Recruitment Flyer 86
Appendix E - Survey and Interview Document 87
v
Abstract
The current study sought to discover the overarching desires of what parents
of typical children, ages 6-10 years old, want to learn in a counseling-based parent
education program as well as whether or not universal parenting needs exist across
diverse cultural groups. Data was collected using a series of open-ended, free
response questions dealing with different aspects of parenting. Participants included
32 parents of typical children between the ages of 6 and 10 years old, 27 of whom
completed an online survey and 5 of whom participated in an in-person interview.
Additional data was also gathered from various online public documents. Numerous
themes of parenting needs were found in the data, and the demographic variety of the
respondents, in terms of race and socioeconomic status, stating each theme suggests
that a universal parenting class could be established that would meet most of the
needs of diverse individuals.
1
Chapter 1 - Introduction
Many parents experience difficulty attending to and coping with the
responsibilities inherent in their role as a parent. As children grow, develop, and
change, they create new challenges and hurdles for their parents to overcome.
Children’s bodies undergo major physical changes, their minds develop at an
astonishing rate, and their emotional needs vary depending on personality, situation,
and any number of other factors. Children also encounter their own difficulties in
their academic life, social skills, personality development, and self-esteem. It is no
wonder then, given this dynamic situation, that parents often experience stress and
struggle with their parental roles and responsibilities.
These difficulties are not a new reality. Parenting has always been a
challenge, and the concept of providing help to parents has been around for
centuries. In fact, researchers have found various suggestions in print on appropriate
strategies for raising a child dating as far back as 2,000 years ago. Researchers have
also documented that the first parenting handbooks appeared in the first half of the
seventeenth century (Wandersman, 1987). In the twenty-first century, parenting help
and advice is still a major business, and when difficulties do occur for parents, they
look to a multitude of resources for help, support, and guidance.
The individuals that parents turn to for help are spouses, family members,
friends, members of their community, and institutions such as schools and
community agencies (Jacobson & Engelbrecht, 2000; Solutions for America, n.d.).
In a survey of first time parents, over seventy-five percent of both the mothers and
2
the fathers indicated that they benefited from watching friends or family members
interact with their child, taking parenting classes, talking to their spouse, and
engaging in dialogues with doctors, nurses, or other medical professionals.
Additionally, fifty percent of the survey’s participants said that, in order to prepare
themselves for parenthood, they talked with their parents or friends, watched
television, or watched their parents model appropriate care for their siblings (Gage &
Christensen, 1991). The variety of people parents rely on for help demonstrates that
many actively seek assistance with their parenting skills, knowledge, and
responsibilities.
Other resources parents rely on for help and advice include electronic
resources such as Internet websites and online support groups, as well as published
literature such as parenting magazines and parenting/self-help books. All of these
resources appear in abundant numbers and are easily accessible to many parents. To
illustrate, a search for websites related to ‘help with parenting’ using the search
engine Google yielded close to 1 billion results. This statistic suggests that the
Internet is both an attractive medium that parents utilize for help regarding parenting
difficulties, as well as a resource for information, answers, and even support from
experts and fellow parents alike.
One subset of Internet resources that parents often utilize are online support
groups. These online support groups appear in prolific numbers on the Internet. In
fact, a Google search for ‘online parenting support groups’ returned over 66 million
links to either existing groups or information on how to create an online parenting
3
support group. Furthermore, amongst the multitude of niche groups found in the
Yahoo!Groups online environment, over 25,000 groups exist that deal with either
parenting in general or more specific parenting needs (Yahoo! Inc., n.d.). Within
these environments, parents are able to exchange information about their children,
ask and answer questions about parenting, seek advice, normalize experiences, and
provide each other with support.
Outside of the Internet and online resources, parents also turn to the printed
word for advice and help with parenting. Using the website Amazon.com as a
reference for the popularity of current literature regarding parenting, a simple
keyword search for ‘parenting books’ yielded 3,671 titles. The Library of Congress,
one of the largest libraries in the world, returned 10,000 titles in response to a query
using ‘parenting help’ as a keyword phrase (Library of Congress, n.d.). Moreover,
the online catalog system for the Library of Congress is limited to displaying only
the first 10,000 results, signifying that many more parenting help books could be in
existence. Finally, many titles advertising themselves as parenting help books claim
to have sold over a million copies in hardback alone (Dembo, Sweitzer, & Lauritzen,
1985).
Books are not the only printed resource for parents, however. When
searching for ‘parenting magazines’ on Amazon.com, 80 titles were returned.
Amazon.com even devotes a portion of their website to consumer rankings of the
products they offer. Here, parents are given the opportunity to rank and share
4
narrative comments about parenting books and magazines they have read and create
lists of suggested titles to share with other parents.
The number of titles in circulation of both parenting books and magazines
indicates that providing parenting help is a lucrative business. In fact, in 2005, the
Magazine Publishers of America (MPA) cited that eight of the top parenting
magazines amassed close to 13 million subscriptions. The periodical Family Circle,
which helps parents with everything from parenting tips to recipes and craft ideas for
children, registered almost 3.5 million subscriptions alone (MPA, 2005).
The appeal of such magazines is also illustrated by their combined yearly
revenue. In 2005, nine of the top parenting magazines in circulation, such as
Parenting, Child, and Baby Talk, grossed over 1.1 billion dollars (MPA, 2006a). In
the first half of 2006, the numbers were on target for a repeat of the previous year’s
earnings. Additionally, a new parenting magazine, Cookie, entered the ranks,
demonstrating that the genre of parenting help magazines is a growing enterprise
(MPA, 2006b).
Judging by the intense interest parents have in the above parenting help
resources, parents have a need for and are actively seeking help with their parenting.
However, it is not clear from the multitude of resources available to parents what
exactly the needs of parents are or if they are being met by the current materials and
programs espousing parenting help. This cannot be determined primarily because
many of these resources and current parent education interventions are not based on
direct assessment of parents’ needs.
5
One area that, unlike many of the resources discussed previously, has been
researched in regards to efficacy is parent education programs and parenting classes.
The efficacy of parenting classes has been researched frequently in the past few
decades, often with good results. However, the generalizability of the results of
these studies are limited in almost all of this research. What has been consistently
missing from the literature is a direct assessment of parenting needs for parents of
typical children. Often, research focuses on special subsets of children in the general
population, such as behavior disordered, developmentally delayed, gifted, etc.,
leaving consumers in doubt about the efficacy of certain interventions with typical
children. The issue could be addressed by conducting a qualitative, open-ended
assessment of parenting needs taken directly from the parents themselves. To date,
based on the research currently available to the author, no such assessment has been
completed.
Purpose of this Study
Many previous studies have demonstrated that parent training programs and
parenting classes are effective. In fact, taking parenting classes can be a beneficial
experience for both mothers and fathers (Gage & Christensen, 1991). Yet, as the
research discussed in this chapter will show, many programs and classes often fail to
account for the needs and desires of parents of typical children. Within the scope of
this study, a typical child will refer to the average child, one without any diagnosable
clinical or developmental disorders, at-risk classifications, or disabilities. Children
6
with specific diagnoses, at-risk classifications, or disabilities will be excluded from
this study.
As a result of the lack of knowledge regarding parents’ actual needs, the
purpose of this study is to assess the needs of parents with typical children.
Specifically, this study aims to discover the overarching themes that parents of
typical children, ages 6-10 years old, indicate as the knowledge or skills that they
wish to learn in a counseling-based parenting class. This study will also endeavor to
discover if culturally diverse parents have similar parenting needs. Although parents
with diverse cultural backgrounds have some unique parenting needs, this study will
attempt to determine whether or not most parents of typical children, independent of
these cultural differences, have similar parenting needs that could be addressed in a
single parent education program.
By eliciting the answers to a series of open-ended questions, through both
surveys as well as interviews, and by analyzing the information available in various
online public documents, this study will identify common parenting needs of parents
of typical children, between the ages of six and ten years old. It is hoped that the
results of this study will help inform future planning and implementation of parent
education programs.
Conceptual and Empirical Foundations
Parenting is difficult, and many transitions occur in a family when a child
enters middle childhood, ages six to ten years old. Before this time, a child’s parents
are primarily caregivers who provide for their child’s fundamental needs of food,
7
clothing, shelter, and emotional and cognitive stimulation. However, when the child
enters the middle childhood range, she has new and more complex demands for her
parents. As the child begins to assert her own individuality and develop her own
unique personality, parents must begin the balancing act of continuing to provide for
her basic needs while supporting her in her ventures and experiences outside of the
family. In essence, the parent becomes more of a protector, nurturer, and
encourager. (Hamner & Turner, 1996)
Challenges Faced by Parents of 6-10 Year Olds
In their foundational and current research-based book Parenting in
Contemporary Society, Hamner and Turner (1996) outline many of the challenges
and difficulties faced by parents of a child between the ages of six and ten. They
begin with one of the most crucial factors that effectively alters the parent child
relationship and parenting practices forever: the introduction of the peer group.
Although in this age group conformity to parents is still relatively high, children
begin to feel the effects of peer pressure. This shift in perspective and values can
result in struggles and disagreements between parents and children.
According to CalStateTEACH (n.d.), a research-based teacher preparation
program in the state of California, children in this age group also share common
changes in their social development, sense of self, and cognitive and physical
development. For these children, social development occurs within the family, peer,
and school contexts. Within the family context, the child must learn to function
independently from her parents. However, parental support and guidance remain
8
crucial to academic achievement and the expansion of a child’s interests outside of
the home. Striking an acceptable balance for both the parent and the child can be
challenging.
Within the peer context, competition starts and becomes more intense as the
years progress. Children begin criticizing one another for a myriad of reasons,
including physical, academic, and cultural differences. Boys and girls create same-
sex cliques and avoid interaction with the opposite sex. As stated previously, the
pressure from the peer group becomes pronounced at this developmental stage.
Finally, within the school context, children are introduced to an environment that
measures their achievements against those of their peers in many different situations,
from the classroom to the playground. As a result, competitiveness increases and
children experience difficulty handling failure. (CalStateTEACH, n.d.)
Children between the ages of six to ten must also develop a healthy sense of
self. While developing this sense of self, these children must deal with shifting
emotions, values, and perceptions. They may become sensitive to criticism and
worry about failure. Although they continue to look to adults for models of
appropriate behavior, they begin testing the values their parents have given them.
They also adopt what they perceive as socially acceptable sex roles, and they yearn
to belong and be accepted. As these children begin to gain a better understanding of
themselves, a few of the problems parents encounter with their children are lying,
difficulties with homework, conflicts over the amount and content of television
viewing, and bedtimes (Hamner & Turner, 1996).
9
When looking at cognitive and physical development of a child in the six to
ten year old range, these children make impressive strides. Cognitively, the child’s
attention span increases dramatically. They begin to understand the relationship
between cause and effect, and, in turn, can apply logical thought patterns to concrete
situations. They develop time management skills and are increasingly able to plan
ahead. They also begin to take responsibility for personal hygiene. Physically, girls
develop more rapidly than boys and are more coordinated, and much of both sexes’
self-concept and self-esteem is tied to their developing physical skills
(CalStateTEACH, n.d.).
Helping with the development of a healthy self-concept is perhaps one of the
most important and most difficult tasks of parents (Hamner & Turner, 1996). A
healthy self-concept results from a child’s sense of worth, competence, and
acceptance. In middle childhood, many obstacles can arise that might challenge a
child’s sense of self, including mediocre academic achievement, poor body image,
high anxiety levels, and low peer acceptance. In sum, each of these social, self,
cognitive, and physical development issues place strains on parents. Parents must
learn to help their child cope with these changes, and many parents seek assistance
with these developmental challenges.
Parents Seek Help
As introduced earlier, parenting help comes in a variety of forms, including
Internet websites and support groups, family and friends, formal parent education
programs, and parenting classes, and parents make ample use of these resources.
10
However, are these resources truly as helpful as they could be? What are they
lacking? Do they meet the needs of parents of typical children between the ages of
six and ten years old? Are they broad enough to address the needs of culturally
diverse parents? What do parents really want out of a counseling-based parent
education program designed to meet their needs when it comes to raising their child?
These questions have yet to be fully answered.
There is little debate that participating in parenting classes can be beneficial
to individuals dealing with the responsibilities of parenting. In fact, those who have
assistance in preparing themselves to be parents are less stressed by this major life
transition (Gage & Christensen, 1991). Nor is there a question of the desirability of
parenting classes. When polled, parenting was named amongst the top four major
concerns of the citizens in the state of Wisconsin (Riley, 1994). Experts also agree
that most parents need assistance and education about both child development and
parenting (Wandersman, 1987).
Currently, many different forms of parenting classes exist. Some programs
are based on a specific counseling-based theoretical orientation, such as behavioral,
humanistic, or Adlerian therapy, while others provide a specific delivery method, for
example individual, couples, family, or group (Lundahl, Risser, & Lovejoy, 2006).
Others focus primarily on specific parenting concerns, such as discipline, or they
deal with certain populations of parents, such as single parents or low income
families. Still others target certain populations of children, such as those with
disabilities or conduct disorders (Solutions for America, n.d.).
11
Although many of these more specific parenting classes and parent education
programs have been empirically supported and shown to be clinically effective (i.e.,
meeting the goals of the authors of the programs), two difficulties still exist: 1) are
these theoretically and clinically based programs meeting the needs of parents of
typical children, and 2) are these programs addressing the parenting needs of a
culturally diverse clientele.
Theoretically Based Approaches
As mentioned briefly in the previous section, many parent education
programs focus on the effectiveness of parent education programs that are based on a
specific theoretical orientation. Lundahl, Risser, and Lovejoy (2006) completed a
meta-analysis of sixty-three different parent education program studies, which they
categorized as either behavioral or nonbehavioral in nature. They discovered that the
effects of both behavioral and nonbehavioral interventions were similar. Yet, they
also found that, because the nonbehavioral studies in the meta-analysis dealt strictly
with non-clinical cases while the behavioral ones dealt with clinical cases, the two
were difficult to compare. This made it hard to ascertain whether or not behavioral
parent training would be beneficial for the parent of a typical, non-clinical child.
Lundahl, Risser, and Lovejoy (2006) also noted that behavioral interventions
require a great deal of parental persistence and dedication. Behavioral training
includes a very regimented and structured approach to parenting, for which many
parents do not have the stamina, a theory supported by Forehand and Kotchick
(2002). This led Lundahl et. al. to presume that many parents would require
12
additional accommodations to a standard behavioral parenting regime in order to
maintain results. Yet, this hypothesis was not tested, and thus it remains unclear
whether or not any accommodations would be necessary. One way to test this
hypothesis would be to directly poll the parents, asking them explicitly what they
would prefer to learn in a parenting class and what would be effective.
Dembo et. al. (1985) conducted another meta-analysis of the research on
parent education and compared the results of forty-eight studies covering three
theoretical approaches: behavioral interventions, parent effectiveness training (PET),
and Adlerian programs. They found that programs utilizing any of these orientations
resulted in changes in either parental attitudes, child behavior, or both. However,
they also discovered that parent education providers knew very little about what the
parents in their programs already knew about parenting and what they wanted to
know. This became problematic in program implementation as parents were not
benefiting from the intervention to the highest degree possible, which would have
been more likely had the content focused more on the parents’ actual needs.
These findings led Dembo et. al. (1985) to conclude that a parental needs
assessment is imperative to an effective parent education program. An adequate
needs assessment can help program administrators focus on issues of concern to the
parents, making participation in the program much more meaningful, beneficial, and
satisfying. Dembo et. al. determined that, when completing an assessment of
parental needs, program coordinators should inquire about the parents’ goals in
raising their child, their expectations of the parenting class or program, their current
13
knowledge of child development, and problems or difficulties they currently are
experiencing raising their child.
As these two meta-analyses demonstrate, previous studies of parent education
programs and parenting classes based on a particular theoretical orientation have
failed to look at exactly what parents want out of a parenting class. The latter also
asserted that more preassessment of parenting needs must be completed prior to the
organization and implementation of interventions in order to make these programs as
beneficial as possible. Thus, theoretically based approaches and research still leave
room for improvement in determining and meeting parents’ needs. But, what about
programs that address particular behavioral or psychological disorders? Are they
meeting the needs of parents, especially parents of typical children?
Clinically Based Approaches
Wood and Baker (1999) noted that most empirical studies of parent education
programs focus exclusively on clinical populations, whether it was the parent or the
child who was part of the clinical population. Indeed, very few studies evaluate the
effectiveness of parent education programs with respect to non-clinical populations,
or parents of typical children. As a result, very little is known about the desires,
needs, and wants of this non-clinical population.
For example, Feldman and Werner (2002) investigated the effects of
behavioral parent training (BPT) on parents of children with concurrent behavior
disorders and developmental disabilities. They discovered that participants who took
14
part in BPT reported less stress in dealing with their child’s disability as well as
greater confidence in extinguishing inappropriate behaviors.
Similarly, Kazdin, Siegel, and Bass (1992) completed a study that focused on
children with severe antisocial behavior. Subjects were divided into three treatment
groups: problem-solving skills training for the children, parent management training
for the parents, or a combination of the two. These researchers found that treatment
which included parent management training was effective at reducing antisocial
behavior in the children as well as reducing parental stress and depression.
Webster-Stratton, Hollinsworth, and Kolpacoff (1989) also completed a study
investigating the long-term effectiveness of three different intervention methods with
parents of children with conduct problems. In this study, the treatment options were:
self-administered video tape instruction, group discussion with video tape modeling,
and group discussion alone. At one year post-treatment, all three conditions
maintained significant improvements, demonstrating that group training is at least as
effective as individual, self-administered instruction.
Looking at children with both internalizing and externalizing problems,
Weiss, Harris, Catron, and Han (2003) researched the effectiveness of RECAP
(Reaching Educators, Children, and Parents) with a group of fourth graders. They
found that RECAP was successful at reducing both internalizing and externalizing
behaviors in the children, and that all participants, parents and teachers alike, were
satisfied with the overall program as well as the resultant change in the participating
children’s behavior.
15
Finally, Lundahl, Nimer, and Parsons (2006) completed a meta-analysis of
the literature regarding the effectiveness of parent education programs on preventing
and decreasing child abuse. They discovered that various behavioral and
nonbehavioral parent education programs did reduce the probability that parents
would either physically or verbally abuse or neglect their child. Therefore, the
authors stated that future programs should blend together aspects of each approach to
promote even higher success rates and better outcomes.
Whereas the results from all of these studies offer positive insights into
effective parent training opportunities for specialized populations, questions still
remain as to their appropriateness and applicability to non-clinical, typical
populations. First, none of these studies conducted any form of qualitative pre-
intervention assessment to determine the needs of the parents who participated in
their studies. Nor did they ask parents the manner in which they would like to learn.
Thus, although all of the interventions were successful to some degree, whether or
not all of the parents’ needs were met is still open to interpretation.
Second, since these interventions were formulated for specific target
populations, the ability to generalize their effectiveness and appropriateness to other
populations, such as typical children, is limited. Additionally, along with this issue
of generalizability to non-clinical populations is the question of whether or not the
results of these parent education studies can be applied to culturally diverse
individuals. What does the research say about parenting classes and culturally
diverse parents?
16
Culturally Diverse Parents
Over time, researchers have noted that most parent education programs and
parenting classes have been targeted toward, formulated for, and evaluated with
Caucasian families. As such, some researchers postulate that current parent
education classes may not be sensitive to the needs of a culturally diverse population
of parents (Coard, Wallace, Stevenson, & Brotman, 2004; Forehand & Kotchick,
2002; Wood & Baker, 1999). Since most programs have not been tested to the same
extent with diverse populations as with Caucasian participants, it is difficult to assert
that they do in fact meet the needs of diverse individuals. However, the validity of
these concerns still needs to be determined.
After recognizing that a void in the literature existed with regards to
evaluation of parent education programs amongst diverse individuals, Wood and
Baker (1999) set out to investigate the preferences of culturally diverse parents with
regards to parent education. They discovered that parents from different
socioeconomic statuses held very similar preferences for the content of parent
education programs. Likewise, parents with different educational backgrounds and
achievements shared similar preferences for the types of programs they would like to
attend.
In a similar study, Reid, Webster-Stratton, and Beauchaine (2001) surveyed
African American, Asian American, Caucasian, and Hispanic mothers who
participated in parent training through Head Start. The mothers’ ratings of their
overall general satisfaction with the program averaged a score of 6.03 on a 7 point
17
scale with very little variation amongst the cultural groups. This indicates that,
independent of cultural background, all mothers were very satisfied with the
program. Additionally, over 75% of the mothers in each cultural category expressed
interest in continuing their participation in the program.
Based upon the results of studies such as these, it appears that many universal
parenting needs may exist. Unfortunately, these studies were not without their own
limitations. In their data collection, the researchers utilized surveys that contained
prompts. Each of these prompts was created by the researchers and addressed
aspects of either parenting in general or the program intervention under evaluation.
The participants were then asked to rate how strongly they felt about each prompt on
a point scale. They were not granted the opportunity for free, spontaneous response.
Regrettably, this scaled response format, rather than a free response option,
limits the breadth of knowledge one can gain from the assessment tool and may not
be the most accurate estimation of the needs or desires of parents. In these measures,
the information being rated by the participants originated with the researchers, not
the parents. As such, measures such as these become less socially and scientifically
desirable. Questions can easily be asked about the internal validity of the
questionnaires: are they really studying or measuring what they claim to measure?
Are key elements being overlooked because parents did not have the opportunity to
comment on certain areas they felt were important due to the fact that those areas
were not included on the point-scale survey? Since these challenges to internal
validity exist for measures without free response opportunities, more spontaneous
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measures that include open-ended questions, which elicit a more candid and real
discussion, would be more powerful and could result in more valid findings.
Returning to the literature on cultural diversity, in a different study, Coard et.
al. (2004) set out to discover the unique characteristics of African American parents
with regards to the content of their parenting style. They discovered that African
American parents engage in specialized racial socialization parenting practices as a
part of their daily parenting life. As a result, these researchers deduced that
including instruction in racial socialization could potentially be beneficial to African
American participants of a parenting class. A deduction of this nature, although not
empirically supported in this study, would signify that culturally diverse parents
require specialized or supplemental forms of parent education programs and
parenting classes.
However, these researchers stopped short of actually asking the participants
in their study if they felt including instruction in racial socialization would be helpful
in a parenting class. Although African American parents use racial socialization
techniques in their parenting, this does not necessarily imply that they require or
would request help with this parenting task in a parent education program, or that a
more universal parenting program would not be effective with this population. To
discover what culturally diverse parents, such as those in this study, want out of a
parenting class, they must be asked directly.
In sum, each of the studies discussed thus far has ascribed to a specific
theoretical orientation, targeted a specific population, or researched a specific
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cultural or racial group. Although empirically demonstrated to be beneficial to
participants, each study failed to directly ask study participants exactly what they
would like to learn in a parent education program. Without truly understanding the
needs of these parents, it would be unwise to assume, simply because programs have
been effective in terms of altering child behavior or reducing parental stress, that
they have met all or most of the needs of a parent of a typical child.
The Current Study
Assessing whether or not previous parent education programs and parenting
classes have met the needs of parents of typical children is difficult. As the studies
discussed here show, many parent education programs focus on specific populations
or adhere to a particular theoretical orientation. Whereas many of these programs
have demonstrated empirical significance in reducing unwanted behaviors in
children or reducing parenting stress in targeted populations, they do not have the
power to assert that they meet the most pressing needs of the parent of the average
child.
Most often, these studies cannot assert this claim because they never asked
the parents exactly what they wanted. Many simply surveyed participants to
determine if the given program under study appealed to them or yielded satisfactory
results. Often times, the programs were appealing and satisfying, but the limited
scope of the programs, as well as the prescribed methods for the assessment of
satisfaction, left much room for interpretation as to whether or not all of the parents’
needs were met. In fact, Chung (1993) found that, after asking parents directly if
20
their needs were met by a school-based parent education program, many of the
parents’ needs were not. This lends credence to the importance of parental needs
assessment prior to program planning and implementation.
Many researchers have come to suggest that parent input prior to formulation
of an effective parenting program is imperative (Riley, 1994; Wood & Baker, 1999;
Chung, 1993; Wandersman, 1987; Dembo et. al., 1985). Riley (1994) compiled a
rubric of the essential elements needed for an effective and successful parenting
program. Amongst the many key criteria, such as ‘collaborative in nature’ and
‘builds on participants’ strengths,’ Riley asserted that programs will inherently be
more effective if the parents themselves have a say in their design and
implementation.
According to Wandersman (1987), including parent input and assessing
parent needs prior to constructing a parent education program will create a program
that is more in line with the goals and desires of the participating population. Thus,
rather than assuming what the needs and desires of parents are, programs must first
assess the kinds of education and support parents need as well as the sources from
which they would prefer to receive this help. Once this is accomplished, the
program will be even more effective and satisfactory to the participants.
After realizing that parent education programs needed to target the specific
needs of their participants, Jacobson and Engelbrecht (2000) completed a study in
which they created a survey of items they felt parents might want in a parenting
class. They then asked 740 parents to rate the attractiveness of various topics to be
21
included in the content of a parenting program as well as their learning
preferences/program format desires. Whereas this study was amongst the few to
ever directly assess parental needs, and it did result in some very interesting data
pertaining to parents’ needs, it is not without limitations: namely, the nature of the
survey. Since the survey’s format included sentence stem prompts with a
corresponding rating scale system, the scope of the results is limited. Without
allowing the parents to produce their own concerns, the researchers may have
overlooked many crucial parenting needs.
The only way to ascertain the true needs of parents is to ask them directly
without having any preconceived notions of their responses. The current study will
accomplish this goal by assessing the needs of parents that can be addressed within
the counseling field. As such, parents will be asked a series of open-ended, free
response questions that deal primarily with parental needs regarding the
psychological health and wellbeing of their child. The results of this study will then
help inform the future creation of effective parent education programs, developed
and implemented by individuals in the counseling field.
After a thorough examination of the literature and an understanding of
childhood development from a counseling point of view, general questions were
developed to help guide the parents in their answers. However, unlike the multiple
choice or scaled responses of previous studies, parents will be able to respond freely
to the questions without restriction. This will allow them to include any and all
information that they deem necessary to answer the questions.
22
To summarize, the current study has two objectives. The first is to ascertain
the needs and preferences of parents of typical children, between the ages of six and
ten years old, through the use of a qualitative measurement tool or survey. More
specifically, the research instrument will assess parental needs taking into
consideration academic progress and mental abilities, unwanted and worrisome
behavior, social interactions, communication, emotional development, family
dynamics, and moral development. Within each of these categories, parents will be
asked what information and parenting skills they would like to know or learn in a
counseling-based parenting class. The question topics guide the parent in their
discussion, but in no way limit the response possibilities.
Four final questions are also included in the survey tool that ask parents to
comment on a few other pertinent aspects of parenting. Parents are asked to discuss
any concerns or worries they have about their race, gender, age, annual income,
relationship status, or sexual orientation when it comes to parenting. They are also
asked what they would like to see included in a parenting class that would be
beneficial for their own wellbeing. Next, they are asked to include any other issue or
concern they have about parenting, that could be addressed in a parenting class, that
was not already covered by the survey, thus offering the survey participant the
opportunity to be truly uninhibited and open in their response. Finally, they are
asked to pick three issues that they discussed in the survey that they think are the
most important to include in a parenting class. These last four questions allow the
parent to be truly spontaneous in their responses.
23
The second objective of this study is to discover if the needs of parents are
consistent across diverse cultural backgrounds, thus lending credibility to the
suggestion that a single parenting class could be developed that would meet the
needs of any participant. The cultural variations that will be assessed for similarities
or differences include race/ethnicity, socioeconomic status, age of parent, and marital
status. This study will be unique as it will aim to discover these universal needs
through a qualitative analysis of the data gathered. This data will come from open-
ended, free response questions delivered in the form of interviews and surveys, as
well as from analysis of online public documents.
24
Chapter 2 - Methods
The current study was designed to assess the needs of parents of typical
children with regards to information and skills that they would like to acquire
through a counseling-based parent education program or class. For the purpose of
this study, typical children was defined as those having no diagnosable clinical or
developmental disorders, at-risk classifications, or disabilities.
This study included three aspects of qualitative data collection: electronic
surveys, individual interviews, and collection of online public documents. The
surveys and the interviews asked the same set of demographic, as well as open-
ended, questions. The key difference was the opportunity to seek clarification and
additional information in the interviewing format. The data collected from online
public documents helped supplement the themes found in the survey and interview
responses.
Each of these formats of qualitative data collection were designed to answer
the two research questions: (1) what are the needs of parents of typical children, ages
6-10 years old, with regards to information and skills parents would like to acquire in
a counseling-based parent education program? and (2) are the needs of parents
consistent across diverse cultural backgrounds?
Participants
Participants in the study were parents of typical children, ages 6-10 years old.
The age of the child was obtained through a direct question format; formal
documentation of the child’s age was not obtained. In all, thirty-two (32) parents
25
participated in this study. Twenty-seven (27) participated in the online survey and
five (5) participated in individual interviews. Twenty-three (23) public documents
were also used in support of the themes found. However, demographic information
could not be obtained for these individuals.
Demographics
The 32 survey and interview participants varied greatly in their demographic
characteristics. The primary criterion for inclusion in the study was that the parent
must have at least one child within the six to ten year old range, and each of the 32
participants met this inclusion criterion. The child’s age ranged from six years, zero
months to ten years, zero months with an average age of seven years, 6 months. In
addition, none of the children discussed in this study had a diagnosable clinical or
developmental disorder, at-risk classification, or disability.
As for the participants themselves, 75% (n = 24) were female and 25% (n =
8) were male. They ranged in age from 26 to 48 years old with an average age of
38.3 years. When asked to provide their racial makeup, participants identified as the
following: White/Caucasian 56% (n = 18), Latino 16% (n = 5), Black/African
American 13% (n = 4), Asian 9% (n = 3), American Indian/Alaska Native 3% (n =
1), and Persian 3% (n = 1). With the exception of two participants, each child that
the participant discussed matched the racial makeup of their parent.
In regards to sexual orientation, 72% (n = 23) identified as heterosexual
while 28% (n = 9) identified as Gay/Lesbian/Bisexual. When asked about marital or
relationship status, participants stated the following: married or legally committed
26
75% (n = 24), divorced 6% (n = 2), single 9% (n = 3), separated 3% (n = 1), and in a
committed relationship 6% (n = 2). On average, the participants in this study had
2.03 children, inclusive of the child they discussed in the survey/interview, and the
number of children ranged from one to three.
Finally, in regards to education level, of the 32 participants in the study, 6%
(n = 2) had completed high school or had a GED, 16% (n = 5) had completed some
college, 16% (n = 5) stated they had an Associate’s degree or degree/certificate from
a trade or technical school, 22% (n = 7) had a Bachelor’s degree, 38% (n = 12) had a
Master’s degree, and 3% (n = 1) had a Doctorate. In regards to income, 31% (n =
10) stated they had a household annual income of $34,999 or less, which will be
referred to as low throughout the remainder of this study. Furthermore, 19% (n = 6)
stated a combined income of $35,000-74,999, which will be referenced as middle,
and 50% (n = 16) stated their annual household income was greater than $75,000,
which will be referenced as high.
Individuals were excluded from participation in the current study if they did
not speak English. In order for participants to have understood the survey and
responded to the questions meaningfully, the participants had to have command of
the English language.
Recruitment
Interview Recruitment
Parents were recruited to participate in this study through a variety of means.
The primary means of solicitation for the interview portion of this study was word of
27
mouth. The researcher called or emailed individuals that she knew to be parents of
children between the ages of 6 and 10 years old and requested their participation in
the study. Individuals who were able to refer the researcher to other individuals who
met the criteria for this study were also contacted via telephone, solicited in person,
or sent an electronic mail requesting aid in finding suitable participants.
Unfortunately, the majority of these individuals were Caucasian, which resulted in a
heavy weighting of Caucasian participants in the study in comparison to other
diverse individuals.
For the recruitment of participants through this means, the researcher used a
verbal script (Appendix A) as well as a form letter (Appendix B), delivered via
email. Each of these recruitment documents included an introductory statement, a
brief summarization of the nature of the solicitation, and a copy of the study’s
information sheet (Appendix C). The information sheet outlined, in detail, the nature
of the study, potential risks and benefits, and information regarding informed consent
and the voluntary nature of participation in the study.
Survey Recruitment
Recruitment for survey participants included the use of mass email
solicitation. The researcher contacted various individuals whom she knew to have
access to mass emailing lists. She then requested that these individuals send out a
copy of the form letter (Appendix B) as well as information sheet (Appendix C) to
the individuals on these mailing lists. The individuals’ completion of the request
served as their consent to help solicit for the study. Recruitment through these
28
means produced a demographically diverse sample in regards to socioeconomic
status, but like the interviews, it also resulted in a disproportionate number of
Caucasian participants.
Postings were also made on different parenting support group websites, such
as Yahoo!Groups. This solicitation also included the form letter and information
sheet. These materials directed interested individuals to the study’s online survey.
The demographics of individuals recruited through this means are unknown.
Additionally, the researcher recruited individuals to participate in the online survey
through the distribution of survey flyers (Appendix D) to individuals she
encountered in her daily life as well as recruiting participants to take the survey
orally in low SES neighborhoods. Again, this could be another possible cause of the
large number of Caucasians who participated in the study.
Measures
Survey
The survey document (Appendix E) was a 4-page parenting needs
assessment. It was created by a team of six Marriage and Family Therapist Master’s
students, including the author, at the University of Southern California. The content
of the survey was based on reviews of parent education literature, family counseling
literature, and the input of faculty members at the university.
Participants could find the survey online at http://www.surveymonkey.com/
s.asp?u=751822590649. It was comprised of three primary sections, and it was
estimated that the survey would take approximately 30 minutes to complete. The
29
first section included nine questions requesting demographic information from the
parent. Eight questions were presented in a multiple choice format and dealt with the
participant’s sex, racial makeup, sexual orientation, marital/relationship status,
education level, annual income, number of children, and areas he or she had sought
parenting help in the past. One was a fill in the blank question regarding the
participant’s age.
The next section of the survey requested demographic information regarding
the child the participant referenced in the survey. It was assumed that some
participants in this study would have more than one child. As such, this section
asked the parent to limit their discussion to their experiences and needs as a parent
with regards to only one of their children. This study examined those surveys that
referenced children that fell within the six to ten year old range. The demographic
information sought about the child was their age, sex, relationship to their parent
(i.e., biological, adopted, from artificial insemination/surrogate, or no legal
affiliation), and their racial makeup.
Finally, the third section introduced the open-ended portion of the survey.
This section included eleven questions aimed at eliciting salient themes for a
counseling-based parent education class. The first seven questions were fairly
structured and followed the same format. Each sought information about the
parent’s experience with an area of their child’s psychological development. These
areas included: academic progress and mental abilities, unwanted and worrisome
30
behavior, peer and social interactions, communication, emotional development,
family dynamics, moral development.
The last four open-ended questions on the survey were less directive than the
first seven. The first of these asked the participant to discuss any concerns or
worries they might have regarding their personal characteristics, such as race,
gender, age, annual income, relationship status, or sexual orientation, that affect
them as a parent. The second invited the participant to discuss anything they felt
they would like to have included in a parenting class for themselves and their own
wellbeing. The third offered the participant the opportunity to address any parenting
need they might have that was not addressed in the survey. The last allowed the
participant to prioritize their parenting needs by specifying the three areas they
discussed in the survey that were of the most importance to them.
Interviews
The interviews utilized the same instrument as the survey just described
(Appendix E). The parent was given the same demographic questions about both the
parent and the child in hard copy and asked to complete the form prior to the open-
ended questions. Next, the same ten open-ended questions were used to assess
parent needs, but they were asked orally in a discussion format. Additionally, during
the interview, the participant may have been asked supplementary questions that
sought to clarify participant statements or probe for deeper meanings. The nature
and amount of additional questions varied from interview to interview. All
31
interviews were administered in person, audio taped with permission, and transcribed
at a later date.
Public Documents
Public documents were used in the data collection process in order to
supplement the themes evidenced in the interviews and surveys. The public
documents that were incorporated into this analysis included online discussion forum
postings from the website mothering.com (motheringdotcommune, 2007), postings
seeking advice from the Berkeley Parents Network (Berkeley Parents Network,
2007), and frequently asked questions from the website parenting.org (parenting.org,
2007).
Procedures
Data Collection
Surveys. As described above, survey participants were recruited through the
use of telephone solicitation (Appendix A), emails (Appendix B), and the
recruitment flyer (Appendix D). Each of these means of recruitment directed
interested parties to go to the survey website at
http://www.surveymonkey.com/s.asp?u=751822590649 to participate in the study.
Once at the web address provided, participants reviewed a greeting message from the
survey creators and were required to read the information sheet (Appendix C). After
that, they checked a field on the website to acknowledge that they read the document
and to signify their informed consent to participate.
32
Once the participant provided their informed consent, they were
automatically directed to the next page, the beginning of the survey. Although it was
estimated that it would take approximately 30 minutes to complete the survey, the
participants were given unlimited time to answer the demographic and open-ended
questions. Participants were free to leave any field blank that they were not
comfortable answering, and they were able to terminate their participation in the
study at any time without penalty or adverse consequences.
When they finished the survey, the participant was given the opportunity to
enter a raffle consisting of a $100 gift card to the grocery store of their choice as a
form of compensation for participation. The participant simply needed to provide
their email address or telephone number in order to be automatically entered in the
drawing. Once all of the surveys were completed, the drawing was held in which the
names of the participants who wanted to enter the raffle were placed in a hat, and one
was drawn at random. The winner was notified via email immediately following the
drawing.
Interviews. Interview participants were recruited through those means
described earlier. Once contact was established with a prospective participant,
arrangements were made to conduct a 30 minute interview at a public location,
which afforded both privacy and confidentiality and was mutually agreed upon by
the participant and interviewer. Participants were either emailed or telephoned 48
hours in advance of the meeting as a reminder.
33
On the day of the interview, the participant was given a copy of the
information sheet for the study and asked to provide verbal consent to participate in
the study as well as to the audio recording of the interview. Participants were
informed that their data would be kept anonymous and confidential and that all audio
recordings would be destroyed upon transcription. Their data would only be
revealed only as part of a larger set of data collected from all of the participants in
the study. No identifying information would be associated with individual results.
The interviewer then utilized the survey document as a template for the interview.
The parent first responded to the demographic questions, both about
themselves and about their child, in a pen-and-paper format. After that, the
interviewer engaged the parent in a discussion about the eleven open-ended
questions. The interviewer sometimes followed up with additional questions to
clarify statements and expand details. At the end of the interview, participants were
asked to provide their email address or telephone number they wanted to enter the
reward raffle.
Public Documents. The online search engine Google.com was used to collect
a variety of public documents for analysis. Key words such as ‘parenting,’ ‘help
with parenting,’ ‘frequently asked questions about parenting,’ and ‘parenting advice’
were entered into the search engine, and documents were pulled for analysis from the
results of these searches. The public documents that were found appropriate for
inclusion in the current study included frequently asked questions about parenting
found on the website parenting.org (parenting.org, 2007), as well as communication
34
between parents in online support communities including the Berkeley Parents
Network (Berkeley Parents Network, 2007) and the website mothering.com
(motheringdotcommune, 2007).
Data Analysis
Once all of the raw data had been collected, it was coded for themes of
parenting needs. The qualitative coding procedure that was used to analyze this data
was microanalysis. The use of microanalysis involved a detailed examination and
interpretation of the content of the data in order to produce categories or themes.
This process was especially important at the beginning of the data collection process.
Each question in the survey/interview was analyzed separately and in the
order in which it appeared in the survey/interview document. Each response was
first examined through an open coding process. In the open coding process, initial
themes and their properties were identified. Then, once these themes were
established, an axial coding format was used to link, expand, or condense themes in a
second pass through the data.
In this manner, the microanalysis coding procedure was an evolving process
in which new categories were added and smaller categories were collapsed based
upon the themes presented in the continuing data collection process. Thus, once
initial themes were created, future data analysis was less microscopic and more
directed towards filling in categories and looking for relationships (Strauss &
Corbin, 1998). For a theme to be identified for a given survey/interview question, it
must have appeared in at least five participants’ responses. Once the surveys and
35
interviews were both coded, analysis of the public documents served as an additional
source for the validation of the themes presented in the collected data.
Finally, once themes were identified and all of the data had been coded, it
was sorted across different demographic criteria in order to evaluate the universality
of the themes. This qualitative coding procedure was utilized in order to discover
common themes in what parents of children, ages six to ten years old, identify as
their needs with regards to the content of a counseling-based parent education
program.
36
Chapter 3 - Results
This chapter presents the themes found during the microanalysis coding
procedure of the data collected for this study. The data included 27 online surveys, 5
in-person interviews, and 23 public documents. Ten public documents were found
on the motheringdotcommune website (motheringdotcommune, 2007), 8 public
documents on the Berkeley Parents Network website (Berkeley Parents Network,
2007), and 5 public documents on the website parenting.org (parenting.org, 2007).
Within this chapter, the themes are discussed in the order that they appeared
in the survey and interview document, and each section begins with a restatement of
the question to which the participants responded. During the coding process, a
theme was established when five or more parents stated the same or similar concerns
or needs. However, additional needs that did not meet this quantity criterion are
discussed briefly as well. Additionally, throughout the discussion of each theme,
supplementary support from public documents is integrated where appropriate. Each
section also includes quotes taken from the surveys, interviews, and/or public
documents to help illustrate the themes.
Finally, within each question, the results are compared across various cultural
and demographic categories as found applicable in the data. In analyzing the
demographic data of the survey and interview participants (no demographic data was
available for the individuals who authored the public documents), it was found that
75% of the respondents were female and 72% were heterosexual, which generally
led to no substantive differences being found on the basis of gender or sexual
37
orientation. However, a few exceptions did occur in which the majority of
respondents were either male or Gay/Lesbian/Bisexual. These exceptions are noted
in the themes below. Similarly, differences did not present themselves in the data
based on level of education, age, or relationship status.
Conversely, the race and socioeconomic status (SES) of the participants were
sufficiently diverse to allow for meaningful analysis of the themes in regards to these
two demographic distinctions. With regards to racial makeup, participants identified
as the following: Caucasian (n = 18), Latino (n = 5), African American (n = 4),
Asian (n = 3), American Indian/Alaska Native (n = 1), and Persian (n = 1). With
regards to SES, participants indicated their annual household income as: low/less
than $34,999 (n = 10), middle/$35,000-74,999 (n = 6), and high/greater than $75,000
(n = 16). Therefore, discussion of each theme will include information pertaining to
the race and SES of the participants. Although the majority of the data regarding
SES and race pointed to no substantive differences in parent needs, this information
is included to highlight the similarities and to allow for informed discussion of the
few differences that did occur.
Question 1: Intelligence, Academic Progress, and Mental Ability
Parents responded to the following: “Your child’s mind grows throughout
their life, helping them to learn. What would you like to learn during a parenting
class about your child’s intelligence, academic progress, or mental ability?”
Analysis of the data related to this question revealed four major themes: (1.1)
developmental milestones for intellectual abilities, (1.2) effective teaching
38
techniques for the home, (1.3) challenging without frustrating, and (1.4) maintaining
motivation for learning.
(1.1) Developmental Milestones for Intellectual Abilities
Seventeen of the respondents, of varied races (Caucasian, n = 12, African
American, n = 3, Latino, n = 1, and American Indian, n = 1) and SES (high, n = 8,
middle, n = 4, low, n = 5), wanted to know more information regarding the
appropriate developmental milestones for a typical child of their son or daughter’s
age. Specifically, parents wanted to know when their child is ready for certain
academic tasks as well as the signifiers and behavioral indicators of this readiness.
They also wanted to know how to tell if their child is at the correct grade level and
the long term expectations for achievement. One parent stated that the academic and
intellectual milestones portion of a previous parenting class she had attended was the
most valuable aspect of her experience in that class. A few of these parents said:
- “At a certain age, what are the average things that the child should know?
Say by 6 months, they should be starting to sit up, at 12 months, a child
should start to walk, at 4 years, should they know their abc’s, etc.”
- “When my children were in pre-school, we took many parenting classes as
it was required as part of our involvement in the nursery school co-op system.
What I always found most helpful then was the "what to expect at this age"
information that was often discussed. Now that my children are older, I wish
we had that kind of information available to us so that we weren't trying to
figure it out as we go along.”
(1.2) Effective Teaching Techniques for the Home
Nine of the respondents also wanted to learn effective teaching techniques for
the home. A majority of these respondents were Latino (n = 5) with the remainder
39
being Caucasian (n = 2), African American (n = 1), or Asian (n = 1). The majority
were also from a high SES (high, n = 7, middle, n = 1, and low, n = 1). These
parents stated they want to help their children at home, either with homework or just
challenging them to keep the learning process alive at home. They want to know
exactly what to do and when to start doing it. Parents also want these techniques to
fit easily into the daily routine when possible and to be fun and stimulating. Many
wanted to learn hands-on activities as well as the relative value of dolls versus
educational games and books. A few of these parents said they wanted to know:
- “Practical ways to help them learn”
- “How to help them learn best…How to help with homework.”
- “What effects ‘dolls’ have as opposed to books or hobbies.”
(1.3) Challenging without Frustrating
Eight of the respondents, of various races (Caucasian, n = 6, African
American, n = 1, and Asian, n = 1) from various SES (high, n = 4, middle, n = 2,
low, n = 2), stated that they wanted to know how to challenge their child
academically and intellectually without frustrating them or pushing them too hard.
Parents worried that if the challenge was too much for their child, their child may no
longer enjoy learning or lose self esteem. Most often, the parents wanted to
challenge their children so that they could achieve their full potential. Finally,
parents wanted to know how to find out if their child is challenged enough in school
and what to do if they are not. A few of these parents said they wanted to know:
- “How to challenge a bright child without frustrating them”
40
- “I would like to know if she is being challenged in school. It seems she has
no struggles with any of her curriculum. I just want her to absorb as much
information as possible while she is excited about learning. Is there things I
should be doing in addition to her class work or leave well enough alone?”
- “How to evaluate if you are stimulating your child enough or too much.”
(1.4) Maintaining Motivation for Learning
Five respondents, of varied races (Caucasian, n = 3, African American, n = 1,
and Latino, n = 1) and SES (high, n = 2, middle, n = 1, low, n = 2), wanted to know
how to keep their child motivated and excited about learning. Parents wanted to
know how to keep the learning environment stimulating as well as how to maintain
their child’s current level of high motivation throughout their schooling experience.
Three of the public documents analyzed also contained this theme. One of these
parents said:
- “I'm looking for advice re: my 7 1/2 yr old son and his school experience.
He's in 1st grade, and has begun saying "do I have to go to school?" … He
can read very well…and is fascinated by history, geography, astronomy,
etc…Anyone with experience with a bright, happy, child who failed to thrive
at school? I'd love any comments, suggestions, etc. Thanks.” (Berkeley
Parents Network, 2007)
Additional needs. Some other repeated themes in the parent responses
included understanding different learning styles (n = 4) and different types of
intelligence (n = 2), as well as learning how to effectively communicate with
teachers (n = 2). Finally, single respondents wanted to know how different
educational philosophies affect their child, how to maximize their child’s attention
span, and how to build their child’s motivation and confidence.
41
Question 2: Unwanted, Risky, and Worrisome Behavior
Parents responded to the following: “Stopping unwanted behavior can be
hard for some parents. What would you like to learn during a parenting class about
handling your child’s unwanted, risky, or worrisome behavior?” Analysis of the
data related to this question revealed two major themes: (2.1) practical disciplining
techniques and strategies, and (2.2) remaining calm while disciplining.
(2.1) Practical Disciplining Techniques and Strategies
Twenty-three respondents stated that they wanted to learn various techniques
and strategies for dealing with disciplining their child. Additionally, five of the
public documents also contained this theme. Within this category, four minor
subthemes presented themselves.
(2.1a) Preserving self-esteem while disciplining. Six participants
(Caucasian, n = 5, Latino, n = 1, and high, n = 3, middle, n = 2, low, n = 1) wanted to
know how to discipline their child without lowering their child’s self esteem. One
parent said:
- “I would like to know how to discipline effectively without making the
child feel bad about themselves or give a low self esteem from scolding.”
(2.1b) Disciplining larger behavior problems. Three participants (Caucasian,
n = 3, high, n = 1, middle, n = 1, and low, n = 1) wanted to learn strategies and
techniques for larger behavior problems, ones that parents felt could not or should
not be dealt with simply with a time out. One parent said:
42
- “What are some good ways to give immediate and greater consequences for
when a child runs into the street or does not come when you call at a crowded
place”
(2.1c) Handling tantrums. Four participants (African American, n = 2,
Asian, n = 1, Caucasian, n = 1, high, n = 1, middle, n = 1, and low, n = 2) wanted to
know how to deal specifically with tantrums. This theme was also found in one
public document. Parents said:
- “The best ways to nip tantrums in the bud”
- “My daughter has been having frequent temper tantrums…I have tried
different interventions but I don't feel like I am being able to really get her to
understand that this behavior is unproductive and disruptive...I was
wondering if other people have advice for things they have done to get a kid
to learn different ways of coping with disappointment.” (Berkeley Parents
Network, 2007)
(2.1d) Coping when conventional disciplining techniques are not effective.
Five participants (Latino, n = 3, African American, n = 2, high, n = 3, and low, n = 2)
wanted to know what to do when conventional techniques are not effective. This
included the administration of consequences as well as positive reinforcement. Four
parents found in the public documents also shared this desire. Parents said:
- “How to deal with a child that does not respond to typical parenting
strategies such as timeouts, grounding, rewards, and consequences.”
- “We need some help with our 6 year old son. We have had some trouble
with him since he was little with hitting other kids…It has gotten so bad, that
he is no longer allowed to play with one of his friends…I feel like the worst
mother on earth! If you have had a similar situation with your child and had
some other advice or recommendation to share, that would be fabulous.”
(Berkeley Parents Network, 2007)
43
In addition to these four subthemes for practical techniques and strategies,
parents also shared that they fear they might be frightening their child when
disciplining, so they would like to learn ways to administer consequences and talk to
their child about their behavior in a non-threatening manner. Others wanted to know
how to teach their children to take responsibility for their actions. Parents also
wanted to learn how to deal with sibling rivalry as well as different techniques for
different types of children. Finally, a few parents wanted to know how to handle a
child that is trying to manipulate their parents or is arguing and talking back.
(2.2) Remaining Calm While Disciplining
Six respondents, of varied race (Caucasians, n = 3, Asian, n = 1, African
American, n = 1, and Latino, n = 1) and SES (high, n = 3 and middle, n = 3), wanted
to learn personal strategies for how they as parents can stay calm while disciplining
their child. Many wanted to know how to handle themselves while administering
consequences. Others wanted to know how to respond to their child in potentially
life threatening situations, such as running into the street, without losing control of
their own emotions. A few parents said:
- “Ways to stay calm as a parent”
- “I would like help learning to help my child without becoming reactive
myself or further activating to him. I know it would be preferable, but
sometimes I do get scared or angry when behavior is dangerous or seemingly
deliberately intransigent.”
Additional needs. Although not all parents included these themes in their
responses, a few parents wanted to know the long term effects of discipline on their
44
child (n = 3), how to balance disciplining and letting the behavior slide (n = 3), how
to recognize the triggers to unwanted behavior (n = 2), and how to connect
consequences with the behavior (n = 2). Finally, single respondents wanted to know
how to get others on board and involved with disciplining, such as extended family
and other parents, as well as the warning signs of future behavioral problems.
Question 3: Social Interactions and Peer Relationships
Parents responded to the following: “Your child must learn how to behave
around parents, teachers, friends, siblings, and many other types of people. What
would you like to learn during a parenting class about your child’s social
interactions and peer-relationships?” Analysis of the data related to this question
revealed one overarching theme: (3.1) practical techniques and strategies for
teaching social skills.
(3.1) Practical Techniques and Strategies for Teaching Social Skills
Twenty-one respondents wanted to learn practical strategies for teaching their
child appropriate social interactions. This theme also presented itself in six of the
public documents. Within this theme, four minor subthemes presented themselves.
(3.1a) Making good choices in social situations. Seven parents, from various
races (Caucasian, n = 3, African American, n = 2, Asian, n = 1, and Latino, n = 1) as
well as SES (high, n = 4, middle, n = 1, and low, n = 2), wanted to know how to
teach their child to make good choices. This included teaching their child how to be
a leader, not a follower. One parent said:
- “How to make good choices when friends are making bad ones.”
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(3.1b) Assessing social situations. Six parents, from various races
(Caucasian, n = 4, African American, n = 1, and Latino, n = 1) as well as SES (high,
n = 2, middle, n = 2, and low, n = 2), stated they wanted to learn how to instruct their
child in assessing social situations to determine appropriate behavior. This theme
was also found in one public document. A few parents said:
- “How to give them the skills to differentiate situations”
- “I would like to learn more about how to teach my child to better assess a
situation for appropriate behavior.”
(3.1c) Teaching respect. Four parents, from various races (Caucasian, n = 2,
African American, n = 1, and Persian, n = 1) as well as SES (high, n = 2, and low, n
= 2), wanted to know how to teach their child to respect others. One public
document also evidenced this theme. Parents said:
- “How to respect elders and to respect other people and their belongings.”
- “Is it possible to teach a kid how to play properly w/another child?! She
will do the take turns things w/guidance, but it drives me crazy when she
takes a toy [from another child] and then refuses to give up a single piece.
What would you do here? Is this normal?” (motheringdotcommune, 2007)
(3.1d) Teaching empathy. Finally, three parents, from various races
(Caucasian, n = 1, Asian, n = 1, and Latino, n = 1) as well as SES (middle, n = 1, and
low, n = 2) wanted to learn how to instill empathy and caring in their child. One
parent said:
- “Best ways to help her grow into a thoughtful, caring person.”
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Additional needs. A few of the smaller themes found in the responses to this
question include learning how to teach appropriate behavior without infringing on
the child’s individuality (n = 3), the number of friends and relationships that are
necessary and desirable (n = 2), and how to teach about the appropriateness of other
people’s behavior (n = 2). In the public documents, three parents were concerned
with teaching their child how to interact with and deal with bullies. Single
respondents also wanted to learn how to identify poor social skills early, how to
understand their child’s temperament, what a child is communicating by acting out,
and how to prepare now for the teenage years.
Question 4: Communication and Interactions
Parents responded to the following: “It can be hard to talk with your child
about certain subjects or find ways to interact with them. What would you like to
learn during a parenting class about communicating or interacting with your
child?” Analysis of the data related to this question revealed one major theme: (4.1)
basic how to’s of communication. Analysis also found many minor themes.
(4.1) Basic How To’s of Communication
Twenty of the respondents, from various races (Caucasian, n = 13, African
American, n = 3, Latino, n = 2, Asian, n = 1, and American Indian, n = 1) as well as
SES (high, n = 10, middle, n = 4, and low, n = 6) wanted more information on how
to talk to their child about various topics as well as the mechanics of doing so. This
theme was also found in two of the public documents. Many of these parents desired
information on talking about subjects such as emotions, death, religion, sexuality,
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drugs and drinking, relationships, racism, and discrimination (n = 5). A few of these
parents said:
- “Talking about death, religion, sexuality, teasing, her own biological
upbringing, etc.”
- “Since our boy is very intelligent and intellectually mature, it’s sometimes
hard to distinguish what he might be able to comprehend emotionally.”
- “My 9yo has been curious, questioning & doubting [various religions]. I
would love to explore the many beliefs with her & allow her to believe
whatever she wishes. Is there a book geared toward children that explores the
many different possibilities?” (motheringdotcommune, 2007)
However, a majority wanted to know exactly how to communicate about
these subjects. This included instruction on how to make these discussions fun and
easy (n = 2), how to educate their children without scaring them (n = 3), and how to
initiate conversations about difficult subjects (n = 3). It also included how to
encourage active participation in discussions (n = 3), how to maintain open lines of
communication as the child matures (n = 1), how to actively listen to their child (n =
2), and how to establish trust so that their child would approach them when they
needed to talk (n = 1). A few of these parents said:
- “How to initiate conversations about difficult subjects.”
- “How to openly communicate with a 7 year old, and get them to respond.
How to encourage them to stay focused on the conversation.”
- “How do you keep the lines of communication open as your child gets older
and into their teen years.”
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Additional needs. Other parents who completed the survey and interview
also wanted information about other aspects of communication. Male parents
wanted to know how to talk to their daughters about female issues (n = 3). Parents
also wondered what topics were appropriate to start talking to their child about at the
middle childhood age (n = 3). This theme of appropriate topics was also found in
two of the public documents. Others wanted to learn age appropriate language for
talking to their children (n = 3). Finally, parents stated that they did not feel the need
for any information regarding communication because they already have an open and
honest relationship with their child (n = 3).
Question 5: Feelings and Emotional Development
Parents responded to the following: “Your child has many different feelings.
These emotions can be strong and difficult for both you and your child to handle.
What would you like to learn during a parenting class about your child’s feelings
and emotional development?” Analysis of the data related to this question revealed
two major themes: (5.1) developmental milestones for emotional development and
(5.2) anger management.
(5.1) Developmental Milestones for Emotional Development
Eleven of the respondents, from various races (Caucasian, n = 5, African
American, n = 2, Latino, n = 2, Asian, n = 1, and American Indian, n = 1) as well as
SES (high, n = 5, middle, n = 2, and low, n = 4), wanted to learn more about the
milestones of emotional development and emotion regulation. These parents wanted
to know when their child has the capacity to feel as well as handle various emotions.
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Many wanted to know specifically when they are able to empathize with others. A
few of these parents said:
- “”What is normal development, and how to help guide the child into
understanding their emotions.”
- “Levels of emotional comprehension as related to age. Milestones.”
(5.2) Anger Management
Eleven of the respondents, over half of whom were male (n = 6) and from
various races (Caucasian, n = 4, Latino, n = 3, Asian, n = 2, African American, n = 1,
and Persian, n = 1) as well as SES (high, n = 4, middle, n = 1, and low, n = 6),
focused directly on anger management. These parents wanted to learn how to teach
their child to appropriately manage and express their anger as well as how to
communicate their feelings rather than tantrum. Additionally, a few of these parents
also wanted to learn how to appropriately model anger management skills for their
child. A few of these parents said:
- “How to help children become emotionally literate. How to deal with our
own anger when our children misbehave so that we may be examples.”
- “How to handle anger and frustration.”
Additional needs. Some other repeated themes in the parent responses to
understanding their child’s emotions included knowing when to approach their child
and help them with the emotions they are feeling (n = 3), how to bolster and improve
self-esteem (n = 2), how to deal with “drama queens” (n = 2), and how to ensure
their child does not experience shame in regards to their feelings (n = 2). Finally,
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single respondents wanted to understand how emotions are tied to negative behavior,
what organic issues may be underlying negative behavior, how to interpret body
language, when their child is being manipulative, and when to seek professional
help.
Question 6: Family Relationships
Parents responded to the following: “The quality of different relationships
within your family affects your child. What would you like to learn during a
parenting class about how the relationships between people in your family affect
your child?” Analysis of the data related to this question revealed two themes: (6.1)
parental relationship and (6.2) current relationships and the future.
(6.1) Parental Relationships
Nine of the respondents, of various races (Caucasian, n = 6, African
American, n = 2, and Persian, n = 1) as well as SES (high, n = 3, middle, n = 4, and
low, n = 2), wanted to learn how their relationship with their partner and/or spouse
affects their child. This theme was also present in one public document. Within this
domain, many wanted to know how to prevent parental problems and arguments
from affecting their child. They also wanted to know how to explain the
complexities of relationships; particularly that you can fight with someone but still
love them. Others wanted to know what to do when a separated or divorced spouse
belittles the other parent to the child. Finally, some parents wanted to know when
and how they should disclose their problems to their child, if at all. A few of these
parents said:
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- “Her father and I are not married. He often tells her things he shouldn’t.
I’d like to know the best reaction from me other than telling her that her dad
really shouldn’t talk to her about that stuff.”
- “How to overcome some of the stresses that naturally occur in a relationship
so they don’t negatively affect the kids.”
- “I’m separated from my daughter’s mother. Sometimes I correct behavior
that my daughter can get away with at her mom’s house. What am I
supposed to do?” (parenting.org, 2007)
(6.2) Current Relationships and the Future
Five of the respondents, the majority of whom were Latino (n = 4) with one
Caucasian but from different SES (high, n = 2, and low, n = 3), wanted to know how
current relationships, or lack thereof, and the quality of these relationships, could
possibly affect their child in the future. A few of these parents said:
- “How do relationships between people in my family affect them? How to
make the most out of these relationships to positively affect their lives.”
- “How different relationships will affect the kids relationships later in life.”
Additional needs. Finally, a small percentage of the respondents also wanted
to know how many and what variety of relationships is ideal for their child (n = 4),
how to handle sibling rivalry (n = 3), how to parent as a unit (n = 3), and how to
balance time between multiple children, especially when one requires more attention
than the others (n = 2). Parents also wanted to know how to include extended family
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members in their child’s life when parent relationships with these individuals is
strained (n = 2). This last theme was also found in one public document.
Question 7: Moral Development
Parents responded to the following: “Making good choices can be hard for a
child because they are learning the difference between right and wrong. What would
you like to learn during a parenting class about moral development and teaching
your child the difference between right and wrong?” Analysis of the data related to
this question revealed two themes: (7.1) making moral choices and (7.2) stages of
moral development.
(7.1) Making Moral Choices
Eleven of the respondents, from various races (Caucasian, n = 7, Latino, n =
3, and Persian, n = 1) as well as SES (high, n = 4, middle, n = 2, and low, n = 5),
stated that they would like to learn about how to help their child to make good
choices. The majority of parents wanted to know how to instill in their child the
desire to make good choices particularly when they know it will be followed with a
negative or adverse consequence. Some wanted to learn how to teach their child that
morality is not black and white, but rather has many shades of gray. Finally, a few
parents wanted to learn how to help their child develop critical thinking skills and
help them learn how to balance their desires with what is morally right. A few of
these parents said:
- “Helping her make good choices, balancing her desires with what she
knows is right, and developing critical thinking.”
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- “How to teach her that telling the truth, even if there may be immediate
negative consequences is the best route.”
(7.2) Stages of Moral Development
Six of the respondents, of various races (Caucasian, n = 3, Asian, n = 1,
African American, n = 1, and Persian, n = 1) as well as SES (high, n = 3, middle, n =
1, and low, n = 2), indicated they would like to learn the stages of moral
development. This included learning how their child’s mind works, what can be
expected of them, how to gauge progress, and how to help them move smoothly
through the stages. A few of these parents said:
- “Understand moral development a bit better and the best ways to find out
how they feel at different stages.”
- “Specific stages and how they are broken down and the best way to teach at
those stages.”
Additional needs. Some other repeated themes in the parent responses
included knowing how to prevent peer pressure from influencing them in making
moral decisions (n = 3), how to maintain their self-esteem when they do make a
mistake (n = 2), and when to allow natural consequences to instruct their child rather
than parental involvement or disciplining (n = 2). Finally, single respondents wanted
to simply hear what other parents have been successful in trying, learn how to make
discussions of morality easy and fun, how to discuss morality without sounding
“preachy,” how to integrate religious beliefs and teachings into discussions of
morality, and what triggers a child to make a bad choice when they know better.
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Question 8: Personal Worries or Challenges
Parents responded to the following: “As a parent, do you have any concerns
or worries about your race, gender, age, annual income, relationship status, or
sexual orientation?” Analysis of the data related to this question revealed a variety
of minor themes based on many different parental characteristics. Two of these
themes, which met the criterion for a theme, were: (8.1) discrimination and (8.2)
overindulgence.
(8.1) Discrimination
Seven of the respondents, split between homosexuals (n = 3) and
heterosexuals (n = 4) as well as various races (Caucasian, n = 2, Latino, n = 2,
African American, n = 1, Asian, n = 1, and Persian, n = 1) and SES (high, n = 2,
middle, n = 2, and low, n = 3), stated that they would like to learn more about how to
deal with different forms of discrimination for themselves, how to protect their
children from discrimination, and how to teach their children about prejudice and
intolerance. Many of the homosexual parents were concerned with how their
sexuality might affect their son or daughter. Other parents of female children wanted
to know how to help their child deal with sexism. A few wanted to know how to
deal with ignorance in general. Finally, Latino parents wanted to learn how to
explain and deal with racism. A few of these parents said:
- “Overcoming negativity, dealing with prejudice, dealing with hate, finding
the positive in differences…”
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- “Being able to feel comfortable in society and to fight the blatant ignorance
of so many people.”
(8.2) Overindulgence
Five of the respondents, all high SES (n = 5) from various races (Caucasian,
n = 2, African American, n = 1, Asian, n = 1, and Latino, n = 1), wanted to know if
they were spoiling their child. These parents worried that they were providing their
child with too many material things. As a result, they wondered how not having to
work for material objects themselves would affect their child in the future. Would
their child turn out to be insensitive to the needs of those less fortunate? Basically,
they wanted to know how much is too much and when it is okay to provide their
child with what they desire if the parent is able to supply it. A few of these parents
said:
- “We provide our children with more opportunities than when we were
children. I guess I am worried about not saying no to things or options just
because we can afford them. When should you say that’s enough?”
- “I worry about giving too much. I want her to have everything I never had.
If finances are not an issue, how do you decide when you should say no and
when you should say yes?”
Additional needs. Three of the respondents, all single parents (n = 3), wanted
to know how being single affected their child. Some wondered how dating and
being in a new relationship would impact their child. Others simply wanted to know
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if they would still be able to model appropriate relationship skills when they had no
significant other with whom to model such skills. One of these parents said:
- “I only worry about her having a healthy relationship with men because I
have raised her by myself the entire time. She only goes to her dad’s for
visitation 1 day a week. He is also single, so I worry she won’t know how to
be in a relationship with another.”
Two of the older respondents (ages 43 and 48) wanted to learn how to stay
healthy in order to ensure they would be around long enough to raise their child.
Two other respondents, both from the low SES bracket, stated they were worried
about finances. This theme was also found in one of the public documents. These
parents wanted to learn how to survive in expensive urban areas where the cost of
living is high. Single respondents also wanted to learn how to raise a child who is of
a different race than the parent, how a step parent can work with a step child, how to
pass down traditions to their child, and how to talk about religion with their child
when the parent is not particularly religious.
Question 9: Personal Wellbeing
Parents responded to the following: “For your own wellbeing, what would
you, yourself like to have included in or get out of a parenting class?” Analysis of
the data related to this question revealed four themes: (9.1) resources, (9.2) peace of
mind, (9.3) “me” time, and (9.4) time management skills.
(9.1) Resources
Seven of the respondents, the majority of whom Caucasian (n = 6) from
various SES (high, n = 4, and low, n = 3), stated they would like to receive a list of
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resources and names of experts to turn to when necessary. This theme was also
found in one public document. Parents wanted this list to include therapists, schools,
pediatricians, websites, and activities that had been researched and were
recommended. Many stated this list would help them know where to turn, feel
comfortable turning to these recommended parties, and save time searching for
resources when help is needed immediately. A few of these parents said:
- “Resources and lots of them to help me as things arise…These are things
that I spend a lot of time searching for. Also, connections to experts who
understand what it’s like to parent and who can provide practical ideas.”
- “More information and a list of people to turn to for help.”
(9.2) Peace of Mind
Seven of the respondents, from various races (Caucasian, n = 3, Latino, n = 2,
African American, n = 1, and American Indian, n = 1) as well as SES (high, n = 3,
middle, n = 2, and low, n = 2), also wanted assurances that they were good parents
and were doing the right things as parents. They wanted to know that their efforts
were worthy of commendation and that they were not bad parents. A few wanted to
know that anomalies in their child were normal and that the presence of an
abnormality was not a sign of a bad parent. Others wanted to be assured that taking
time for themselves did not make them a bad parent. A few of these parents said:
- “I would like to know the signs of a happy child that the things we are doing
as parents are the right choices.”
- “Reassurance that I’m doing a lot right and then help in areas we need it.”
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(9.3) “Me” Time
Five of the respondents, all of whom had multiple, two or three, children and
were from various races (Caucasian, n = 3, African American, n = 1, and Asian, n =
1) as well as SES (high, n = 3, and low, n = 2), wanted to know how to find and
maximize “me” time. Many of these parents felt stressed out by their parental duties
and other life responsibilities and recognized that they needed some “me” time.
These parents wanted to know how much “me” time they were allowed to take, when
to take it, and how to make the most out of it. Included in this was a desire for
instruction in daily stress relieving activities as well as how to tell their child that
they need “me” time without hurting their child’s feelings. A few of these parents
said:
- “How to live a life that is more balanced. How to carve out some time for
me so that I can be less stressed and more mindful day to day.”
- “How to make the most out of ‘me’ time.”
(9.4) Time Management Skills
Five of the respondents, of various races (Caucasian, n = 2, Latino, n = 2, and
African American, n = 1) as well as SES (high, n = 3, middle, n = 1, and low, n = 1),
also wanted to learn effective time management skills. These parents wanted to
know how to balance a full time job with being a parent and making time for
parental responsibilities. They also wanted to know how to find the time to teach
their child everything they need to know. Finally, they just wanted to know how to
manage their time better and more efficiently. A few of these parents said:
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- “How to manage time better. How to make parenting calmer.”
- “How to find the time to teach our children everything they need to know.”
Additional needs. Other themes parents identified as content to include in a
parent education class for their own wellbeing included support from other members
(n = 2) and the provision of concrete examples to illustrate information (n = 2).
Single respondents also desired help with communication between parents, wanted to
have immediate minor results and long-term major results, wanted to learn personal
anger management techniques, and wanted to learn how to have realistic
expectations of their child.
Question 10: Additional Needs
Parents responded to the following: “Other than what you have already
written about, what else do you feel would be important to learn during a parenting
class?” Analysis of the data related to this question revealed a plethora of individual
topics parents would like addressed in a parent education class.
To start, respondents wanted a parenting class to address the issue of parental
behavior (n = 2). These parents stated that they understood modeling is an important
aspect of parenting and wanted a parenting class to emphasize to the participants that
they must always be cognizant of the effects their behavior may have on their child.
Respondents also stated they would benefit from anger management training for
themselves (n = 2).
Single respondents also included needs they would look for in a counseling-
based parent education program. First, they wanted to learn how a child’s identity is
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impacted by belonging to an alternative family and how a gay parent can deal with
disapproving relatives. Second, one parent wanted to know exactly how much free
time a child should have and how much a parent should push them to be involved in
extracurricular or family activities. Third, another parent emphasized the need for
practical strategies and advice on talking to their child about sex. Fourth, a parent
wanted a parent education class to include curriculum on how to teach their child to
respect diversity and cultures other than their own. Fifth, one mother wanted to
know how to identify if a child’s behavior is normal or indicative of a mental illness.
Other themes that single respondents wanted to know included how to create
a family dynamic in which the child does not favor one parent over another. Another
parent wanted to know how to forgive her parents for their mistakes so as not to pass
down her hostility to her children or make the same mistakes herself. One parent
wanted to learn when he should allow his child to individuate from the family as well
as how to preserve the positive relationship he has with his child as the child
matures. Another parent wanted to know how to protect their child from predators
and how to talk to their child about war, killing, and terrorism while being realistic
and at the same time without scaring them. Finally, one parent wanted to learn how
to instill self-esteem in their child and teach global responsibility, such as caring for
the environment, financial responsibility, and cultural sensitivity.
Question 11: Most Important Needs
Parents responded to the following: “Of all the issues this survey covered,
please pick 3 that you think are the most important to include in a parenting class.”
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Analysis of the data related to this question revealed a multitude of themes. Seven
topics were repeated throughout many of the responses of all races and SES. (11.1)
Eleven respondents stated discipline was very important. (11.2) Eleven also
indicated emotional development was necessary to include in parent education class.
(11.3) Nine respondents declared moral development was on the top of their list.
(11.4) Communication and (11.5) social interactions each came next with six
respondents each, followed closely by (11.6) parental wellbeing and (11.7) instilling
self-esteem with five respondents each.
Other parents indicated other areas were of utmost importance to them. A
few of these topics included general stages of child development (n = 4), parent
anger management training (n = 4), intellectual development (n = 3), and family
relationships (n = 3). Single respondents also placed dealing with discrimination,
sibling rivalry, understanding temperament, getting support from other parents, time
management, and parenting as a unit at the top of their lists.
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Chapter 4 - Discussion
Parenting is a difficult and challenging task. As children grow, develop, and
change, they create new challenges and hurdles for their parents to overcome.
Because of this reality, parents utilize many different resources in their quest for
assistance and advice in their parenting skills, including parent education classes.
However, the existing literature on parent education classes is limited in its ability to
determine if these programs meet all of the needs of parents of typical children,
primarily because parents have not been included in the formulation phase of these
programs. In the research, parents have simply been asked to provide feedback on
an existing program or asked to select options from a multiple choice listing of
parental needs. Parents have not been given the opportunity to state their needs,
prior to the implementation of a parent education class, in a free response format.
Thus, without truly understanding the needs of these parents, it would be
unwise to assume, simply because the parent education programs discussed in the
research have been effective in terms of altering child behavior or reducing parental
stress, that they have met all or most of the needs of a typical parent. In fact, Chung
(1993) found that, after asking parents directly if their needs were met by a school-
based parent education program, many of the parents’ needs were not.
The only way to remedy this situation and to discover the true needs of
parents with typical children is by asking the parents directly. Research supports the
idea that some type of pre-intervention needs assessment must be completed prior to
a parent education class. Including parent input and assessing parent needs prior to
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constructing a parent education program should create a program that is more in line
with the goals and desires of the participating population (Wandersman, 1987).
Thus, the current study set out to complete this preassessment of parenting
needs. This study was qualitative in nature and included three modes of data
collection: surveys, interviews, and public documents. Each question in the survey
and interview was aimed at ascertaining parental needs with regards to information
and skills that could be learned in a counseling-based parent education program.
Unlike the multiple choice or scaled responses of previous studies, the parents were
able to respond freely to the questions without restriction. This allowed them to
include any and all information that they deemed necessary to answer the questions.
Overall, this study had two objectives: (1) to discover the overarching
themes that parents of typical children, ages 6-10 years old, indicate as the
knowledge or skills that they wish to learn in a counseling-based parenting class, and
(2) to establish that, although parents with diverse cultural backgrounds may have
some unique parenting needs, most parents of typical children have similar parenting
needs.
What Parents Want in a Parent Education Program
Through the microanalysis of the data collected from parents of typical 6-10
year olds, as well as integration of the public documents, universal themes emerged
indicating that most parents of typical children share many similar needs and desires
for parent education programs. Overall, the majority of the parents stated that
developmental milestones and practical techniques and strategies were of utmost
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importance in a parent education class. These overarching themes presented
themselves repeatedly throughout the different survey/interview questions as well as
in the public documents.
In regards to developmental milestones, parents wanted to know where their
child should be developmentally, what to expect at the moment and in the future, and
how to determine if their child is on target, above average, or falling behind. Parents
were also interested in learning how to prevent their child from falling behind as well
as learning the early warning signs of such an occurrence, presumably so that they
would be able to take preventative actions or early interventions to get their child
back on track. Developmental milestones and signs of typical development seemed
especially important in reference to academics, moral development, and emotional
development.
In regards to practical techniques and strategies, parents wanted to learn basic
strategies that have been proven effective as well as supplemental strategies for when
the tried and true interventions are ineffectual. These strategies seemed of particular
importance as they pertained to academics and homework, disciplining, teaching
social skills, communicating with their child, and teaching morality and how to make
good choices.
Most parents were also concerned about how to challenge their child without
frustrating them, how to teach their child to better manage their anger, and how to
encourage their child to stand up for themselves and resist peer pressure. Parents
also wanted to know about relationships: how the dynamics of the parental
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relationship affects their child, how current relationships the child has will affect
them in the future, and how many relationships is ideal. Additionally, many parents
were concerned about teaching about and dealing with different aspects of
discrimination.
Finally, throughout the survey/interview question responses, parents also
indicated an overwhelming need for self-care that went beyond just learning about
their child’s development or how to be a better parent. Parents asked for strategies
related to remaining calm when disciplining their child, anger management
techniques for themselves, time management skills, and ways to maximize ‘me
time.’ Parents also requested resources as well as assurances that they were good
parents and support from other parents having similar experiences. Each of these
needs represented something parents required for their own personal wellbeing.
Culturally Diverse Parents’ Needs
Following the coding and identifying of themes within all of the participant
responses, the demographic characteristics of the individual respondents were
analyzed to help answer the second research question: do culturally diverse parents
have the same or similar parenting needs that could be satisfied in a single parent
education course? Based upon the analysis of the racial makeup as well as SES of
the participants, the findings from the current study indicate that yes, a universal
parent education program could meet most of the needs of a culturally diverse
population of parents.
66
With few exceptions, discussed next, most every theme found in the data on
parenting needs was shared by members of various races and SES. Although
sometimes weighted more heavily towards Caucasians because the majority of the
sample was Caucasian, most of the themes were also found in the responses of the
other racial groups represented in the participant pool. Furthermore, almost all
themes were nearly evenly distributed amongst the three SES groups in the study.
Wood and Baker (1999) also found that parents from different SES held similar
preferences for the content of parent education programs. The fact that so many
different types of individuals, based on race and SES, espoused the same or similar
parenting needs signifies that a universal parent education program could exist and
could be successful.
This is not to say that exceptions were not present in the data. Four main
exceptions to the universality of the themes exist in the current data. These
exceptions were taken only from themes with 5 or more respondents as themes or
subthemes with fewer than 5 respondents did not offer enough data to make a firm
conclusion based on race or SES. First, out of 9 respondents, 5 Latino parents and 7
parents from the high SES bracket wanted to learn effective teaching techniques for
the home. Second, in regards to the effects current relationships can have on
children in the future, out of 5 respondents, 4 were Latino. Third, of the 5
respondents stating concern about whether or not they are overindulging their child,
all 5 belonged to the highest SES bracket. Finally, the fourth exception occurred in
67
the data regarding requests for a list of resources to be included in a parent education
program. Of the 7 respondents for this theme, 6 were Caucasian.
However, in all, these four exceptions seem trivial in comparison to the vast
diversity of the individuals espousing the 22 other themes or subthemes identified in
the data. Given the degree of diversity present in the themes, especially with the fact
that the sample was skewed due to the large percentage of Caucasians and diversity
was still present, it is assumed that a universal parent education program can be
established that will serve a diverse population and meet most of the needs of
individuals from various races and SES.
Study Results and Existing Literature
Based upon the challenges faced by parents of typical children between the
ages of 6 and 10 years old outlined in the first chapter, a few of the common themes
this study expected to find were concerns parents had about socializing their child,
peer relationships, helping their child develop a healthy gender identity and adopt
appropriate sex roles, dealing with homework and academic achievement, improving
and preserving their child’s self-esteem, disciplining their child in an effective yet
appropriate manner, and helping promote a healthy sense-of-self in their child.
Additionally, in a study of parent education needs conducted by Jacobson and
Engelbrecht (2000), parents stated that helping children have good relationships,
helping them do well in school, communication, step parenting, talking about drugs
and alcohol, money management, and time management were all topics they would
like to learn about in a parent education program. Chung (1993) found that parents
68
expressed a need for knowledge of child development and developmental milestones,
specifically in regards to social, emotional, and cognitive development. Chung also
found that parents desired help with communication, effective teaching techniques
for the home, and discipline.
The majority of all of these themes found in the existing literature were
present in the current study as well. Whereas parents in the current study did not
emphasize gender identity, step parenting, or money management to a significant
degree, all of the other themes were found in the current data. Interestingly though,
morality has not been included in the existing research, and teaching children to
make good choices as well as learning the stages of moral development were major
themes in the current study. Emotional development was another area not included
in the Jacobson and Engelbrecht (2000) study, and this theme presented itself as an
area of prime concern for parents in the current study. Finally, discrimination was
included by the current participants as a significant concern they would like help
dealing with as parents, but this too has been absent from much of the existing
literature.
Thus, it would appear that many parenting needs have already been identified
in the existing literature. However, the current study has also found other
noteworthy themes that are not presently addressed in current parent education
programs or literature. Additionally, the research on programs for nonclinical,
typical populations is scant. Therefore, it is not easy to definitively state one way or
another if current parent education programs are addressing all of these needs.
69
Consequently, current programs may need to be reviewed to ensure that they include
all of the themes presented in the current study, as they reflect many of the themes
already identified in the literature as well as few more.
An Ideal Parenting Program
Although it is understood that every family and every individual child is
unique, and more tailored approaches to parenting education may be more beneficial
to parents than a uniform parent education class, the reality is that many of these
programs are simply not feasible nor are they cost-effective. As such, a program that
can meet most if not all of the universal themes of parenting needs could be the next
best option for the majority of the parents in the world today. The results of the
current study can help the creators of parent education programs come closer to
meeting the needs of parents of typical children.
The first recommendation for an ideal parent education program is a pre-
intervention needs assessment. It is not necessary that it be as in-depth as the
assessment included in the current study, but some form of needs assessment must be
completed in order to ensure the content of the program is as beneficial to the
participating parents as possible. Previous research concurs that parent input prior to
the formulation of an effective parenting program is imperative, and once
accomplished, the program will be even more effective and satisfactory to the
participants (Riley, 1994; Wood & Baker, 1999; Chung, 1993; Wandersman, 1987;
Dembo et. al., 1985).
70
Similarly, the second recommendation for an ideal parent education program
is to base the content of the program upon both the needs expressed by the parents
participating in the current study as well as the needs identified, in the
preassessment, by the parents who will be participating in the program. In this
manner, the content of the program can be adjusted to fit the needs of the
participating parents.
Unfortunately, the current study did not inquire as to parents’ desires
regarding the scheduling or format of a parent education class. Thus, it is
recommended that an inquiry into the ideal scheduling of the program be included in
the preassessment. This way, the program providers can accommodate as many
participants as possible.
In regards to format, the following recommendations were extrapolated from
the data collected in the current study. In general, it is recommended that the format
of the parent education classes be a combination of psychoeducation and support.
An overwhelming majority of the parents wanted to learn information regarding
developmental milestones as well as practical techniques and strategies for parenting
their child. This content, along with the other themes found in the current study or
issues raised in the program’s preassessment, would be taught in the
psychoeducational portion of the class.
Parents surveyed and interviewed also expressed a need for assurance that
they are good parents as well as support from fellow parents who are sharing similar
experiences. Additionally, in their study of parent education needs, Jacobson and
71
Engelbrecht (2000) found that participants preferred learning about being a parent
from family, friends, and other parents, thus signifying the importance of having a
support system within the parent education program. As such, it is recommended
that the second portion of the class be devoted to sharing and receiving emotional
support from the educators as well as other members of the group.
Other recommendations for the format and content of an ideal parent
education program include providing ‘real life’ learning experiences for the parents,
especially in the form of role play activities. Many of the parents expressed a need
for better communication with their child or more effective disciplining strategies.
Instruction in each of these skills would be more effective if opportunities for direct
application as well as practice in the presence of ‘expert’ program providers who can
offer immediate feedback and support is provided. Additionally, Jacobson and
Engelbrecht (2000) surveyed parents on their preferences in regards to learning
methods and found that, “Parents’ preferences for learning by doing and discussion
implies the need to incorporate more hands-on and interactive strategies.” These
authors specifically stated role plays, case studies, and experiential homework
assignments would be especially appropriate.
Additionally, it is recommended that each session include physical materials
that the parents can take home and reference in the future. A few parents in the
survey requested physical materials, and other parents asked for lists of resources to
accompany the class. Jacobson and Engelbrecht (2000) also found in their study of
parent preferences that reading materials and resource lists are highly desired by
72
parents. Furthermore, some of the skills taught in any given session may not be
applicable to every parent in their current relationship with their child. However, in
the future, issues may arise, and through the provision of worksheets and outlines of
class content, they will have a resource to turn to in this time of need.
Finally, it is recommended that parents receive a syllabus of the class in the
first session. This will allow parents to anticipate the content of the session prior to
attending so they can come prepared with questions. In addition, many of the
parents surveyed stated that they did not have problems with a given area of
parenting, such as communication, academics, or discipline. As such, they may not
feel the need to attend every class, and through the provision of a syllabus, parents
can pick and choose the classes that will be most effective and applicable to them. It
is believed that parents will appreciate this time saving feature.
Strengths and Limitations of the Current Study
The strength of the current study is that it addressed gaps in the current
literature on parent education programs. The difficulty with existing research is
threefold. First, it focused on clinical populations. In doing so, this research
overlooked a majority of the population; parents of typical children. Second, it
neglected to include a diverse sample of participants, making it difficult to generalize
findings to culturally diverse parents. Third, preassessment of parenting needs were
not conducted in order to determine the exact needs of the participating parents prior
to the conceptualization of the parent education programs. Additionally, if a
preassessment was completed, it involved a multiple choice format, which limited
73
the participants’ ability to spontaneously and freely provide feedback regarding their
needs.
The current study addressed and attempted to remedy each of these three
shortcomings. First, the participant pool consisted of parents of typical children,
defined as the average child, one without any diagnosable clinical or developmental
disorders, at-risk classifications, or disabilities. This allows the results of the current
study to be generalized to the nonclinical population, which is often neglected in the
existing literature. Second, the participant pool for this study was also
heterogeneous, reaching a culturally and demographically diverse sampling of the
population. Although it was not as varied as hoped, which will be addressed later, it
was sufficiently diverse to allow for general conclusions to be drawn regarding the
parenting needs of diverse individuals.
Third, the survey and interview document used as the data collection tool for
this study was unique in its qualitative, free response format. The format of this data
collection tool allowed participants more freedom in stating their parenting needs
than any previous research study. Parents were not constrained by a multiple choice
format that forced them to choose amongst a variety of options. Rather, they were
able to spontaneously provide information they felt was personally relevant to them.
Despite these strengths in the design of the current study, the study also had
some limitations. The first and most problematic is the lack of cultural and gender
diversity in the participant sample. During the conceptualization phase of this study,
it was thought that it would be most challenging to recruit individuals from the
74
lowest socioeconomic status (SES) to participate in the study. However, the
methods employed to collect a representative sampling of different SES groups
produced satisfactory results, with adequate diversity in this demographic category.
Most successful were the researcher’s connections with individuals who work in
environments that employ lower SES individuals. These contacts helped recruit the
majority of the lower SES participants in this study.
However, in the end, the areas lacking the most diversity were gender and
race, with 75% of the participants being female and 56% being Caucasian.
Recruitment methods, primarily a reliance upon individuals known to the researcher
to be appropriate participant candidates or individuals who would be able to connect
the researcher to participant candidates, resulted in the lack of racial diversity. Most
of the individuals contacted for assistance in recruiting were Caucasian. In addition,
during the recruitment process for individuals to take the survey orally, perhaps more
Caucasians felt comfortable participating because the researcher is Caucasian.
Furthermore, the nature of the survey itself, that it discusses issues of parenting, is
believed to be the reason for a bias towards greater ease in recruitment of female
participants, as females are traditionally the primary caregiver and would probably
be more interested in completing a survey regarding parenting.
In order to address these limitations, the recruitment methods of the study
must be modified. Recruitment in more culturally and racially diverse areas may
have been more successful at targeting diverse racial populations. Additionally,
recruitment at local organizations that cater to males, such as organizations in which
75
male parents are encouraged to participate or fathers’ clubs at local schools, could
produce a more gender balanced participant pool. Whereas a somewhat diverse
sample was collected and generalizations were made from the limited data available,
a more diverse sampling could further support the premise that a universal parenting
program is a realistic parent education goal, and that such a program could be
equally beneficial to diverse individuals.
The second limitation of the current study was that participant responses
seemed more thorough and complete at the beginning of the survey and interview
document as compared to the responses collected for the latter half of the survey.
The researcher attempted to begin with the most innocuous questions first in order to
ease the participant into the more complex and personal questions. As a result, the
reduction in the quality of responses may be due to one of two reasons, or a
combination of both.
First, the quality of responses may simply be due to the fact that the less
innocuous questions were easier for the participants to answer and thus produced
higher quality responses. The other possibility is participant fatigue. As the
participant completed the online survey or answered the interview questions they
may have experienced fatigue or even boredom. As a result, the quality of their
responses declined. If the reduction in quality was due to this second possibility, it
could be remedied in the future with a randomization of the question ordering. This
would mean each participant would answer the questions in a different order
76
(excluding the last two questions, which deal with additional information and
ranking responses), and thus fatigue could be counterbalanced.
Ideas for Future Research
It is clear from the extensive research conducted on parent education
programs, as well as the desire parents have for help with parenting, that parent
education programs can be a rich resource for parents in need. However, these
programs will not offer a beneficial experience to parents if they do not meet the
needs of those participating. As such, future research should be aimed at creating a
parent education program that is tailored to the actual, not the perceived, needs of the
participating parents.
In order to accomplish this goal, these parent education programs should
include a preassessment of parents’ needs to determine the content of the program
that would be most relevant to the parents involved in the program. Furthermore,
some form of postassessment would also be necessary to determine the quality and
attractiveness of the program as a whole, as well as the degree to which the parents’
needs were met.
77
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Appendix A
Recruitment Verbal Script
Hello my name is Alison Kuhl. I am a graduate student at The University of
Southern California pursuing my Master’s degree in Marriage and Family Therapy.
I am currently working on my Master’s Thesis project along with 5 other MFT
students to fulfill the program’s requirements to graduate. I would like to request
your participation in our study that is assessing the wants and needs of typical
parents such as yourself. Would you be interested in helping us by (filling out a
survey online or completing an interview)?
If no:
Thank-you anyway, and have a nice day.
If yes:
Thank you very much. I really appreciate your time and participation. Let
me first tell you a little bit about our project. The purpose of our study is to assess
the perceptions of parents as to what should be included in a parent education course.
You will be asked to answer, in your own words, what specific skills or information
you would like to learn more about concerning your child. The (survey or interview)
will focus on identifying specific parenting themes in areas such as: social skills,
discipline, emotional development, moral development, academic achievement, and
risk-taking behavior. The findings from this study can be used to design future
parenting interventions in alignment with the population's needs.
(If recruiting for online survey, hand out flyer/business card with website
info, if recruiting for interview, hand out contact information).
81
Appendix B
Internet Recruitment Letter
Hello!
My name is Alison Kuhl, and I am a graduate student at The University of
Southern California pursuing my Master’s degree in Marriage and Family Therapy.
I am currently working on my Master’s Thesis project and would like to request your
participation in my study.
The purpose of my study is to identify the information and resource needs of
parents. Ideally, the results of the assessment will be used in the creation of a
counseling-based parent education class. As a participant, you will be asked to
describe, in your own words, the skills or information you feel would be most
beneficial to you as a parent. These findings will be beneficial to the design of future
parenting interventions.
If you agree to participate in this study, you simply need to click on the link
below to enter the survey, or paste the address into your internet browser. After
completing the 30 minute questionnaire, you will be given the opportunity to enter a
raffle to win a $100 gift certificate to the grocery store of your choice. Please
remember that by participating, you are providing vital information that can be used
in the design and implementation of future parenting interventions.
Thank you very much for your time! If you have any questions about this
study or your participation in it, please see the attached information sheet for the
study.
Survey Link: http://www.surveymonkey.com/s.asp?u=751822590649
82
Appendix C
Information Sheet
University of Southern California
Marriage and Family Therapy
THIS INFORMATION SHEET HAS BEEN REVIEWED AND APPROVED BY
THE UNIVERSITY PARK INSTITUTIONAL REVIEW BOARD AT THE
UNIVERSITY OF SOUTHERN CALIFORNIA.
FOR INTERNET STUDIES, IF YOU WISH TO VIEW A COPY OF THE
STAMPED APPROVED VERSION, PLEASE CONTACT THE PRINCIPAL
INVESTIGATOR OF THIS STUDY.
INFORMATION SHEET FOR NON-MEDICAL RESEARCH
Completion and return of the questionnaire or response to the
interview questions will constitute consent to participate in this
research project.
Assessing Parenting Education Needs
You are asked to participate in a research study conducted by Ginger Clark, PhD.,
David Colarossi, B.S., Jessica Davis, B.A., Monica Ferro, B.A., Alison Kuhl, B.A.,
Aubree Mendel, B.A., and Jeffrey Nord, B.S.E., from the Rossier School of
Education at the University of Southern California. The results of the study will
contribute to master’s theses. You were selected as a possible participant in this
study because you are a parent with a child between 0 and 18 years of age or are a
gay or lesbian parent. A total of 300 subjects will be selected from all ages, races,
and genders to participate. Your participation is completely voluntary and
confidential.
PURPOSE OF THE STUDY
This study will be used to determine what topics parents believe should be
included in a parent education course. You will be asked to answer, in your own
words, what specific skills or information you would like to learn in regards to: your
child’s social skills, discipline, your child’s emotional or moral development, their
academic achievement, and risk-taking behavior. Ideally, the findings from this
83
study will help mental health professionals design future parent education classes
that address the actual needs of parents. An open-ended, short answer question
format will be used to give you the opportunity to express your needs without any
limitations.
PROCEDURES
You will be asked to fill out a questionnaire or participate in an interview. The
questions in each format are open-ended. This means you will respond to each
question without any restrictions. The questionnaire will be taken online and
contains 14 demographic questions and 11 essay-style questions, and it will take
approximately 30 minutes to complete. The questions will focus on issues
surrounding your child’s social, developmental, and psychological growth, as well as
parent-child relationships and academics. If you participate in the interview, it will
take about 60 minutes to finish. The interview contains all the questions found on
the survey, but it also includes potential follow-up questions. You will have the
opportunity to participate in only one condition, (i.e. interview or survey) during the
study. All procedures will take place at a location that is most convenient for you.
POTENTIAL RISKS AND DISCOMFORTS
There are no likely anticipated risks to your participation. You may experience some
discomfort at completing the questionnaire or you may be inconvenienced from
taking time out of your day to complete the questionnaire/survey instrument, etc. The
research has minimal risk because the participant’s information will remain
anonymous. This fact is insured because the researchers will not ask you for your
name or any other identifying information. The questions that are being asked in the
survey are thought to be benign and your participation is completely voluntary. If at
any time you feel uncomfortable answering any questions, you can either skip the
question or end your participation. The questions were designed to be as broad and
comfortable as possible. It is not the researchers’ intention to provoke any negative
thoughts or emotions. The questions are not focused on the parent or child
specifically, but instead they refer to the issues that commonly affect parents.
POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You may not directly benefit from your participation in this research study.
However, society will profit as our findings will help inform the planning of future
parenting classes. Hopefully, future parents will be better prepared to face the
challenges of parenthood.
84
PAYMENT/COMPENSATION FOR PARTICIPATION
As compensation for your participation, you will have the option to be entered into a
raffle to win a one-hundred dollar gift certificate to the grocery store of your choice.
At the end of the survey, you will be given the opportunity to enter your email
address in order to enter the raffle. After the conclusion of the project, one
participant's email address will be randomly chosen out of a hat. The owner of the
selected email address will be gifted the $100 gift certificate. The raffle will take
place after all data has been collected from each the 300 participants in the study.
You do not have to participate in the study or complete any portion of the study in
order to be entered into the raffle.
CONFIDENTIALITY
There will be no information obtained in this study that can be used to identify you.
Your name, address or other identifying information will not be collected during this
research study.
Only members of the research team will have access to the data associated with this
study. The data will be stored in each investigators’ personal computer that is
password protected in an excel spreadsheet. Data will not be released to any outside
parties. It will be stored for three years after the study has been completed and then
destroyed.
Since no identifiers will be collected, the published or discussed results of this
research will not identify you. If at any time you wish to hear your audiotape please
contact one of the investigators. The only people who will have access to your tapes
are the researchers previously listed.
PARTICIPATION AND WITHDRAWAL
You can choose whether to participate in this study. If you chose to volunteer in this
study, you may withdraw at any time without consequences of any kind. You may
also refuse to answer any question for any reason, and still remain in the study. The
investigator may withdraw you from this research if circumstances arise which
warrant doing so, however we do not foresee any circumstances in which this would
be necessary.
RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have questions regarding your rights as a
85
research subject, contact the University Park IRB, Office of the Vice Provost for
Research Advancement, Grace Ford Salvatori Hall, Room 306, Los Angeles, CA
90089-1695, (213) 821-5272 or upirb@usc.edu.
IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to contact:
Ginger Clark, Ph D. 213.740.3479
David Colarossi 818.257.1533
Jessica Davis 909.215.2805
Monica Ferro 815.791.5937
Alison Kuhl 323.737.3900 ex.226
Aubree Mendel 413.883.6011
Jeffrey Nord 310.528.8234
86
Appendix D
Recruitment Flyer
Take 30 minutes to fill out a survey at
http://www.surveymonkey.com/s.asp?u=751822590649
and be entered into a raffle to win a
TO
Complete a survey and help the USC Family Therapy Program
develop a successful and effective parenting class!
This survey was developed for our Master’s Thesis in Marriage and Family Therapy at The University of
Southern California. Thank you for your contribution. If you have any questions, please contact one of the
researchers listed below.
David Colarossi 818.257.1533 Alison Kuhl 323.737.3900 ex.226
Jessica Davis 909.215.2805 Aubree Mendel 413.883.6011
Monica Ferro 815.791.5937 Jeff Nord 310.528.8234
87
Appendix E
Survey and Interview Document
USC Parent Training Survey and Interview
This survey is an opportunity for you to share your thoughts about what should be
included in a parenting class that is tailored specifically to your needs. A parenting
class is used to provide information and skills to help parents better understand and
raise their children.
1. Are you:
___ Male
___ Female
2. What is your age ______?
3. What is your racial makeup? (check all that apply)
__ White/Caucasian
__ Black or African American
__ Asian
__ Latino
__ American Indian or Alaska Native
__ Pacific Islander
__ Other:____________________
4. What is your sexual orientation?
__ Heterosexual
__ Gay/Lesbian/Bisexual
5. What is your marital/relationship status?
__ Married/Legally committed
__ Widowed
__ Divorced
__ Separated
__ Cohabitating
__ Committed Relationship
__ Single
88
6. What is the highest degree or level of school completed?
__ No high school
__ Some high school
__ High school diploma/GED
__ Some college
__ Associate degree/Technical or trade school
__ Bachelor’s degree
__ Master’s degree
__ Professional degree (MD, DVM, DDS, JD)
__ Doctorate degree
7. What is your annual household income?
__ $0-$19,999
__ $20,000-$34999
__ $35000-$74999
__ $75000+
8. How many children do you have?
__ 1
__ 2
__ 3
__ 4
__ 5
__ 6+
9. Where do you seek parenting information and support (check all that apply)?
__ Parenting classes
__ Medical/School professionals
__ Magazines
__ Books
__ On the internet
__ Friends and family
__ Do not seek information
__ Other:_________________________
As you answer the following questions, please consider ONLY ONE of your
children.
10. Sex of child you will be discussing:
___ M
___ F
89
11. Age of child you will be discussing is ___ year(s) ___ month
12. Your child is:
__ Biological
__ Adopted
__ From artificial insemination/surrogate
__ Of no legal or biological relation to you
13. What is the racial makeup of the child you will be discussing? (Check all that
apply)
__ White/Caucasian
__ Black or African American
__ Asian
__ Latino
__ American Indian or Alaska Native
__ Pacific Islander
__ Other (please specify):__________________
14. Has your child ever been diagnosed by a professional with a learning disorder,
developmental delay, or other psychological disorder, or identified by their school as
gifted?
__ Yes
__ No
The following 11 short answer questions will ask you to think about your needs as a
parent. Please take your time to thoughtfully fill out each question in an open and
honest way. This is your way to help future parents. Include any ideas or examples
that you think will be important in answering each question completely.
Thank you for your time. (This should take you approximately 30 minutes to
complete)
1. Your child’s mind grows throughout their life, helping them to learn. What
would you like to learn during a parenting class about your child’s intelligence,
academic progress, or mental ability?
2. Stopping unwanted behavior can be hard for some parents. What would you like
to learn during a parenting class about handling your child’s unwanted, risky,
or worrisome behavior?
90
3. Your child must learn how to behave around parents, teachers, friends, siblings,
and many other types of people. What would you like to learn during a parenting
class about your child’s social interactions and peer-relationships?
4. It can be hard to talk with your child about certain subjects or find ways to
interact with them. What would you like to learn during a parenting class about
communicating or interacting with your child?
5. Your child has many different feelings. These emotions can be strong and
difficult for both you and your child to handle. What would you like to learn
during a parenting class about your child’s feelings and emotional
development?
6. The quality of different relationships within your family affects your child. What
would you like to learn during a parenting class about how the relationships
between people in your family affect your child?
7. Making good choices can be hard for a child because they are learning the
difference between right and wrong. What would you like to learn during a
parenting class about moral development and teaching your child the difference
between right and wrong?
8. As a parent, do you have any concerns or worries about your race, gender,
age, annual income, relationship status, or sexual orientation?
9. For your own wellbeing, what would you, yourself like to have included in or
get out of a parenting class?
10. Other than what you have already written about, what else do you feel
would be important to learn during a parenting class?
11. Of all the issues this survey covered, please pick 3 that you think are the
most important to include in a parenting class.
Thank you for your time and participation.
If you would like to be considered for the raffle for the $100 gift card to the grocery
store of your choice, please enter your email address.
_______________________________________________

Abstract (if available)

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Asset Metadata

Creator Kuhl, Alison Ruth (author)

Core Title A qualitative assessment of parenting needs: themes presented by parents of typical children 6-10 years old

School Rossier School of Education

Degree Master of Marriage and Family Therapy

Degree Program Marriage

Publication Date 03/20/2007

Defense Date 03/01/2007

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,Parenting,parenting needs

Language English

Advisor Clark, Ginger (committee chair), Albright, Julie (committee member), Andres, Mary (committee member)

Creator Email akuhl@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m316

Unique identifier UC1479444

Identifier etd-Kuhl-20070320 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-324162 (legacy record id),usctheses-m316 (legacy record id)

Legacy Identifier etd-Kuhl-20070320.pdf

Dmrecord 324162

Document Type Thesis

Rights Kuhl, Alison Ruth

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu