TPEI Emocionálna inteligencia pre rodičov

1. TPEIEmocionálna inteligencia pre rodičov Porovnávacia štúdia o rodičovských zručnostiach potrebných na rozvoj emocionálnej inteligencie Prezentuje Marcela Maslová First Transnational Working Group, Bratislava, September 19 – 20, 2013

2. Ciele výskumu • Identifikovať a zhodnotiť rodičovské zručnosti potrebné na rozvoj emocionálnej inteligencie ich detí • Analyzovať tréningové potreby rodičov, ktorí chcú u svojich detí rozvíjať emocionálnu inteligenciu • Pochopiť špecifickú charakteristiku rodičov na základe miestnych tradícií a rozličných kultúr

3. Metodológia výskumu • Kvantitatívny výskum • Založený na dotazníkovej metóde based on a questionnaire method - the respondents filled in the questionnaire with the-paper-and-pencil method • The qualitative research • consisted of 3 focus group interviews, each focus group including 10 parents (in total 150 people surveyed in 15 groups). • one of the experts played the role of a mediator, while the other analysed the data received from the focus group

4. Quantitative analysis-the sample

5. Quantitative analysis-the sample • Have you ever participate in parental skills training? • Romania and Poland – all negative answers • Spain and Slovakia groups - 2 person • 1 inSpain –Parents Group at School, kindergarten psychologist, at school and "Centros de Aoyo a la Familia" (Family Support Centres), • 1 in Slovakia – Montessori Pedagogy (To respect and be respected), Parents Skills (Monika Stelíková). • Denmark - all positiveanswers(training/guidance according to the Danish system described in the Danish National State of the Art report - both the visits of “sundhedsplejerske” and participation in Mothers and Fathers groups).

6. Quantitative analysislimitations –different partners’ database format- example

7. Quantitative analysis results - Question 7. Which kind of competences or skills are the most important to be a good parent?

8. Results - Question 7. Which kind of competences or skills are the most important to be good a parent? • Intergroup big differences–example

9. Quantitative analysis results - Question 7. Which kind of competences or skills are the most important to be a good parent? • Intergroupsmalldifferences–example

10. Quantitative analysis results - Question 7. Which kind of competences or skills are the most important to be a good parent? • Intergroupdifferences – „empathy” example

11. Quantitative analysis results - Question 8. Do you think that this kind of competences and skills are teachable?

12. Quantitative analysis results - Question 9. Do you agree that in the package of good parental skills should appear ability to deal with emotions?

13. Quantitative analysis results - Question 10. What kind of competences (skills) you should improve as a parent to teach your children how to deal with emotions?

14. Quantitative analysis results - Question 10. What kind of competences (skills) you should improve as a parent to teach your children how to deal with emotions? • Intergroup big differences–example

15. Quantitative analysis results - Question 10. What kind of competences (skills) you should improve as a parent to teach your children how to deal with emotions? • Intergroupsmalldifferences–example

16. Quantitative analysis results - Question 10. What kind of competences (skills) you should improve as a parent to teach your children how to deal with emotions? • Intergroupdifferences – „empathy” example

17. Quantitative analysisresults - Question 11. In what way you are learn in the most effective way? What kind of sources are you using to improve your knowledge and skills?

18. Quantitative analysis results - Question 11. In what way you are learn in the most effective way? What kind of sources are you using to improve your knowledge and skills? • Intergroup big differences–example

19. Quantitative analysis results - Question 11. In what way you are learn in the most effective way? What kind of sources are you using to improve your knowledge and skills? • Intergroupsmalldifferences–example

20. Quantitative analysis results - Question 12. Will you be interested in participation in training how to teach emotional intelligence to your child?

21. A summary of quantitative analyses • The preferences and opinions of respondents from partner countries are highly diverse, but: • Over 60% of the respondents assess all parental skills highly, rating them as 4 and 5 • The highest ratings were given to such competences as good communication with the child and responsibility • A small percentage of the respondents believe that such skills as active listening or forbearance are not important in the upbringing process • Skills which, according to the respondents, are most worthy of development include the ability to recognise the child’s emotions (75% of 4 and 5 ratings) • About 12% of the respondents think that they do not need to develop such competences as empathy and peer learning in order to cope with parental tasks • 70% of the respondents prefer traditional forms of learning, including the access to such sources as books, and slightly less than 50% of the respondents is willing to take part in e-learning • Most respondents think that parental skills can be taught during training and about 50% of them declared that they could take part in it

22. Qualitative analysis-the sample • 15 group meetings • Eachmeeting included 10 people • 150 mothers and fathers took part in the interviews. Romania: • Most of the parents of children aged 0-3 and 3-6 belong to the group age 25-35 (5 of the parents of children aged 3-6 belong to the group age 35-45). All parents of children aged 7-9 belong to the group age 35-45. 68% of parents are university graduates, while the rest (32%) are high school graduates. 84% of the parents participating in the focus groups were -mothers. 81% of the parents are currently employed, while the rest (19%) are unemployed. The professional areas include: banking, teaching, sales, management, health (nursing), and engineering, support staff; 13% of the parents experienced divorce and are raising their children in shared custody with their ex spouses. 35% of the parents come from vulnerable communities (low income and/or unemployment in the family resulting in poverty; Roma parents; health difficulties). 12 parents have children aged 3-6. 10 parents have children aged 0-3. 9 parents have children aged 7-9. 45% of the parents have only 1 child; 45% of the parents have 2 children; 10% of the parents have 3 children; Poland: • Most -participants have employment; they are well educated (higher education); the number of children: from 1 to 3. The majority of parents work in kindergartens and nurseries. Denmark: • There were 18 females and 10 males. There were 16 persons between 20 and 30, 10 persons were between 30 and 40, and 2 persons were over 40. There were 6 persons with only secondary education; the others were with education higher than secondary school. 3 were studying, 4 were unemployed and 21 were working (in different sectors). 16 persons (of these 6 couples) had one child, 12 persons (of these 4 couples) had 2 children. In total, the parents had 26 children: 16 of them between 3 and 6 years old and 10 of them between 0 and 3 years old. Slovakia: • The 3 focus groups were attended by 26 mothers and 4 fathers. The majority of mothers are on maternity leave (some are working), and fathers are working (2 are employed, two have their own business), of the age 25-40, from the capital Bratislava, DolnyKubin (a town with the population of 20,000), and Chlebnice (a village with a population of 2,000). The education of parents is both university and secondary. The parents have two or three children, at the age from 6 months to 18. Two focus group interviews were held in kindergartens (Bratislava and DolnyKubin), and one in a private house (Chlebnice). Spain: • Almost all parents had higher education degrees, the majority had a job and a minority were unemployed. 7 parents had children at the age between 0-3 years, 8 parents had children aged 4-6 years and the 7 remaining parents had children aged 7-9 years. The type of occupation varied from administrative to managerial level. All parents were 30-45 years old.

23. Selectedconclusions and quotations Romania • “I was sure that after I give birth I will know what to do with my child, but I was so wrong. The older she gets, the harder it is. I often don’t know what to do or what to say around her.” Poland • “The key to good parenthood is self-awareness.” Denmark • “Emotions are the basic in our interaction with the child. It is essential that the mother/father can feel WITH the child – but NOT LIKE the child” Slovakia • “No, nobody teaches emotional intelligence, we can deal with it only intuitively.” Spain The results of the focus groups showed that parents do not feel ready to teach their children emotional intelligence: discussions showed that the majority fear that they are not able to deal with frustration and stress, they overreact, they do not listen or understand their children enough, and the pressure and a sense of guilt towards their children cannot be hidden.

24. Final conclusions • Themajority of parents have no direct experience in parental skills training • Parentsexpressed interest in participation in a training aimed at teaching children emotional intelligence • Some of parents spoke of the negative impact of intense emotions and not being able to deal with them in their personal and professional life • Most parents talked about dealing with the child’s anger, frustration and fear as one of the most difficult parenting tasks • Parents listed the following skills as most important for dealing with emotions: • anger and fear management • loss management • recognising and understanding the child’s emotions • empathy and communication • Talking to a professional would be the ideal way of improving parenting patterns • Lack of time and financial resources might encourage parents to use online resources for parental skills improvement