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EECERA 2007

This research paper analyzes the impact of parenting classes on parents' perceptions and the efficacy of current top-down models in the UK. While some view classes positively, concerns lie in coercion and lack of individualization. By privileging parents' voices, the study explores the disconnect between policy goals and practical outcomes. Recommendations include fostering diversity in approaches and enhancing practitioner-parent collaboration for more effective support in parenting education.

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EECERA 2007

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  1. EECERA 2007 Proliferating parenting in the UK: Advancing understanding through a zone of proximal development Sue Aitken and Terri Curtis Manchester Metropolitan University

  2. The context and background • The issue of parenting in the UK has become inextricably linked to anti social behaviour, so much so that the government department responsible for overseeing the implementation of the increasing number of parenting classes is the Home Office via its Respect Campaign, a cross government strategy. The Respect campaign commissioned a Mori poll which was published on the 21 November 2006

  3. The context and background • “The large majority believe that parents should be held responsible for the bad behaviour of their children and be made to take help if their child is involved in anti-social behaviour. Two-thirds of parents say they would personally find help from outside their friends and family useful in dealing with difficult or troublesome behaviour of their children.” • Mori website November 2006

  4. The Policy • RESPECT the social policy arm of the Home Office has developed a top down and punitive version of parenting “ We will develop parenting services nationally and focus help on those parents who need it most. We will expand national parenting provision and establish a new National Parenting Academy for front line staff. We will legislate to increase the circumstances, and organisations that can apply for a parenting order, where a child’s behaviour requires it.” • Repect Action Plan 2007

  5. This Research Paper • This paper seeks to deconstruct the nature of the ‘parenting class’ when it has become so much part of a national parenting strategy • This paper examines how both the proliferation and ‘top down ‘ methodology of delivery may impact upon parents sense of self in terms of worth and esteem, where coercion is the ready tool of Government. • This paper employs a methodology which privileged the voices of parent’s and the views of professional practitioners from the health, child care and social services communities. • This paper explores how Vygotskian principles are reflected in the responses from both practitioners and parents whilst creating a juxtaposition with stated government policy

  6. Parents views on parenting classes • In an echo of the MORI poll many parents saw parenting classes as a positive support mechanism however a substantial few felt that a public arena such as a parenting class was inappropriate to discuss personal family issues • All the participants saw parenting classes as meeting the needs of ‘others’ and not themselves. • Parenting classes were seen as problematising parenting and solutions were best gained from informal discussions from more knowledgeable others • When asked where they would seek advice about parenting issues, sources such as friends family leaflets and the internet were offered responses

  7. Practitioner views on parenting classes • Practitioners agreed that parenting classes could support parents in a range of circumstances. • That diversity and individualisation was the key to success • That most models followed a western centric perspective • That each profession (health, social work, education,) started from a different perspective and viewed parents differently • That bespoked, parent designed and responsive delivery achieved better retention and engagement • Recruitment and retention could be low even where parents had parenting orders • Practitioners had little opportunity to evaluate or follow up participation and therefore had little knowledge of the efficacy of such classes • Practitioners were distrustful of ‘top down ‘models

  8. Conclusions • The parents viewed parenting as a skill best learnt from more able peers (relatives and friends) • The parents thought that classes are for ‘other parents’ therefore there is no sense of a universal need. • The practitioners felt that top down models fail to empower parents or develop their skills • The practitioners felt that the opportunity to bespoke classes to meet the need of parents would be lost in the need to meet targets resulting in quantity rather than quality

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