Progress 03/01/99 to 02/28/04
Outputs
The Parenting Skills Workshop Series is built around three elements: program content, teaching format and a particular philosophical framework. The program content consists of five basic parenting skills. The teaching strategy is a structured learning format that includes introduction and discussion of a skill, modeling the use of the skill, practice with other parents (role-play) and encouraging use of the skill at home. The philosophical framework is a belief in empowerment, that is, that when we are acknowledged as responsible and able, we are more open to learning about ourselves and our environment as well as recognizing and acquiring more effective modes of behavior which in turn leads to increased efficacy in our everyday lives. The major findings of the evaluation follow: 1. Program activities are carried out according to plan. Theory and practice are well coordinated in this program. 2. Staff are very well qualified and dedicated to the work. Facilitators are
trained and then reviewed by the Advisory Council before being accepted as facilitators. The majority of facilitators have extensive family life education and experience. 3. Program theory is well developed and coherent and follows current research findings in the fields of adult education, human relations, child development and behavior change. 4. Participant perception data shows that participant thoughts and feelings about the program are positive and that they experience what the program designers intend. Evaluation data over a five year period shows participant appreciation for the learning atmosphere created by the program, evidence of skills acquisition and skills transfer, a special appreciation for help in mastering self control, new understanding of the importance of listening and understanding, empowerment (a belief in their ability to change behavior and become a better parent), relief in the knowledge that others have similar problems and that help can be found after the
workshop is over (reducing isolation). 5. Home visit facilitator data and the participant review of skills in the workshops provides evidence that participants do understand and use the skills. 6. Program improvement is structured into the program and guided by a six member advisory council composed of the developers of the program and the program coordinator. 7. Statistics show that classes are heterogeneous in terms of race, gender and income groups, as stated in program objectives. 8. Program staff collaborate with Department of Social Services, Cornell University, Ithaca Youth Bureau,, Headstart, Evenstart, local school districts, Alcoholism Council, Catholic Charities, Expanded Food and Nutrition Education, 4-H, Dispositional Alternatives Program, Mental Health Association, and other Co-operative extension programs, e.g., Parents Apart.
Impacts
The evaluation is being used: 1. for program improvement. The evaluation highlighted the need for a better mechanism for assessing skills acquisition, skills transfer and other indications of long term change in parent/child relations. 2. for promotional activities to increase the number of participants and to maintain their diversity. 3. to demonstrate program efficacy to present and future funders. 4. to advocate for extending the home visit portion of the program to further the goals of skills acquisition and skills transfer. 5. to spread the program to additional counties and states.
Publications
- No publications reported this period
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