A Review of Parent Education Curriculums and Models

January 14, 2009

The information on this site is the result of the research conducted by Dr. Mona Reide at Michigan State University Extension, to identify and assess parent education curricula being utilized  by several cooperative extension universities in the United States. The purpose of this study was to identify potential parent education curricula or models that could meet the needs of MSUE county staff working to improve the skills of parents living in Michigan communities. The findings from this research has resulted in the identification of several curricula and related parenting resources, potential funders, and articles that can be found on this website. Special thanks for assistance in the development of this website goes to May Cheong my student assistant, Tim Polack and Rob Gaul, MSU ANR Technology Services . I would also like to thank the many faculty members and Extension Specialists who met with me or participated in teleconferences for this project.

Parent Education Research:

In 2008 Parent education programs currently used by Michigan State University County Extension Offices were identified via a brief email survey of county staff by Dr. Dawn Contreras.  This study builds upon this earlier work. The results from the initial survey were placed in a database and compared to additional parent education curricula data of other extension universities. Based on an initial literature review several ‘criteria’ were identified that would be used to screen and rate parent education curricula that were identified. A literature review of each parent education curriculum was completed to identify those curricula that were either research based or evidence based, as well as those that were culturally defined.

Only parenting curriculums that met the criteria for this study were included on this website. In instances where a ‘curriculum’ was identified as being used, but research identified it as ‘parent education materials’ but not an actual curriculum, it was not included in our final database. The table below lists criteria and definitions were identified during the literature review:

CRITERIA	SUB-CATEGORY	DEFINITION
Research Based		Program or curricula that are designed based on research findings. This process may inform the development of instructional materials, including bulletins, lessons, videos, brochures etc.
Evidence Based		Program or curricula that have been modified based on evidence of effectiveness obtained during systematic evaluation of program or curricula that were originally designed based on research results/findings.
Normed Group		A carefully constructed sample of the intended testing population which is intended to mirror the demographic composition of that population. (i.e.: social economic status, family composition [two parents etc], race/ethnic specific).
Distinct Type of Target Group Program Is Aimed For	Improve parenting generally	Geared toward generally well functioning parents who desire increased knowledge on handling everyday occurrences in rearing normally developing children.
	Specific population of parents	Parents with conditions that raise specific concerns (incarcerated, single).
	Specific population of children	Needs of children with special demands (health, disability etc).
	Specific parenting issues	Topical concerns of parents (raising drug free children, child abuse).
Philosophical Orientation	Reflective	Client centered, builds parental awareness, understanding and acceptance of child's feelings (active listening), democratic framework for decision making, and encourages environmental modifications to reduce likelihood of child misbehavior (Carl Rodgers theorist).
	Behavioral	Behavior Modification techniques that focus on observable child behavior and environmental circumstances to maintain acceptable behavior patterns (i.e.: praise, time out, incentives). Trains parents to use specific techniques to control undesirable behavior of children (no specific theorist).
	Adlerian	All behavior is purposive. Encourage the use of natural and logical consequences to control behavior while maintaining a cooperative home environment. Applies personality theories to childrearing (Alfred Adler theorist).
Target Group		Specific group that training, treatment etc is intended for (i.e.: geographic, ethnic, gender, age, income, educational level).
Culturally Sensitive	Translated	Curricula or materials originally designed for traditional (majority population) audience that has been translated into the native language of another target group (i.e.: Spanish).
	Culturally Adapted	Curricula or materials originally designed for traditional (majority population) audience that has been modified to incorporate the values and cultural traditions of the target group (i.e.: Latino, Native American, and African American).
	Culturally Specific	Originally designed to facilitate successful parenting within specific group culture, developed in cultural ecological context of target families, uses framework that includes unique cultural values, beliefs and customs. Recognizes and builds on value of traditional cultural childrearing principles.
Age		Specific range of ages for child target group that curriculum is designed for or age range labels (birth, child, young child, adolescent, teen, young adult, etc).

Subsequently a more extensive review of parent education was conducted that included a literature review, and parent education curricula being used by Michigan State University County Extension staff and extension programs at North Central Extension universities, Cooperative State Research, Education and Extension Service (CSREES), CYFAR, NEPEM and other resources. Additionally potential parent education funding sources and collaborators were identified. Several databases were developed as a result of this research, which are included on this website.

CSREES has identified the following parent education efforts provided by Land-grant Universities and extension programs as priorities: parent education, early childhood and child care efforts that strengthen families by providing relevant information and educational opportunities to parents and caregivers designed to assist them in making decisions that are in the best interest of their children. In the CYFAR National Outcomes and Guiding Principles report the ecological model (Bronfenbrenner,1979) is used as the framework for the recommended principles. [1]

Bronfenbrenner’s ecological systems theory identifies child development as occurring within a nested series of contextual levels from the immediate setting e.g. parents and families to the level that links to other systems e.g. home to school. An example of this concept is the association between domestic violence at home and a child’s performance at school. Another level of influence on a child could be the effect of work on parents and on their child- rearing practices. The final system even more removed but yet influential has to do with the larger culture and institutions: the affect of social policy in the U.S. on children. This framework is used to understand how effective parents need to function, and the need for parent educators and parents (current and future) to understand the ongoing parent-child environment interaction process.

The National Extension Parent Education Model (1994) was reviewed to identify nationally recognized factors that had been based on the input of several state specialists in human development and county extension specialist with an interest in parenting. This report was published through the efforts of Ron Daly, the National Program Leader for Human Development in the Washington DC office of the Cooperative Extension Service, along with the following authors: Dot Cudaback (California), H. Wallace Goddard (Alabama), Judy Myers-Walls (Indiana), and Charles A. Smith (Kansas). This model is a list of 29 critical parenting practices organized into six themes.[2] NEPEM covers the six critical parenting practices of parent education programs and is designed to provide a framework for state specialists and field faculty to adapt and expand as they develop parent education materials and curricula where gaps may exist. Within NEPEM are the six “process” practices which are referred to as the National Extension Parent Education Framework (NEPEF): grow, frame, develop, embrace, educate, and build. These practices have been identified as necessary to allow parenting educators to work more effectively with parents on behalf of children.

 

National Extension Parent Education Model:

1. Concerned primarily with the fundamental skills that comprise the very heart of quality parenting throughout childhood and adolescence

2. Responsive to the critical needs of at-risk children and their families

3. Sensitive to regional, cultural, and ethnic differences in childrearing

4. Based on the work of The National Commission on Children and the CES Plight of Young Children and Youth at Risk initiatives

5. Consistent with the latest research about child development and parent-child relationships

6. Easily communicated to decision makers, administrators and nonprofessionals to facilitate collaboration and networking

7. A catalyst for developing and delivering parent education programs throughout the Extension system

USDA recognizes the need for an ecological process to support collaboration among universities and community based programs. Therefore five national networks have been developed to guide faculty and program resources to directly respond to the economic, social and human stresses faced by children, youth and families. Included in these networks are those projects designed to address the need for parent education.

 

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References:

[1] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book provides the foundation for designing ecologically sound parent education and family strengths programs.

[2] Smith, C., Cudaback, D., Goddard, H. W., & Myers-Walls, J. A. (1994) National Extension Parent Education Model of Critical Parenting Practices. Manhattan, KS: Kansas Cooperative Extension Service. The NEPEM manual covers the six critical parenting practices of parent education programs. Includes an overview of the six parenting practices, examples of more specific program objectives, and a review of the research for each practice category.