Graduate Studies in Education
Plymouth State College
Winterim 2000
Leo R. Sandy, Ed.D., NCSP
CO 530.01
Tel. 535-2287(W) 279-4271(H)
Email: lsandy@oz.plymouth.edu
Parenthood remains the greatest single preserve of the amateur. / Alvin Toffler
The acquisition of knowledge about how to raise children to be well-adjusted adults is not something that a wise society would leave to chance./ Fine & Henry
REQUIRED TEXTS
Curran, D. (1989). Working with parents: Dolores Curran's guide to
successful parent groups. Circle Pines, MN: American Guidance
Service.
Fine, M.J. (1989). The second handbook on parent education. New York:
Academic Press.
Sandy, L.R. (1983). Teaching child development principles to parents:
A cognitive-developmental approach. Unpublished doctoral
dissertation, Boston University School of Education.
EVALUATION
Class Participation (includes presentations)
[50%]
Parenting Program Proposal due April 1
[50%]
COURSE DESCRIPTION
This course examines the practical aspects of parenting education. Students will study a variety of parenting education models, incorporating features of these models into their own particular situations (e.g., schools, agencies or hospitals) and their respective populations (e.g., expectant parents or parents of preschoolers, school age children, adolescents or children with learning challenges). Topics to be discussed include delivery approaches, implementation issues, outcomes assessment, and trends and directions in parenting education.
COURSE FORMAT
The course will include lecturettes, discussion, films, and presentations of parenting programs and materials by instructor and students. Each week,beginning on July 13, designated students will present a parenting education model/program/video, strategies, an assessment instrument, or an issue relevant to working with parent groups.Also, guest speakers (singly or in panels) with expertise in parenting education may be invited by the students. Parts of the proposal for the practicum experience and Parts II and IV of Fine may be used as presentation material.Each meeting will also be devoted to a discussion of the readings as well as for proposal development. Proposals may be co-written as in the case where students plan to be co-presenters of the program.
The format for the proposal is as follows:
I. INTRODUCTION: A brief overview of your intended program, your
your rationale,expected outcomes (measureable outcomes), the population
for whom your intervention is planned, and some citations validating parenting
education from related literature, i.e. why you should pursue your program
with vim and vigor.
II. PROCEDURE:
a. Setting (where you intend to have the program)
b. Population (characteristics of the intended audience,e.g.
number and type of parents)
c. Selection of Participants (how you will enroll the parents,
e.g. flyers, invitation, etc.)
d. Physical Layout of Room (table & chairs configuration)
e. Curriculum and Rationale (what you will do -materials,
methods, strategies, etc.- and why)
f. Activity Time Allocation (overall as well as within each
session)
g. Assessment Methods (how you will determine that the parents
achieved the intended outcomes)
III. BIBLIOGRAPHY: (if applicable, e.g. commercial program,
films, etc.
IV. APPENDICES: (samples of handouts, assessment
tools, etc.)
V. SYLLABUS: (what you will hand out to the parents)[see sample]
a. Title of Program, Your Name, etc.
b. Program Objectives (measurable outcomes not strategies)
c. Brief Description of Format (activity/time)
d. Course Schedule (topics, activities, speakers, etc.)
e. Bibiliography (about 1 page and specific to your program
audience)
COURSE OBJECTIVES
Students can:
* identify the theoretical perspectives underlying
parenting
education programs
* formulate a proposal for a parenting education
program
* evaluate the strengths and weaknesses of
parenting education
programs and
materials
* analyze professional issues in parenting
education
* appraise various delivery systems of parenting
education
* identify successful strategies in working
with parent groups
* choose appropriate assessment tools to determine
the effective-
ness of their
particular intervention program
* design a parenting education program relative
to their
interests, expertise,
and setting
COURSE SCHEDULE
Week 1 COURSE INTRODUCTION and PRESENTATIONS SIGN-UP.
a.The Newberger Parental Awareness Measure as a
Screening and Assessment Tool.
b.The Parent-Child Conflict Dilemma as a Facilitator of
of Cognitive Growth
PARENT GROUP EDUCATION: FUNCTION, OUTCOMES and TYPES:
a. Parent Education Defined
b. A Rationale for Parent Education Programs
c. Assumptions Underlying Group Parent Education
d. Facilitative Dynamics of Parent Groups
e. Direct and Indirect Outcomes of Parent Education Programs.
PROPOSAL PLANNING
Readings: Ch. 1-5/ Sandy
Week 2 IMPLEMENTING PARENT EDUCATION PROGRAMS:
a. Recruiting and Selecting Participants (heterogeneity)
b. Registration: Two Phases (mail/phone and presence)
c. Selecting a Time and Place
d. Remuneration or CompTime
e. Class Size and Drop Outs
f. Motivational Issues:
1. Dutifulness 3. Validation
and Curiosity
2. Crisis Resolution 4. Problem Prevention/Understanding
g. Coleading Function (M/F, leader-as-parent)
h. Seating Arrangement
i. Half-Time Break and Group Solidarity
j. Curriculum Time Allotment and Flexibility
k. The First Meeting: Orientation, Introductions,History and Philosophy
of Course, General
Parenting Issues, Solicitation of Typical Problems Encountered in Parenting
l. Introducing the Parent-Child Conflict Dilemma
m. Supplemental Materials, Approaches, Speakers
n. Certificate, Attendance Criteria, and Evaluation
o. The Class Party
PRESENTATIONS/DISCUSSION OF READINGS/PROPOSAL PLANNING
Readings: Intro - Ch. 9/ Curran
Week 3 PRESENTATIONS/AND DISCUSSION OF READINGS
Readings: Part I & Part III/ Fine (Parts II &
IV optional; can be used for presentations)
Week 4 COURSE EVALUATION AND PROPOSAL
PRESENTATIONS
BIBLIOGRAPHY (see hard copy)