powerpoint presentation on parenting skills

A quick note about our cookies

We use cookies so we can give you the best website experience possible and to provide us with anonymous data so we can improve our marketing efforts. Read our cookie policy and privacy policy.

Login to your account

New here? Sign up in seconds!

Use social account

Or login with an email

Create an account

Already have an account? Login here

Or sign up with an email

We’re uploading new templates every week

We’d like to send you infrequent emails with brief updates to let you know of the latest free templates. Is that okay?

Reset your Password

Please enter the email you registered with and we will send you a link to reset your password!

Check your email!

We’ve just sent you a link to
 . Please follow instructions from our email.

• Most Popular Templates
• Corporate & Business Models
• Data (Tables, Graphs & Charts)
• Organization & Planning
• Text Slides
• Our Presentation Services

Get your own design team

Tailored packages for corporates & teams

Parenting PowerPoint Presentation

Number of slides: 10

Parenting doesn’t come with a manual. There are many questions parents have about raising children, and while it is true that they learn how to be better parents on the go, as a qualified expert you can give them a hand. The Parents & Kids Presentation Template is ideal for psychologists, counselors, educators, and pediatricians who are looking to give parents and families professional advice on how to raise happy kids in a modern world.

• About this template
• How to edit
• Custom Design Services

Free Parenting PowerPoint Presentation Template

Understanding kids .

Kids grow up fast and each stage of childhood comes with different needs and challenges. How do parents cope with all these changes in such a short amount of time? In this slide, you will be able to show the phases every child goes through and give the parents tools to understand their children better. 

Kids and The Environment

It’s important to teach the next generation how to take care of the environment. Schools everywhere are implementing programs and including lessons to teach children more about this topic but the first step must be taken at home. Use this slide to explain good environmental practices parents can do with their kids at home.

Kids Behavior Slides

When kids are little, it is difficult for them to express their feelings. Because of that, many kids scream, cry or act rude when there is not an apparent reason. Part of understanding children's behavior is paying attention to these attitudes, even the slightest change communicates something. With this slide, you can teach parents how to keep a record of the behavior of their little kids and identify when it’s time to go with a specialist.

Kids hobbies

It is important to support the interests of kids. They are exploring the world and finding out what they like and dislike.

Illustrations

The Parents & Kids Presentation Template comes with amazing vector illustrations of families spending time together. These are the best visuals you will find to talk about parenting.

Is your company celebrating family day? Organize a workshop where employees who have kids can share their experiences as parents.

FIND OUT MORE ABOUT OUR CUSTOM DESIGN SERVICES

Todd Speranzo

VP of Marketing at Avella

"24Slides helps us get PowerPoints on-brand, and improve overall design in a timeframe that is often “overnight”. Leveraging the time zone change and their deep understanding of PowerPoint, our Marketing team has a partner in 24Slides that allows us to focus purely on slide content, leaving all of the design work to 24Slides."

Gretchen Ponts

Strata Research

"The key to the success with working with 24Slides has been the designers’ ability to revamp basic information on a slide into a dynamic yet clean and clear visual presentation coupled with the speed in which they do so. We do not work in an environment where time is on our side and the visual presentation is everything. In those regards, 24Slides has been invaluable."

"After training and testing, 24Slides quickly learnt how to implement our CVI, deliver at a high quality and provide a dedicated design team that always tries to accommodate our wishes in terms of design and deadlines."

What's included in Keynote Template?

I want this template customized class="mobile-none"for my needs!

69 beautifully designed slides 67 icons included PowerPoint and Keynote ready 16:9 full HD class="mobile-none"resolution

Check out other similar templates

Science Icon Template Pack

General PowerPoint Icons Template

Dark themed 30 Slide Template Pack

Generic Mobile Pack Templates

Got any suggestions?

We want to hear from you! Send us a message and help improve Slidesgo

Top searches

Trending searches

35 templates

biochemistry

38 templates

hispanic heritage month

21 templates

travel itinerary

46 templates

mid autumn festival

18 templates

63 templates

Positive Parenting Infographics

It seems that you like this template, free google slides theme, powerpoint template, and canva presentation template.

Being a parent of a kid should be defined in the dictionaries as "regarding work, the hardest in the world". How you raise your kids will have an influence on them as they later become adults. Talk about positive parenting and unravel the secrets behind being a great parent! Our infographics, which are totally editable, will add value to your slideshows, as they help you represent data that otherwise would need a lot of verbal explaining. They come with illustrations (from Storyset!) of parents with their kids.

Features of these infographics

• 100% editable and easy to modify
• 31 different infographics to boost your presentations
• Include icons and Flaticon’s extension for further customization
• Designed to be used in Google Slides, Canva, and Microsoft PowerPoint and Keynote
• 16:9 widescreen format suitable for all types of screens
• Include information about how to edit and customize your infographics

How can I use the infographics?

Am I free to use the templates?

How to attribute the infographics?

Attribution required If you are a free user, you must attribute Slidesgo by keeping the slide where the credits appear. How to attribute?

Register for free and start downloading now

Related posts on our blog.

How to Add, Duplicate, Move, Delete or Hide Slides in Google Slides

How to Change Layouts in PowerPoint

How to Change the Slide Size in Google Slides

Related presentations.

Premium template

Unlock this template and gain unlimited access

What is Positive Parenting? 33 Examples and Benefits

And while most of us strive to be great parents, we may also find ourselves confused and frustrated by the seemingly endless challenges of parenthood.

As both parents of toddlers and teenagers can attest, such challenges are evident across all developmental stages.

But there is good news— numerous research-supported tools and strategies are now available for parents. These resources provide a wealth of information for common parenting challenges (i.e., bedtime issues, picky eating, tantrums, behavior problems, risk-taking, etc.); as well as the various learning lessons that are simply part of growing up (i.e., starting school, being respectful, making friends, being responsible, making good choices, etc.).

With its focus on happiness, resilience and positive youth development ; the field of positive psychology is particularly pertinent to discussions of effective parenting. Thus, whether you are a parent who’s trying to dodge potential problems; or you are already pulling your hair out— you’ve come to the right place.

This article provides a highly comprehensive compilation of evidence-based positive parenting techniques. These ideas and strategies will cover a range of developmental periods, challenges, and situations. More specifically, drawing from a rich and robust collection of research, we will address exactly what positive parenting means; its many benefits; when and how to use it; and its usefulness for specific issues and age-groups.

This article also contains many useful examples, positive parenting tips, activities, programs, videos, books , podcasts – and so much more. By learning from and applying these positive parenting resources; parents will become the kind of parents they’ve always wanted to be: Confident, Optimistic, and even Joyful.

Before you continue, we thought you might like to download our three Positive Parenting Exercises for free . These detailed, science-based exercises will help you or your clients identify opportunities to implement positive parenting practices and support healthy child development.

This Article Contains:

What is positive parenting, a look at the research, how can it encourage personal development and self growth in a child, how old must the child be, what are the benefits, 12 examples of positive parenting in action, positive parenting styles, a look at positive discipline, positive parenting with toddlers and preschoolers, how to best address sibling rivalry, positive parenting with teenagers, positive parenting through divorce, a take-home message.

Before providing a definition of positive parenting, let’s take a step back and consider what we mean by “parents.” While a great deal of parenting research has focused on the role of mothers; children’s psychosocial well-being is influenced by all individuals involved in their upbringing.

Such caregivers might include biological and adoptive parents, foster parents, single parents, step-parents, older siblings, and other relatives and non-relatives who play a meaningful role in a child’s life. In other words, the term “parent” applies to an array of individuals whose presence impacts the health and well-being of children (Juffer, Bakermans-Kranenburg & van Ijzendoorn, 2008).

Thus, any time the terms “parent” or “caregiver” are used herein; they apply to any individuals who share a consistent relationship with a child, as well as an interest in his/her well-being (Seay, Freysteinson & McFarlane, 2014).

Fortunately, parenting research has moved away from a deficit or risk factor model towards a more positive focus on predictors of positive outcomes (e.g., protective factors ). Positive parenting exemplifies this approach by seeking to promote the parenting behaviors that are most essential for fostering positive youth development (Rodrigo, Almeida, Spiel, & Koops, 2012).

Several researchers have proposed definitions of positive parenting, such as Seay and colleagues (2014), who reviewed 120 pertinent articles. They came up with the following universal definition:

Positive parenting is the continual relationship of a parent(s) and a child or children that includes caring, teaching, leading, communicating, and providing for the needs of a child consistently and unconditionally.

(Seay et al., 2014, p. 207).

The Committee of Ministers of the Council of Europe (2006) similarly defined positive parenting as “ … nurturing, empowering, nonviolent… ” and which “ provides recognition and guidance which involves setting of boundaries to enable the full development of the child ’’ (in Rodrigo et al., 2012, p. 4). These definitions, combined with the positive parenting literature, suggest the following about positive parenting:

• It involves Guiding
• It involves Leading
• It involves Teaching
• It is Caring
• It is Empowering
• It is Nurturing
• It is Sensitive to the Child’s Needs
• It is Consistent
• It is Always Non-violent
• It provides Regular Open Communication
• It provides Affection
• It provides Emotional Security
• It provides Emotional Warmth
• It provides Unconditional Love
• It recognizes the Positive
• It respects the Child’s Developmental Stage
• It rewards Accomplishments
• It sets Boundaries
• It shows Empathy for the Child’s Feelings
• It supports the Child’s Best Interests

Along with these qualities, Godfrey (2019) proposes that the underlying assumption of positive parenting is that “… all children are born good, are altruistic and desire to do the right thing …” (positiveparenting.com).

Godfrey further adds that the objective of positive parenting is to teach discipline in a way that builds a child’s self-esteem and supports a mutually respectful parent-child relationship without breaking the child’s spirit (2019). These authors reveal an overall picture of positive parenting as warm, thoughtful and loving— but not permissive.

There is plenty of research supporting the short- and long-term effects of positive parenting on adaptive child outcomes. To begin with, work by the Positive Parenting Research Team ( PPRT ) from the University of Southern Mississippi (Nicholson, 2019) is involved in various studies aimed at examining the impact of positive parenting.

• The following are included among the team’s research topics:
• Relationships between positive parenting and academic success;
• Positive parenting as a predictor of protective behavioral strategies;
• Parenting style and emotional health; maternal hardiness, coping and social support in parents of chronically ill children, etc.

The PPRT ultimately seeks to promote positive parenting behaviors within families.

In their seven-year longitudinal study; Pettit, Bates and Dodge (1997) examined the influence of supportive parenting among parents of pre-kindergartners. Supportive parenting was defined as involving mother‐to‐child warmth, proactive teaching, inductive discipline, and positive involvement. Researchers contrasted this parenting approach with a less supportive, more harsh parenting style.

Supportive parenting was associated with more positive school adjustment and fewer behavior problems when the children were in sixth grade. Moreover, supportive parenting actually mitigated the negative impact of familial risk factors (i.e., socioeconomic disadvantage, family stress, and single parenthood) on children’s subsequent behavioral problems (Pettit et al., 2006).

Researchers at the Gottman Institute also investigated the impact of positive parenting by developing a 5-step ‘emotion coaching’ program designed to build children’s confidence and to promote healthy intellectual and psychosocial growth.

Gottman’s five steps for parents include:

• awareness of emotions;
• connecting with your child;
• listening to your child;
• naming emotions; and
• finding solutions (Gottman, 2019).

Gottman has reported that children of “emotional coaches” benefit from a more a positive developmental trajectory relative to kids without emotional coaches. Moreover, an evaluation of emotional coaching by Bath Spa University found several positive outcomes for families trained in emotional coachings, such as parental reports of a 79% improvement in children’s positive behaviors and well-being (Bath Spa University, 2016).

Overall, research has indicated that positive parenting is related to various aspects of healthy child development (many more examples of evidence supporting the benefits are positive parenting are described further in this article). Such outcomes are neither fleeting nor temporary; and will continue well beyond childhood.

Another way of thinking about the role of positive parenting is in terms of resilience. When children—including those who begin life with significant disadvantages— experience positive and supportive parenting, they are far more likely to thrive.

It is in this way that positive parenting minimizes health and opportunity disparities by armoring children with large stores of emotional resilience (Brooks, 2005; Brooks & Goldstein, 2001). And since we know positive parenting works; what parent wouldn’t want to learn how to use it and thereby give his/her child the best shot at a healthy and happy life?

Download 3 Free Positive Parenting Exercises (PDF)

These detailed, science-based exercises will equip you or your clients with tools to improve parenting styles and support healthy child development.

Download 3 Free Positive Parenting Exercises Pack (PDF)

By filling out your name and email address below.

• Email Address *
• Your Expertise * Your expertise Therapy Coaching Education Counseling Business Healthcare Other
• Comments This field is for validation purposes and should be left unchanged.

There are various mechanisms through which positive parenting promotes a child’s prosocial development.

For example, Eisenberg, Zhou, and Spinrad et al. (2005) suggest that positive parenting impacts children’s temperament by enhancing emotion regulation (e.g., “effortful control” enabling children to focus attention in a way that promotes emotion modulation and expression).

The authors reported a significant link between parental warmth and positive expressivity on children’s long-term emotion regulation. This ability to use effortful control was found to predict reduced externalizing problems years later when children were adolescents (Eisenbert et al., 2005).

Along with emotion regulation, there are many other ways in which positive parenting encourages a child’s positive development and self-growth.

Here are some examples:

• Teaching and leading promote children’s confidence and provides them with the tools needed to make good choices.
• Positive communication promotes children’s social and problem-solving skills while enhancing relationship quality with caregivers and peers.
• Warm and democratic parenting enhances children’s self-esteem and confidence.
• Parental supervision promotes prosocial peer bonding and positive youth outcomes.
• Autonomy-promoting parenting supports creativity, empowerment, and self-determination.
• Supportive and optimistic parenting fosters children’s belief in themselves and the future.
• Providing recognition for desirable behaviors increases children’s self-efficacy and the likelihood of engaging in prosocial, healthy behaviors.
• Providing boundaries and consequences teaches children accountability and responsibility.

Generally speaking, there are many aspects of positive parenting that nurture children’s self-esteem; creativity; belief in the future; ability to get along with others; and sense of mastery over their environment.

Warm, loving and supportive parents feed a child’s inner spirit while empowering him/her with the knowledge and tools necessary to approach life as a fully capable individual.

5 Expert tips no parent should miss – Goalcast

The need for positive parenting begins – well, at the beginning. The attachment literature has consistently indicated that babies under one year of age benefit from positive parenting. More specifically, a secure attachment between infants and mothers is related to numerous positive developmental outcomes (i.e., self-esteem, trust, social competence, etc.; Juffer, Bakermans-Kranenburg & van Ijzendoorn, 2008).

The quality of the mother-child attachment is believed to be a function of parental sensitivity (e.g., mothers who accurately perceive and quickly respond to their babies’ needs; Juffer et al., 2008)— which is certainly a key indicator of positive parenting practices in their earliest form.

Not only is a secure mother-child attachment related to early positive developmental outcomes, but more recent attachment research also indicates long-term increases in social self-efficacy among girls with secure attachments to their fathers (Coleman, 2003).

There are even ways in which positive parenting benefits a child or family as soon as the parents learn of a pregnancy or adoption (i.e., see the subsequent ‘sibling rivalry’ section). Therefore, it cannot be stressed enough: Positive parenting begins as early as possible.

There is empirical evidence for numerous benefits of positive parenting, which cover all developmental stages from infancy to late adolescence. The following table provides a list of many such examples:

The evidence clearly supports a relationship between positive parenting approaches and a large variety of prosocial parent and child outcomes. Therefore, practitioners have developed and implemented a range of programs aimed at promoting positive parenting practices.

Here are some noteworthy examples; including those which target specific risk factors, as well as those with a more preventative focus:

• Parent’s Circle program (Pearson & Anderson, 2001): Recognizing that positive parenting begins EARLY, this program helped parents of infants in the neonatal intensive care unit to enhance their parenting skills in order to better parent their fragile newborns.
• The Home Visiting Program (Ammaniti, Speranza, & Tambelli, et al., 2006): Also focused on babies, this program aimed to increase parental sensitivity in order to improve secure mother-infant attachments. In doing so, psychologists visited high-risk mothers at their homes in order to improve parental sensitivity to their infants’ signals.
• The Early Head Start Home-based Program (Roggman, Boyce, & Cook, 2009): This home-based program also focused on promoting parent-child attachment. Parents in semirural areas received weekly home-based visits from a family educator who taught them positive strategies aimed at promoting healthy parent-child interactions and engagement in children’s activities.
• American Psychological Association’s ACT Raising Safe Kids (RSK) program (Knox, Burkhard, & Cromly, 2013): The goal of this program was to improve parents’ positive parenting knowledge and skills by teaching nonviolent discipline, anger management, social problem‐solving skills, and other techniques intended to protect children from aggression and violence.
• New Beginnings Program (Wolchik, Sandler, Weiss, & Winslow, 2007): This empirically-based 10-session program was designed to teach positive parenting skills to families experiencing divorce or separation. Parents learned how to nurture positive and warm relationships with kids, use effective discipline, and protect their children from divorce-related conflict. The underlying goal of the New Beginnings Program was to promote child resilience during this difficult time.
• Family Bereavement Program (Sandler, Wolchik, Ayers, Tein, & Luecken, 2013): This intervention was aimed at promoting resilience in parents and children experiencing extreme adversity: The death of a parent. This 10-meeting supportive group environment helped bereaved parents learn a number of resilience-promoting parenting skills (i.e., active listening, using effective rules, supporting children’s coping, strengthening family bonds, and using adequate self-care).
• The Positive Parent (Suárez, Rodríguez, & López, 2016): This Spanish online program was aimed at enhancing positive parenting by helping parents to learn about child development and alternative child-rearing techniques; to become more aware, creative and independent in terms of parenting practices; to establish supportive connections with other parents; and to feel more competent and satisfied with their parenting.
• Healthy Families Alaska Programs (Calderaa, Burrellb, & Rodriguez, 2007): The objective of this home visiting program was to promote positive parenting and healthy child development outcomes in Alaska. Paraprofessionals worked with parents to improve positive parenting attitudes, parent-child interactions, child development knowledge, and home environment quality.
• The Strengthening Families Program (Kumpfer & Alvarado, 1998): This primary prevention program has been widely used to teach parents a large array of positive parenting practices. Following family systems and cognitive-behavioral philosophies, the program has taught parenting skills such as engagement in positive interactions with children, positive communication, effective discipline, rewarding positive behaviors, and the use of family meetings to promote organization. The program’s overall goal was to enhance child and family protective factors; to promote children’s resilience, and to improve children’s social and life skills.
• Incredible Years Program (Webster-Stratton& Reid, 2013): This program refers to a widely implemented and evaluated group-based intervention designed to reduce emotional problems and aggression among children, and to improve their social and emotional competence. Parent groups received 12-20 weekly group sessions focused on nurturing relationships, using positive discipline, promoting school readiness and academic skills, reducing conduct problems, and increasing other aspects of children’s healthy psychosocial development. This program has also been used for children with ADHD.
• Evidence-based Positive Parenting Programs Implemented in Spain (Ministers of the Council of Europe, in Rodrigo et al., 2012): In a special issue of Psychosocial Intervention, multiple evaluation studies of positive parenting programs delivered across Spain are presented. Among the programs included are those delivered in groups, at home, and online; each of which is aimed at positive parenting support services. This issue provides an informative resource for understanding which parents most benefited from various types of evidence-based programs aimed at promoting positive parenting among parents attending family support services.
• Triple P Positive Parenting Program (Sanders, 2008): This program, which will be described in more detail in a subsequent post, is a highly comprehensive parenting program with the objective of providing parents of high-risk children with the knowledge, confidence, and skills needed to promote healthy psychological health and adjustment in their children. While these programs are multifaceted, an overarching focus of the Triple P programs is to improve children’s self-regulation.

A reoccurring theme in the positive parenting literature is that a warm, yet firm parenting style is linked to numerous positive youth outcomes. This style is termed ‘authoritative’ and it is conceptualized as a parenting approach that includes a good balance of the following parenting qualities: assertive, but not intrusive; demanding, but responsive; supportive in terms of discipline, but not punitive (Baumrind, 1991).

Along with an authoritative parenting style, a developmental parenting style is also believed to support positive child outcomes (Roggman et al., 2008).

Developmental parenting is a positive parenting style that promotes positive child development by providing affection (i.e., through positive expressions of warmth toward the child); responsiveness (i.e., by attending to a child’s cues); encouragement (i.e., by supporting a child’s capabilities and interests); and teaching (i.e., by using play and conversation to support a child’s cognitive development (Roggman & Innocenti, 2009).

Developmental parenting clearly shares several commonalities with authoritative parenting, and both represent positive parenting approaches.

Overall, by taking a good look at positive parenting strategies that work for raising healthy, happy kids; it is evident that positive parenting styles encourage a child’s autonomy by:

• Supporting exploration and involvement in decision-making
• Paying attention and responding to a child’s needs
• Using effective communication
• Attending to a child’s emotional expression and control
• Rewarding and encouraging positive behaviors
• Providing clear rules and expectations
• Applying consistent consequences for behaviors
• Providing adequate supervision and monitoring
• Acting as a positive role model
• Making positive family experiences a priority

In a nutshell, positive parents support a child’s healthy growth and inner spirit by being loving, supportive, firm, consistent, and involved. Such parents go beyond communicating their expectations, but practice what they preach by being positive role models for their children to emulate.

4 Things you must say to your kids daily – Live on Purpose TV

The term ‘discipline’ often has a negative, purely punitive connotation. However, ‘discipline’ is actually defined as “training that corrects, molds, or perfects the mental faculties or moral character” (Merriam-Webster, 2019).

This definition is instructive, as it reminds us that as parents, we are not disciplinarians, but rather teachers. And as our children’s teachers, our goal is to respectfully show them choices for behaviors and to positively reinforce adaptive behaviors.

Positive discipline again harkens back to authoritative parenting because it should be administered in a way that is firm and loving at the same time. Importantly, positive discipline is never violent, aggressive or critical; it is not punitive.

Relevant: Examples of Positive Punishment & Negative Reinforcement

Physical punishment (i.e., spanking) is ineffective for changing behaviors in the long-term and has a number of detrimental consequences on children (Gershoff, 2013). Indeed, the objective of positive discipline is to “teach and train. Punishment (inflicting pain/purposeful injury) is unnecessary and counter-productive” (Kersey, 2006, p. 1).

Nelsen (2006) describes a sense of belonging as a primary goal of all people; a goal that is not achieved through punishment. In fact, she describes the four negative consequences of punishment on children (e.g., “the four R’s”) as resentment toward parents; revenge that may be plotted in order to get back at parents; rebellion against parents, such as through even more excessive behaviors; and retreat, that may involve becoming sneaky and/or experiencing a loss of self-esteem (Nelsen, 2006).

She provides the following five criteria for positive discipline (which are available on her positive discipline website ):

• Is both kind and firm
• Promotes a child’s sense of belonging and significance
• Works long-term (note: punishment may have an immediate impact, but this is short-lived)
• Teaches valuable social and life skills (i.e., problem-solving, social skills, self-soothing, etc.)
• Helps children develop a sense that they are capable individuals

In her comprehensive and helpful book for parents: Positive Discipline , Nelsen (2006) also describes a number of key aspects of positive discipline, such as being non-violent, respectful, and grounded in developmental principles; teaching children self-respect, empathy, and self-efficacy; and promoting a positive relationship between parent and child.

Stated another way, “ respecting children teaches them that even the smallest, most powerless, most vulnerable person deserves respect, and that is a lesson our world desperately needs to learn ” (LR Knost, lovelivegrow.com).

Since we know that positive discipline does not involve the use of punishment; the next obvious questions become “Just what exactly does it involve?”

This question is undoubtedly urgent for parents who feel like their child is working diligently toward driving them mad. While we will discuss some of the more typical frustrations that parents regularly encounter later in the article, Kersey (2006) provides parents with a wonderful and comprehensive resource in her publication entitled “101 positive principles of discipline.”

Here are her top ten principles:

• Demonstrate Respect Principle : Treat the child in the same respectful way you would like to be treated.
• Make a Big Deal Principle : Use positive reinforcement in meaningful ways for desired behaviors. Reward such behaviors with praise, affection, appreciation, privileges, etc.
• Incompatible Alternative Principle : Provide the child with a behavior to substitute for the undesirable one, such as playing a game rather than watching tv.
• Choice Principle : Provide the child with two choices for positive behaviors so that he/she feels a sense of empowerment. For example, you might say “would you rather take your bath before or after your brush your teeth?”
• When/Then – Abuse it/Lose it Principle : Ensure that rewards are lost when rules are broken. For example, you might say “After you clean your room, you can play outside” (which means that a child who does not clean his/her room, will not get to play outside. Period.)
• Connect Before You Correct Principle : Ensure that the child feels loved and cared for before behavioral problems are attended to.
• Validation Principle : Validate the child’s feelings. For example, you might say “I know you are sad about losing your sleepover tonight and I understand”.
• Good Head on Your Shoulders Principle : Ensure that the child hears the equivalent of “you have a good head on your shoulders” in order to feel capable, empowered and responsible for his/her choices. This is especially important for teenagers.
• Belonging and Significance Principle : Ensure that your child feels important and as if he/she belongs. For example, remind your child that he/she is really good at helping in the kitchen and that the family needs this help in order to have dinner.
• Timer Says it’s Time Principle : Set a timer to help children make transitions. This helps kids to know what’s expected of them and may also involve giving them a choice in terms of the amount of time. For example, you might say “Do you need 15 or 20 minutes to get dressed?” Make sure to let the child know that the time is set.

The reader is encouraged to check-out Kersey’s 101 positive discipline principles, as they contain an enormous amount of useful and effective approaches for parents; along with principles that reflect many everyday examples (e.g., Babysitter Principle; Apology Principle; Have Fun Together Principle; Talk About Them Positively to Others Principle; Whisper Principle; Write a Contract Principle; and so much more).

This section has provided many helpful positive discipline ideas for a myriad of parenting situations and challenges. Positive discipline (which will be expounded on later sections of in the article: i.e., ‘positive parenting with toddlers and preschoolers,’ ‘temper tantrums,’ ‘techniques to use at bedtime,’ etc.) is an effective discipline approach that promotes loving parent-child relationships, as well as producing productive, respectful, and happy children.

The notion of parenting a toddler can frighten even the most tough-minded among us. This probably isn’t helped by terms such as ‘terrible two’s,’ and jokes like “ Having a two-year-old is kind of like having a blender, but you don’t have a top for it ” (Jerry Seinfeld, goodreads.com).

Sure, toddlers and preschoolers get a bad rap; but they do sometimes seem like tiny drunken creatures who topple everything in their path. Not to mention their tremendous noise and energy, mood swings, and growing need for independence.

While their lack of coordination and communication skills can be endearing and often hilarious; they are also quite capable of leaving their parents in a frenzied state of frustration. For example, let’s consider the situation below.

The Grocery Store Blow-out

In this relatable example, a dad and his cranky 3-year-old find themselves in a long line at a grocery store. The child decides she’s had enough shopping and proceeds to throw each item out of the cart while emitting a blood-curdling scream.

The father, who may really need to get the shopping done, is likely to shrivel and turn crimson as his fellow shoppers glare and whisper about his “obnoxious child” or “bad parenting.” He, of course, tells her to stop; perhaps by asking her nicely, or trying to reason with her.

When this doesn’t’ work, he might switch his method to commanding, pleading, threatening, negotiating, or anything else he can think of in his desperation. But she is out of control and beyond reason. The father wants an immediate end to the humiliation; but he may not realize that some quick fixes intended to placate his child, will only make his life worse in the long run.

So, what is he to do?

Before going into specific solutions for this situation, it is essential that parents understand this developmental stage. There are reasons for the child’s aggravating behaviors; reasons that are biologically programmed to ensure survival.

For example, kids aged two-to-three are beginning to understand that there are a lot of things that seem scary in the world. As such, they may become anxious about a variety of situations; like strangers, bad dreams, extreme weather, creepy images, doctor and dentist offices, monsters, certain animals, slivers or other minor medical issues, etc.

While these childhood fears make life more difficult for parents (i.e., when a child won’t stay in his/her room at night due to monsters and darkness, or when a child makes an enormous fuss when left with a babysitter), they are actually an indicator of maturity (Durant, 2016).

The child is reacting in a way that supports positive development by fearing and avoiding perceived dangers. While fear of monsters does not reflect a truly dangerous situation, avoidance of individuals who appear mean or aggressive is certainly in the child’s best interest.

Similarly, fear of strangers is an innate protective mechanism that prompts children to stay close to those adults who keep them healthy and safe. And some strangers indeed should be feared. Although a challenge for parents, young children who overestimate dangers with consistent false-positives are employing their survival instincts.

In her book  Positive Discipline (which is free online and includes worksheets for parents), Durant (2016) notes the importance of respecting a child’s fears and not punishing her/him for them, as well as talking to the child in a way that shows empathy and helps him/her to verbalize feelings. Durant proposes that one of the keys of effective discipline is “… to see short-term challenges as opportunities to work toward your long-term goals” (2016, p. 21).

With this objective in mind, any steps a parent takes when dealing with a frightened or misbehaving child should always be taken with consideration of their potential long-term impact. Long-term goals, which Durant describes as “the heart of parenting” may be hard to think about when a child is challenging and a frustrated parent simply wants the behavior to stop.

However, punishing types of behaviors such as yelling, are not likely to be in-line with long-term parenting goals. By visualizing their preschooler as a high school student or even an adult, it can help parents to ensure that their immediate responses are in-line with the kind, peaceful and responsible person they wish to see in 15 years or so. Durant (2016) provides several examples of long-term parenting goals, such as:

• Maintaining a quality relationship with the parent
• Taking responsibility for actions
• Being respectful of others
• Knowing right from wrong
• Making wise decisions
• Being honest, loyal and trustworthy

Related: Examples of Positive Reinforcement in the Classroom

Grocery Store Blow-out Solutions

Long-term parenting goals are highly relevant to the maddening grocery store example. If the dad only thinks about the short-term goal of making his daughter’s behavior stop embarrassing him at the store, he might decide to tell her she can have a candy bar if she is quiet and stops throwing items from the cart.

This way, he might reason, he can finish his shopping quickly and without humiliation. Sure, this might work as far as getting the child to behave on that day— at that moment; BUT here are some likely consequences:

• Next time they go shopping, she will do this again in order to receive the candy reward.
• Pretty much every time they go shopping, she will do the same thing; and the value of the reward is likely to escalate as she gets tired of the candy.
• She will learn that this behavior can get her rewards in all sorts of places beyond the grocery store, thus making her exhausted parents afraid to take her anywhere.

Moreover, the message she receives from the candy tactic will not reinforce the qualities the father likely wants to see in his daughter over time, such as:

• Being respectful of her parents
• Being respectful of others around her
• Being respectful of others’ property
• Being responsible for her behavior
• Being courteous and considerate
• Being helpful
• Having good manners
• Having good social skills

Therefore, the father might instead deal with this situation by calmly telling her that she needs to stop or she will get a time-out. The time-out can take place somewhere in the store that is not reinforcing for her, such as a quiet corner with no people around (e.g., no audience). Or they can go sit in the car.

If the store is especially crowded, the dad might also ask the clerk to place his cart in a safe place and/or save his place in line until he returns (which he/she will likely be inclined to do if it will get the child to be quiet). After a brief time-out, he should give his daughter a hug and let her know the rules for the remainder of the shopping trip, as well as the consequences of not following them.

In some cases, it might be better for the parent to simply leave the store without the groceries and go home. He won’t have completed his shopping, but that will be a small price for having a child who learns a good lesson on how to behave.

Very importantly, however; if he does take her home, this absolutely cannot be done in a way that is rewarding (i.e., she gets to go home and play, watch tv, or anything else she enjoys). She will need a time-out immediately upon arriving home, as well as perhaps the message that dinner won’t be her favorite tonight since the shopping was not done.

This is not meant to be punitive or sarcastic, more of a natural consequence for her to learn from (e.g., “If I act-out at the store, we won’t have my favorite foods in the house”). In fact, even though he may not feel like it, the father needs to speak to his daughter in a kind and loving way.

Regardless of whether the consequence is in the store or at home, the dad absolutely must follow-through consistently. If he doesn’t, he will teach her that sometimes she can misbehave and still get what she wants; this is a pattern of reinforcement that is really difficult to break.

Of course, the father cannot leave the store each time she misbehaves, as he won’t get anything done and he’s also giving her too much control. Thus, he should prepare in advance for future shopping trips by making her aware of the shopping rules, expectations for her behavior, and the consequences if she breaks them.

The father should be specific about such things, as “I expect you to be good at the store” is not clear. Saying something more like “The rules for shopping are that you need to talk in your quiet voice, listen to daddy, sit still in the cart, help daddy give the items to the clerk, etc.” The dad is also encouraged to only take her shopping when she is most likely to behave (i.e., when well-rested, well-fed, not upset about something else, etc.).

He might also give her something to do while shopping, such as by bringing her favorite book or helping to put items in the cart. Giving his daughter choices will also help her feel a sense of control (i.e., “You can either help put the items in the cart or you can help give them to the clerk”).

And, finally, the little girl should be rewarded for her polite shopping behavior with a great deal of praise (i.e., “You were a very good girl at the store today. You really helped Daddy and I enjoyed spending time with you”).

He might also reward her with a special experience (i.e., “You were so helpful at the store, that we saved enough time to go the park later” or “You were such a great helper today; can you also help daddy make dinner?”). Of course, the reward should not consist of food, since that can lead to various other problems.

There are many more positive parenting tips for this and other difficult parenting scenarios throughout this article, as well as numerous helpful learning resources. In the meantime, it is always wise to remember that your toddler or preschooler does not act the way he/she does in order to torture you— it’s not personal.

There are always underlying reasons for these behaviors. Just keep your cool, plan-ahead, think about your long-term goals, and remember that your adorable little monster will only be this age for a brief time.

Related:  Parenting Children with Positive Reinforcement (Examples + Charts)

World’s Largest Positive Psychology Resource

The Positive Psychology Toolkit© is a groundbreaking practitioner resource containing over 500 science-based exercises , activities, interventions, questionnaires, and assessments created by experts using the latest positive psychology research.

Updated monthly. 100% Science-based.

“The best positive psychology resource out there!” — Emiliya Zhivotovskaya , Flourishing Center CEO

Siblings, whether biological; adopted; full or half stepsiblings; often pick at each other endlessly. Arguments between siblings are a normal part of life. However, sometimes the degree of animosity between siblings (e.g., sibling rivalry) can get out of control and interfere with the quality of the relationship. Not to mention creating misery for parents. Plus, there are negative long-term consequences of problematic sibling relationships, such as deviant behavior among older children and teens (Moser & Jacob, 2002).

Sibling rivalry is often complicated, as it is affected by a range of family variables, such as family size, parent-child interactions, parental relationships, children’s genders, birth order, and personality—among others. And it starts really early. Sometimes, as soon as a child realizes a baby brother or sister is on the way, emotions begin to run high. Fortunately, parents have a great opportunity to prepare their children from the start.

For example, the parent can foster a healthy sibling relationship by engaging in open communication about becoming a big brother or sister early on. This should be done in a way that is exciting and supports the child’s new role as the older sibling. Parents can support bonding by allowing the child to feel the baby kick or view ultrasound pictures. They can solicit their child’s help in decorating the baby’s room.

For some families, their newborn baby may be premature or have other medical problems that require time in the neonatal intensive care unit (NICU). In this situation, which can be quite stressful for siblings, parents should talk to the older child about what’s happening. Parents might also provide the child with updates on the baby’s progress, prepare the child for visits to the NICU, have the child draw a picture to leave with the baby, make a scrapbook for the baby, and set aside plenty of time with the older child (Beavis, 2007).

If the new child is going to be adopted, it is also important to encourage a connection. For example, along with explaining how the adoption will work, the child can be involved in the exciting aspects of the process once it is confirmed. In the case of an older child or international adoption, there are special things parents can do as well.

For example, if a child is in an orphanage, the sibling can help pick-out little gifts to send ahead of time (i.e., a stuffed animal, soft blanket or clothing). Having the child draw a picture and/or write a letter to the new sibling is another way to enhance the relationship. Adopting an older child will require particular preparation; as the new sibling will arrive with his/her own fears, traits, memories, and experiences that will certainly come into play.

There are a number of children’s books designed to help parents prepare their children for a new sibling, such as You Were the First (MacLachlan, 2013), My Sister Is a Monster : Funny Story on Big Brother and New Baby Sister How He Sees Her (Green, 2018), and Look-Look : The New Baby (Mayer, 2001).

There are also children’s books that help prepare children for adopted siblings, with some that are even more focused on the type of adoption. Here are a few examples: Seeds of Love : For Brothers and Sisters of International Adoption (Ebejer Petertyl & Chambers, 1997), A Sister for Matthew : A Story About Adoption (Kennedy, 2006), and Emma’s Yucky Brother (Little, 2002).

Along with the above tips, Amy McCready (2019) provides some excellent suggestions for ending sibling rivalry, these include:

• Avoid Labeling Children: by labeling children in ways such as “the social one,” “the great student,” “the athlete,” “the baby” etc., parents intensify comparisons, as well as one child’s belief that he/she does not possess the same positive qualities as the other one (i.e., “if he’s the ‘brainy one,’ I must be the ‘dumb one,’”).
• Arrange for Attention: Make sure each child has plenty of regular intentional attention so that they will be less inclined to fight for it.
• Prepare for Peace: McCready describes several ways to teach conflict resolution skills that help to avoid further issues between siblings.
• Stay out of Squabbles: Unless absolutely necessary (i.e., during a physical fight), it is best to stay out of squabbles. In doing so, the parent is not reinforcing the disagreement, while also enabling the children to work out solutions together.
• Calm the Conflict: If you must intervene, it is best to help the children problem-solve the situation without judgment or taking sides.
• Put them All in the Same Boat: McCready suggests that all children involved in the conflict receive the same consequence, which teaches them that they each will benefit from getting along.

These and other useful tips and resources are available on McCready’s Positive Parenting Solutions website . Luckily, by being thoughtful and preparing ahead of time, parents can avoid excessive competition between children and promote meaningful lifelong sibling bonds.

Before discussing positive parenting with teenagers, it is important to remember one key fact: Teens still need and want their parents’ support, affection, and guidance— even if it doesn’t seem like it. Just as with younger kids, parental figures are essential for helping adolescents overcome difficult struggles (Wolin, Desetta & Hefner, 2016).

Indeed, by fostering a sense of mastery and internal locus of control, adults help to empower a teen’s sense of personal responsibility and control over the future (Blaustein & Kinniburgh, 2018). In fact, the presence of nurturing adults who truly listen has been reported among emotionally resilient teens (Wolin et al., 2016).

Positive parenting practices such as quality communication, parental monitoring, and authoritative parenting style also have been found to predict fewer risky behaviors among adolescents (DeVore & Ginsburg, 2005).

As parents of teens know, there are many challenges involved in parenting during this developmental period. Adolescents often find themselves confused about where they fit in the area between adulthood and childhood. They may desire independence, yet lack the maturity and knowledge to execute it safely. They are often frustrated by their bodily changes, acne and mood swings.

Teens may be overwhelmed by school, as well as pressures from parents and peers. Teens may feel bad about themselves and even become anxious or depressed as they try to navigate the various stressors they face.

Many of these difficulties, which certainly need attention from parents, may also make conversations difficult. Parents may feel confused as to how much freedom versus protectiveness is appropriate. The Love and Logic approach (Cline & Faye, 2006) provides some terrific ways for parents to raise responsible, well-adjusted teens.

The authors’ approach for parents involves two fundamental concepts: “Love [which] means giving your teens opportunities to be responsible and empowering them to make their own decisions.” And “Logic [which] means allowing them to live with the natural consequences of their mistakes-and showing empathy for the pain, disappointment, and frustration they’ll experience” (Foster, Cline, & Faye, 2019, hopelbc.com, p. 1).

Just as with young children, the Love and Logic method is a warm and loving way to prepare teens for the future while maintaining a quality relationship with parents.

Another positive parenting approach that is particularly applicable to adolescents is the Teen Triple P Program (Ralph & Sanders, 2004). Triple P (which will be described in a subsequent post) is tailored toward teens and involves teaching parents a variety of skills aimed at increasing their own knowledge and confidence.

The program also promotes various prosocial qualities in teens such as social competence, health, and resourcefulness; such that they will be able to avoid engaging in problem behaviors (e.g., substance use, risky sex, delinquency, Bulimia, etc.). This approach enables parents to replace harsh discipline styles for those that are more nurturing, without being permissive. It aims to minimize parent-teen conflict while providing teens with the tools and ability to make healthy choices (Ralph & Sanders, 2004).

Parents of teens (or future teens) often shudder when considering the dangers and temptations to which their children may be exposed. With a focus specifically on substance use, the Partnership for Drug-free Kids website offers a great deal of information for parents who are either dealing with teen drug use or are doing their best to prevent it.

For example, several suggestions for lowering the probability that a teen will use substances include:

• knowing your teen’s friends;
• being a positive role model in terms of your own coping mechanisms and use of alcohol and medication;
• being aware of your child’s level of risk for substance use;
• providing your teen with substance use information;
• supervising and monitoring your teen;
• setting boundaries;
• communicating openly about substance use; and
• building a supportive and warm relationship with your teen (Partnership for Drug-free Kids; PDK, 2014).

These suggestions are discussed in more detail on the following PDF : Parenting Practices: Help Reduce the Chances Your Child will Develop a Drug or Alcohol Problem (PDK, 2014). By employing these and other positive parenting techniques, you are helping your teenager to become a respectful, well-adjusted and productive member of society.

Divorce has become so common that dealing with it in the best possible way for kids is of vital importance to parents everywhere.

Parental divorce/separation represents a highly stressful experience for children that can have both immediate and long-term negative consequences.

Children of divorce are at increased risk for mental health, emotional, behavioral, and relationship problems (Department of Justice, Government of Canada, 2015).

There is, however, variability in how divorce affects children; with some adverse consequences being temporary, and others continuing well into adulthood. Since we know that divorce does not impact all children equally, the key question becomes: What are the qualities that are most effective for helping children to cope with parental divorce?

There are differences in children’s temperament and other aspects of personality, as well as family demographics, that affect their ability to cope with divorce. But, for present purposes, let’s focus on the aspects of the divorce itself since this is the area parents have the most power to change.

Importantly, the detrimental impact of divorce on kids typically begins well before the actual divorce (Amato, 2000). Thus, it may not be the divorce per se that represents the child risk factor; but rather, the parents’ relationship conflicts and how they are handled. For divorced/divorcing parents, this information is encouraging—as there are things you can do to help your children (and you) remain resilient despite this difficult experience.

Parental Conflict and Alienation

There are several divorce-related qualities that make it more difficult for children to adapt to divorce, such as parental hostility and poor cooperation between parents (Amato, 2000); and interpersonal conflict between parents along with continued litigation (Goodman, Bonds, & Sandler, et al., 2005).

Parents dealing with divorce need to make a special effort not to expose their children to conflicts between parents, legal and money related issues, and general animosity. The latter point merits further discussion, as parents often have a difficult time not badmouthing each other in front of (or even directly to) their kids. It is this act of turning a child against a parent that ultimately serves to turn a child against himself (Baker & Ben-Ami, 2011).

Badmouthing the other divorced parent is an alienation strategy, given its aim to alienate the other parent from the child. Such alienation involves any number of criticisms of the other parent in front of the child. This may even include qualities that aren’t necessarily negative, but which can be depicted as such for the sake of enhancing alienation (Baker & Ben-Ami, 2011).

Baker and Ben-Ami (2011) note that parental alienation tactics hurt children by sending the message that the badmouthed parent does not love the child. Also, the child may feel that, because their badmouthed parent is flawed; that he/she is similarly damaged. When a child receives a message of being unlovable or flawed, this negatively affects his/her self-esteem, mood, relationships, and other areas of life ( Baker & Ben-Ami, 2011 ).

An excellent resource for preventing parental alienation is Divorce Poison : How to Protect Your Family from Bad-mouthing and Brainwashing (Warshak, 2010).

Warshak describes how one parent’s criticism of the other may have a highly detrimental impact on the targeted parent’s relationship with his/her child. And such badmouthing absolutely hurts the child. Badmouthed parents who fail to deal with the situation appropriately are at risk of losing the respect of their kids and even contact altogether. Warshak provides effective solutions for bad-mouthed parents to use during difficult situations, such as:

• How to react when you find out about the badmouthing
• What to do if your kids refuse to see you
• How to respond to false accusations
• How to insulate kids from bad-mouthing effects

Reasons that parents attempt to manipulate children, as well as behaviors often exhibited by children who have become alienated from one parent,  are also described (Warshak, 2010). This book, as well as additional resources subsequently listed, provides hope and solutions for parents who are dealing with the pain of divorce.

Importantly, there are ways to support children in emerging from divorce without long-term negative consequences (i.e., by protecting them from parental animosity). It is in this way that parents can “enable their children to maintain love and respect for two parents who no longer love, and may not respect, each other” (Warshak, 2004-2013, warshak.com).

Positive parenting is an effective style of raising kids that is suitable for pretty much all types of parents and children. This article contains a rich and extensive collection of positive parenting research and resources; with the goal of arming caregivers with the tools to prevent or tackle a multitude of potential challenges. And, of course, to foster wellness and healthy development in children.

Here are the article’s key takeaways:

• Parents are never alone. Whatever the problem or degree of frustration, there is a whole community of parents who have faced the same issues. Not to mention a ton of positive parenting experts with effective solutions.
• Positive parenting begins early. Positive parenting truly starts the moment a person realizes he/she is going to become a parent since even the planning that goes into preparing for a child’s arrival will have an impact.
• Positive parenting applies to all developmental periods. With a positive parenting approach, raising toddlers and teenagers need not be terrible nor terrifying. Positive parenting promotes effective, joyful parenting of kids of all ages.
• Positive parents raise their children in a way that empowers them to reach their full potential as resilient and fulfilled individuals. Positive parents are warm, caring, loving and nurturing— and so much more: They are teachers, leaders, and positive role models. They are consistent and clear about expectations. They know what their kids and teens are doing. They encourage and reinforce positive behaviors. They make family experiences a priority. They support their children’s autonomy and individuality. They love their children unconditionally. They engage in regular, open dialogues with their children. They are affectionate, empathetic, and supportive. They understand that their teenagers still need them.
• Positive discipline is an effective, evidence-based approach that is neither punitive nor permissive. Positive discipline is performed in a loving way without anger, threats, yelling, or punishment. It involves clear rules, expectations, and consequences for behavior; and consistent follow-through. It is in alignment with parents’ long-term parenting goals.
• Positive parenting is backed by empirical evidence supporting its many benefits. Positive parenting promotes children’s self-esteem, emotional expression, self-efficacy, sense of belonging, social and decision-making skills, and belief in themselves. Positive parenting fosters secure attachments and quality relationships with parents; school adjustment and achievement; reduced behavior problems, depressive symptoms, and risk behaviors; and positive youth development in general. The outcomes associated with positive parenting are long-term and often permanent.
• Positive parenting is applicable to a vast array of challenges. Positive parenting applies to everyday challenges, as well as more frustrating and even severe issues. Positive parenting has been effectively used for dealing with temper tantrums, bedtime and eating issues, and sibling rivalry; as well as difficulties associated with divorce, ADHD, family stressors, teen pressures, and risk-taking—and much more.
• Positive parenting solutions are both abundant and accessible. Because positive parenting experts have tackled so many parenting issues, available resources are plentiful. Along with the many tips and suggestions contained in this article; there is a whole online library of positive parenting-related activities, workbooks, books, videos, courses, articles, and podcasts that cover a broad range of parenting topics.

Considering the many positive parenting solutions and resources currently available, parents can approach their role as teachers, leaders, and positive role models with confidence and optimism. And, ultimately, by consistently applying positive parenting strategies; parents will experience a deep and meaningful connection with their children that will last a lifetime. ?

We hope you enjoyed reading this article. Don’t forget to download our three Positive Parenting Exercises for free .

• Alshugairi, N., & Lekovic Ezzeldine, M. (2017). Positive parenting in the Muslim home . Irvine, CA: Izza Publishing.
• Altiero, J. (2006). No more stinking thinking: A workbook for teaching children positive thinking . London, United Kingdome: Jessica Kingsley Publishers.
• Amato, P. (2000). The consequences of divorce for adults and children. Journal of Marriage and the Family, 62 (4), 1269-1287.
• Amit Ray. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Ammaniti M., Speranza A., Tambelli R., Muscetta, S., Lucarelli, L., Vismara, L., Odorisio, E., Cimino, S. (2006). A prevention and promotion intervention program in the field of mother-infant relationship. Infant Mental Health Journal, 27 :70-90.
• Asa Don Brown. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Author Unknown. The Quote Garden (1998-2019). Retrieved from http://quotegarden.com/
• Baker, A. & Ben-Ami, N. (2011). To turn a child against a parent is to turn a child against himself: The direct and indirect effects of exposure to parental alienation strategies on self-esteem and well-being. Journal of Divorce & Remarriage, 52 (7), 472–489.
• Bath Spa University (2016). Somerset Emotion Coaching Project. Retrieved from https://www.ehcap.co.uk/content/sites/ehcap/uploads/NewsDocuments/302/Emotion-Coaching-Full-Report-May-2016-FINAL.PDF
• Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11 (1), 56-95.
• Beavis, A. (2007). What about brothers and sisters? Helping siblings cope with a new baby brother or sister in the NICU. Infant, 3 (6), 239-242.
• Benjamin Spock. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Bill Ayers. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Bornstein, M. (2002). Emotion regulation: Handbook of parenting . Mahwah, New Jersey London: Lawrence Erlbaum Associates, Publishers.
• Brooks R.B. (2005) The power of parenting. In: Goldstein S., Brooks R.B. (eds) Handbook of resilience in children . Springer, Boston, MA.
• Brooks, R., & Goldstein, S. (2001). Raising resilient children: Fostering strength, hope, and optimism in your child . New York: Contemporary Books.
• Bruni, O., Violani, C., Luchetti, A., Miano, S. Verrillo, E., Di Brina, O., Valente, D. (2004). The sleep knowledge of pediatricians and child neuropsychiatrists. Sleep and Hypnosis, 6 (3):130-138.
• Calderaa, D., Burrellb, L., Rodriguezb, K., Shea Crowneb, S., Rohdec, C., Dugganc, A. (2007). Impact of a statewide home visiting program on parenting and on child health and development. Child Abuse & Neglect, 31 (8), 829-852.
• Carter, C. (2017). Positive discipline: 2-in-1 guide on positive parenting and toddler discipline . North Charleston, SC: CreateSpace Independent Publishing Platform.
• Centers for Disease Control (2014). Positive parenting tips. Retrieved from https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/
• Cline, F. & Fay, J. (2006). Parenting with love and logic: Teaching children responsibility . Colorado Springs, CO: NavPress.
• Cline, F., Fay, J., & Cline, F. (2006). Parenting teens with love and logic: Preparing adolescents for responsible adulthood . Colorado Springs, CO: Piñon Press.
• Cline, F., Fay, J., & Cline, F. (2019). Parenting Teens with Love & Logic . Retrieved from http://hopelbc.com/parenting%20teens%20with%20love%20and%20logic.pdf
• Coleman, P. (2003). Perceptions of parent‐child attachment, social self‐efficacy, and peer relationships in middle childhood. Infant and Child Development, 12 (4), 351-356.
• David, O. & DiGiuseppe, R. (2016). The Rational Positive Parenting Program . Cham, Heidelberg, New York, Dordrecht, London: Springer.
• de Graaf, I., Speetjens, P., & Smit, F., de Wolff, M., & Tavecchio, L. (2008). Effectiveness of The Triple P Positive Parenting Program on behavioral problems in children: A meta-analysis. Behavior Modification, 32 (5), 714–735.
• Department of Justice, Government of Canada (2015). The effects of divorce on children: a selected literature review. Retrieved from https://www.justice.gc.ca/eng/rp-pr/fl-lf/divorce/wd98_2-dt98_2/toc-tdm.html
• DeVore, E. & Ginsburg, K. (2005). The protective effects of good parenting on adolescents. Current Opinion in Pediatrics, 17 (4), 460-465.
• Duineveld, J., Parker, P., Ryan, R., Ciarrochi, J., & Salmela-Aro, K. (2017). The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53 (10), 1978-1994.
• Durand, M. & Hieneman, M. (2008). Helping parents with challenging children: Positive family intervention parent workbook (programs that work). Oxford; New York: Oxford University Press.
• Durant, J. (2016). Positive discipline in everyday parenting. Retrieved from http://www.cheo.on.ca/uploads/advocacy/JS_Positive_Discipline_English_4th_edition.pdf
• Eanes, R. (2015). The newbie’s guide to positive parenting: Second edition. SC: CreateSpace Independent Publishing Platform.
• Eanes, R. (2016). Positive parenting: an essential guide (the positive parent series). New York, NY: Penguin Random House, LLC.
• Eanes, R. (2018). The positive parenting workbook: An interactive guide for strengthening emotional connection (The Positive Parent Series). New York, NY: Random House, LLC.
• Eanes, R. (2019). The gift of a happy mother: Letting go of perfection and embracing everyday joy. Los Angeles, CA: TarcherPerigee.
• Ebejer Petertyl, M., & Chambers, J. (1997). Seeds of love: For brothers and sisters of international adoption . Grand Rapids, MI: Folio One Pub.
• Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A., & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76 (5), 1055–1071.
• Engels, R., Dekovic, M., & Meeus, W. (2002). Parenting practices, social skills and peer relationships in adolescence. Social Behavior and Personality, 30 (1), 3-17.
• Fay, J. (2019). What Is Parenting with Love and Logic? Retrieved from http://www.hopelbc.com/parenting%20with%20love%20and%20logic.pdf
• Ferber, R. (2006). Solve your child’s sleep problems: New, revised, and expanded edition . New York, NY: Simon and Schuster, Inc.
• Forgatch, M., & DeGarmo, D. (1999). Parenting through change: An effective prevention program for single mothers. Journal of Consulting and Clinical Psychology, 67 (5), 711-724.
• Franklin D. Roosevelt. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Gary Smalley. Azquotes (2019). Retrieved from https://www.azquotes.com/
• Gershoff, E. (2013). Spanking and child development: We know enough now to stop hitting our children. Retrieved from https://onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12038
• Godfrey, D. (2019). Retrieved from https://positiveparenting.com/
• Goodman, M., Bonds, D., Sandler, I., & Braver, S. (2005). Parent psychoeducational programs and reducing the negative effects of interparental conflict following divorce. Family Court Review, 42 (2), 263–279.
• Gottman, J. (2019). The Gottman Institute: A research-based approach to relationships. Retrieved from https://www.gottman.com/parents/
• Green, A. (2018). My sister is a monster: Funny story on big brother and new baby sister how he sees her; sibling book for children. New York, NY: Schwartz & Wade.
• Halloran, J. (2016). Coping skills for kids workbook: Over 75 coping strategies to help kids deal with stress, anxiety and anger workbook. Retrieved from https://copingskillsforkids.com/workbook
• Hasan, N., & Power, T. G. (2002). Optimism and pessimism in children: A study of parenting correlates. International Journal of Behavioral Development, 26 (2), 185–191.
• Janet Lansbury. Love Live Grow (2018). Retrieved from https://lovelivegrow.com/
• Jesse Jackson. The Quote Garden (1998-2019). Retrieved from http://quotegarden.com/
• Johann Wolfgang von Goethe. Azquotes (2019). Retrieved from https://www.azquotes.com/
• Johnson, M. (2009). Positive parenting with a plan paperback . Anchorage, AK: Publications Consultants.
• Joseph, G. (2019). Nine guided mindfulness meditations to help children go to sleep. Mindfulness Habits Team. Retrieved from https://www.audible.com/pd/Bedtime-Meditations-for-Kids-Audiobook/B07MGKHPWP
• Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49 (3),194-200.
• Juffer F., Bakermans-Kranenburg M. & Van IJzendoorn M. (2008). Promoting positive parenting: An attachment-based intervention . New York: U.S.A.: Lawrence Erlbaum/Taylor & Francis.
• Karapetian, M., & McGrath, A. (2017). Conquer negative thinking for teens: A workbook to break the nine thought habits that are holding you back . Oakland, CA: Instant Help Books.
• Kennedy, P. (2006). A Sister for Matthew: A story about adoption . Nashville, TN: Ideals Publications.
• Kersey, K. (2006). The 101 Positive Principles of Discipline . Retrieved from https://ww2.odu.edu/~kkersey/101s/101principles.shtml
• Knox, M., Burkhard, K., & Cromly, A. (2013). Supporting positive parenting in community health centers: The Act Raising Safe Kids Program. Journal of Community Psychology, 41 (4), 395-407.
• Kumpfer, K. L., and Alvarado, R. (1998). Effective family strengthening interventions . Juvenile Justice Bulletin. Washington, DC: Office of Juvenile Justice and Delinquency Prevention. Retrieved from https://www.strengtheningfamiliesprogram.org/about.html
• Liable, D., Gustavo, C., & Roesch, S. (2004). Pathways to self-esteem in late adolescence: The role of parent and peer attachment, empathy, and social behaviors. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1314&context=psychfacpub
• Little J. (2002). Emma’s yucky brother. New York, NY: Harper Trophy.
• LR Knost. Love Live Grow (2018). Retrieved from https://lovelivegrow.com/
• MacLachlan, P. (2013). You were the first. Boston. MA: Little, Brown Books for Young Readers.
• Markham, L. (2018). Peaceful parent, happy kids workbook: Using mindfulness and connection to raise resilient, joyful children and rediscover your love of parenting . Eau Claire, WI: PESI, Inc.
• Mathew L Jacobson. Love Live Grow (2018). Retrieved from https://lovelivegrow.com/
• Maya Angelou. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Mayer, M. (2001). Look-look: The new baby. New York, NY: Random House Books for Young Readers.
• McCready, 2016). The me, me, me epidemic: A step-by-step guide to raising capable, grateful kids in an over-entitled world . Los Angeles, CA: TarcherPerigee.
• McCready, A. (2012). If I have to tell you one more time…: The revolutionary program that gets your kids to listen without nagging, reminding, or yelling. Los Angeles, CA: TarcherPerigee.
• McCready, A. (2019). Get your kids to listen without yelling, nagging, or losing control. Retrieved from https://www.positiveparentingsolutions.com/
• Merriam-Webster (2019). Retrieved from https://www.merriam-webster.com/dictionary/discipline
• Mignon McLaughlin. The Quote Garden (1998-2019). Retrieved from http://quotegarden.com/
• Ministers of the Council of Europe (2006). In Rodrigo, J., Almeida, A., Spiel, C., & Koops, W., (2012). Introduction: Evidence-based parent education programs to promote positive parenting. Retrieved from file:///C:/Users/hszak/AppData/Local/Packages/Microsoft.MicrosoftEdge_ 8wekyb3d8bbwe/TempState/Downloads/introductionevidence-baseprograms%20(1).pdf
• Moser, R., & Jacob, T. (2002). Parental and sibling effects in adolescent outcomes. Psychological Reports, 91 (2), 463-479.
• Nelsen, J. (2006). Positive discipline. Retrieved from www.positivediscipline.com/
• Nelsen, J., & Tamborski, M., & Ainge, B. (2016). Positive discipline parenting tools: The 49 most effective methods to stop power struggles, build communication, and raise empowered, capable kids. New York, NY: Harmony Books.
• Newman, T., & Blackburn, S. (2002). Transitions in the lives of children and young people: Resilience factors. Interchange 78. Retrieved from https://eric.ed.gov/?id=ED472541
• Nicholson, B. (2019). Retrieved from https://bonnienicholson.weebly.com/about-me.html
• Partnership for Drug-free Kids (2014). Parenting practices: Help reduce the chances your child will develop a drug or alcohol problem. Retrieved from https://drugfree.org/wp-content/uploads/2017/02/6-Parenting-Practices.pdf
• Pearson, J., & Anderson, K. (2001). Evaluation of a program to promote positive parenting in the neonatal intensive care unit. Neonatal Network, 20 (4), 43-8.
• Pettit, G., Bates, J., & Dodge, K. (1997). Supportive parenting, ecological context, and children’s adjustment: A seven‐year longitudinal study. Child Development, 68 (5), 908-923.
• Phelan, T., & Webb, C. (2018). 1-2-3 magic workbook: Effective discipline for children. Naperville, IL: Sourcebooks.
• Phifer, L., Sibbald, L., & Roden, J. (2018). Parenting toolbox: 125 activities therapists use to reduce meltdowns, increase positive behaviors & manage emotions. Eau Claire, WI: PESI Publishing & Media.
• Plato. Azquotes (2019). Retrieved from https://www.azquotes.com/
• Rachel Carson. Azquotes (2019). Retrieved from https://www.azquotes.com/
• Ralph, A., & Sanders, R. (2004). The ‘Teen Triple P’ Positive Parenting Program: A preliminary evaluation. https://www.questia.com/read/1P3-1653850011/the-teen-triple-p-positive-parenting-program-a
• Ranjan, A. (2015). Children: What percentage of people become parents? Retrieved from https://www.quora.com/Children-What-percentage-of-people-become-parents
• Rebecca Eanes. Love Live Grow (2018). Retrieved from https://lovelivegrow.com/
• Richard L. Evans. Azquotes (2019). Retrieved from https://www.azquotes.com/
• Roggman, L., & Boyce, L., & Innocenti, M. (2008). Developmental parenting: A guide for early childhood practitioners Baltimore, MD: Paul H. Brookes Publishing.
• Roggman, L., Boyce, L., & Cook, G. (2009). Keeping kids on track: Impacts of a parenting-focused early head start program on attachment security and cognitive development. Early Education Development, 20 , 920-941.
• Sanders, M. (2008). Triple P-Positive Parenting Program as a public health approach to strengthening parenting. Journal of Family Psychology, 22 (4), 506-517.
• Sanders, M., & Markie-Dadds, C. (1996). Triple P: A multi-level family intervention program for children with disruptive behaviour disorders. Early intervention and prevention in mental health. Retrieved from https://core.ac.uk/download/pdf/15030279.pdf
• Sandler, I., Ingram, A., Wolchik, S., Tein, J., & Winslow, E. (2015). Long-term effects of parenting-focused preventive interventions to promote resilience of children and adolescents. Child Development Perspectives, 9 (3), 164–171.
• Seay, A., Freysteinson, W. M., & McFarlane, J. (2014). Positive parenting. Nursing Forum, 49 (3), 200–208.
• Sheryl Sandberg. Goodreads (2019). Retrieved from https://www.goodreads.com/quotes/tag/girl-child
• Siegel, D. & Payne Bryson, T. (2016). No-drama discipline workbook: Exercises, activities, and practical strategies to calm the chaos and nurture developing minds. Eue Claire, WI: PESI, Inc.
• Steinberg, L., Elmen, J. D., & Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child Development, 60 , 1425-1436.
• Suárez, A., Rodríguez, J., & López, M. (2016): The Spanish online program “Educar en Positivo” (“The Positive Parent”): Whom does it benefit the most? Psychosocial Intervention, 25 (2), 119-26.
• The Quote Garden (1998-2019). Retrieved from http://quotegarden.com/
• van de Korput, J. (2012). The Brighter Futures Programme in Birmingham – An inspiring initiative with good results and failures. Retrieved from https://bernardvanleer.org/blog/brighter-futures-programme-birmingham-inspiring-initiative-good-results-failures/
• Warshak, R. (2004-2013). Retrieved from http://warshak.com/divorce-poison/index.html
• Warshak, R. (2010). Divorce poison: How to protect your family from bad-mouthing and brainwashing. New York, NY: HarperCollins Publishers, Inc.
• Webster-Stratton, C., & Reid, R., (2013): Long-term outcomes of incredible years parenting program: predictors of adolescent adjustment. Child and Adolescent Mental Health, 16 (1), 38–46.
• Wolchik, S., Sandler, I., Weiss, L., & Winslow, E. (2007). New Beginnings: An empirically-based program to help divorced mothers promote resilience in their children. Retrieved from https://www.researchgate.net/publication/232468945_ New_Beginnings_An_empirically-based_program_to_help_divorced_mothers_ promote_resilience_in_their_children
• Wolin, S., Desetta, A., & Hefner, K. (2000). Minneapolis, MN: Free Spirit Publishing.

Share this article:

Article feedback

What our readers think.

I am currently a student in occupational therapy and I am in the process of completing my dissertation for my degree, focusing on positive parenting and its impact on children with ADHD. Recently, I purchased a book that contained a QR code leading me to your article. Would it be possible to receive the DOI and the PDF of this article via email, please?

Thank you in advance for your assistance.

Best regards, Anis

While we don’t currently have an option to download or convert our posts to pdf, you are very welcome to reference the article as follows (APA 7): [author last name], [author initial]. (year, month day). Title. PositivePsychology.com. https://positivepsychology.com/URL/

Hope this helps!

Warm regards, Julia | Community Manager

Thank you for compiling this research. It was truly helpful in getting started on a positive path.

Hi there! I am writing a research paper on gentle parenting and the positive effects it has. Would you be able to send me your resource list for this article?

If you scroll to the very end of the article, you will find a button that you can click to reveal the reference list.

– Nicole | Community Manager

I am also writing a paper. When citing this article, should I use 2019 or 2023 as the date? Thank you!

You can reference this article in APA 7th as follows: Lonczak, H.S. (2019, May 08). Title. PositivePsychology.com. https://positivepsychology.com/positive-parenting/

Hope this helps! Kind regards, Julia | Community Manager

Great article. I really liked. I will share this article with my school.

I totally agree with many different points has written in this useful article, I spent several days to complete it,, but it was really worthy especially what you mentioned here about model of parenting. Thank your for all details and sources you wrote up there and waiting for your new things coming up.

i love your blog and always like new things coming up from it.

Positive parenting is key for a happy family! I totally agree that positive parenting promotes effective, joyful parenting of kids of all ages. The most important things about such a model of parenting are to know your kid’s friends, being a positive role model in terms of your own coping mechanisms and use of alcohol and medication, and building a supportive and warm relationship with your child. We are responsible for the future generation, therefore raising happy and good person is a must!

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Related articles

Parenting Styles: Are You Helping or Hurting? 3 Quizzes

Navigating the complexities of parenthood involves understanding various parenting styles and their impact on children’s development. From authoritarian to permissive, each approach reflects differing beliefs [...]

Conscious Parenting: A Mindful Approach to Parenting

Parenting is one of the most enriching and challenging roles we can undertake in our lifetimes. There is a growing interest in alternative approaches to [...]

Unleashing the Power of Gentle Parenting (& 3 Examples)

Parenting is a beautiful and deeply rewarding, but also often a confusing and overwhelming journey. We all want to raise happy and well-adjusted children. However, [...]

Read other articles by their category

• Body & Brain (52)
• Coaching & Application (39)
• Compassion (23)
• Counseling (40)
• Emotional Intelligence (21)
• Gratitude (18)
• Grief & Bereavement (18)
• Happiness & SWB (40)
• Meaning & Values (26)
• Meditation (16)
• Mindfulness (40)
• Motivation & Goals (41)
• Optimism & Mindset (29)
• Positive CBT (28)
• Positive Communication (23)
• Positive Education (36)
• Positive Emotions (32)
• Positive Leadership (16)
• Positive Parenting (14)
• Positive Psychology (21)
• Positive Workplace (35)
• Productivity (16)
• Relationships (46)
• Resilience & Coping (38)
• Self Awareness (20)
• Self Esteem (37)
• Strengths & Virtues (29)
• Stress & Burnout Prevention (33)
• Theory & Books (42)
• Therapy Exercises (37)
• Types of Therapy (54)

• Phone This field is for validation purposes and should be left unchanged.

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

What is parenting?.

Published by Alannah Scott Modified over 6 years ago

Similar presentations

Presentation on theme: "What is parenting?."— Presentation transcript:

The Challenges of Parenting Do Now: What are some characteristics of a good parent?

Advantages and Disadvantages

Parenting: A Rewarding Choice

2.1 Parenting and Families

FAMILY (Types and Life Cycle)

Working with Children Unit I Child Development I

Children the Early Years by Celia Anita Decker

Chapter 2 Families Today.

CHAPTER 24 Sexual Feelings and Relationships Lesson 3 Marriage and Parenthood.

Marriage and Parenting

Lesson 3 Marriage and Parenting Couples in a marriage are able to share togetherness and give each other support in hard times as well as good times.

Parenting Responsibilities Assignment: Parent Interview Reminder: Turn in signed syllabus, signed parent letter and pay $5.00 fee.

Parenting Responsibilities

“...you need a licence to drive, heck, you need a licence to fish...but they’ll let be a parent”. Ready for Parenthood?

Lifelong union between two people who develop an intimate relationship.

Child Development Section 2-1 “Parenting and Families”

PCD Objective 1.01 Meeting Children’s Needs. Nurture Children Providing the type of care that encourages healthy growth and development Giving a child.

 Parenting: is providing care, support, and guidance that can lead to a child’s healthy development.

 Care and love?  Blood connection?  Living together?  Common ancestory? How do YOU define Family?

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

5 Evidence-Based Ways to Practice Positive Parenting

What is positive parenting and can it really improve your child's behavior.

Posted August 7, 2021 | Reviewed by Vanessa Lancaster

• A Parent's Role
• Take our Authoritative Parenting Test
• Find a family therapist near me
• Positive parenting is a parenting practice that focuses on building a positive relationship with your child.
• Research finds that positive parenting is associated with lower levels of challenging behavior in children.
• There are several evidence-based ways to practice positive parenting that may also be associated with improved behavior.

“Positive parenting ” is currently a buzzword that is commonly used to describe parenting practices. Yet, what exactly does this term mean? Does research find positive parenting to be effective? And how do you actually practice positive parenting?

What is positive parenting?

There is a need for a more consistent definition of positive parenting. Yet, a recent review article generated the following definition of positive parenting based on 120 articles on the topic: “a continual relationship of parents and children that includes caring, teaching, leading, communicating, and providing for the needs of a child consistently and unconditionally” (Seay & Freysteinson, 2014). Other researchers have defined positive parenting as a parent-child relationship that is “responsive to child’s needs and feelings and combines warmth and thoughtful, firm limit setting consistently over time” (Schor, 2003).

Is positive parenting effective? Will it really improve your child’s behavior?

Research finds that positive parenting is associated with lower levels of aggression and other forms of challenging behavior in children. In particular, mothers who use more positive parenting practices with their toddlers are less likely to have children who show challenging behavior later in childhood .

How do you practice positive parenting in a way associated with less challenging behavior in children (according to the research)?

1) Respect your child’s autonomy and independence. Allow them to make choices and to make their own mistakes. When possible, let them choose the clothes they wear, their play activities, and the order of tasks in their daily routines.

2) Provide developmentally appropriate opportunities for play and learning for your children. Teach them new words and skills but also teach them about emotions. Set limits and correct their behavior when necessary.

3) Be sensitive to cues from your child. Be aware and responsive to their emotions. Respond consistently to their communication (or attempts at communication, if they are not yet communicating using words),

4) Be warm and loving with your child. Regularly show them affection and love. Praise their efforts and hard work whenever you notice it.

5) Be present and interact with your child as often as possible. Practice special time with your child daily (that is, spend about 15 minutes per day one-on-one with your child with minimal distractions and following their lead in play)

Does positive parenting mean you never correct your child or provide limits?

No, positive parenting, as it is defined in the research, involves consistent and firm limit setting.

Can you practice “positive parenting” and still use consequences and time-outs?

Yes, most evidence-based parenting positive parenting programs involve natural and logical consequences, and many programs include some version of time out.

Does positive parenting mean staying close to your child during all tantrums and meltdowns?

No, positive parenting means being sensitive to your child’s cues. If they need space when they are upset, give them time and space to calm down. And if you, as the parent, need some time and space to calm down, allow yourself to do so as well!

Boeldt, D. L., Rhee, S. H., DiLalla, L. F., Mullineaux, P. Y., Schulz‐Heik, R. J., Corley, R. P., ... & Hewitt, J. K. (2012). The association between positive parenting and externalizing behaviour. Infant and Child Development, 21(1), 85-106.

Seay, A., Freysteinson, W. M., & McFarlane, J. (2014, July). Positive parenting. In Nursing Forum (Vol. 49, No. 3, pp. 200-208).

Schor, E. (2003). Family pediatrics: Report of the task force on the family. Pediatrics, 111(6), 1541–1571.

Cara Goodwin, Ph.D., is a licensed clinical psychologist who specializes in translating scientific research into information that is useful, accurate, and relevant for parents.

• Find a Therapist
• Find a Treatment Center
• Find a Psychiatrist
• Find a Support Group
• Find Online Therapy
• United States
• Brooklyn, NY
• Chicago, IL
• Houston, TX
• Los Angeles, CA
• New York, NY
• Portland, OR
• San Diego, CA
• San Francisco, CA
• Seattle, WA
• Washington, DC
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Self Tests NEW
• Therapy Center
• Diagnosis Dictionary
• Types of Therapy

Sticking up for yourself is no easy task. But there are concrete skills you can use to hone your assertiveness and advocate for yourself.

• Emotional Intelligence
• Gaslighting
• Affective Forecasting
• Neuroscience

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

• My Wish List

• Compare Products
• Presentations

Parenting Styles

You must be logged in to download this file*

item details (3 Editable Slides)

(3 Editable Slides)

Related Products

Grab our remarkable Parenting Styles presentation template, elegantly designed for PowerPoint and Google Slides, to describe various ways parents interact with and raise their children. You can also explain how the parenting style significantly impacts children's emotional and behavioral development, as well as their academic achievement and social competence.

Pediatrician psychologists, educators, and childcare professionals can leverage this pre-designed set to depict the four fundamental types of parenting styles authoritative, permissive, uninvolved, and authoritarian. You can also highlight the traits and consequences of each style. Help your audience comprehend your textual information easily with the impactful visuals and designs of this set.

Sizing Charts

• Preferences

Parenting Skills PowerPoint PPT Presentations

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 28 August 2024

Online positive parenting programme for promoting parenting competencies and skills: randomised controlled trial

• Sararat Tuntipuchitanon 1   na1 ,
• Ing-on Kangwanthiti 1   na1 ,
• Ketsupar Jirakran 2 ,
• Pon Trairatvorakul   ORCID: orcid.org/0000-0001-6038-6740 1 , 2 &
• Weerasak Chonchaiya 1 , 2  

Scientific Reports volume  14 , Article number:  20001 ( 2024 ) Cite this article

Metrics details

• Paediatric research
• Randomized controlled trials

Positive parenting programmes (PPP), albeit effective, are not readily accessible to the general public, particularly during the COVID-19 pandemic. In 103 healthy caregiver-child dyads, we investigated the effectiveness of online PPP on parenting sense of competencies (primary outcome), parenting styles and behavioural concerns of children aged 3–6 years (secondary outcomes) between 2 blinded, parallel groups. After block of 4 randomisations, intervention group (n = 52) attended live, group-based, internet delivered PPP while both intervention and active control group (n = 51) received weekly general education via communication application. Outcomes were measured at baseline, 8 and 14 weeks. Most parents from both groups had high education and household income. From the intervention group, 87.5% of the parents attended live sessions while 8.6% subsequently watched recorded sessions. At 14 weeks, the intervention group reported higher sense of competence (Wald 9.63, p  = 0.008); both groups reported using more authoritative parenting style (Wald 15.52, p  ≤ 0.001) from Generalised Estimating Equations model. Compared to baseline, both groups had significant reduction of children’s emotional problems at 14 weeks (mean change: Intervention = − 0.44, p  = 0.033; Control = − 0.30, p  = 0.046) and behavioural problems over time (Wald 7.07, p  = 0.029). Online PPP offered an easily accessible, primary preventive measure to mitigate behavioural concerns and improve parental competency. Clinical Trial Registration: Thai Clinical Trials Registry ( https://www.thaiclinicaltrials.org/ ); TCTR20201030001 on 30/10/2020.

Similar content being viewed by others

RETRACTED ARTICLE: Online positive parenting programme for promoting parenting competencies and skills: randomised controlled trial

The Tuning in to Kids parenting program delivered online improves emotion socialization and child behavior in a first randomized controlled trial

Supporting responsive parenting in real-world implementation: minimal effective dose of the Video Interaction Project

Introduction.

Promoting population quality is paramount and associated with optimal physical and mental health 1 . A meta-analysis of the prevalence of mental disorders in children and adolescents from 1985 to 2012 by Polanczyk and team found that disruptive behavioural problems were reported in approximately 5.7% 2 . Population-based cohort studies have observed that childhood disruptive behavioural disorders are precursors to a wide range of negative outcomes, including peer rejection, school failure, psychopathologic conditions, suicidality and criminality 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 . Children’s behavioural problems also affect parental depression and stress 13 , 14 . In addition to social, environmental, and economic pressure, parental stress may be influenced by parents’ own physical and mental health, child’s temperament and response to parenting 15 .

Positive parenting skills are built on the continuous development of parent’s self-efficacy, the ability to set appropriate environments and expectations for children and manage difficult situations, and the capability to identify accurate and relevant parenting knowledge or assistance 16 , 17 . Parents with positive parenting skills can help their children to adapt and respond to stress appropriately 18 . Another important parental factor, parental competencies, can help improve parenting capacities 17 , 19 . Moreover, positive parent’s emotion can reduce behavioural and physical health problems in children and strengthen the parent–child relationship 16 , 20 , 21 , 22 .

Positive parenting programmes include providing parental assistance and knowledge, introducing reliable and helpful resources, enhancing parenting skills and providing economic and social support. Besides the popular Triple P-Positive Parenting Programme aimed at preventing behavioural and emotional problems in children and adolescents 22 , 23 , other positive parenting programmes were effective in reducing parents’ mental health problems and children’s behavioural and emotional problems, especially disruptive behavioural disorders 22 , 24 , 25 , 26 , 27 , 28 . Moreover, parent training programmes are associated with better child’s social, emotional and behavioural outcomes which in turn improve parent–child relationship, parenting skills and parental competencies 22 , 23 . Positive parenting programme’s effectiveness has made it highly recommended as a primary intervention 29 . Although many parenting programmes are currently available to assist primary caregivers to proactively care for their children and respond to children’s behaviours appropriately, such programmes are not readily accessible due to limited resources, high costs, and transportation needs to attend face-to-face parenting programmes 3 , 20 , 22 , 23 , especially in low-resource settings and perhaps increased difficulties to access such programmes during the coronavirus disease 2019 (COVID-19) pandemic. Therefore, many parents have not received this training or, if they have initiated in such training, they often were not able to complete the parent training programme 3 , 20 , 22 .

The COVID-19 pandemic which led to lockdown restrictions resulting in family members having to stay at home, study online, and parents working from home have been associated with escalating stress and difficult parent–child interaction, which subsequently increased the risk of child’s behavioural problems and, ultimately, child abuse 30 , 31 , 32 . Besides psychological distress, the COVID-19 pandemic significantly intensified parenting-related exhaustion and negative caregivers’ perceptions of children’s psychological well-being 31 , 32 . The parenting-related exhaustion was predicted by psychological distress, lower parental resilience, motherhood and fewer perceived social connections 32 . Parental support and perceived control during the pandemic were associated with lower perceived stress and child maltreatment potential 30 . According to a study in Hubei province, China, child behavioural problems during the COVID-19 situation ranged from 4.7 to 10.3% 33 . Thus, the findings supported the implementation of preventive parenting programmes to support parents and children 30 , 32 . Online positive parent training programmes may offer a suitable way to support parents who deal with their children day-to-day during COVID-19 situation.

Previous studies have shown the effects of online positive parenting programmes on parental sense of competence, parental stress, child’s health, and behavioural problems, particularly those with more behavioural and emotional disorders. As behavioural and emotional disorders lead to high economic burden, primary prevention for children’s behavioural problems should strongly be considered. Evidence regarding such programmes as primary preventive measures pre-emptively addressing subclinical behavioural concerns among otherwise healthy caregivers and children is still lacking. Moreover, basic parenting topics as potential targets that have proven to be effective could benefit general practitioners or primary health care providers supporting parents and children in preventing disruptive behaviours and other mental health problems and, therefore, could save the national budget and benefit human capital in the future. To our knowledge, evidence-based, online parent training programmes which take into consideration children with low risks for behavioural problems, the pandemic and Thai cultural context are still not available to the Thai public. Therefore, this study aimed to evaluate the effectiveness of the online positive parenting programme (Online PPP) designed with cultural consideration and to suit the COVID-19 pandemic at increasing parenting sense of competence. We hypothesised that participants who received the programme would report higher levels of parenting competence and positive parenting skills and lower levels of parental stress and children’s behavioural problems compared with the control group.

Study design

We designed a randomised clinical trial to evaluate the effectiveness of Online Positive Parenting Programme (Online PPP) in healthy caregivers and their 3- to 6-year-old children. Table 1 listed the developmental process of Online PPP with further explanation on the different sessions, formats, and contents. After written informed consent were obtained from all primary caregivers, participants were randomised using computer-generated block of 4 allocations, into two parallel groups, intervention versus active comparator control groups, by K.J. Data were obtained from all participants at baseline, 8 weeks (completion of intervention phase), and 14 weeks after the intervention began. All participants were given information about the study and gave consent. This trial was registered on the Thai Clinical Trial Registry (TCTR20201030001 on 30/10/2020), and reported in accordance to the Consolidated Standards of Reporting Trials (CONSORT) Guidelines.

Sample size calculation

We used G*Power version 3.1.9.2 to calculate sample size which initially yielded 86 parent–child dyads in the Online PPP intervention group and the active comparator control group assuming the effect size of 0.15, alpha 0.05, power 80% with 15% attrition rate. However, based on previous studies with concerns of the possibility of higher dropout rates due to COVID-19 pandemic 3 , 20 , 22 , we decided to use the target sample size as 103 parent–child dyads to account for 40% attrition rate.

Selection criteria

Targeted research participants were healthy parents and children aged 3–6 years who had no or minimal risk of psychological and behavioural problems. We recruited participants through a social network platform: the Facebook page of our division. All participants received secure online screening form to determine eligibility. Inclusion criteria were as follows: (1) healthy primary caregivers of children aged 3–6 years at the time of recruitment, (2) having low stress levels (Parental Stress Scale ≤ 72 20 ) without mental health illnesses, (3) children with birth weight ≥ 2500 g and had no history of pre-, peri- and postnatal complications, (4) healthy children who had normal developmental screening by Developmental Surveillance and Promotion Manual (DSPM) 34 , (5) children with normal behavioural screening by Strengths and Difficulties Questionnaire (SDQ) defined as having total difficulties score ≤ 18 11 and no mental health problems, and (6) the primary caregiver had access to a telephone, computer, and an internet connection in their home.

Participants were excluded if: (1) their child had history of developmental delay or severe behavioural problems, or (2) their child was not able to attend in-person developmental evaluation at King Chulalongkorn Memorial Hospital.

Study procedures

Eligible participants were randomised into two groups: the Online PPP intervention group and the active comparator control group; separate LINE (Line Corporation, Tokyo, Japan) OpenChat groups were created for each group whereby participants could not directly contact other participants. The participant flowchart (CONSORT diagram) is presented in Fig.  1 .

Participant flow diagram of randomised controlled trial with intention-to-treat analysis.

At 8 and 14 weeks after the start of the intervention, both groups of participants received a message through a communication application (LINE OpenChat) to complete the follow-up assessments. A reminder message was sent to alert when participants had not completed the assessments. A follow-up telephone call was made to the participant if the assessment was not completed after 2 reminders. Project participants were given 500 Baht (equivalent to £10.96) per person for participating in the project and completing the assessment at every time point.

Interventions

Between October to December 2020, participants in both the Online PPP intervention group and the active comparator group received similar weekly general parenting education via group communication application (LINE OpenChat groups) for 8 weeks in the forms of text articles or videos.

In the Online PPP intervention group, intensive video conferencing via Zoom platform (Zoom Video Communications, Inc., San Jose, California, USA) was conducted once a week, with the scheduled date, time, and link and the reminder for each session’s attendance sent via the LINE OpenChat. Each video conference session took 90–120 min and utilised transformative learning theory. As the sessions were held in many formats, some sessions were very interactive with many small breakout groups with trained facilitators where the parents practiced communication skills in different case scenarios. Some sessions started with a designated speaker discussing storytelling or planning daily routines and ended with a large group discussion. The entire intervention sample attended the same sequential group session spanning 8 weeks. The content included empowering parents, shifting the focus back to building a good parent–child relationship, fostering positive and effective communication, mastering behaviour modification techniques, organizing daily life routine, supporting self-care of parents, promoting development through play and storytelling (Supplementary Table 1 ). Recorded videos of the live session were edited and available for parents who were unable to attend each week’s activity. Furthermore, participants in the intervention group were able to ask specific questions about learning contents and their concerns regarding their children’s behaviours via Line OpenChat during the intervention period, whereas such concerns raised by participants in the control group were not responded to until study completion at 14 weeks. In addition, the intervention group also received weekly video clips on general education which were also provided to the active comparator group.

Active comparator group

The active comparator group received succinct, weekly video clips on general education. General education topics consisted of bilingualism, appropriate sleep for pre-schoolers, appropriate learning environment, fine motor skills, self-help skills, feeding difficulty, electronic media use in children and bullying. All these video clips were sent via Line communication application. Such above weekly video clips on general education were also sent to the intervention group.

At baseline, we collected demographic data including parents’ sex, age, marital status, and education level. Data on household income, child’s age, and sex were also recorded. Primary outcome was parental competence and secondary outcomes were parenting skills, parental stress and child’s behavioural problems assessed at baseline, 8 weeks (end of intervention phase), and 14 weeks after the intervention began.

Outcome measures

Parenting sense of competence.

The Parenting Sense of Competence Scale Thai Version (PSOC), a validated questionnaire, consisted of 17 self-report and self-administered items assessing parent’s perception of their own parenting performance 16 , 35 . To date, the PSOC tool was designed for parents of children aged 0–17 years old 35 . PSOC scale had 2 categories: skill/knowledge 8 items and perceived value/comfort 9 items with the internal consistency for skill/knowledge of 0.73 and perceived value/comfort of 0.80. Total scores could range between 17 and 102 points with higher total scores suggesting a higher sense of parenting competence.

Parenting styles

Parenting Styles and Dimensions Questionnaire-short version (PSDQ-short version): Thai version included 32 self-report items evaluating different parenting styles in each parent including authoritative, authoritarian, and permissive parenting style. The internal consistency of the PSDQ (short version) in 3-year-old children were 0.80, 0.75, and 0.62 for authoritative, authoritarian, and permissive parenting style, respectively 36 . Such variables were relatively comparable to a pioneering work by Robinson et al. which demonstrated the internal consistency of 0.86, 0.82, and 0.64 for authoritative, authoritarian, and permissive parenting style, respectively 37 .

Parental stress

Parental Stress Scale (PSS) had 18 Likert-scale, self-administered questions regarding the degree of parental stress with the alpha coefficient of 0.83 and test–retest reliability of 0.81 38 . Parental Stress Scale, Thai version was divided into 8 positive items and 10 negative items with Cronbach’s alpha coefficient of 0.81 and reliability of 0.89 13 . Possible scores ranged between 18 and 90 with higher scores indicating higher parental stress level.

Child’s behavioural concerns

Strengths and Difficulties Questionnaire (SDQ) was a highly reliable, 25-item, 3-point Likert scale questionnaire assessing behaviours of children aged 4–16 years 11 . Higher scores for conduct problems, hyperactivity, emotional problems, and peer problems, and total difficulties, sum of the 4 aforementioned domains, indicated greater behavioural problems.

Statistical analyses

Baseline data from all randomised participants were summarised by treatment group. Continuous variables are presented as means and standard deviations and categorical variables as frequency and percentage. Primary and secondary outcomes were summarised descriptively by treatment group at each time point. The primary and secondary outcomes analyses used the intention-to-treat (ITT) population that included all randomised participants. All study outcomes within groups at both 8 and 14 weeks were analysed using Paired t-test and Analysis of Variance (ANOVA) was performed to analyse outcomes between groups at 14 weeks. For the outcomes that were not normally distributed and measured at various time points, we used Generalised Estimating Equations (GEE) model to estimate the parameters of a generalised linear regression and determine the interaction between 2 groups over 3 time points. We adjusted potential confounding factors including household income, caregiver’s age, education, number of child’s siblings, child’ age and gender. Moreover, we applied natural log transformation to adjust the non-normally distributed data for GEE analysis. GEE was computed with mean values, standard error (SE) and Wald test for each independent variable. Statistical significance was defined as p values < 0.05. Statistical analyses were performed using SPSS statistical software version 22 (IBM Inc., Bangkok, Thailand) for windows with the support from Chulalongkorn University.

Ethical consideration

This study was approved by the Institutional Review Boards of the Faculty of Medicine, Chulalongkorn University (IRB 310/63). All procedures were performed in accordance with the International Council on Harmonisation (ICH) Guidance for Industry, E6 Good Clinical Practice: Consolidated Guidance (ICH-E6) to ensure research integrity and protect human subjects.

From 711 interested participants, 314 participants did not meet initial screening inclusion criteria. On further contact of 397 participants via telephone, 211 were excluded due to not meeting eligibility criteria, inability to attend on-site developmental evaluation, or participants declined to participate when more information about the programme was shared over the phone. Then, we sent the final screening form via electronic mail, which included the child development and behavioural screening, and parental stress screening forms to interested participants. Of 108 who passed the final screening, 105 attended the in-person developmental evaluation for their child at King Chulalongkorn Memorial Hospital. Finally, 103 participants met all eligibility criteria and were finally randomised into intervention (n = 52) and control (n = 51) groups (Fig.  1 ). Detailed demographics were collected at this time as baseline data.

Four participants from the intervention group dropped out of the study. At 8-week follow-up, there were 3 participants from the intervention group, and at 14-week follow-up, there were 2 participants from the intervention group and 1 participant from the control group who did not complete the questionnaire.

Participant characteristics

Of 103 caregiver-child dyads randomised (101 [98.1%] female), 100 main caregivers (97.1%) were mothers, one participant (0.97%) was a father, one (0.97%) was an uncle, and another one (0.97%) main caregiver was a child’s cousin. Caregivers’ mean age (SD) was approximately 36.3 (4.3) years in the intervention group and 37.2 (3.4) years in the control group. Most parents from both groups had at least a bachelor’s degree and had monthly household income of more than 50,000 Baht (equivalent to £1,146.00). The average child age (SD) of intervention and control groups were 54.3 (12.6) and 52.4 (10.7) months, respectively. Other demographic and baseline characteristics of study participants are shown in Table 2 .

Programme attendance

From 8 sessions of the programme, live programme attendance was high with the median of 7 sessions per participant. In each session, the number of participants who had joined the live video conference ranged between 33 and 50 persons per session (mean 39.4). Some participants who were not available during the live, interactive sessions were able to access the recorded videos of such sessions. Thus, attendance took into account both those attending live, interactive sessions on-time and those accessing recorded videos through self-study. The median of programme attendance which included viewing self-study video recordings was 8 sessions/person.

Primary outcome

At baseline, PSOC total scores were not statistically different between the two groups with mean PSOC score (SD) of 80.94 (8.67) for the intervention group versus 79.55 (9.84) for the active comparator group, indicating relatively high parenting sense of competence in both groups. Scores at baseline, 8- and 14 weeks after intervention of all parents’ and children’s outcomes are presented in Tables 3 and 4 . Although no significant baseline differences were found in the primary outcome variables at both 8 and 14 weeks after intervention by using Paired t-test and ANOVA, total PSOC scores significantly increased in GEE model (Wald = 9.63; p  = 0.008), indicating that the total PSOC score of intervention group significantly improved compared to control group over time. Notably, PSOC skill and knowledge subscale score almost demonstrated statistically significant improvement over time (time variable, Wald = 5.99; p  = 0.05); however, this subscale did not significantly differ between groups (group variable) and when considering group by time interaction (group X time in the GEE model). At 8 weeks, all PSOC subscale scores had decreased in the intervention group but had increased in the control group but not statistically significant. While PSOC skill/knowledge subscale and total scores at 14 weeks had an increasing trend in the intervention group more than the control group, albeit not statistically significant difference within and between groups as shown in Table 3 . Other subscales of PSOC did not significantly improve (Tables 3 and 4 ).

Secondary outcomes

Parental outcomes: pss and psdq.

PSS and PSDQ total scores at baseline were not statistically different between two groups. Parental stress level was relatively low in both groups and was followed at 8 and 14 weeks from baseline. No significant effect of the intervention on parental stress was observed at follow-up. Parenting styles in both groups were predominantly authoritative with mean authoritative score (SD) of 4.42 (0.30) in intervention group vs. 4.36 (0.43) in control group. Although permissive subscale and positive parenting score on the PSDQ at 14 weeks demonstrated significant changes from baseline in the control group compared with the intervention group by using Paired t -test, ANOVA analysis showed no significant difference in mean changes between groups in all PSDQ subscales (Table 3 ). PSDQ authoritative subscale from intervention group clearly improved (mean change = 0.16, SD = 0.37; p  = 0.005) at 14 weeks after intervention (Table 3 ). Supplementary Table 4 had further details of the analysis of components in authoritative and authoritarian subscales on the PSDQ. For GEE analysis (Table 4 ), we found that PSDQ subscales such as authoritative and permissive parenting styles showed significant score improvement towards more desirable parenting styles within each group over time (time variable: Wald of authoritative = 15.52; p  < 0.001, Wald of permissive = 7.10; p  = 0.029) but did not significantly differ between groups (group variable) and with group by time interaction (group X time). More detail of components in authoritative and authoritarian subscales on the PSDQ from GEE model are shown in Supplementary Table 2 .

Children’s outcomes

Compared to mean total difficulties score (SD) of 8.35 (2.56) for the intervention group, total difficulties score for the control group was similar at 8.57 (3.83) at baseline. This demonstrated minimal behavioural problems for children from both groups. Within groups, mean differences of scores at 8 and 14 weeks compared to baseline showed that there were no significant changes in child’s behaviours at 8 weeks. At 14 weeks compared with baseline, there was a significant improvement in children’s emotional problems in both groups, with a mean difference of 0.44 ( p  = 0.033) in the intervention group and 0.30 ( p  = 0.046) in the control group. Moreover, children from the control group were found to have more attention problems (mean difference 0.40, p  = 0.024). There were no significant differences in behavioural problems, as reflected by total difficulties scores, at 14 weeks compared with baseline both within and between groups (Table 3 ). However, by 14 weeks after the intervention, children’s behavioural problems overall decreased in both groups (Wald 7.07, p  = 0.029) (Table 4 ). More detail of SDQ subscales in GEE model are illustrated in Supplementary Table 3 .

In this randomised controlled clinical trial of an online positive parenting training programme as a potential preventive intervention for previously healthy parent–child dyads, Online PPP significantly improved the parenting sense of competence, the primary outcome, compared to the active comparator control group over time. For secondary outcomes, both groups showed significantly increased authoritative parenting at 14 weeks and decreased permissive parenting styles over time. Moreover, both groups had significantly reduced children’s emotional problems at 14 weeks and overall behavioural problems over time, as reflected by total difficulties scores on the SDQ.

The traditional positive parenting programmes such as the Triple P-Positive Parenting Programme 23 and the Korean Parent Training Programme 39 had been shown to have a wide range of desirable child, parent and family outcomes in both short- and long-term. For example, the programmes reduced emotional and behavioural problems of children, promoted effective parenting, improved parenting satisfaction and efficacy in addition to strengthened parental relationship similar to previous online positive parenting programmes. There is evidence to demonstrate that online positive parenting programmes improved parenting sense of competence and reduced parental mental health problems and also ameliorated children’s behavioural and emotional problems 3 , 20 , 22 , 40 . According to a meta-analysis, components of highly effective positive parenting programmes included teaching parental self-control, guiding parents to foster problem-solving skills and self-control in their children, promoting child’s development through play, and increasing the quality of time spent together 22 . Consistent with previous traditional and online parenting programmes, Online PPP for intervention group in this present study focused on building and strengthening parent–child relationship, supporting caregiver’s mental health and well-being, promoting effective communication, fostering daily routine and activities schedule, and managing both desirable and undesirable behaviours through live instruction via video conferencing, discussion and exchange of opinions, in addition to role play for some sessions. Small and whole group discussions in our study utilised transformative learning theory. If caregivers were unable to participate in live sessions, they were able to acquire the basic knowledge via an edited video recording. This modality provided the flexibility for parents to access parenting techniques via video recordings even when they may be busy on the specified day of the live sessions. In the active comparator control group, general knowledge which did not overlap with the specified Online PPP curriculum was provided via communication application. Furthermore, Online PPP was suitable for facilitating and supporting parents in dealing with their children during the COVID-19 pandemic.

Due to the nature of online platform and the flexibility of the programme, parents could access sessions that they missed via video recordings. This led to the high “attendance” and completion of all sessions (median = 8 sessions/person). Attendance of previous parenting programmes were often reported as 35–50% of all lessons, and only 60% of parents fully attended the programme 22 . Furthermore, the attrition rate was about 33% 20 as compared to our study’s attrition rate of 7.69% for the intervention group. Consequently, various online parent training programmes have been developed to address accessibility concerns such as multi-point videoconferencing 41 , web-based online parent training sessions and telephone-based programme 3 , and tailored programme utilizing text messages 20 . These online positive parenting programmes have high rates of programme satisfaction due to saved cost and travel time in addition to effectiveness as rated by the parents 3 , 20 , 40 , 41 , 42 . Programme attendance rate was higher in online parent training programme with up to 74% of participants who attended all sessions 43 .

In the intervention group, the parenting sense of competency minimally decreased initially at 8 weeks but later greatly improved at 14 weeks compared to the control group over time. We suspected that this was likely due to the nature of transformative learning strategy which may take some time to change behaviours, skills and attitudes. As the intervention period coincided with the new wave of the COVID-19 outbreak in Thailand leading to lockdown restriction including public orders to work from home and implement online schooling to minimise the spread of infection, parents had to spend more time with their children and inevitably had to manage more children’s problematic behaviours. Moreover, some families had increased exposure to economic and social stressors that resulted from stay-at-home orders 30 , 31 , 32 . These external stressors may, in turn, affect parents’ ability to apply lessons learnt for further self-improvement. Thus, this may partially explain the attenuated effect of the intervention at 8 weeks and the lack of change in stress level despite improved parents’ sense of competence at 14 weeks. This finding differed from a previous study which showed decreased parental distress after parenting intervention 20 . At 14 weeks, both groups reported more authoritative parenting style and less permissive parenting style over time, possibly due to relatively high positive parenting skills at baseline and participants’ high education and household income which may lend to more support and means to positive child-rearing practices.

This research found that emotional concerns within each group significantly improved at 14 weeks for both intervention and control groups. Furthermore, over time, children’s behavioural concerns decreased in both groups. This may in part be explained by improved parenting sense of competence over time in intervention group and increased positive parenting, defined as more authoritative and less permissive parenting, in both groups at 14 weeks in addition to relatively high levels of positive parenting reported at baseline. The decrease in emotional and behavioural concerns as caregivers became more responsive and competent in their own parenting skills exemplified the transactional model and bidirectionality in parent–child relationships. Positive parenting has been found to be associated with desirable behaviours such as lower screen time in children 36 . Additionally, searching for positive parenting information online these days has never been easier, which may mean that the control group may attain such information from other sources as it would be unethical to restrict the control group from navigating other online resources for parenting support. Moreover, those in the control group still received weekly general parenting education via group communication application for 8 weeks in the forms of text articles or videos which may increase parental awareness and practice in such topics. As a result, the efficacy of the intervention in reducing behavioural concerns did not differ significantly between the intervention and control groups. This study, along with previous work by Sanders and team, found that both online parent training and self-help workbooks were effective in reducing disruptive behaviours 23 .

The lack of change in stress level as evident on PSS may be due to the fact that Online PPP included intensive, weekly 1.5-h sessions lasting for 8 weeks with a gentle reminder a day before each scheduled session. As parents from both groups were from relatively high socioeconomic status and education, they may have high expectation on the parenting programme and their own child-rearing practices. As a result, having to discuss and share their own parenting issues, complete homework, be reminded to attend the live sessions, and listen to the sharing by other parents who may be more experienced, may increase parents’ personal stress. Additionally, parents had to juggle with the first wave of COVID-19 pandemic in Thailand which may have led to more stress in both groups while the intervention group had to also manage their time to attend weekly 1.5-h sessions which may introduce more stress. There could be other factors affecting parental stress that we were unable to account for in this study. Finally, PSS may not be sensitive enough to detect the differences in stress level, especially in the context of unexpected pandemic. Therefore, we suggest that future studies use questionnaires that specifically measure the desired outcome and preferably accounting for specific context to minimise contradictory findings between different measures. From these outcomes, we found that our online PPP benefited both parents and children.

There are some limitations in this study. First, as this research aimed to administer Online PPP as a modality for primary prevention in order to increase parents’ sense of competence and minimise overall behavioural concerns, we specifically selected caregivers with low stress and caregivers and children who did not have any chronic physical or mental health illnesses. This may cause selection bias; however, given the aim of testing Online PPP as a primary preventive measure, we decided to define the inclusion criteria as such. Therefore, both primary and secondary outcomes at various time points may not significantly differ. Secondly, the intervention group required direct discussion with the facilitators based on transformative learning theory and some Thai parents might not feel readily comfortable talking and sharing among strangers. As a result, live, interactive sessions may not be suitable for all Thai parents. In addition, due to the virtual, interactive nature of our intervention, completely blinding participants was not possible. Nonetheless, all caregivers were informed that they will receive parent training via one of the two modes, either live video conference or one-way information-sharing via communication application. None of the participants knew whether they were in intervention or control group and the desired outcomes of the study. Participants received their personal identification code which served as blinding for the researchers analysing the outcomes. Thirdly, caregivers from our study had relatively high education, household income and high positive parenting style at baseline. Consequently, this may limit the generalizability of our results. Fourthly, during the study, there was a new wave of COVID-19 outbreak in Thailand which may have led to the lack of apparent reduction of stress levels in parents. Noteworthily, the stress levels did not statistically significantly increase in both groups. Fifthly, children’s behavioural problems measured by Strengths and Difficulties Questionnaire were completed by only the main caregiver, which may not be representative of behavioural problems from other perspectives or settings such as classroom teachers. Nevertheless, given that the main caregiver spent the majority of each day with the child during the COVID-19 pandemic, this measurement could serve as reflection of children’s overall behaviours. Sixthly, as the participants were followed up to 14 weeks, this precluded us from determining the long-term effectiveness of Online PPP. Finally, even though our study did not include cost-effectiveness analysis as our main outcome, the total cost of hosting Online PPP was estimated to be 4000 Baht (equivalent to £87.00) per family for the whole course as compared to the control group’s cost estimated to be at 800 Baht (equivalent to £19.00) per family. In comparison to the long-term, high annual cost of behavioural and mental health disorders, preventive programmes such as Online PPP may lessen the overall economic burden and the national budget may be better spent investing in building parenting skills. The topics included in Supplementary Table 1 have proven to be effective targets for primary care providers to utilise in virtual clinical settings as tools in increasing parental sense of competence and positive parenting skills and ultimately reducing children’s emotional and behavioural concerns.

In spite of these limitations, to the best of our knowledge, this research is the first randomised controlled trial examining the effects of online positive parenting programme, designed with the integration of transformative learning theory, on healthy parents and children as compared to general parenting education via a communication application alone in Thailand. Our study further showed that parents had higher parenting sense of competency after Online PPP and more positive parenting styles in both groups, which ultimately led to less emotional and overall behavioural concerns at 14 weeks.

Online positive parenting programme formats, either through live, interactive video conferencing or one-way communication application, enhanced the access of parenting training and led to more positive parenting and reduced children’s behavioural problems. Online PPP specifically increased parents’ sense of competence compared to active comparator control group. However, the intensity and duration of live, interactive video conference training sessions may need to be adjusted to better suit the Thai culture. Online PPP offers an innovative positive parenting training model suited for the “new normal” era limited by social distancing requirements and may provide some guidance on further development of online parent training modules aimed to increase access for parents near and far.

Data availability

The datasets generated and analysed during the current study are available from the corresponding author on reasonable request.

Licence, K. Promoting and protecting the health of children and young people. Child Care Health Dev. 30 , 623–635. https://doi.org/10.1111/j.1365-2214.2004.00473.x (2004).

Article   CAS   PubMed   Google Scholar  

Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A. & Rohde, L. A. Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. J. Child Psychol. Psychiatry 56 , 345–365. https://doi.org/10.1111/jcpp.12381 (2015).

Article   PubMed   Google Scholar  

Sourander, A. et al. Internet-assisted parent training intervention for disruptive behavior in 4-year-old children: A randomized clinical trial. JAMA Psychiatry 73 , 378–387. https://doi.org/10.1001/jamapsychiatry.2015.3411 (2016).

Burke, J. D., Loeber, R. & Birmaher, B. Oppositional defiant disorder and conduct disorder: A review of the past 10 years, part II. J. Am. Acad. Child Adolesc. Psychiatry 41 , 1275–1293. https://doi.org/10.1097/00004583-200211000-00009 (2002).

Achenbach, T. M., Howell, C. T., McConaughy, S. H. & Stanger, C. Six-year predictors of problems in a national sample: III. Transitions to young adult syndromes. J. Am. Acad. Child Adolesc. Psychiatry 34 , 658–669. https://doi.org/10.1097/00004583-199505000-00018 (1995).

Caspi, A., Moffitt, T. E., Newman, D. L. & Silva, P. A. Behavioral observations at age 3 years predict adult psychiatric disorders: Longitudinal evidence from a birth cohort. Arch. Gen. Psychiatry 53 , 1033–1039. https://doi.org/10.1001/archpsyc.1996.01830110071009 (1996).

Loeber, R., Burke, J. D., Lahey, B. B., Winters, A. & Zera, M. Oppositional defiant and conduct disorder: A review of the past 10 years, part I. J. Am. Acad. Child Adolesc. Psychiatry 39 , 1468–1484. https://doi.org/10.1097/00004583-200012000-00007 (2000).

Kim-Cohen, J. et al. Prior juvenile diagnoses in adults with mental disorder: Developmental follow-back of a prospective-longitudinal cohort. Arch. Gen. Psychiatry 60 , 709–717. https://doi.org/10.1001/archpsyc.60.7.709 (2003).

Simonoff, E. et al. Predictors of antisocial personality: Continuities from childhood to adult life. Br. J. Psychiatry 184 , 118–127. https://doi.org/10.1192/bjp.184.2.118 (2004).

Sourander, A. et al. Childhood predictors of male criminality: A prospective population-based follow-up study from age 8 to late adolescence. J. Am. Acad. Child Adolesc. Psychiatry 45 , 578–586. https://doi.org/10.1097/01.chi0000205699.58626.b5 (2006).

Woerner, W., Nuanmanee, S., Becker, A., Wongpiromsarn, Y. & Mongkol, A. Normative data and psychometric properties of the Thai version of the strengths and difficulties questionnaire (SDQ). J. Ment. Health Thai. 19 , 42–57. https://doi.org/10.14456/dmhjournal.2010.21 (2011).

Article   Google Scholar  

Sourander, A. et al. Childhood predictors of psychiatric disorders among boys: a prospective community-based follow-up study from age 8 years to early adulthood. J. Am. Acad. Child Adolesc. Psychiatry 44 , 756–767. https://doi.org/10.1097/01.chi.0000164878.79986.2f (2005).

Klongdee, K., Nintachan, P. & Sangon, S. Factors related to parenting stress in caregivers of children with attention deficit hyperactivity disorder. J. Psychiatr. Ment. Health Nurs. 30 , 52–68 (2016).

Google Scholar  

Khamon, A., Charnsil, C., Srisurapanont, M. & Suradom, C. Development and validation of the Thai version of the Alabama parenting questionnaire (APQ). J. Ment. Health Thai. 27 , 107–120 (2019).

Patel, M. J., Patel, P. B. & Bansal, R. Parental Stress Scale: Translation and preliminary testing for a Gujarati sample. Natl. J. Community Med. 7 , 551–554 (2016).

Johnston, C. & Mash, E. J. A measure of parenting satisfaction and efficacy. J. Clin. Child Psychol. 18 , 167–175. https://doi.org/10.1207/s15374424jccp1802_8 (1989).

Reece, S. M. & Harkless, G. Self-efficacy, stress, and parental adaptation: Applications to the care of childbearing families. J. Fam. Nurs. 4 , 198–215. https://doi.org/10.1177/107484079800400206 (1998).

Shonkoff, J. P. et al. The lifelong effects of early childhood adversity and toxic stress. Pediatrics 129 , e232–e246. https://doi.org/10.1542/peds.2011-2663 (2012).

Gilmore, L. & Cuskelly, M. Factor structure of the parenting sense of competence scale using a normative sample. Child Care Health Dev. 35 , 48–55. https://doi.org/10.1111/j.1365-2214.2008.00867.x (2009).

Chu, J. T. W. et al. Effect of MyTeen sms-based mobile intervention for parents of adolescents: A randomized clinical trial. JAMA Netw. Open 2 , e1911120–e1911120. https://doi.org/10.1001/jamanetworkopen.2019.11120 (2019).

Article   PubMed   PubMed Central   Google Scholar  

Rajan, S., Jahromi, L., Bravo, D., Umaña-Taylor, A. & Updegraff, K. Maternal self-efficacy is protective for child (but not mother) body mass index among mexican-origin children with negative temperament. J. Dev. Behav. Pediatr. 40 , 633–641. https://doi.org/10.1097/dbp.0000000000000696 (2019).

Thongseiratch, T., Leijten, P. & Melendez-Torres, G. Online parent programmes for children’s behavioral problems: A meta-analytic review. Eur. Child Adolesc. Psychiatry 29 , 1555–1568. https://doi.org/10.1007/s00787-020-01472-0 (2020).

Sanders, M. R., Kirby, J. N., Tellegen, C. L. & Day, J. J. The triple P-positive parenting programme: A systematic review and meta-analysis of a multi-level system of parenting support. Clin. Psychol. Rev. 34 , 337–357. https://doi.org/10.1016/j.cpr.2014.04.003 (2014).

Dretzke, J. et al. The effectiveness and cost-effectiveness of parent training/education programmemes for the treatment of conduct disorder, including oppositional defiant disorder, in children. Health. Technol. Assess. 9 , 1–250. https://doi.org/10.3310/hta9500 (2005).

Lundahl, B., Risser, H. J. & Lovejoy, M. C. A meta-analysis of parent training: Moderators and follow-up effects. Clin. Psychol. Rev. 26 , 86–104. https://doi.org/10.1016/j.cpr.2005.07.004 (2006).

Waddell, C., Hua, J. M., Garland, O. M., Peters, R. D. & McEwan, K. Preventing mental disorders in children: A systematic review to inform policy-making. Can. J. Public Health 98 , 166–173. https://doi.org/10.1007/bf03403706 (2007).

Dretzke, J. et al. The clinical effectiveness of different parenting programmemes for children with conduct problems: A systematic review of randomised controlled trials. Child Adolesc. Psychiatry Ment. Health 3 , 1–10. https://doi.org/10.1186/1753-2000-3-7 (2009).

Kazdin, A. E. Bridging the enormous gaps of theory with therapy research and practice. J. Clin. Child Adolesc. Psychol. 30 , 59–66. https://doi.org/10.1207/s15374424jccp3001_7 (2001).

Article   CAS   Google Scholar  

Pilling, S., Gould, N., Whittington, C., Taylor, C. & Scott, S. Recognition, intervention, and management of antisocial behaviour and conduct disorders in children and young people: Summary of NICE-SCIE guidance. BMJ 346 , 1298. https://doi.org/10.1136/bmj.f1298 (2013).

Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E. & Koppels, T. Stress and parenting during the global COVID-19 pandemic. Child Abuse Negl. 110 , 104699. https://doi.org/10.1016/j.chiabu.2020.104699 (2020).

Raviv, T. et al. Caregiver perceptions of children’s psychological well-being during the COVID-19 pandemic. JAMA Netw. Open 4 , e2111103–e2111103. https://doi.org/10.1001/jamanetworkopen.2021.11103 (2021).

Marchetti, D. et al. Parenting-related exhaustion during the Italian COVID-19 lockdown. J. Pediatr. Psychol. 45 , 1114–1123. https://doi.org/10.1093/jpepsy/jsaa093 (2020).

Liu, Q. et al. The prevalence of behavioral problems among school-aged children in home quarantine during the COVID-19 pandemic in china. J. Affect Disord. 279 , 412–416. https://doi.org/10.1016/j.jad.2020.10.008 (2021).

Sirithongthaworn, S. The development of developmental surveillance and promotion manual. DSPM. J. Psychiatr. Assoc. Thailand 63 , 3–12 (2018).

Suwansujarid, T., Vatanasomboon, P., Gaylord, N. & Lapvongwatana, P. Validation of the parenting sense of competence scale in fathers: Thai version. Southeast Asian J. Trop. Med. Public Health 44 , 916 (2013).

PubMed   Google Scholar  

Detnakarintra, K., Trairatvorakul, P., Pruksananonda, C. & Chonchaiya, W. Positive mother-child interactions and parenting styles were associated with lower screen time in early childhood. Acta Paediatr. 109 , 817–826. https://doi.org/10.1111/apa.15007 (2020).

Robinson, C. C., Mandleco, B., Olsen, S. F. & Hart, C. H. in Handbook of Family Measurement Techniques: Vol 3 Instruments & Index 3 (eds Perlmutter, B. F., Touliatos, J., & Holden, G. W.) 319–321 (Sage, Beverly Hills, 2001).

Berry, J. O. & Jones, W. H. The parental stress scale: Initial psychometric evidence. J. Soc. Pers. Relat. 12 , 463–472. https://doi.org/10.1177/0265407595123009 (1995).

Kim, E. et al. Pilot study of the Korean parent training programme using a partial group-randomized experimental study. J. Child Adolesc. Psychiatr. Nurs. 27 , 121–131 (2014).

Moon, R. Y., Mathews, A., Oden, R. & Carlin, R. Mothers’ perceptions of the internet and social media as sources of parenting and health information: qualitative study. J. Med. Internet Res. 21 , e14289. https://doi.org/10.2196/14289 (2019).

Shah, R. et al. Participating from homes and offices: Proof-of-concept study of multi-point videoconferencing to deliver group parent training intervention for attention-deficit/ hyperactivity disorder. Asian J. Psychiatr. 41 , 20–22. https://doi.org/10.1016/j.ajp.2019.03.006 (2019).

Gladstone, T. et al. Effect of internet-based cognitive behavioral humanistic and interpersonal training vs internet-based general health education on adolescent depression in primary care: A randomized clinical trial. JAMA Netw. Open 1 , e184278. https://doi.org/10.1016/j.ajp.2019.03.006 (2018).

Wetterborg, D. et al. A pilot randomized controlled trial of Internet-delivered parent training for parents of teenagers. J. Fam. Psychol. 33 , 764–774. https://doi.org/10.1037/fam0000541 (2019).

Tuntipuchitanon, S., Kangwanthiti, I. O., Jirakran, K., Trairatvorakul, P. & Chonchaiya, W. Online positive parenting programme for promoting parenting competencies and skills: Randomised controlled trial. Sci. Rep. 12 , 6420. https://doi.org/10.1038/s41598-022-10193-0 (2022).

Article   ADS   CAS   PubMed   PubMed Central   Google Scholar  

Tuntipuchitanon, S., Kangwanthiti, I. O., Jirakran, K., Trairatvorakul, P. & Chonchaiya, W. Retraction Note: Online positive parenting programme for promoting parenting competencies and skills: Randomised controlled trial. Sci. Rep. 14 , 16244. https://doi.org/10.1038/s41598-024-66589-7 (2024).

Article   CAS   PubMed   PubMed Central   Google Scholar  

Download references

Acknowledgements

We are grateful to all participants and their families who participated in this study; Professor Charlotte Johnston and Asst. Prof. Dr. Tatirat Tachasuksri who had kindly given us permission to use the PSOC and PSOC Thai version; Chuthamas Payjapoh who gave permission to use the PSS Thai version; Department of Mental Health for granting the permission for us to use SDQ Thai version; Dr. Kobrat Chiraphadhanakul, Dr. Pornchada Srisinghasongkram, Dr. Prapasri Nuntnarumit, Dr. Lalin Rungsattatharm, Dr. Priyakorn Tasingha, Montira Sangritdech, Amornrat Sukkul and Sukonta Sinthop who kindly assisted us during the parent training programme. This research project is supported by grants for the development of new faculty staff, Ratchadaphiseksomphot Fund, Chulalongkorn University (DNS 64_050_30_014_1). A previous version of this article was published in Scientific Reports 44 but had to be retracted 45 due to the reported use of a translated version of the Parenting Stress Index-Short Form (PSI-SF) that had not been authorised by the copyright holder of the PSI-SF. In this version, the PSI-SF data has been removed and the text has been appropriately edited.

This work was supported by the grant from Broadcasting and Telecommunications Research and Development Fund for the Public Interest (Grant No. A62-1-(2)-002). This study was also supported by Ratchadaphiseksomphot Fund, Faculty of Medicine, Chulalongkorn University (Grant Nos. RA-MF-06/65 and DNS 64_050_30_014_1).

Author information

These authors contributed equally: Sararat Tuntipuchitanon and Ing-on Kangwanthiti.

Authors and Affiliations

Division of Growth and Development, Department of Paediatrics, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand

Sararat Tuntipuchitanon, Ing-on Kangwanthiti, Pon Trairatvorakul & Weerasak Chonchaiya

Center of Excellence for Maximizing Children’s Developmental Potential, Division of Growth and Development, Department of Paediatrics, Sor Kor Building, 11th Floor, King Chulalongkorn Memorial Hospital, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV Road, Pathumwan, Bangkok, 10330, Thailand

Ketsupar Jirakran, Pon Trairatvorakul & Weerasak Chonchaiya

You can also search for this author in PubMed   Google Scholar

Contributions

S.T. and I.K. were responsible equally for study design, acquisition and interpretation of data, drafting the article, and approved the final version to be published. P.T. had substantial contributions to conception and design, acquisition and interpretation of data, drafted and revised the article critically for important intellectual content, and finally approved the version to be published. K.J. was responsible for data analysis, revised the article critically for important intellectual content; and finally approved the version to be published. W.C. had substantial contributions to conception and design, acquisition of data, analysis, and interpretation of data; drafted the article and revised it critically for important intellectual content; and finally approved the version to be published.

Corresponding author

Correspondence to Pon Trairatvorakul .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary information., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

Tuntipuchitanon, S., Kangwanthiti, Io., Jirakran, K. et al. Online positive parenting programme for promoting parenting competencies and skills: randomised controlled trial. Sci Rep 14 , 20001 (2024). https://doi.org/10.1038/s41598-024-70842-4

Download citation

Received : 01 August 2024

Accepted : 21 August 2024

Published : 28 August 2024

DOI : https://doi.org/10.1038/s41598-024-70842-4

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

By submitting a comment you agree to abide by our Terms and Community Guidelines . If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Parenting Skills

Jan 01, 2020

250 likes | 298 Views

Parenting Skills. Parental Employment. 92% of all families with children have one or both parents employed Need or want 2 incomes Single parents work to support children. Some parents work inside the home Home-based workers use computers, cell phones, and faxes to work 24-7

Share Presentation

• working parents
• role strain
• children feel
• parents enjoy working
• learn home care skills

Presentation Transcript

Parental Employment • 92% of all families with children have one or both parents employed • Need or want 2 incomes • Single parents work to support children

Some parents work inside the home • Home-based workers use computers, cell phones, and faxes to work 24-7 • Parents must set aside time and space to complete work tasks efficiently

Effects on Children • Research shows that babies have fewer adjustment problems if mothers return to work before they are three months old or after two years • Another awkward time is 11 to 13 years, children are facing lots of changes

Some studies say today’s children are receiving as much attention today from working mom’s as they did with full time moms • More time saving home appliances which frees up more time

Children with working parents tend to miss fewer days of school • Enjoy meaningful and well-planned free-tome with parents • Help with household chores and learn home-care skills • Often show more confidence

Children in these homes have broader terms about gender roles • Such as women as homemakers and men as breadwinners

Effect on Parents • Find a balance between work and family • Work affects emotional state of parents • Role strain= feeling of having too many tasks to do at once • Role guilt = feeling of not doing the best job at work or at home because of role strain

If parents enjoy working or staying at home children adjust really well • Some parents spoil children when they feel guilt for being away from them

Balancing Family and Work • Parents need to budget their time carefully • Let minor tasks slide • Plan family time • Quality time = when parents are totally attentive to their children

Working parents should meet and talk with teachers • Attend school related events • Parents should also include children in their work like

Working parents still need to set limits for their children • Cannot make up for time away from children • Need and want guidance

Parents who return to work after time spent at home need to recognize and accept the feelings of their children • 2 to 4 yr olds may regress

Children usually express their feelings during early evening hours when everyone is tired or hungry • Parents need a few quiet minutes and then reconnect with the children

Children & Self Care • In 1800’s problems of children of working parents began to surface • Stayed home alone for portion of day and cared for themselves • During WWII known as latchkey children because they kept the house keys around their necks

Today we call them “children in self care” • 7 million under age of 13 are in self care • when teens are included the number greatly increases

Why Increases? • More dual-career and working single-parent households • Decrease in number of extended families in which other adults are home • High costs of child care • Lack of quality before and after school programs designed for school age children

Plan for self care carefully • How mature is the chi ld? • How safe is the home? • How safe is the neighborhood?

How do children feel about self-care? • Parents need to teach children skills needed to provide self-care

Skills • Learn safety rules • Work out a way for parent to know the answers to where, what, and who the children are with • Set rules about use of appliances, TV, computer, friends over, etc

Establish routine for children to follow • Begin self-care gradually • Start with a short period • Self-care always more risky than adult supervision

• More by User

. [ Humor | Wilkinson Home ] Last Updated: April 30, 2001. Parenting Readiness Test Take this simple test to determine whether or not you are ready to have children... . THE MESS TEST: Smear peanut butter on the sofa and curtains. Now rub your hands in the wet flower bed and rub on the walls. Cove

579 views • 18 slides

Building Parenting Skills and Interactions with Kangaroo Care

Building Parenting Skills and Interactions with Kangaroo Care. Sharon A. Wilkerson, PhD, RN Associate Professor of Nursing Purdue University West Lafayette, IN . Education of Staff Developmental Care Parent Needs Infant Cues in the Premature Infant. Parental Experience in the NICU

317 views • 13 slides

Parenting. Unit 3 Parenting Skills. Tonja Bolding Lakeside High School. 3.1 Match terms related to parenting skills. 1. consistent - repeatedly acting the same way 2. diplomacy - using tact and skill when dealing with others

373 views • 16 slides

Supporting Parenting Skills While Experiencing Mental Health Challenges

MODULE 3. Supporting Parenting Skills While Experiencing Mental Health Challenges. On Being a Parent with Depression. Maybe Tomorrow Why do they look so sad? Are they mad? I do see you. I wish I could be with you. I will make it up to you. I love you.

398 views • 25 slides

Parenting. What does HE say?. Verses. Proverbs 6:20, 6:23 Hebrews 12:7-11 Colossians 3:20, 3:21 Exodus 21:17 Leviticus 20:9 Luke 2:51 Proverbs 3:11-12 , Hebrews 12:6-11 Proverbs 1:8. Parenting, What is it?. Understanding Love Obedience Discipline Teaching Perseverance.

437 views • 9 slides

PARENTING. Caring for children and helping them develop. A Learning Process. Know when to help and when to back off so that a child can do a task himself or herself Avoid pushing children to try activities they are not ready for Adapt parenting skills at each stage of a child’s development.

1.25k views • 15 slides

Parenting. Perfect Kids in 24 Hours. Train up a child in the way he should go: and when he is old, he will not depart from it. Prov 22:6 KJV Ephesians 6:1 (p.898) The GOAL of Parenting is to help our kids choose to be Fully Devoted Followers of Christ. Perfect Kids in 24 Hours.

460 views • 16 slides

Chapter 3 Effective Parenting Skills

Chapter 3 Effective Parenting Skills. Section 3-1 What Is Parenting?. Parenting is caring for children and helping them develop. Judgment requirements: Knowing when to help and when to back off

3.6k views • 11 slides

Parenting Skills. Guiding Children’s Behavior. Be a role model -“Actions speak louder than words.” Set limits -Boundaries/Rules. Helps them understand appropriate behavior. Positive Reinforcement -Encourages a particular behavior. Good behavior wins attention and praise.

792 views • 7 slides

Parenting. Unit 4 Parenting Challenges. 4.1 Match terms related to parenting challenges. 1 ADHD - (Attention Deficit Hyperactivity Disorder) - a learning disability in which a person is not able to control his or her activity or concentrate for a normal length of time.

1.89k views • 111 slides

Parenting. Unit 4 Parenting Challenges. 4.1 Match terms related to parenting challenges. 1. ADHD - (Attention Deficit Hyperactivity Disorder) - a learning disability in which a person is not able to control his or her activity or concentrate for a normal length of time.

516 views • 16 slides

Parenting. Newborn to 1Year—Healthy Newborns &amp; Newborn Know-Hows…. Quiet Alert State. #1 first period of reactivity #2- second stage of the first period of reactivity #3 - quiet-alert state

808 views • 61 slides

JAMA Pediatrics Journal Club Slides: Improving Parenting Skills

JAMA Pediatrics Journal Club Slides: Improving Parenting Skills.

290 views • 11 slides

Maria Del Rey | Parenting Skills

Maria Del Ray who is an award winning producer of family media and has been helping several households in mastering the art of parenting.

190 views • 7 slides

Evaluating the Enhancing Parenting Skills (EPaS) 2014 programme

Evaluating the Enhancing Parenting Skills (EPaS) 2014 programme. Margiad Elen Williams. Background. 6-24% of children meet criteria for one or more mental disorder ( Skovgaard et al., 2007) Behaviour problems are a strong predictor of later psychopathology (Colman et al., 2009)

198 views • 18 slides

Families Make the Difference IRC parenting skills program

Families Make the Difference IRC parenting skills program. The IRC’s Capacity Statement: Why the IRC does parenting work!. Caregivers are responsible for protecting children from physical harm and ensuring that their nutritional, medical, and educational needs are met.

128 views • 9 slides

Families Make the Difference IRC parenting skills program. Families Make the Difference Outcomes. Reduction of violence against children Improvement of cognitive and socio-emotional wellbeing of young children Improvement of caregivers wellbeing and mental health. Research results. 56%. 29%.

170 views • 6 slides

Effective Parenting Skills

Effective Parenting Skills. What is Parenting?. Parenting is a process – the process of caring for children and helping them grow and learn.

792 views • 26 slides

125 views • 11 slides

Significance of Good Parenting Skills

Parents have to make efforts to encourage their children to express feelings otherwise there are times when children do not convince what they are feeling. Hence, teen parenting courses in Ahmedabad helps a child become an extrovert or express their emotions in the same way their parents express their emotions.

88 views • 2 slides