Identifying Parenting Theories in Family Life Education Materials

Brief Descriptions of Major Parent Education Theories/Philosophies

Democratic Parenting
Materials in this category promote democratic family interactions. The use of parental power is de-emphasized, warmth and nurturance on the part of parents are encouraged, and limits are established for the child's behavior. There is a heavy focus on communication between parent and child, and the possible causes of the child's misbehavior are explored. The goal is to raise a responsible child and change the child's behavior. Look for: Recommendations to have discussions with the child Suggestions for family meetings References to Hiam Ginott, Alfred Adler, and/or Rudolf Dreikurs Talking about setting limits and logical and natural consequences A balance of decision-making between the parent and the child

Counseling/Therapeutic Parenting
These approaches are very closely related to Democratic Parenting, but they put more emphasis on the relationship and on the childs development of his/her personality and potential. These materials value emotional health, responsibility, open communication, acceptance of others, and empathy. Some recommended parenting practices that grow out of those beliefs are helping children to deal with their feelings, encouraging children to take responsibility for themselves, and effective communication strategies. A successful child is honest both with others and with him/herself, is responsible, is comfortable with her/himself, and is confident, cooperative, and autonomous. Look for: Many references to the childs feelings Recommendations focused on helping the child reach his or her potential Statements about taking responsibility, empathy, and emotional health The parent is presented as a support person, not primarily an authority figure Self-esteem is one of the goals

Behavior Modification
Behavior Modification is based on the principles of operant conditioning and social learning. It teaches that behavior is changed through reinforcement, punishment, and modeling. There is little or no attention to feelings, motives, or causes of behavior. In order to use the approach, a parent must identify specific goals, model the desired behavior, establish a baseline behavior level, determine the reinforcement or punishment to be administered, decide on a contingency schedule, implement the plan, and evaluate the outcome. In this model, the parent is the power figure. Look for: Frequent use of rewards and punishments Little or no reference to childrens or parents feelings Emphasis on changing behavior Materials can focus on either modeling or punishment Obedience and clear rules are emphasized

Socially Conscious Parenting

Materials in this category are unique in three ways: they state their underlying values clearly, they recognize that children and families operate in a larger social environment, and they focus on working for social change. The philosophical base that defines these materials is an emphasis on social change, empathy, and respect for self and others. Other common themes are affirmation skills, non-violent and creative conflict resolution, and celebration of diversity. There is more attention paid to life style in this programming than in others. Authors in this model stress the values of simplicity, ecologically responsible living, and the implications of life style choices for others. In all parenting strategies in this category, there is a minimizing of power or a sharing of power within families. Look for: Statements about how behavior impacts other people Concerns about the environment, social justice, and fairness Recognition of interactions with the community and the environment The parent and child presented as partners Parent power is de-emphasized and child and family empowerment is stressed

Developmental/Maturational Parenting Models

Materials using this model focus primarily on the ages and stages of children and youth. They are based on the assumption that knowing what is normal child development will help a parent to adjust expectations and responses to the childs level and needs. In many cases, the materials assume that providing developmentally appropriate environments and expectations will make many discipline concerns take care of themselves. If the parent then provides activities and opportunities that are coordinated with the childs development, that also should help the child polish the skills at his/her current state and help him/her to move to the next stage. Some parenting materials use this approach in combination with other philosophies. The values inherent in the approach are respect for individual differences; the need to adapt materials, activities, and expectations to the childs current level; and a close connection between developmental research and program recommendations. The emphasis on managing childrens behavior is minimal. Look for: Descriptions of normal developmental tasks and expectations Instructions for making rules and activities developmentally appropriate Different guidelines for different age groups of children More focus on the childs needs than the parents needs Goals focus on advancing the childs development

--------------------------------------------Developed by: Judith Myers-Walls, Ph.D., Extension Specialist, Human Development, Purdue University, West Lafayette, IN 47907-2055, with contributions from Maria Eugenia Fonseca, Graduate Assistant. Based in part on material in: Hamner, T.J., & Turner, P.H. (1996). Parenting in Contemporary Society. Englewood Cliffs, NJ: Prentice Hall; and Myers-Walls, J.A., & Myers-Bowman, K.S. (1999). Sorting through parenting materials: A values approach and the example of socially conscious parenting. Family Science Review.