CFS Ch.9 (Exam 3)

Effective Teaching

Why parents resist unsolicited parenting advice:

• Parenting feels like the most important job

• Criticism feels like failure

• Unsolicited advice triggers defensiveness, shame, & rupture of relationships

Unsolicited Advice

• Parenting guidance given w/o being asked

• Usually rejected because it feels like criticism

How students/new professionals can help:

• Avoid direct advice

• Instead model the skills (sensitive responding, active listening, process-centered feedback)

• Use non-confrontational openings & “I wonder…” questions

How the parenting pyramid applies to teaching:

• Relationship is the foundation

• Communication & responsiveness come before consequences or behavioral techniques

• Teaching requires warm rapport, empathy, & secure emotional climate

Pedagogy

• Teaching model for children

• Based on dependent learners:

  • Teacher chooses curriculum

  • External motivation

  • Subject-based learning

  • Limited self-concept

  • Little prior experience

Andragogy (Knowles)

• Model for adult learning:

  • Adults need to know why they’re learning

  • Bring experience

  • Want self-direction

  • Learn for tasks

  • Are internally motivated

Implications of andragogy for parenting classes:

• Use:

  • Active learning

  • Problem-based learning

  • Internal motivation

  • Unconditional positive regard

  • Opportunities to practice skills

Characteristics of effective parenting classes:

• Active learning

• Collaborative agendas

• Strong instructor relationships

• Opportunities to practice skills

• Communication

• Positive interaction content

How to pursue a career in parent education:

• Obtain coursework in family science/child development

• Pursue Family Life Education certification (NCFR)

• Consider NPEN membership

• Understand boundaries between psychoeducation & therapy

“I wonder…” Questions

• Non-confrontational openings inviting parents to consider the child’s perspective

  • ex: “I wonder what she thinks is happening?”

Non-confrontational Opening

• A gentle way to discuss a concern w/o triggering defensiveness

• Often framed as curiosity or empathy

Problem-based Learning

• Task-oriented learning driven by real-life problems rather than abstract subjects

Modeling as Teaching

• The safest & most effective way to influence parents is to model skills (active listening, sensitivity) instead of giving advice

Importance of introductions in parent classes:

• Introductions build trust, acknowledge vulnerability, & set the emotional tone needed for learning

Role of unconditional positive regard:

• Essential for adults to feel competent & open to learning; reduces defensiveness

Why active learning is required:

• Adults learn best by practicing skills & reflecting on real experiences, not by listening to lectures

Boundaries for parent educators:

• Parent education = psychoeducation

• Does not include diagnosing or treating mental illness—must refer to licensed professionals when needed