The Differential Effectiveness of Two Models of Skills Training for Working Class Parents.

Autor/inn/en	Haffey, Nancy; und weitere
Titel	The Differential Effectiveness of Two Models of Skills Training for Working Class Parents.
Quelle	(1982), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Child Rearing; Children; Communication Skills; Intervention; Parent Child Relationship; Parent Education; Parent Role; Parents; Pretests Posttests; Program Effectiveness; Self Concept; Training Methods; Working Class + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Kindererziehung; Child; Kind; Kinder; Kommunikationsstil; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Eltern; Selbstkonzept; Didaktik; Trainingsmaßnahme; Arbeiterklasse
Abstract	The purpose of this study was to assess changes in parental skills and attitudes and to examine children's self-concept and behavior following parents' participation in one of two skills training programs. Pretest and posttest measures were administered to 15 working-class parents participating in a communication skills program, to 7 parents participating in a behavioral skills program, and to 12 parents assigned to a nonequivalent control group. It was expected that a 3-month follow-up with selected measures would reveal a changed attitude toward childrearing in parents participating in either skills training program. It was also expected that the children of parents who participated in either training group would show positive changes in self-concept. Results indicated that both skills training models were effective in developing their respective skills, in influencing parental attitudes, and in increasing the self-esteem of participants' children. However, evidence for children's behavioral change and perceptions of parental skill attainment remained inconclusive. (Author/MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01