CAPÍTULO 3. MONTAJE DEL CURSO LÍNEAS DE TRANSMISIÓN Y ANTENAS
3.3 Estructura y materiales didácticos del curso
T
he table shows extracts from the decision log kept by Parenting UK where the rationale for a decision relating to the parenting programme, the resources or the‘train the trainer’programme has been made on the basis of evidence or standards.Issue Date Comment and evidence supporting decision
‘Train the trainer’ programme development
16/5/11 ‘Train the trainer’programme to emphasise that each session has been designed to enable each parent on the course to receive unconditional positive regard from the trainer,a
in keeping with the work outlined and identified as essential practice across a range of units by the Children’s Workforce Development Councilb
Trainers’manual development
30/6/11 First aid advice and guidance that trainers will provide for participants will be adapted from Whoops! Child Safety Programme and confirmed by Carole Hewison
Guidance relating to the size of a burn that warrants hospital attention will be confirmed by a hospital burns unit before beingfinalised in the trainer manual 8-week course structure 16/5/11 The programme responds to recommendations suggested in‘National
dissemination of effective parenting programmes to improve child outcomes’c as well as NICE guidanced
Content
l A structured sequence of topics, introduced in set order over 8–12 weeks l Subjects include play, praise, incentives, setting limits, and discipline l Emphasis on promoting sociable, self-reliant child behaviour and
calm parenting
l Constant reference to parent’s own experience and predicament l Theoretical basis informed by extensive empirical research and
made explicit
l Detailed manual available to enable replicability Delivery
l Collaborative approach acknowledging parents’feelings and beliefs l Difficulties normalised, humour and fun encouraged
l Parents supported to practice new approaches during session and through homework
l Crèche, to be provided
15/7/11 Following extensive research, it has been determined that there is no available DVD to show regarding how to perform CPR. Therefore, a demonstration of CPR will be given by trainers using the choking doll. Participants will be given website details to watch CPR and choking management videos as well as the information on where to access the nearestfirst aid training courses Disclaimer quotes have been approved by the University of West of England legal advisor. One quote will be provided for the trainers to convey prior to demonstration of choking and CPR management. The longer disclaimer quote will be included in the participant handbook
(continued)
Issue Date Comment and evidence supporting decision
Programme timings 16/5/11 Eight sessions lasting no longer than 90 minutes of contentd
It would be desirable to also have refreshments available at the end of each session to enable trainers and any individual parents have availability for further discussion/clarification before leavinge
Where there is availability to a TV/video machine then the use of a home safety
fire video will be used–an alternative is to have the video as a resource for loaning to parentse
Q&A activities have been used in various sessions to engage and encourage participation and uses the framework of Ingham and Luft’s Johari Window model for self-awareness, personal development, group development and understanding relationshipsf,g
Small group activities and the use of resources (cards and quizzes) will support the different learning styles of parents while also supporting participation and engagementb,e
Delivery components 16/5/11 As parent participants are not likely to know each other then thefirst session will aim to establish the group by spending time on introductions using a non-threatening icebreaker, establishing a working agreement and explanation of the course content–raising hope and expectations of learningh
Parents from minority ethnic groups may have extra burdens. Those who are well established may experience discrimination, while those who have arrived recently may additionally struggle with language difficulties and/or lack of information. Parenting styles thatfit familiar circumstances in the country of origin may be challenged by and found unacceptable in the new settings in Britain. Equally, families from minorities may bring parenting styles that are advantageous in the new settings e.g. social cohesiveness and closer supervision of children that helps the well-being of the parents and protects children in higher-risk urban conditionsi
8/7/11 As thefirst session explores typical unintentional injuries of children, falls in particular, the participants will be provided with a handout out on head injury management adapted from Great Ormond Streetjand NICE guidelinesk 18/7/11 Feedback from Parenting UK Parent Forum on the participant handouts has
raised concern about the level of literacy required. However, the content was considered acceptable with one or two suggestions on two individual handouts, which will be taken into consideration at the meeting on 21 July for
final PDS sign-offe
Child development 16/5/11 The stages of development will be consistent with that identified in the Birth to 5 book and the Personal Child Health Record Bookl
The sessions will include theories of infant and child development taken from
‘Understanding babies’communication from birth and from‘The Social Baby’m and‘The Social Toddler’n
Parenting components 16/5/11 Each session will incorporate an amalgamation of key elements that any parenting programme should include:b,d
l Structure with a curriculum informed by principles of social-learning theory l Include relationship-enhancing strategies
l Offers sufficient sessions to maximise possible benefits
l The parents’own experience of being parented, added to which is the inclusion of knowledge that surrounds injury prevention
l The importance of listening and communicating effectively l The importance of boundary setting and consistency
l Recognising whose problem any issue is and how that impacts on behaviour
l The importance of praise and general family interactions l Building confidence for effective parenting
(continued)
Issue Date Comment and evidence supporting decision
Programme structure 16/5/11 The programme structure and organisation has taken into consideration the Parent Advisory Group comments regarding style and content of the programme. The skills and associated delivery style of content will be addressed in the‘train the trainer’programme to ensure that facilitators incorporate the various facets as identified in feedback from both the PAG and Parent Forum (May 2011) for a successful, engaging and meaningful programme
Parents will be able to reflect on their own experiences in childhood of being parented/having or being aware of injury–reflecting on that experience, what they learnt from it and how that results in action to change the situation and reduce the potential of future injuryo,p
Parents will be able to explore and understand the difference between discipline and punishment building on the notion of the importance of appropriate choices, consequences and the need for consistency particularly for behaviour management as identified across a range of different parenting programmesq,r,s
The sessions are developed to include Q&A segments and activities that build on normalising feelings and age appropriate development and behaviour and the concept of‘good enough’or‘confident parenting’that parents do, (though can be learnt) and identifying the factors of how families function and interactt
a Rogers C.On Becoming a Person. Boston, MA: Houghton Mifflin; 1961. pp. 283–4.
b Lifelong Learning UK.Work with Parents National Occupational Standards 2011. URL: www.gov.uk/government/
uploads/system/uploads/attachment_data/file/175555/NOS-PARENTS.pdf.
c Scott S. National dissemination of effective parenting programmes to improve child outcomes.Br J Psychiatry. 2010;
196:1–3.
d National Institute for Health and Care Excellence.Parent-Training/Education Programmes in the Management of
Children with Conduct Disorders. TA102. London: NICE; 2006. URL: www.scie.org.uk/publications/misc/ parenttraining-qrf.pdf.
e Recommendation by Parent Forum, May 2011.
f Luft J.Of Human Interaction. Palo Alto, CA: National Press Books; 1969.
g Luft J.Group Processes; An Introduction to Group Dynamics. 2nd edn. Palo Alto, CA: National Press Books; 1970.
h Tuckman B. Developmental sequence in small groups.Psychol Bull1965;63:384–99.
i Scott S, O’Connor T, Futh A.What Makes Parenting Programmes Work in Disadvantaged Areas? The PALS trial.
York: Joseph Rowntree Foundation; 2006. URL: www.jrf.org.uk/sites/files/jrf/9781859354636.pdf.
j Adapted from Great Ormond Street Hospital website,Head Injuries Information. 2011. URL: www.gosh.nhs.uk/
medical-conditions/search-for-medical-conditions/head-injuries/head-injuries-information/.
k National Collaborating Centre for Acute Care.Head Injury: Triage, Assessment, Investigation and Early Management of
Head Injury in Infants, Children and Adults. Clinical guideline CG56. London: National Collaborating Centre for Acute Care; 2007. URL: www.nice.org.uk/nicemedia/live/11836/36260/36260.pdf.
l Department for Education.Early Years Foundation Stage Framework. London: Department for Education; 2007.
m Murray L, Andrews L. The Social Baby: Understanding Babies’Communication from Birth. Richmond: Children’s
Project; 2000.
n Dorman C, Dorman H. The Social Toddler: Promoting Positive Behaviour. Richmond: Children’s Project; 2002.
o Kolb DA.Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ:
Prentice-Hall; 1984.
p National Institute for Health and Care Excellence.Behaviour Change: The Principles for Effective Interventions. PH6.
London: NICE; 2007. URL: www.nice.org.uk/nicemedia/live/11868/37987/37987.pdf. q Solihull Programme. URL: www.solihullapproachparenting.com.
r Mellow Parenting. URL: www.mellowparenting.org. s Positive Parenting. URL: www.parenting.org.uk.
t Pugh G, De’Ath E, Smith C.Confident Parents, Confident Children: Policy and Practice in Parent Education and Support.