Action Research

Action Research Effectiveness of a Parental Training Program in Increasing Authoritative Parenting

By Michael Allen, ES Principal Shanghai American School, Puxi Campus

Since the 2013-14 school year, the Shanghai American School (SAS) Puxi campus elementary school counseling team and administration have been working together to provide 6-week parenting courses to the parenting community using the “Parenting the Positive Discipline Way” program. Over 300 Puxi campus elementary school parents have participated in these courses over the past six years. Research supports the notion that authoritative parenting effects are highly desirable yet little was known about the impact parenting classes were having on course participants at SAS. McVittie and Best (2009) stated that more work needs to be done in the evaluation of parent education programs and found that Adlerian-based parenting classes such as “Parenting the Positive Discipline Way” have had a direct positive impact on participants’ parenting styles, but it was not certain if our school’s course was having the same impact on cross-cultural participants. The 23 participants of the September 2018 “Parenting the Positive Discipline Way” course at SAS agreed to participate in an action research study. The goal of this study was to determine how much the parenting course influences parental behavior in the direction of being more authoritative regardless of factors such as ethnicity and cultural background.

In reviewing research across cultures, nations, and nationalities, it was evident that the authoritative parenting style, as defined by the Baumrind (1971) parenting styles’ theoretical framework, consistently yields the most positive outcomes for children. Authoritative parents produce children who demonstrated academic achievement, self-esteem, healthy life satisfaction, and overall strong mental health as well as other positive attributes. Because education level was one of the most prominent factors that affect parenting style (Baumrind, Larzelere, & Owens, 2010), parent education and outreach programs around the world have had a significant positive impact on parenting practices and outcomes for children. Parents who were educated about authoritative parenting practices and were aware of the long-term benefits of an authoritative parenting style were more likely to use this approach. The purpose of this study was to evaluate the effectiveness of the SAS parenting training program for parents of elementary school students. Because SAS uses the Parenting The Positive Discipline Way program, it was important to determine the effectiveness of the program in achieving the primary goals of improving the parent-child relationship, reducing harsh parenting practices, and increasing authoritative parenting practices.

“Parenting the Positive Discipline Way” is an Adlerian-based parent training program created by Positive Discipline Authors, Dr. Jane Nelsen and Lynn Lott (2008). According to Adler and Dreikurs (as cited in Nelsen, Tamborski, & Ainge, 2016), a misbehaving child is a discouraged child. Dreikurs believed that the authoritative parenting style was the better of all styles to use with children because it provided them with options and buy-in for actions associated with parenting and discipline. Nelsen et al. (2016) built on these ideologies with an emphasis on being respectful with discipline that focuses on helping the child learn problem-solving in order to work through the behavior. Nelsen et al. (2016) emphasized encouragement in parenting in order to build the capacity for children to believe in themselves and have confidence in their abilities to enact positive behavior. Nelsen et al. (2016) also encouraged approaching parenting with compassion embedded in structure and routine in order to be successful with discipline and parenting. They encouraged five criteria for developing positive discipline in parenting including being (a) kind and firm at the same time, (b) helping children feel a sense of belonging and significance, (c) being effective long-term, (d) teaching social and life skills for good character, and (e) empowering children to feel capable.

The 23 participants in this action research were parents of elementary school children at SAS who chose to participate in a 6-week positive parenting course with the commitment that they attended each weekly 2.5-hour session. The adult participants were from a variety of cultural backgrounds and had commonalities among them that included having their children schooled at SAS, being fluent in English, and being expatriates residing in Shanghai.

Parents were surveyed on demographic information including age, gender, ethnicity, economic factors, parent marital status, and their child’s academic achievement. These demographic factors were analyzed in direct correlation with the experiences of participants complet-

ing the parenting class. The data-collection instrument was the Carroll and Hamilton (2016) Positive Discipline Parenting Scale. The Positive Discipline Parenting Scale was a scale used to measure the effectiveness of positive discipline parenting workshops. According Carroll and Hamilton (2016), the Positive Discipline Parenting Scale can be used to investigate the positive discipline parenting course effects on course participants’ attitudes and behaviors as well as assess any preexistent mindsets, opinions, or views as they pertained to those that participated in the positive discipline course.

Survey Question 6 (I have family meetings with my children) results showed the biggest change of growth overall for all participants; this was most likely due to the fact that families were rarely doing family meetings prior to the training and the specific format of family meetings was new. Survey Question 1 (Mistakes are opportunities to learn) showed the least amount of growth; presurvey data showed that the majority of participants came into the course with this belief firmly in place. Survey Questions 2, 3, 4, 5, 7 also showed growth with most participants indicating a change in these areas. The majority of parents increased their scores from presurvey to postsurvey after participating in the parenting classes, indicating that the parenting classes were effective for these parents and resulting in benefits to their children and for the school environment.

The study showed that the average profile for participants were that they were highly educated 40+ year-olds who owned their own homes, had graduate or advanced degrees along with their spouses, were Asian, married, and in the $0-60,000USD income bracket with spouses who were in the highest income brackets (over $100,000USD) which would indicate that the participants may have not been employed, possibly stay-at-home parents with spouses who earned among the highest level of income. The majority of these parent participants attended all six class sessions, which would indicate that the type of parent attracted to the parenting classes are the ones who have the average profile of the study group.

The study analyzed the roles of gender, ethnicity, age, economic factors, marital status, and child’s academic achievement of 23 parents at Shanghai American School. However the data set was not diverse enough to show how these elements were a factor.

The Positive Discipline Parenting Scale Questions

1. I see mistakes as opportunities to learn. 2. I calm myself down before problem solving with my child(ren). 3. I respond to my children with kindness and firmness at the same time. 4. When my child misbehaves, I understand the belief behind the behavior. 5. I feel comfortable problem solving with my child(ren). 6. I have family meetings with my child(ren). 7. How I respond to my child (my parenting style), influences how my child responds.

For more information about the “Parenting the Positive Discipline Way” program, resources, and materials, please visit www.positivediscipline.com. Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs, 4 (Part 1).

Baumrind, D., Larzelere, R. E., & Owens, E. B. (2010). Effects of preschool parents’ power assertive patterns and practices on adolescent development. Parenting: Science and Practice, 10, 157-201. doi:10.1080/15295190903290790

Carroll, P., & Hamilton, W. (2016). Positive Discipline Parenting Scale: Reliability and validity of a measure. Project Muse. The Journal of Individual Psychology, 72(1), 60-74. doi:10.1353/ jip.2016.0002

McVittie, J., & Best, A. M. (2009). The impact of Adlerian-based parenting classes on selfreported parental behavior. The Journal of Individual Psychology, 65(3), 264- 285.

Nelsen, J., & Lott, L. (2008). (6th ed.). Teaching parenting the positive discipline way: a step-bystep approach to starting and leading parenting classes. New York, NY: Harmony Books, Crown Publishing.

Nelsen, J., Tamborski, M., & Ainge, M. (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, Crown Publishing.

In Memoriam

Pearl Rock Kane

(February 26, 2019)

Pearl served as the visionary Director of the Klingenstein Center for just over 37 years, transforming the Center from a single fellowship program into the premier destination for the development of independent school educator-leaders it is today. Daily, she demonstrated her mantra, “leadership is a behavior, not a position,” inspiring countless independent school educators around the world to lead the change our schools need.