PARENTING EDUCATION AND LATINO FAMILIES
A Project
Presented to the faculty of the Division of Social Work
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF SOCIAL WORK
by
Adriana Berta Fuentes
Bertha Adriana Ramirez Magaña
SPRING
2014
PARENTING EDUCATION AND LATINO FAMILIES
A Project
by
Adriana Berta Fuentes
Bertha Adriana Ramirez Magaña
Approved by:
__________________________, Committee Chair
Dale Russell, Ed.D., LCSW
__________________________
Date
ii
Student: Adriana Berta Fuentes
Bertha Adriana Ramirez Magaña
I certify that this student has met the requirements for format contained in the
University format manual, and that this project is suitable for shelving in the Library and
credit is to be awarded for the project.
__________________________, Division Chair
Dr. Robin Kennedy, PhD
Division of Social Work
iii
___________________
Date
Abstract
of
PARENTING EDUCATION AND LATINO FAMILIES
by
Adriana Berta Fuentes
Bertha Adriana Ramirez Magaña
Our research study pertains to the investigation of the effectiveness of parenting
education courses among Latino parents. Specifically our research question states,
“According to professionals in the field of Health and Human Services, does attending
parenting education courses improve parent-to-child communication and intervention
skills among Latino Families.” In order explore this statement we conducted a research
study with referring professionals and facilitators. We asked them questions pertaining to
their experience with Latino families and their observations related to parenting
education courses. We found that parents that attend parenting education courses have a
higher probability to improve their parent-to-child communication and intervention skills.
Further, we found that the need for crisis intervention was lower among parents that
received parenting education, and assisted them in developing a positive family cohesion.
__________________________, Committee Chair
Dale Russell, Ed.D., LCSW
__________________________
Date
iv
ACKNOWLEDGMENTS
Adriana Fuentes
First and foremost, I would like to thank God. I would like to thank my parents,
Peter M. Fuentes and Berta D. Fuentes for their absolute unconditional love and
continued academic support. Without them, this would not be possible. Thank you mom
and dad for instilling in me the idea of attaining a Masters degree since I was a little girl.
Thank you for believing in me and insisting on higher education as an avenue for selfgrowth and success. I would also like to express my very great appreciation to my sister,
Andrea N. Fuentes for her support, love and friendship. I can’t tank you enough for all of
your encouragement! In addition, I would like to give a special thanks to my boyfriend,
Edgar Perez for his sense of humor during this process. I appreciate you very much and
would like to thank you for all of the love and support you give to me. I wish to also
acknowledge my thesis partner, Bertha Adriana Ramirez Magana for her participation in
writing this thesis. You have made this process so much more bearable and interesting!
Thank you for your tremendous effort and hard work. I would like to also thank my
friends, Viviana Nevarez and Manpreet Kaur for being the two best friend any one could
have. Thank you for encouraging me in my walk with the Lord. Finally, I would like to
thank my grandparents, without their hard work and perseverance; I would not have the
educational opportunities I have today. “Les dedico este ensayo a mis abuelitos que no
pude conocer, a mi abuelito que ya esta descansando con Dios, y a mi abuelita Mama
Ninina. Los quiero mucho!”.
v
Bertha Adriana Ramirez Magaña
First I would like to thank God. I would also like to thank my parents Mike and
Bertha, who have always pushed me to strive for excellence. As my dad always said “No
quiero que seas otra mas del monton! Tienes que ser major que todas.” My mother for all
of her calls of concern and for constantly making sure I had all that I needed! Los quiero
mami y papi! I would also like to thank my sisters, Michelle and Maria, for supporting
me through this long journey. I would like to thank Princesa, Blanca, and Luna for
making me laugh when I wanted to cry. I also want to thank my project partner Adriana!
She was an amazing support in this long process with countless late night calls and hours
upon hours of time in the library. I couldn’t have asked for a better partner than her. I
would also like to thank my grandparents, Miguel, Maria, Antoñia, and Deciderio who
have taught me the meaning of hard work, dedication and love. Specifically, I want to
thank my grandmother Antoñia for pushing me to apply to the Masters program before
she passed. Te quiero abuelita y te extraño todos los dias! Finally I would like to thank
my husband Jose Juan. For being there throughout my higher education journey! He has
been my rock when I have wanted to fall. Te quiero mucho Viejo gracias por todo lo que
haces por mi. Gracias por aguantar a tu viejita chula. Te quiero Viejo! I am proud to be a
bilingual and bicultural Mexican-American, this is for all the past and future Latinos.
vi
TABLE OF CONTENTS
Page
Acknowledgments....................................................................................................v
Chapter
1. INTRODUCTION…………………....………………..…………………….....1
Background of the Problem ..........................................................................3
Statement of the Research Problem ..............................................................7
Study Purpose……………………………………………………...….........8
Theoretical Framework ………………….…………………………..…….9
Definition of Terms ……………………..……………….….……….…...10
Assumptions ………………………………………………………….…..10
Social Work Research Justification …………………………….…...........10
Study Limitations ……………………………………………………..….11
Statement of Collaboration …………………………………………….....11
2. REVIEW OF THE LITERATURE ..................................................................12
Introduction ................................................................................................12
Historical Background.................................................................................12
Opening the Lines of Communication…………………………………....14
Parenting to Child Communication and Latino Parent Involvement..........16
Parent Self-Efficiency and Parenting Practices in Mexican………............17
American Families
Issues of Latino Parents in Parental Education…………………………...18
Common Parenting Styles Among Latinos……………………………….19
vii
Cultural Framework of Parenting within Latino Families………………..22
Effectiveness of Parenting Education……………………………………..24
Parental Education Interventions………………………………………….25
Reduction of Governmental Intervention in Families Through
the Licensing of Parents…………………………………...……………...26
Gap in Literature………………………………………………………….28
Summary………………………………………………………………….29
3. METHODS .......................................................................................................31
Study Objectives ………………………………………………………….31
Study Design ……………………………………………………………..31
Sampling Procedures ……………………………………………………..32
Data Collection Procedures ………………………………………………32
Instruments ……………………………………………………………….33
Data Analysis …………………………………………………………….33
Protection of Human Subjects …………………………………………....34
4. STUDY FINDINGS AND DISCUSSIONS .....................................................35
Overall Findings ………………………………………………………….35
Specific Findings …………………………………………………………36
Interpretations of the Findings …………………………………………...48
Summary …………………………………………………………............50
5. CONCLUSION, SUMMARY, AND RECOMMENDATIONS ……………..51
Summary of Study ………………………………………………………..51
viii
Implications for Social Work …………………………………………….51
Recommendations ……………………………………………………..…52
Limitations …………………………………………………..……………52
Conclusion …………………………………………………………..……54
Appendix A: Referring Professional Questionnaire.....................................…….56
Appendix B: Facilitator Questionnaire..................................................................60
Appendix C: Consent Form………………………………………………..…….64
Appendix D: Human Subjects Approval Letter…………………………...……..65
Appendix E: Table 4.1RP/4.1F- Gender………………….…………...…………66
Appendix F: Table 4.2RP/4.2F- Level of Education…………………………….67
Appendix G: Table 4.3RP/4.3F- Year of Birth………….......………...................68
Appendix H: Table 4.4RP/4.4 F- Ethnicity………………………………...……69
Appendix I: Table 4.5RP/4.5 F- Profession Title…….............……….................70
Appendix J: Table 4.6F- Program…………………………..……………...…….71
Appendix K: Table 4.6RP/4.7F-Time in Field…………………………………..72
Appendix L: Table 4.7RP/4.8F- Work With Latino Families…………………...73
Appendix M: Table 4.8RP/4.9F-If Yes How Long……………………….……..74
Appendix N: Table 4.9RP/4.10F- Bilingual……………………………………..75
Appendix O: Table 4.10RP/4.11F- If Yes What……………………………...….76
References .............................................................................................................77
ix
1
Chapter 1
INTRODUCTION
A parent can be defined as someone who acts as a mother or father figure.
Although parents take on the responsibility of acting as guardian and modeling figure for
a child, this does not imply that parents are equipped with various effective and healthy
parenting techniques. If parents are classified as the most important teachers in the
world, then why are they not required to become educated on the curriculum that they
offer to their children? We live in a society that teaches and develops practicing
professionals of different trades; however parenting is not taught as one of them.
As our society evolves, so do many influential aspects to children’s lives. Now
more than ever, adolescents are faced with the issues of bullying, drug use, self-esteem,
and gang violence, to mention a few. As our society changes, so must our parent’s level
of awareness and involvement, so that parents are able to consistently apply appropriate
methods of intervention. Although there is no magical solution to the developmental
struggles that our youth face, it is important to evaluate what can be done in order to
educate the parents of this generation across all cultures.
If parents do not receive parenting education they are most likely to continue, to
some extent, the parenting style that was modeled to them. If the parent had a healthy
childhood; their parenting style is most likely to reflect that. The problem arises when
parents emulate the unhealthy parenting styles of their parents. Many
2
times parents do not emulate negative parenting styles or parental power
willingly; they do so unknowingly. Historically parenting is not something that is taught
through the educational system, parents often are unable to identify the healthiest way to
parent their child. Further, parents have a need and expect a behavior from their child;
however the way they go about intervening can sometimes be harmful for the child and
the family system. Consequently, children can then be negatively affected by the misuse
of parental power (Westman, 1997, p. 195). According to Westman the misuse of
parental power can lead to child abuse and be the cause for social problems among
children.
Most parents whom are experiencing difficulties with their children do not seek
help. Those who do are able to follow a curriculum and obtain support for their parenting
process. Parenting classes are made available to a vast amount of populations, some
mandated and some who are not. Although all parents, despite culture or race are faced
with parenting difficulties, we would like to narrow our study and focus on the Latino
population. While doing so, we will evaluate parenting styles, means of interventions,
and hope to identify a positive relationship with parental education for parents and an
improvement in healthy means of interventions (communication, and expressed levels
empathy).
This has been true for the Latino community in Lincoln, California. The Lincoln,
CA Latino community was surveyed in 2009. This survey determined that parents wanted
parenting education courses that would contribute to the improvement of their parenting
skills as well as their communication with in the family unit (Brutzman-Livak, Dansie,
3
2008). An important factor that was considered, was offering the parenting classes in the
communities’ native language, Spanish. Offering parenting education classes in the
clients native language is important for parents because it gives them the opportunity to
understand the variety of parenting skills being taught.
Parenting skills can be defined as the process of promoting and supporting the
physical, emotional, social and intellectual development of a child from infancy to
adulthood (Rodriguez, 2006). As a practicing professional in the Social work field, there
is proven significance with cultivation of a healthy environment for an adolescent.
Additionally, as social learning theory implies, an individual becomes socialized to its
environment. Thus, this individual attains communication skills, methods of interactions,
values and specific sets of norms. Although parents are not the only influential factor in a
child’s behavior, they are however, a catalyst for promoting positive parenting skills and
interventions.
Background of the Problem
Parenting education has been proved to increase parental use of skills learned in
such courses (Shanley & Niece, 2010, p. 283). Behavioral issues are now encompassed
with mental health diagnosis among adolescents. Terms such as conduct disorder and
oppositional defiance disorder are becoming more and more common. In a national study
conducted by the National Survey of Children with Special Health Care Needs, they
found that more that 16% of the participants stated that they found it extremely difficult
to manage their child which was experiencing behavioral issues such as acting out,
fighting and bullying (NSCH, 2007). In addition, a survey was performed in order to
4
evaluate the frequency of arguments between a child and parent. The results
demonstrated that 21% of parents surveyed responded that they consistently had
arguments with their child (NSCH, 2007). Furthermore, in the same survey conducted,
31% of parents reported frequent disobedience from their child (NSCH, 2007). When
addressing the issue of teenage pregnancy, the Center for Disease Control and Prevention
reported that although rates were dropping, Hispanic girls from the ages 15-19 years were
among the highest rates of pregnancy from the year 2000-2011. Further, Hispanic girls
had the highest rate of teen pregnancy compared to non-Hispanic ethnicities. The evident
issue of children and defiant behaviors can be supplemented with educating and aiding
parents with important tools to help not only understand their child, but also provide a
guide which they can follow and implement. Investing in educational courses for parents
appears to be ideal for the generational changes in society today.
Taking such statistical findings into consideration, it is important to note the
different resources available for parents. As mentioned previously, parenting skills can be
defined as the process of promoting and supporting the physical, emotional, social and
intellectual development of a child from infancy to adulthood (Rodriguez, 2006).
Additionally, a program, which teaches parents important parenting skills nd
positive interventions, is called Parent Project. “The Parent Project” has developed over
the course of 25 years, and now serves counties all over the country. This program has
reached both English and Spanish speaking families by offering a 16-week course guided
by a structured curriculum. The objective of the class is to help parent’s help their
children change destructive behavior and present effective parenting tools to implement
5
in their parenting. Created by a psychologist, an educator and a police officer, Parent
Project is a program designed for parents dealing with struggling teens. Assuming that
parents attend these courses, it is my inference that their parenting technique and applied
skills will enhance the relationship between them and their child.
Parent project offers two different courses one, called loving solutions, geared to
help parents with children from the ages of five to ten. The other program is called
Changing Destructive adolescent Behavior. Parent Project is just one of the many courses
available in regards to parenting education. This course addresses many different
challenges parents may be experiencing with their children. Some of these challenges
include: “General offenses, Restlessness, Risk taking, Aggression, Physical violence,
Crimes against person, Antisocial behavior, Substance abuse, Poor parent-child
relationships, Harsh or lax discipline, Poor monitoring / supervision, Low parental
involvement, Antisocial parents, Abusive parents, Family conflict, Poor school
attendance and performance, Antisocial-delinquent peers, and Gang membership”
(parentproject.com, 2012, para. 6). These various challenges are covered in the 16-week
curriculum that is offered to the parents. Parents learn to manage issues at home, and
work through the curriculum “A parent’s guide to changing destructive adolescent
behavior”. A self-help model is used, and different forms of behavior modification are
presented. This program is focused on prevention and intervention for family conflict,
poor school performance, truancies, early teen sexuality, drug use, youth gangs, violence
and bullying, and runaways. Classes are typically presented by: police, schools, courts,
mental health professionals, churches and other community based organizations. Their
6
website claims that there are over 6,500 trained facilitators in 46 different states (Parent
Project, 2012).
Parent education courses have shown to significantly improve parental skills and
parent to child relationships. A study done by the Roseville, California Police Department
showed that there was a reduction in calls made by parents related to service for
juveniles, as a result of parents attending a parenting education course called Parent
Project (Roseville Police Department [RPD], nd). After four years of conducting this
study and following 15 families they saw a 73% reduction in juvenile service related calls
from these families (RPD, nd). Another study in regards to parent project was conducted
at California State, San Bernardino. This study completed two pieces of research on
parent project classes. An 8-week focus group and a quantitative, 10-week pre and post
survey were conducted at several national sites conducting parent project
(parentproject.com, 2012). As a result of Parent Project the researchers concluded a
significant positive change in effective parenting in all areas studied (parentproject.com,
2012).
A parenting education course that has been proven to improve maladaptive child
behaviors is Behavioral Parent Training, BPT (Shanley & Niece, 2010). This program is
able to use various methods that aid in modifying behavior amongst parents. Some
examples include didactic, videotape review, role-play, and feedback (Shanley & Niece,
2010, p. 282). According to the article delayed feedback is a component that most
therapist use. The article also suggests that within this component exist specific
techniques like modeling, reinforcement, and correction.
7
An additional parenting education training is Parent-Child Interaction Therapy,
PCIT. The difference between BPT and PCIT is that PCIT uses in vivo feedback while
BPT utilizes delayed feedback. PCIT utilizes parent to child play interaction at which
point the therapist is observant ready to provide coaching techniques when needed
(Shanley & Niece, 2010, p. 282). According to a metal-analysis of the effectiveness of
various parental involvement programs a significant relationship was identified between
the parental involvement education and higher academic achievement of children
(Jeynes, 2012).
These are just a few examples of parental education that exists. Each course aims
at providing parents with alternative techniques to parenting. These new techniques
target-helping parents improve their interaction skills as well as their parenting skills
(Shanley & Niece, 2010). With parental skill improvement comes the enhancement of the
child’s overall behavior at home and at school. Improved communication between
parents and children can help improve the challenges discussed previously because it
gives parents and children the opportunity to discuss these challenges. This also gives
parents and children the opportunity to create and discuss possible solutions to these
various challenge.
Statement of the Research Problem
The lack of parental participation in parenting education may be a contributing factor to
the lack of positive parent to child communication and intervention skills among Latino
families. Although there are many programs offered, not all parents access these parental
education programs. The lack of cultural diversity among participants in research studies
8
(Shanley & Niece, 2010, p. 285) may be a depiction of the lack of Latino involvement in
parenting education programs. The lack of linguistic understanding of English as a
Second Language, ESL, parents may also attribute to the lack of Latino participation in
parenting education courses (Jeynes, 2012, p. 718).
Study Purpose
This study aims to identify if participating in a parenting education course improves
parent to child communication and intervention skills among Latino families. This will be
determined by the research and by a survey that will be distributed to professionals
working in the field of Health and Human Services. There will be two separate surveys
distributed. One survey will be for referring professionals and the other survey will be for
facilitators. The surveys will consist of questions regarding parenting styles, parenting
interventions, cultural competency, and demographics regarding the interviewee.
We infer that Spanish-speaking parents that become educated on how to enhance
there parenting style will provide a healthier atmosphere for the child and parent. This, in
turn will supply each child with a healthier environment for his or her development. This
subject matter, as it pertains to the Social Work field, will demonstrate how subsystems
can better themselves in order to make the greater system more efficient. Troubled
adolescent youth can benefit from being brought up in a structured, loving home which
provides a level of consistency and awareness. In addition, the importance of identifying
a relationship within this specific form of parent education, and the marked effectiveness
would imply that Spanish-speaking parents could benefit from high attendance rates for
these courses.
9
Theoretical Framework. The theory we will be using to guide our research is the
Systems Perspective Theory. This theory encompasses the importance of each
individual’s role as a subsystem, and their responsibility to the larger system, in this cases
a family. After parents can identify their strengths, and become educated and
empowered, they will able to offer the greater system a deeper understanding and a
greater level of excellence. In using the Systems Perspective we will be able to assess the
entire family as a system and evaluate their overall experience. Furthermore, the idea of
viewing the family in a psychosocial manner, can address the individuals personal issues,
as well as their environmental influences and factors. This will be derived by the
knowledge of professionals in the field of Health and Human Services.
In correlation with family systems theory, social learning theory will help
supplement our interest in identifying the importance of parental education attendance.
Social learning theory implies that an individual adapts and inherits qualities from its
surrounding. Children are socialized to live by a set of norms, and parents are essential
when cultivating a positive and healthy atmosphere and relationship with their child.
Further, if the parents display negative ways of communicating, negative ways of
showing affection, social learning theory implies that the child will be negatively
affected. By providing a better foundation, and improving the quality of the child’s
environment and interactions, though parent education, it would essentially break the
cycle of negative learned parenting skills inherited by previous generations. Finally, in
order to fully be able to offer support in a family system and note that each member
affects the other. It is also important to note, that the children observe and inherit what
they are surrounded by.
10
Definition of Terms. The following terms will be defined in order to depict their
meaning within our study. Intervention skills are defined as parent’s ability to positively
mediate their child(s) behavior. Communication skills are outlined as a parent’s ability to
dialogue in a positive manner with their child (ren) on a regular basis. A Referring
Professional consists of a worker in the field of health and human services who obtains
the power to refer clients to parenting education courses. Finally, a Facilitator is
described as a professional certified to conduct or facilitate any given parenting education
course.
Assumptions. For the purposes of this research project, it is assumed that if Latino
parents attend parenting education courses there will be an improvement in parent to
child communication and applied intervention skills. It is also assumed that referring
professionals and facilitators will have sufficient knowledge regarding their client’s
success in any given parenting education course.
Social Work Research Justification. Researching this topic has much relevance
to the field of social work. As a social worker we could encounter working with parents
that may require parent education services. Specifically, it is likely that we encounter
working with Latino families in need of these services in order to improve their parent to
child communication and intervention skills. This is even more prominent in California
with the increasing number of Latino families that are established here. These research
finding will contribute to the question of the effectiveness of improved parent to child
communication and intervention skills among Latino families.
11
Study Limitations. This study does not aim toward determining which parenting
education course is the most effective. This study will provide some examples of
parenting education courses merely to illustrate the variety of services available. This
study will determine if parent to child communication and intervention skills among
Latino families improves after attending a parenting education course. This will be
determined by the recollection of referring professionals and facilitators input from
variety of parenting education programs.
Statement of Collaboration. Adriana Fuentes and Bertha Adriana Ramirez
Magana completed this research project collaboratively. Each researcher was equally
involved in the data collection, analysis, and writing of this product.
12
Chapter 2
REVIEW OF THE LITERATURE
Introduction
When attempting to identify significance in the effectiveness of parent education
as they pertain to enhancing communication and methods of interventions among the
Latino culture, it is important to examine existing data, in order to supplement our
hypothesis. This chapter will explore various pieces of literature, which will further
sustain our proposal. In addition, this chapter will identify three major themes, which
relate to this presenting topic. The three major themes that will be discussed in this
chapter are the following: 1) Observed parent to child communication, 2) Conflict
resolution methods (Interventions), 3) Adapted parenting styles within Latino Parents.
Analysis of various pieces of literature and relevance will be presented after each chapter
in order to demonstrate the relationship between parenting education, among the Latino
community, its effectiveness with conflict resolution (interventions), and an increase of
parent to child communication.
Historical Background
Parent education can be defined as parents’ purposeful attempt in changing their
interactions with their children in order to encourage positive behavior in their children
(Croake & Kenneth, 1977). Parent education goes back into history for many decades.
For the most part parent education was informal and unorganized, stemming from parent
magazines. As more parents requested help and guidance, the concept of parent education
13
became a topic of interest. Educators and social workers alike began to consider
parenting education and put forth action in order to serve struggling parents nationwide.
Education for parents first began by serving mothers. Mothers Magazine was first
published in 1832, Mother’s Assistant magazine in 1841, and Parents’ Magazine was
published from 1840-1850 (Croake & Kenneth, 1977). These were among the many
media efforts of educating parents. Shortly after, the organization Study of Child nature
was established, now known as Child Study Association of America. This organization
marks the oldest organization in the United States to offer parental education programs. It
was not until 1909 that federal financial support arose for this cause and that the first
White House conference on Child Welfare was held.
The Family Coordinator notes that Agriculture, Mental Health, and Education
have been the key supporters for continuing parent education organizations.
Organizations continued to flourish through the late 1940’s until present day. Today,
parent education can be a click away via Internet as well as accessible through social
media. If a parent has access to the Internet there are many websites that they can go to in
order to obtain the information they desire. There are also websites like YouTube that
have tutorials on how to improve parenting styles and properly discipline among other
topics. Many professional and non-professionals offer parent education programs
throughout the United States. Some of which include programs under mental health
providers and schools (Croake & Kenneth, 1977).
The content of parent courses have varied over the course of history. In recent
days, parent education has become more theoretical, with offered methods of
14
interventions such as behavior modification for the children, among other topics. Such
classes have aimed at helping parents better relate and understand their children, and also
understand themselves in relation to their children. Parent education has been divided
into three groups including, education via the media, counseling, and educational parent
groups or classes.
Other topics that researches found to be discussed in parent education courses
include: methods of discipline for their child, effective ways of expressing emotion,
personality types, family roles, and functionality of the family and family relations.
Further, approaches explored by researches show that practices adapted in order to offer
such services include methods from counseling, psychotherapy, and theoretical basis for
child development (Croake & Kenneth, 1977). It is safe to say that parent education has
evolved, and found a home in a professional setting, opposed to casual and informal
advice in the early 1800’s.
Opening the Lines of Communication
Opening the lines of communication between parents and children is one of the
main focuses for one form of parent education: parent project. The parents are taught
about the concept of love and how to love their child (parentproject.com, 2012). This can
be a difficult concept to grasp for some parents because of the way that they may have
been raised. Upbringing is a significant influence on a person’s parenting style and their
ability to affectionately love their child(ren). After parents are taught about the
importance of loving their children they are more willing to open the lines of
communication and change the way that they interact with their kids. High levels of
15
intimacy, which increases communication, are associated with increased social
competence and positive parenting (Cabrera & Bradley, 2012, p. 235).
An important aspect that accompanies the Parent Project is the concept of mutual
support groups. Mutual Support groups are a beneficial supplement to the parenting
classes (UCLA, 2003, p. 2). Having the parents participate and share in mutual support
groups gives them a sense of unity and hope. It also helps the parents realize that they are
not alone in their struggles. Many of the families have the same types of obstacles and
barriers with their kids. When the parents engage in sharing with each other they
empower themselves and their classmates (UCLA, 2003).
Another relevant topic that emerges in the parental mutual support groups is the
topic of assimilation or acculturation. Acculturation is defined as “the extent to which
individuals have maintained their culture of origin or adapted to the larger society”
(Farver, Xu, Lonigan, & Eppe, 2012, p. 778). Parents are taught about this topic during
parent project and they also discuss how difficult it was and still is to assimilate into the
greater society. Many times what these parents grew up with in their home country is
very different from what they have come to know here in America. A common example
that is brought up during group is the drinking age. In a country like Mexico there is more
acceptance of children engage in underage drinking, however, here in America that is not
the case.
Parent Project has shown to significantly improve parental skills and parent to
child relationships. A study done by the Roseville, California Police Department showed
that there was a reduction in calls made by parents related to service for juveniles
16
(Roseville Police Department [RPD], nd). After four years of conducting this study and
following 15 families they noted a 73% reduction in juvenile service related calls from
these families (RPD, nd).
Another study, in relation to parent project, was conducted in San Bernardino.
This study focused on both a quantitative study and a qualitative study. As a result of
Parent Project the researchers concluded a significant positive change in effective
parenting in all areas studied (parentproject.com, 2012).
Parent to Child Communication and Latino Parent Involvement
Communication between a parent and child significantly impacts the child’s
psychosocial functioning. It was stated that the more communication within a parent and
adolescent, the healthier there brain functioning, and ability to cope with stressful
situations. In addition, research suggests that children, who come from families that
communicate openly, are generally happier, healthier and more satisfied with life
(Davidson, Cardemil, & Hiatt, 2009).
Given such findings, a study was completed in order to determine this
significance within Latino families facing acculturation and enculturation. The study
examines the different components, which play a part in a parent to child relationship
including parent-child communication and levels of involvement in the child’s life. More
specifically, a sample of 40 Latino parents of adolescents was examined in order to
indicate whether a relationship between the parent and child would benefit the child’s
wellbeing. It was determined that significant relationships were found among parentchild communication, parent involvement, and child externalizing behaviors. It was also
17
established that neither the acculturation nor enculturation gap moderates these
associations.
Parenting Self-Efficiency and Parenting Practices in Mexican American Families
In a different study, authors drew from the social cognitive theory and conducted
a longitudinal cross-lagged panel design and a structural equation modeling approach to
evaluate parenting self-efficacy's associations with parents' positive control practices over
time. This was done in order to predict adolescents' conduct problems. Data was collected
from teachers, mothers, and adolescents among 189 Mexican American families living in
the South West U.S. The findings proved that with an increase in parenting selfefficiency, there was a positive control for the parents, rather than the parents with the
low self-efficiency. In addition, parenting self-efficiency (PSE) also showed direct impact
on decreased adolescent conduct problems (Dumka, Gonzales, Wheeler, & Millsap,
2010). Further, the established results support the cross-cultural applicability of social
cognitive theory to parenting in Mexican American families. An implication is that
parenting interventions aimed at preventing adolescent conduct problems need to focus
on elevating the level of parenting self-efficiency of Mexican American parents with low
levels of PSE.
The findings from this study imply that in an attempt to prevent adolescent
conduct problems, there should be elevations in parental self-efficiency within Mexican
American Families. Group based parenting interventions intended to increase peer
reinforcement and support.
18
As parents are faced with many difficulties while raising adolescents, the results
of this study demonstrate that there is a great influence of parental self-efficiency on
Mexican American parents and the way that they parent their children. Further, this has
proven to reduce conduct issues within Latino adolescence. Mexican American families
in the United States are at an elevated risk of developing adjustment problems, among
other difficulties (Dumka et al., 2010). This article identifies effective strategies to
enhance parenting self-efficiency and develop a more comprehensive and a greater
understanding of parenting processes, which positively contributes to their developing
child.
Issues of Latino Parents in Parental Education
Latinos accounted for the largest numeric increase, nationwide; there were 23.4
million more Spanish speakers in 2007 than in 1980 representing a 211 percent
increase (U.S. Census Bureau, 2012). Latinos currently comprise 13.3% of the
population in the United States. Among the large population of Latinos in the US,
Spanish-speaking Latinos are often first generation and have limited English written and
oral proficiencies. According the U.S. Census Bureau 2012, more than 45% of Latinos
reported to speaking English less than “very well” (Rodriguez, Davis, Rodriguez, &
Bates, 2006). Further, Approximately 28% of Latinos under the age of 18 live in poverty,
which is more than three times the rate of non-Latino Caucasian children (Leidly, Guerra
& Toro, 2010).
Researchers form Utah State University found that Latinos are among one of the
largest minority groups and they face various stressors that affect parenting methods. The
19
Latino population faces high percentage of children born to teen mothers, high rates of
children being born into low-income families, and the underrepresentation of Latino
children in various sectors of the Health and Human Service industry. Some of the
underrepresentation occurs within mental health, child welfare, juvenile justice, and
alcohol and drug treatments. This study also went on to state that Latinos reported
marked increase in mental disorders among Latino adolescents and an increase in
adolescent delinquency. It is not surprising that Latinos represent a fast growing ethnic
minority group which faces several challenges that have been noted to negatively affect
parent-child relationships (Rodriguez, Davis, Rodriguez & Bates, 2006).
Taking such statistical findings into consideration, it is surprising to know that
parent education for Spanish-speaking parents is a recent trend. A high percentage of the
United States population is Spanish-speaking Latinos. Latinos are a minority group,
which struggles with high involvement in crime, teenage pregnancy and gang
involvement. It would be significantly beneficial that a parent intervention course be
accessible for this population. The following section will explore different parenting
styles among Latinos, demonstrate effectiveness of parent education for Latino parents,
and also exemplify the importance of parent education in regard to conflict resolution.
Common Parenting Styles Among Latinos
Measuring a concept like parenting can be a challenging task. Limited research on
the different Latino parenting styles can attest to this. With the research available
parenting styles can be quickly categorized into the following: authoritative,
authoritarian, permissive and neglectful (Rodriguez, Donovick & Crowly, 2009).
20
According to this research, low responsiveness, high demandingness, and low levels of
autonomy granting can describe an authoritative parent. Furthermore, high
responsiveness, high demandingness, and autonomy granting characterize an
authoritative parenting style. In addition, a permissive parenting style can be described as
someone who shows high levels of responsiveness and autonomy granting and low levels
of demandingness. To conclude, a neglectful parenting style can be identified as a person
who is disengaged with their child, while showing low levels of responsiveness,
demandingness, and autonomy granting.
In a study done with first generation Latino families, their parenting behaviors
were scaled and rated based on videotaped observations. The 50 family participants had
children from the ages of 4-9 and results demonstrated differences among the
conceptualized parenting patterns. The Latino parent scores were rated considering the
following factors: warmth, demandingness, and autonomy granting. This study defines
warmth to imply the parent being involved and interested in the child’s activities.
Demandingness implies that the parent imposes control over the child such as having
certain expectations for behaviors. Autonomy granting is identified as allowing children
to have autonomy, individual expression, and growth.
In this study Latino parents appeared to display authoritative, permissive and
negligently parenting styles (Rodriguez, Donovick & Crowly, 2009). In this study, the
four traditional parenting categories did not capture the Latino families in an appropriate
manner. The total combinations of styles resulted in eight possible parenting types. This
data found that the majority or 61% of Latino parents were found to be “protective
21
parents”, followed by 31% to be authoritative. In addition, mothers and fathers were
found to be similar in their parenting style.
This study only exemplified a few specific areas of Latino parenting styles;
however results concluded that a significant percentage of the families in this study, were
found to be protective and authoritative parents. Taking these findings into consideration,
demonstrate that the majority of Latino parents in this study take on an authoritative
approach, which can result in low levels of empathy and towards their children.
In a similar study, researchers observed the relationship between positive
parenting, family cohesion, and child social competence. These observances were
examined among Latino families who were recent immigrants to the United States. A
mixed method study was conducted, including both pre- and post-tests. There were 282
parent participants and 282 children from the ages of 9-12 in this survey study. Results
demonstrated that family cohesion leads to improvements in child social problem-solving
skills and social self-efficiency. In an additional focus groups, 12 mothers participated in
a study that was created to explore barriers to positive parenting and cohesion within the
family (Leidly, Guerra & Toro, 2010). Results from these groups found two major
themes that impacted parenting and family cohesion: acculturation differences and
difficulties in becoming involved in child’s education.
Latino immigrant families are faced with many difficulties such as language
barriers, lack of financial resources, and issues with assimilation. This is illustrated by
this studies finding that for Latino families, acculturations differences and issues with
22
involvement in the child schooling was the greatest impact and factor that interfered with
their parenting and cohesion within the their families.
Finally, researchers proposed that family support programs are essential and
beneficial tools, which can help Latino families when parenting. These support programs
can help bridge the gap for these families. This demonstrates that among the Latino
population, those who are immigrants can benefit from parent education in order to
enhance family cohesion and promote positive parenting.
Cultural Framework of Parenting within Latino Families
Latinos are a growing population. In 2006 there were 44.3 million Latino’s, which
represented 14.8% of the USA population (Bernal & Domenech Rodriguez, 2009, p.
172). Latinos accounted for 50% of the growing population (Bernal & Domenech
Rodriguez, 2009). This demonstrates that there will be a great need for services for these
families. Not only will there be services required; there is a great need for them to be
linguistically and culturally competent. Mental health services and health services will be
of great need amongst the Latino population (Bernal & Domenech Rodriguez, 2009).
In a study done to observe the mental health and academic functioning of 4 and 5
year old Latino children of immigrant mothers, various similarities arose when examining
the framework of Latino Parenting. Specifically, a study was conducted with 442 children
of Mexican and Dominican immigrant mothers in order to identify the cultural
framework of parenting within Latino women (Calzada, Huang, Anicama, Fernandez, &
Brotman, 2012). In addition, this study indicated different factors in relation to the
23
mothers parenting style. The different areas addressed included school readiness,
acculturation, the child’s functioning and the core parenting style.
Mexican Americans, the largest and most studied Latino group, have been
categorized by many studies as authoritarian, hostile, controlling and inconsistent
(Calzada, Huang, Anicama, Fernandez, & Brotman, 2012). While this study specifically
evaluates parenting and the cultural framework of Mexican and Dominican mothers,
there is the possibility that other Latino cultures represent themselves differently.
This study found that the mothers used parenting techniques surrounding respect
and independence. The socialization of respect can be linked to the authoritarian form of
parenting. Further, respect to these parents can be described as obedience, deference, and
decorum. In both cultures, authoritarian parenting style was associated with more parents
reporting them internalizing and externalizing of their problems. In addition, the
authoritarian concept of respect was proven to lower school readiness for Dominican
Children and the concept of independence was linked to higher levels o of internalizing,
therefore causing limiting means of communication.
Among Latino families, relations between parenting styles/practices and child
development are not well understood. For example, many studies with Latino families
have failed to establish an association between authoritarian or harsh/hostile parenting
and child internalizing and externalizing problems (Calzada, Huang, Anicama,
Fernandez, & Brotman, 2012).
The findings from this particular study noted interesting factors, which played a
role in the mother’s ability to parent. Further, taking into consideration that many Latino
24
families could me assimilating and recently immigrated really impacts the nature of this
study. Additionally, it was interesting to note that this study was conducted and an
authoritative parenting style was identified in the mothers. A common concept in the
Latino culture is the concept of “machismo”. This sense of male dominance has often
leaded to an authoritative type of parenting. Mothers are known to generally be more
nurturing and sensitive to a child’s need, however there have been a numerous amount of
studies, which have established that the Latino culture has adapted an authoritative style
of parenting.
Effectiveness of Parenting Education
There have been many studies that are in support of parent education, and
specifically describe the benefits for Spanish-speaking Latinos. One study suggested that
the support which parents received in parent education lowered their stress levels, which
had a positive effect in their parenting (McIntyre & Phaneuf, 2008). In a similar study,
researchers measured the effectiveness of parenting classes for Spanish-speaking parents
and found there to be a positive relationship of those who attended the courses. Further,
this study found that parents who completed a seven-week course found to have
increased their parental skills and knowledge. Among these skills, parents noted to take
away several strategies, which include using a behavioral chart, having family meetings,
and rewarding positive behavior (Escuita, 2007). In an additional study, documenting
the harmful consequences of parental conflict and divorce, among the suggestions of this
researcher was the importance of social support for parents when addressing effective
parenting (Riggio & Valenzuela , 2011). In contrast to the effectiveness of parent
25
education, other studies show that it is requested among the Latino population. This study
found that Latino parents need to explore different parenting interventions for their
children. Further, this study demonstrated that Latino parents want to participate in a
culturally adapted parenting intervention as long as it is culturally relevant, respectful,
and responsive to they’re life experiences. Research results also suggest that the
parenting skills participants seek to enhance evidence-based parenting interventions
(Cardona et al., 2009). It is apparent that there is a need for parent education for the
Latino community, due to its continual effectiveness across many studies.
Parental Education Interventions
There are various different approaches and interventions methods implemented
when it comes to parent education. In a study done to evaluate the feasibility of the
reduction of substance abuse among Latino adolescents through parent education, their
results show that parent education can achieve far more than just enhance parenting styles
and relationships within the family. This study used a family-skill training intervention
model, using a community-based participatory framework. In this one-group pre/posttest
design, Latino parents of adolescent’s ages 10-14 attended parent education sessions in
Spanish to improve parenting practices. This study found a positive relationship among
the parents who attended and the shift in behavior within their children. Further, the
outcome that was evaluated included parenting self-efficiency, discipline, and parent
perception of internalizing, externalizing, and substance use behaviors. The Parents of
this study previewed that adolescent internalizing behaviors decreased and the
26
interventions taught were in fact feasible and may influence parenting (Allen et al.,
2013).
Reduction of Governmental Interventions in Families Though the
Licensing of Parents
When evaluating the significance of parenting education as a means of
intervention for Latino Parents, it has been a common theme that Latino parenting is
frequently identified as authoritative parenting style. In addition, it has been established
that Latinos are faced with many hardships, especially if they are immigrant
families. Researchers form Utah State University found that Latinos, are among one of
the largest minority group, and face various stressors that directly affect their parenting.
As mentioned previously, the Latino population faces high percentage of children
born to teen mothers, high rates of children being born into low income families, and the
underrepresentation of Latino children in various sectors of care. In addition, it was noted
that most of the underrepresentation occur within mental health, child welfare, juvenile
justice, and alcohol and drug treatments. Latinos reported a marked increase in mental
disorders among Latino adolescents and an increase in adolescent delinquency. It is a
reality that Latinos represent a fast growing ethnic minority group which faces several
challenges that have been noted to negatively affect parent-child relationships
(Rodriguez, Davis, Rodriguez & Bates, 2006).
With all that the majority of the Latino population faces, it is often accompanied
with governmental interventions. Such interventions include involvement with Child
27
Protective Services, the court system, and drug and alcohol treatments. Clearly, there are
multiple services, which serve as wanted, and sometimes-unwanted methods of
interventions. It is important to note that parent education is at times mandated and also
falls under the category of a governmental intervention.
Although the term intervention can seem as a delayed method of treatment, the
idea of prevention is also an avenue to consider. Author Jack Westman from the
University of Wisconsin Medical School suggest that there should be an implementation
of a governmental prevention system for expecting parents to be better equipped to take
on the responsibility of a child. Westman goes on to suggest that in order to reduce
governmental interventions in families, there should be a licensing process for all
parents.
More specifically, Westman indicates in an article titled, Reducing Governmental
Interventions in Families by Licensing Parents that the government has increasingly had
to intervene due to parents’ inability to fulfill their parental responsibilities. In addition,
he highlights that the sadly, almost seven million children have been neglected or abused.
He goes on to state that on one out of three of those children will grow up violent, and
become involved in the welfare system. In addition, he states that children who grow up
with incompetent parents are disadvantaged from the rest. Westman also argues that it is
the parent’s responsibility to raise adequate future society members. Westman mentions
many parenting factors, which are critical to a child’s upbringing and overall wellbeing.
Such factors mentioned include psychological, economic and attitudinal factors.
28
Attachment is a concept mentioned, which identifies that when there is a lack of
infant boding with an attachment figure (generally a mother), that child will have a
difficult time in their later years, as it impacts their ability to cope. This author mentions
that the devastating cycle of poverty reaches many families whom still decide to have
children. Children are unwillingly being born into families whom face economic
hardships and thus will result in a lack of resources. Further, the narcissistic flavor of our
society is brought to light though the promotion of individuality.
Westman poses that a paradigm needs to be in place where parents are expected to
be competent and reliable. He would like to have parenting be viewed as a privilege
rather than a biological right (Westman, 1997). Considering such information, Westman
proposes that through the listening of parents, there would be a significant reduction in
governmental interventions. Through the licensing of parents at the marriage, pregnancy,
or birth stage, families would be expected to work towards receiving a parenting license.
This article promotes the strengthening of families and the qualities of parents. Westman
clearly notes the importance of the role of a parent and encourages the certification of
parents in order to set a new level of expectation, which would ensure quality parents.
Gap in Literature
When addressing an issue such as parenting, areas that go unexplored are not
uncommon. Some of the limitations within the literature that was reviewed were that the
studies had a specific selected range of ages, which were tested. Although these ages
were all under the age of 18, these adolescents can vary in needs and are in different
stages in their development. Another area, which was not represented, was the
29
incorporation of culturally sensitive interventions. With this, also exploring culture
pressures, and the concept of exploring what cultural ‘traditional parenting’ represents for
this population. Latinos represent a wide range of populations. It is important that all
factors are considered when measuring parent’s motives for their style of parenting.
Further, the term parent and family are were not always clearly defined in the literature.
Single fathers and same-sex parents were clearly underrepresented in our research
findings. Finally, the evaluation of different parent stressors can affect their ability to
parent efficiently.
Summary
In summary, parent education has presented itself in many ways since the early
1900’s. Recently, parent education has tailored its courses to serve the Spanish-speaking
population, which with the examples of many studies, face many social stressors which
impact their ability to parent proficiently. In addition, parent education has shown to
implement interventions, which have been effective in helping reduce substance abuse,
and criminality among Latino youth. Although there are various parenting styles that are
adapted by Latino parents, the inclusion of parent education is clearly an effective tool
when improving parent empathy levels and communication skills. As presented
previously, there are many factors, which contribute to parenting however, as a
population as a whole; Latinos vastly represent an authoritative parenting style. With this,
authoritative parenting can cause internalization from the child and parent. Attending
parent education may well increase effectiveness within the interventions, which parents,
30
implement with their children and also allow for parents to increase the parent to child
communication.
31
Chapter 3
METHODS
Study Objectives
Parenting can be defined in many different ways. There is also much controversy
regarding the correct way to parent, discipline, intervene, and guide children. Our
research question explores the positive correlation between parent attendance of
parenting education courses and an increase in communication and interventions skills,
specifically among Latino families. Selective sampling is the method that we selected for
this study. We chose to do so, in order to attain information from select professionals that
meet our criteria of (a) be a current parenting education facilitator or have facilitated a
course in the past and (b) be a referring professional in the field of Health and Human
Services. Given the nature of our professional interactions, all of the participants are
expected to be in the field of Health and Human Services.
Study Design
This study will be classified as an exploratory study. We have chosen to conduct
an exploratory study, in order to identify if there is a causal relationship between
attendance of parenting education courses and effectiveness of parental interventions
among Latino families. The study will consist of both qualitative and quantitative survey
questions. The demographic section and the questions, which will measure on a
frequency scale, will be classified as quantitative. At the end of the survey there is an
opportunity for the professional completing the questioner to add anything that they
believe will be relevant to our research question. This leaves some room for the
32
professionals to provide qualitative information in regard to their experiences they have
had throughout their professional careers.
Sampling Procedures
For the purposes of this study we will be surveying professionals in the field of
Health and Human Services. Each professional will receive a survey based upon his or
her classification. By classification we mean a referring professional or a facilitator. For a
copy of each questioner see Appendix A and Appendix B. Subjects will be recruited from
as many different areas of the field as possible. The majority of the professionals
surveyed will be selected based on proximity to the researchers. Each professional will
have an opportunity to complete the survey where they see fit and upon completion of the
survey, the participant will return it to the researchers. Participants will not receive
compensation for completing the survey.
Data Collection Procedures
For the purposes of collecting data we will be conducting interviews with
professionals in the related field, if they are available to do so. The survey will be
completed at the discretion of the participant. Participants will complete the survey at a
location of their choice. Upon completion of the survey they will return it to the
researchers with all of the questions answered. In some cases the interviewee will
complete the consent form as well as the questioner via email; at which point they will
email it back to the researchers for data collection. A survey instrument will be used in
order to guide these interviews. This survey instrument will include a demographic
section and a section with questions pertaining to parenting education courses. In this
study, the dependent variable can be identified as increased parent to child
33
communication and intervention skills. The independent variable can be identified
parents attending any given parenting education course.
Instruments
For the purposes of this study we will be using two data collection
instruments. Each questioner is specific to two types of professionals. The first
instrument is for a referring professional and the second is for a facilitator. As mentioned
in chapter one, a referring professional consists of a worker in the field of Health and
Human Services who obtains the power to refer clients to parenting education courses.
Further, chapter one describes a facilitator as a professional certified to conduct or
facilitate a parenting education course. This will allow the researchers to identify if there
is a significant relationship within our data and the posed topic. For a complete
questioner please refer to Appendix A and Appendix B. For a copy of the consent form
please refer to Appendix C.
Data Analysis
For the purposes of the data collection we will be using the SPSS statistical data
collection tool. All of the data collected from the questioners will be compiled into the
SPSS data collection system. The data collected will yield results and graphs that which
will aid us in our research question. Following, we will have the capability to analyze the
data and prove or disprove our thesis statement.
Another component to our analysis is the qualitative section. At the end of each of
the surveys there is a section for the professionals to list their insight in regards to our
research question. From this section we will be able to obtain some qualitative
information. We will also be able to discuss themes that we have seen emerge from our
34
research collection. Amongst the discussion there will also be graphs and data to support
our argument.
Protection of Human Subjects
Submission of our research proposal is necessary in order to obtain approval from
the Human Subject’s Review Board. Aside from the application, participants will receive
a questioner and a consent form. This application will be filled out with all the
information necessary to attain approval. After the submission and approval process is
complete, the survey and interview portion of this research project will commence. Upon
the second submission our Human Subject application, we were approved on 11/22/2013
as exempt.
35
Chapter 4
STUDY FINDINGS AND DISCUSSIONS
Overall Findings
For our research study we decided to distribute two separate survey instruments.
The first survey was for a referring professional in the field of Health and Human
Services. The second survey is for a professional in the field of Health and Human
Services that has facilitated a parenting education course. As our literature review
indicates, parenting education has presented itself in many ways since the late 1900s.
Additionally, there has been research, which has proven its efficiency and identified the
positive outcome that parenting education courses can provide. More specifically, when
concentrating on Latino families, it was established that parent education positively
impacts the family. Further, parenting education courses have shown to increase the
parent to child communication levels and enhance the positive methods of interventions
which parents use.
In our research we asked professionals in the field of Health and Human Services
if they found parenting education courses to be an effective tool to help Latino parents
with specified areas. Overall, the majority of the professionals who were interviewed
experienced that parenting education has helped Latino families. We hope to identify in
our analysis the specified areas in which we researched. We also hope to convey a clear
understanding of our proposed research topic and its significance as it relates to our
findings.
36
Specific Findings
For the study conducted on Referring Professionals, as noted in table 4.1RP, we
had a total of 17 participants in the study. There were comprised of 14 females and 3
males.
As indicated on chart 4.1F, we were able to capture the experience of just one
male facilitator. As far as the women, a total of nine women were surveyed as a
facilitator. This research indicates that perhaps there was a need to capture the experience
of the facilitation of a parenting course from more male professionals, or that there are
simply more female professionals who decide to take on this role.
In table 4.2RP the participants of the study identified their education level as
BA/BS, MA/MS, and professional degree. There were 8 participants that identified
having a BA/BS degree and 8 participants that identified MA/MS as their level of
education. In the professional degree category there was only 1 participant that identified
it as their level of education.
When evaluating our participant’s backgrounds, specifically their level of education, we
found that a variety of different levels of education were reported. We found that all of
our participants had at least some college credit. Further, it was established that 30% of
our participants has a Master level degree, another 30% has a Bachelors level degree and
20% shared that they had some college credit. In addition to this, only 10% indicated that
they went to a trade school, another 10% shared that they has a Doctoral degree. The
variety in education levels demonstrates that parenting education can be taught by a
variety of professionals.
37
Table 4.3RP identifies the year of birth of the participants in the study. 52.9% of
the participants identified as being born from 1956-1980 or 58-34 years old. 47.1% of the
participants listed their year of birth from 1986-1990, or 28-24 years old.
The ages of our participants truly varied. As displayed on the figure 4.3F, there
was a range of years of birth. They ranged from the year 1949-1991. This provides the
perspective and a varied length of experience from different facilitating professionals.
Table 4.4RP illustrates how each participant identified. We decided to leave this
as an open ended question to see how each person would list their ethnicity. There was
one participant who identified as African-American. Among a similar identification was
one participant who listed Black as their ethnicity. There were 5 participants that listed
their ethnicity as white or Caucasian. Similarly there was one participant who listed their
ethnicity as White/Slavic. One persona listed their ethnicity as bi-racial and another who
identified Asian/Punjabi. There were 6 participants who identified their ethnicity in
categories such as Latino, Hispanic, and Mexican. As has been describes there was a
variety of different Ethnicities represented in this sample.
We found to have a very diverse participant response. Although we are evaluating
Latino families, figure 4.4F demonstrates that there are a variety of ethnicities being
represented as parenting education facilitators. Almost 50 percent of participants
identified as Hispanic/Latino.
Table 4.5RP represents the professional titles of participants. As noted in the chart
the majority of participants listed some form of Social Work as their professional title.
There were also some participants that identified as MFT’s. Overall there is a good
38
representation of professionals in the field of Health and Human Services.
There was a true variety in professional titles represented in the facilitator portion
of the study. Although all are considered to represent the field of Health and Human
Services, it can be noted on table 4.5F that many professions were represented.
A variety of parenting education programs was represented in our study. These
programs ranged from support groups, infant (0-5), and parent solutions. As shown on
figure 4.6F, there was no consistent program that was represented numerous times. This
indicates that there are many parenting education opportunities being offered.
Table 4.6RP identifies the amount of time the participants have been working in
the field of health and human services. Times range from 2 months to 20 years and this
illustrates the level of field knowledge that the participants possess in working with
families.
Our research found that the facilitator participants have been in the Human and
Health Services field from a rage of 6 months - 30+ years. This demonstrates a variety of
years of experience and exposure to this field.
Table 4.7RP illustrates that all of the participants have worked with Latino
Families within their time in the field. This is significant to our study because the
referring professionals will have knowledge of our target population and that will reflect
in their answers in our survey.
All of our participants (100%) shared that they have worked with Latino families,
respectively in this field. Further, there was a range in length of experience working with
39
Latino families. To be exact, this ranged from 1 year- 30+ years. When participants were
asked if they were bilingual, 70% of our research participants shared that they were
bilingual. This leaves 30% which share that they were not. Of the participants who shared
that they were bilingual, 60% spoke Spanish, 10% spoke French, and another 10% spoke
Vietnamese.
Table 4.8RP demonstrates the amount of time the participants have worked with
Latino families. The time identified ranges from 1-½ months to 20 years. There was one
participant who did not answer the question, as the number 0 identifies them.
Table 4.9 RP shows if the participants identify as bilingual. 52.9% of the
participants stated they are bilingual and 41.2% said that they were not bilingual. There
was one person who did not answer the question, as the number 0 represents them.
Table 4.10RP lists the languages that the participants speak other than English.
42.2% of participants listed Spanish as their second language. Other languages listed
include Bulgarian, Russian, Ukrainian, Polish, and Punjabi/Hindi and they make up
11.8% of the sample size.
When referring professional were asked if they had noticed a change in parental
confidence to apply tools learned in a parenting course, 93.8% of them said they did
40
notice a change. This question aims at identifying parent’s comfort level and willingness
to use the skills they learn in any given parenting course. For a full illustration of the data
set see table 4.11RP.
It was interesting to note that 80% of our participants noticed an increased
confidence in the parent’s ability to implement learned tools. In addition, we also found
that participants stated that there was rarely an equal participation between the parents. It
was always one was more involved than the other, as 50% demonstrates this on table
4.13F.
93.8% of the referring professionals surveyed identified that parents whom are not
mandated to attend a parenting education course have a more positive experience than
those who are mandated.
41
They also agreed that more frequently than not parents whom are not mandated are more
willing to implement the tools learned in any given parenting education course.
When evaluating if there is the incorporation of a child or youth component to the
parenting course, 60% of participants agreed that there was.
When asked about the courses increasing parent to child communication, 60%
shared that the courses very frequently increased positive communication between the
parent and child.
Another 40% demonstrates that participants felt that this was true occasionally.
42
This research indicates that parenting education can be proven to increase that
level of communication between a parent and child after being exposed to learned
material and intervention tools.
When evaluating if the parenting programs need improvement, 80% of our
participants agreed.
Further, when asked if their parenting program is more effective than other
services offered, 50% agreed that this is the case, occasionally.
When indicating if there are sufficient services to help parents improve their
parenting, 40% stated that there are rarely enough services, and another 40% identified
that there are occasionally more services.
43
100% of participants agreed that parenting education is beneficial for families to
learn healthy intervention methods. This supports that parenting education is beneficial at
teaching parents healthy interventions to use with their children.
When asking professionals about the possibility of resistance parents may have to
receiving parenting education courses, 76.5% stated that they occasionally view parents
having resistance. This can be an attribute to many things such as not wanting to “air
dirty laundry” or “no one tells me how to parent”. As it becomes less stigmatizing for
parents to attend parenting education courses we may see a shift in their resistance.
44
When asking referring professionals if any given program met their client’s needs
35.3% stated they occasionally met their client’s needs and 29.4% said that they very
rarely met their clients needs. This illustrates that all programs are different and very in
results and met needs.
35.3% of referring professionals indicated that it was always difficult to find
culturally appropriate parenting education classes for their respective clients. This
indicates that there is a need to create and/ or alter programs to fit the client’s needs. This
is currently a difficult task because of the economy and lack of resources for the Health
and Human Service industry. As budgets increase there will be a higher possibility to
increase culturally appropriate programs for all types of cultures.
45
When asking referring professionals about cultural competency in parenting
education 56.3% said that there was occasional cultural competency. 18.8% of
professionals said that courses rarely have cultural competency and 12.5% state that such
courses very rarely incorporate cultural competent material. This illustrates that there is a
need to have any given parenting course tailored to the population that they are serving.
This would allow parents to understand the material better and be more apt to apply the
tools that they learn.
When asked if their needs to be a cultural change for the learned parenting
education to be effective 31.1% of professionals stated that they where undecided. These
results where inconclusive as the majority of the participants’ stated and undecided
answer.
46
35.3% of referring professionals stated that they strongly agree that the dominant
parting style amongst parents is an authoritative one. On the contrary 29.4% of referring
professionals stated that they were undecided as to the dominant parenting style.
37.5% of professionals state that very frequently they have observed male
dominance, or “machismo”, amongst the males in the family unit. This is a very common
topic amongst Latino families as a result of culture, religion, and tradition, among other
things. Just bellow that 31.3% of professionals stated that they occasionally observe
“machismo” among the male parents.
When evaluating if the participants noticed the dominant parenting style of
Latinos to be Authoritative, 60% agreed, and stated that this is very frequently the case;
another 40% indicated that this is occasionally the case. This research compliments our
findings in other research we did previously to our own.
47
When asked about the observation of the “machismo” aspect of the culture, 30%
agreed that they very frequently encounter this, and another 70% shared that this is
occasionally the case.
When professionals were asked if they noticed a reduction in incident reports as a
result of parenting education courses 56.3% of referring professionals stated that they
occasionally saw a reduction. Following that 25% stated that they very frequently saw a
reduction in incident reports.
48
When asking referring professionals if they observed less of a need of crisis
intervention 68.8% stated that they occasionally saw less of a need. Following this 18.8%
stated that very frequently they observed less of a need for crisis intervention.
When indicating if high percentages of parents follow though and complete the
course, 50% of or participants shared that parents occasionally do. Another 40% sated
that parents very frequently complete the course.
In addition, 50% of facilitators noted that there were barriers to skill
enhancement. Another 50% shared that there are occasionally barriers to the participation
and delivery of parent education.
Interpretations of the Findings
Our study findings prove our hypothesis in various ways. One element that was
shown in our findings was that our 100% of both facilitators and referring professionals
49
have worked with Latino families. This is very important because our study focuses
specifically on Latino families, as indicated in our hypothesis. One key portion of our
survey indicated that 60% of Facilitators agree that parenting education courses do
increase parent to child communication skills and intervention skills. Congruent to this,
35.3% of referring professionals, which is the majority, who participated in the study also
agreed.
Another component to our study indicates that 52.9% of referring professionals
agree that parenting education has helped families learn healthy methods of parenting and
healthy interventions. In addition we found that both facilitators and referring
professionals noticed a decrease in incident reports and the need for crisis intervention.
Further, this can imply that the education being offered to Latino parents in any given
course can be effecting change in the family.
As part of our literature review and in our questioners we discussed the
importance of cultural competency in any given parenting education course. 35.3% of
referring professionals indicated that they always experience challenges with finding
culturally appropriate parenting education programs to refer clients to. One of our
participants stated,
“ Cultural competency is key when looking at providing appropriate parenting
skills. Courses should be tailored to meet parents where they are, while taking
their cultural and family structure into consideration rather than overgeneralizing
a parenting skill to be applied in every household.”
Furthermore, a different participant stated,
50
“Frequently when program are being developed there is less consultation
regarding the needs of the population rather programs are developed with
assumption of what the program developers believes the population needs.”
This is why it is imperative that as community organizers we consider the needs of the
population, so as to create programs that cater to their needs.
Summary
In summary we found a significant amount of data that supports our hypothesis.
Our survey embraced the various topics discussed in our literature review and our
hypothesis. Some of these topics include, culture competency, effectiveness, male
dominance or “machismo”, resistance, and confidence, among others. It was interesting
to observe the similarities and differences between the two types of professionals
surveyed. Finally, we feel that data collected positively reflected our research goals.
51
CHAPTER 5
CONCLUSION, SUMMARY, AND RECOMMENDATIONS
Summary of Study
In our attempt to distinguish if there was a significant relationship with Latino
parents attending parenting education and the level of communication and positive
intervention methods, we found there to be a positive relationship with our hypothesis
and findings. This study evaluated the perception of referring professionals in the field of
Health and Human Services and parent education facilitators. We interviewed 27
professionals in order to assess their view on the impact of parenting education on their
Latino clients. Questionnaires were handed out and professionals were able to identify
their perception on the effectiveness of parenting education for Latinos.
Implications for Social Work
Parenting is such an integral part of the field of Social Work, because this field is
comprised of helping professionals whom all interact with parents, or a client who has
been affected by their parent’s style of parenting. Other professionals, like CPS workers,
intervene on a governmental level to ensure the safety of children who then refer parents
to such courses. In addition, psychoanalysis is an important piece of therapy, where
clients are asked to identify their relationship with their parents.
Considering that our findings significantly aligned with our proposed topic, we
feel that if more parents were educated, there would be a better working relationship
within the professionals in the field. Those parents, who are not offered these resources,
should be referred to become educated on such an important contribution to their
children’s life; they’re parenting.
52
Recommendations
In future research conducted on this topic there would be more concrete findings
if the parents that attend these classes where surveyed. This would require a significant
amount of work with the Human Subjects Review Board in order to gain approval to
survey direct participants of parenting education courses. Another thing to consider is not
to only survey parents but also the youth that participate concurrently in some type of
education program. It would be interesting to not only get the parents perspective but to
also get the youth’s perspective.
Another recommendation to consider would be to expand the culture section to
include other cultures. It would be curious to explore other cultures and how they respond
to the notion parenting education. Along with expanding culture it would be interesting to
include a generational perspective in the study. Considering that parenting is learned
generationally it would be enlightening to study the changes and adaptations that each
generation has made in terms of parenting. This could prove or disprove the theory that
states that as years go by we as human’s progress.
Limitations
During our research study there were various limitations that we noted. The first
limitation was with the study population. In order to gain a more accurate understanding
of our research question, surveying parents that had participated in a parenting education
course would have ideal. Obtaining permission from The Human Subjects Review Board
would have been more difficult because there would have been risk associated with the
surveyed.
53
When considering specific limitations pertaining to our study, many limiting areas
arose. Or study was directed to indicate if there is an observed effectiveness of parenting
education with an increase in parent to child communication and intervention skills. Our
research data was obtained from facilitators of parenting educations courses and referring
professionals in the field, and not the parents (participants of a course) directly. Although
we believe there to be an immense value in the observation of professionals whom
interact with parents frequently, we feel as though the data would be more accurately
stated if parents were interviewed directly.
In addition, this study did not focus on a specific type of parenting course, and did
not specify the different targeted age group of the parent’s child. This could have
provided a more concise and specialized study, by focusing on age and the type of parent
education. More specifically, also identifying if any given parent was mandated to attend,
and identifying the actual content of the curriculum used/ interventions taught.
Further, this study excluded identifying different defenses when it comes to
stigma associated with taking a parenting course. It would be interesting to note those
parents who choose not to take the opportunity to take a parenting course. There might be
implications, which identify why there are defenses and resistance to the idea of being
taught on how to parent your child.
Lastly, this study was not able to reach a variety of Latinos. The Latino
population is comprised of many different countries, subcultures, and traditions. This
study could have more intentionally considered a vast variety of Latino parents.
54
Conclusion
In conclusion the data that we collected proves our hypothesis true. If parents
attend a parenting education course there is a high probability that their parent to child
communication skills and intervention skills will show improvement. In addition,
culturally appropriate courses designed to target, in this case, Latino families must be
developed and geared to their specific needs. This can be achieved by asking future
participants in the community what specific topics are essential to include in a parenting
education course. We strongly feel that parents should become educated and utilize the
resources made available to them in order to effectively improve family relationships.
55
Appendices
56
APPENDIX A
REFERRING PROFESSIONAL QUESTIONNAIRE
“Referring Professional consists of a worker in the field of health and human services who obtains
the power to refer clients to parenting education courses.”
Background
Thank you for your participation in this questionnaire. Please be
advised that all of the information disclosed will be kept confidential and
will be used solely for the purposes of this thesis. Students Berta Adriana
Magana Ramirez, and Adriana Fuentes, second year masters students in
social work, are conducting research to identify if there is a positive
relationship between parents who receive parenting education specifically,
enhancing their communication and intervention skills after completing the
course. This study will focus on Hispanic parents and will evaluate different
parenting styles and the effect, which the courses had on them. This is a
qualitative study, which will be based off of findings provided between
combinations of ten referring professionals, and practicing professionals in
the field of Human Services. Please be advised that your responses will be
kept anonymous and will only be used for the purpose of this study at
California State University, Sacramento. Your responses are an integral
piece of this study, and we appreciate your time in helping us establish data
for our research.
1. Purpose: The purpose of the study is to identify if there is a significant
relationship between parents receiving parenting education and an increase in
parent to child communication and intervention skills among Latino families.
2. Objectives: The main research questions states as follows: “According to
professionals in the field of Health and Human Services, participating in a
parenting education course improves parent to child communication and
intervention skills among Latino families.
3. Approach: The design of this study is qualitative. For the purposes of collecting
data we will be conducting interviews with professionals in the related field. This
will allow us to identify if there was a significant relationship with our data and
proposed topic.
57
Demographics
Gender Identity: (Please fill in/circle all that apply)
1.Female
2.Male
3.Genderqueer/Androgynous
4.Intersex
5.Transgender
6.Transsexual
Level of Education Reached:
7. Cross-dresser
8. FTM (female-to-male)
9. MTF (male-to-female)
10. Other (please specify):
______________
1. No schooling completed
2. Nursery school to 8th grade
3. Some high school, no diploma
4. High school graduate, diploma
or the equivalent (for example:
GED)
5. Some college credit, no degree
6. Trade/technical/vocational
training
7. Associate degree
8. Bachelor’s degree
9. Master’s degree
10. Professional degree
11. Doctorate degree
Year of Birth: ____________
Ethnicity: ________________
Professional Work:
1) What is the title of your profession?
2) How long have you been in your field?
3) Have you worked with Latino families?
1. Yes
2.No
4) If you answered yes on question 3, how long?
5) Are you bilingual?
58
1. Yes
2. No
6) If you answered yes to question 5, what other languages do you speak?
Qualitative Questionnaire
1) When evaluating the beginning vs. the end of the parent education course did you
observe a change in parental confidence to apply the tools learned?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
2) Do you feel that parents that were not mandated to your services have more of a
positive experience and implement learned material vs. those parents who were
mandated?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
3) Do you think parent education has helped families learn healthy methods of
interventions?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
4) Do you feel that parenting programs encompass material that does not restrict
cultural competency?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
5) Are parents resistant to the idea of parenting education?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
6) Do you feel as though you have a subsequent amount of programs that effectively
meet the client’s needs?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
59
7) Have you experienced any challenges with finding culturally appropriate
parenting education programs/curriculum to refer your clients to?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
8) Have you noticed the dominant parenting style to be authoritative amongst the
clients that you serve?
Strongly Agree
4. Disagree
Agree
5. Strongly Disagree
Undecided
9) Have you observed cultural male dominance, such as “machismo” amongst the
families you serve?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
1.
2.
3.
10) Does culture need to change for the learned parenting education to be effective?
1. Strongly Agree
4. Disagree
2. Agree
5. Strongly Disagree
3. Undecided
11) As a result of your clients attending parenting education courses, have you seen a
reduction of incident reports?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
12) Have you noticed less of a need of crisis intervention after treatment?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
13) Is there anything else you would like to add?
60
APPENDIX B
FACILITATOR QUESTIONNAIRE
“A Facilitator is a professional certified to conduct to facilitation or any given parenting education
course.”
Background
Thank you for your participation in this questionnaire. Please be
advised that all of the information disclosed will be kept confidential and
will be used solely for the purposes of this thesis. Students Berta Adriana
Magana Ramirez, and Adriana Fuentes, second year masters students in
social work, are conducting research to identify if there is a positive
relationship between parents who receive parenting education specifically,
enhancing their communication and intervention skills after completing the
course. This study will focus on Hispanic parents and will evaluate different
parenting styles and the effect, which the courses had on them. This is a
qualitative study, which will be based off of findings provided between
combinations of ten referring professionals, and practicing professionals in
the field of Human Services. Please be advised that your responses will be
kept anonymous and will only be used for the purpose of this study at
California State University, Sacramento. Your responses are an integral
piece of this study, and we appreciate your time in helping us establish data
for our research.
1. Purpose: The purpose of the study is to identify if there is a significant
relationship between parents receiving parenting education and an increase in
parent to child communication and intervention skills among Latino families.
2. Objectives: The main research questions states as follows: “According to
professionals in the field of Health and Human Services, participating in a
parenting education course improves parent to child communication and
intervention skills among Latino families.
3. Approach: The design of this study is qualitative. For the purposes of collecting
data we will be conducting interviews with professionals in the related field. This
61
will allow us to identify if there was a significant relationship with our data and
proposed topic.
Demographics
Gender Identity: (Please fill in/circle all that apply)
11. Female
12. Male
13. Genderqueer/Androgynous
14. Intersex
15. Transgender
16. Transsexual
Level of Education Reached:
1. No schooling completed
2. Nursery school to 8th grade
3. Some high school, no diploma
4. High school graduate, diploma or
the equivalent (for example: GED)
5. Some college credit, no degree
Year of Birth: ____________
Ethnicity: ________________
Professional Work:
7) What is the title of your profession?
8) What program do you facilitate?
9) How long have you been in your field?
10) Have you worked with Latino families?
17. Cross-dresser
18. FTM (female-to-male)
19. MTF (male-to-female)
20. Other (please specify):
______________
6. Trade/technical/vocational
training
7. Associate degree
8. Bachelor’s degree
9. Master’s degree
10. Professional degree
11. Doctorate degree
62
1. Yes
2.No
11) If you answered yes on question 3, how long?
12) Are you bilingual?
1. Yes
2. No
13) If you answered yes to question 5, what other languages do you speak?
Qualitative Questionnaire
1) When evaluating the beginning vs. the end of the parent education course did you
observe a change in parental confidence to apply the tools learned?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
2) In your experience, is there equal participation and attendance with the mother
and father?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
3) Does the course you facilitate have a child/youth component?
1. Agree
2. Disagree
4) Do you believe your parenting education course is effective in increasing parent
to child communication and intervention skills?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
5) Are there areas of you program that could use improvement?
1.
2.
3.
Agree Very Strongly
Agree Strongly
Agree
4.
5.
6.
Disagree
Disagree Strongly
Disagree Very Strongly
63
6) Do you feel as though your program is more effective than other services offered?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
7) Do you feel there is a sufficient amount of services that are available to parents to
help parents improve their parenting skills?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
8) Is there a high percentage of parents that complete the courses?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
9) Do you face many barriers you face when working with parents in enhancing their
parenting skills?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
10) Have you observed the dominant parenting style to be authoritative amongst the
parents attending your course?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
11) Have you witnessed male dominance, such as “machismo”?
1. Always
4. Rarely
2. Very Frequently
5. Very Rarely
3. Occasionally
6. Never
12) Is there anything you would like to add?
64
APPENDIX C
CONSENT FORM
65
APPENDIX D
HUMAN SUBJECTS APPROVAL LETTER
66
APPENDIX E
67
APPENDIX F
68
APPENDIX G
69
APPENDIX H
70
APPENDIX I
71
APPENDIX J
72
APPENDIX K
73
APPENDIX L
74
APPENDIX M
75
APPENDIX N
76
APPENDIX O
77
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