Parenting Facilitator Guide

1

Parenting Styles and

Positive Parenting

Session 2

Facilitator Guide

Family Systems Theory in the Context of Early Childhood

Settings

Curriculum writers: Charlyn Harper Browne with contributions from staff at the Center for Early Education and Development.

2 hours

All materials developed with funding from the Minnesota Department of Human Services, Child Development Services are copyrighted and protected under Pub. L. No. 94-553, 90 Stat. 2541. via a contract with the

Center for Early Education and Development, University of Minnesota

Copyright and Limitations on Use and Liability

This curriculum was developed with funding by the Minnesota Department of Human Services. The Minnesota Department of Human Services makes no representations and accepts no liability on its use or results. This curriculum may not be reproduced, copied, sold or otherwise distributed without the written approval of the Minnesota Department of Human Services.

To request written permission for use or reproduction of any portion of this curriculum, e-mail: [email protected]

The Facilitator Guide provides a delivery framework and key concepts with respect to the session content. Trainers are to deliver the training as a series-based training and follow the curriculum script, ensuring that all information is addressed, except where noted in the trainer guide that material may be shortened or deleted as an option. While trainers may adapt delivery to their participant audiences, trainers may not change the script in terms of omitting key content, adding information (such as examples or clarifications) not supported by research or evidence-based practice and/or not meeting training objectives is not acceptable.

mailto:[email protected]

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Session 2 Overview

Knowledge and Competency Framework (KCF) Content Area, MN Core Competency Content Area, CDA Content Areas, Parent Aware Training Indicators The Primary Knowledge and Competency Content Areas, the MN Core Competencies Content Area, the CDA Content Areas, and (as appropriate) Parent Aware Training Indicators are listed here to help participants understand what competencies, content areas and/or indicators are addressed in the training. KCF Content Area: lll Relationships with Families MN Core Competency: V Families and Communities

CDA Content Area: 6 Strategies to establish productive relationships with families. Parent Aware training Indicator: TR3d. All lead child care providers have completed at least 6 hours of training in working with families from different cultures and socio-economic levels. Session Learning Objectives While no training alone can ensure learning objectives, they can be designed to meet certain goals for each learner. If learners are engaged and participate, they should be able to:

• Understand the foundations of family systems theory. • Understand different types of parenting styles and their impact on children. • Understand the positive parenting approach. • Understand the foundations of strengths-based, family-sensitive caregiving. • Understand aspects of trauma and traumatic experiences.

Time Section Facilitation Techniques

10 minutes A. Welcome, Introductions, and Class ground rules • Large-group presentation • Large-group discussion

50 minutes B. Parenting Styles • Large-group presentation • Small-group activity • Large-group

discussion/reflections 5 minutes Break • Mini-lecture

• Small group activity 20 minutes C. Impact of Parenting Styles on Children

30 minutes D. Positive Parenting • Large-group presentation • Small group activity • Large-group

discussion/reflections 5 minutes Closure • Reflections

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Preparation Materials

• Facilitator Guide. • Laptop computer. • LED projector. • PowerPoint® slides. • Exercises. • Pens. • 11” x 17” sheets of white paper. • Post-it® Super Sticky Note Pads. • Post-it® Wall Pad with Command™ Strips. • Markers.

Trainer Preparation

Read the article, Understanding Families: Applying Family Systems Theory to Early Childhood Practice. Beyond the Journal Young Children on the Web January 2006 https://www.naeyc.org/files/yc/file/200601/ChristianBTJ.pdf Thoroughly review PowerPoint® slides and all relevant handouts and exercises.

• Gather all materials and equipment.

• Using Post-it® Wall Pad with Command™ Strips paper, create pages showing: o The title of the session, your name, your contact information, and the beginning and

end time of the training. o The objectives for this session. o The five initial class standards.

• Hang blank sheets of Post-it® Wall Pad with Command™ Strips paper with the heading “Parking Lot” around the room.

• Print and make sufficient copies of all handouts and exercises.

• Arrange classroom so participants have writing spaces such as tabletops.

• Place pens, markers, and Post-it® Super Sticky Note Pads on each table.

Resources 1. Handouts. 2. Exercises. 3. Positive Parenting website:

http://www.the-positive-parenting-centre.com/positive_parenting_style.html

https://www.naeyc.org/files/yc/file/200601/ChristianBTJ.pdf

http://www.the-positive-parenting-centre.com/positive_parenting_style.html

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Handouts Parenting Styles Matrix Parenting Styles Exercise Exercises • Parenting Styles • Trying Positive Parenting

Trainer Notes

1. Make sure you use the key terms and definitions consistently and avoid clichés. 2. Be prepared to adapt training language to insure all participants fully understand the content

covered (principles of Plain Language). Several strategies can be used to address differing levels of understanding among participants: • Consider using a Parking Lot to enable participants to post concerns or words that they do

not fully understand or about which they would like to get more information. • Knowing that not everyone would feel comfortable posting items on the Parking Lot, make

sure to watch and listen for visual and verbal cues that participants may need help with content language. Be prepared to stop and offer explanations, definitions, and examples to clarify key points.

• Use professional language, but be sensitive to the audience’s background knowledge and use terms and examples that make sense to the group.

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Section A Welcome, Introductions, and Class Ground Rules

minutes

Suggested time is 10 minutes

Section overview

• Create a pleasant context in which everyone has a sense that they will be an active listener and participant in this training experience.

• Facilitate participants to understand the techniques that will be used in the training.

Facilitation techniques

mini lecture large group discussion/activity small group discussion/activity pair and share individual activity/reflection role play case scenario PowerPoint chart paper DVD, video clip audio recording textbook, book, or manual participant guide/handout website

Materials

• Post-it® notes. • Post-it® Wall Pad. • Pens. • Markers. • LCD projector and laptop computer.

Note to trainer

A good resource about Family Systems Theory as it applies to early childhood settings is: Understanding Families: Applying Family Systems Theory to Early Childhood Settings A brief article written by Linda Garris Christian

Session objectives

• Understand different types of parenting styles and their impact on children. • Understand the positive parenting approach.

6 SCRIPT

SAY: Welcome back everyone, to what I hope will be a training experience that will expand your knowledge about parenting styles and their impact on children, and positive parenting. Understanding more about these topics will enable you to shift your focus from working with the individual child or parent independently to working with the individual child or parent within the context of family and community. I will lead you in these discussions and also introduce you to some exercises that are designed to enable practical examination and application of the topics.

Model this behavior by introducing yourself first in the steps described.

But first, we need to take a few minutes to get to know more about each other. On a Post-it® note, take a minute to write down a success you have had with a parent and a challenge you have had with a parent. You could write something like, “Helped a parent be more patient with her toddler” or “can’t get parent to understand that her preschooler can’t remember all those directions.” Then, we’ll have everyone stand and (1) say their name and (2) describe their success and challenge. I’ll go first. “My name is _______. My success with a parent is, “__________.” My challenge with a parent is, “ .” Ok, your turn—please keep them concise.

DO: Have each person say their name and give the description of their parent success and challenge.

SAY: These are all very interesting successes and challenges with parents. As we go through the training, it will be helpful to keep the successes and challenge you and your colleagues experience with parents.

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Go over to the chart paper with the five class ground rules and read them out loud.

DO: Briefly review the ground rules discussed during the first session. Ask if participants would like to add any additional ground rules.

SAY: Now that we know each other a little bit and everyone is aware of our class ground rules, let’s begin our discussion about parenting styles and positive parenting.

TRAINER NOTES/REFLECTIONS

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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Section B Parenting Styles

minutes Suggested time is 50 minutes

Section overview

• Explain the differences in four common parenting styles and their impact on children.

• Describe the principles of the positive parenting approach, including positive discipline.

Facilitation Techniques


Materials

• “Parenting Styles and Positive Parenting” PowerPoint® presentation slides. • LCD projector and laptop. • Handouts. • Exercises. • Post-it® Wall Pad with Command™ Strips. • Markers.

Notes to trainer

A good resource about Family Systems Theory as it applies to early childhood settings is: Understanding Families: Applying Family Systems Theory to Early Childhood Settings A brief article written by Linda Garris Christian

Session objectives


9 SCRIPT

SAY: The first of the three sessions on family systems covered the basics of family systems, how families relate to each other and shape the way parents and children think and act. In that session we also covered the idea that the experiences that families have shape the way they relate to each other and that getting to know how a family relates to each other can help you understand how they act and think with you, too.

Go to slide 2

In this session we are going to build on the idea that families’ ways of acting affect how they care for and act with their children. We will focus on different parenting practices and how the different styles affect child outcomes.

Go to slides 3 & 4

A. Parenting styles are typical ways parents raise their children, also defined as broad patterns of parenting practices.

B. Parenting styles are evaluated on two dimensions: on how responsive they are (responsive vs. unresponsive) and how demanding they are (demanding vs. undemanding).

C. Parental Responsiveness refers to how much the parent is warm, caring, and supportive when responding to their child’s needs.

1. Parental responsiveness relates to:

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a. How warm and nurturing a parent is in their child-rearing practices.

b. The amount of affectionate interaction that parents give. c. How interested the parent is in the child's daily activities. d. Whether the parent helps the child to develop self-

regulation (coping skills, managing feelings and behaviors). e. Whether the parent is considerate of the child's personal

feelings. f. If the parent shows respect for the child's point of view.

D. Parental Demandingness refers to the amount of parental control and expectations of more mature and responsible behavior from a child.

1. Demandingness relates to:

a. The discipline and punishment approach that a parent uses. b. How much the parent monitors the child's behavior and

activities. c. The communication techniques that the parent uses.

Go to slide 5

DO: Distribute the “Parenting Styles Matrix” handout.

SAY: There are four parenting styles that are commonly described.

1. Authoritarian Parenting. 2. Authoritative Parenting. 3. Permissive Parenting.

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4. Uninvolved Parenting.

I will describe each style separately.

Go to slide 6

The first parenting style we examine is called the "Authoritarian

Parenting Style."

A. The "Authoritarian Parenting Style" is an extremely strict form of parenting in which the parent expects a child to follow rules and regulations dictated by the parent without input or communication from the child.

B. Children are expected to follow the parent’s strict rules without the parent explaining the reasoning behind these rules. The authoritarian parent believes their child should be obedient “because I said so.”

C. Open communication is generally not an option.

D. These parents feel they are the boss and their children should obey their demands without question and have an indisputable respect for authority.

E. The rules are expected to be adhered to with no room for negotiation. Failure to follow rules usually results in punishment.

F. Parents often resort to yelling and spanking their children for means of discipline and control over their behavior.

G. High standards of behavior are expected and a high value is placed on obedience with an indisputable respect for authority.

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Note to trainer

H. Generally, authoritarian parents are not very emotional or affectionate and are often critical of their children if they fail to meet their expectations.

SAY: So, thinking about the two dimensions called responsiveness and demandingness, how would you describe the authoritarian parenting style?

High or low on responsiveness? High or low on demandingness? Wait for participants to respond between the two questions. Be prepared to say Responsiveness = LOW; Demandingness = HIGH

Go to slide 7

SAY: Look at these descriptions of the authoritarian parenting style.

DO: 1. Read the descriptors on the slide out loud. 2. Solicit responses from participants and acknowledge them.

ASK: What other descriptors would you add?

DO: Repeat the descriptors each person adds and acknowledge them.

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Go to slide 8

SAY: The second parenting style sounds like the first one except for the last syllable. The first one we talked about is called authoritarian; this one is called authoritative.

The "Authoritative Parenting Style" is one that communicates in a warm, accepting, nurturing manner.

A. Parents maintain firm expectations and restrictions on their children's behavior while holding them accountable for their own actions.

B. With love, understanding, and respect for their children, they provide the important structure needed in the family environment.

C. The major focus of the parents with an authoritative style is the development of independence for their child.

D. Children's views and opinions are strongly considered and

respected.

E. This parenting style is specifically centered on holding high expectations of maturity in a child. While still placing limits and controls on their actions, these parents understand their children's feelings and often allow them to help establish certain rules and guidelines.

F. Once clear limits and standards are jointly established, parents closely monitor and enforce the rules set out. A strong emphasis is placed on encouraging their children to think for themselves and to

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Note to trainer

consider the consequences of any actions that go against/are in contrast/do not include following the established guidelines/rules.

G. Discipline in the authoritative style is corrective but not shaming or revengeful. Discipline is consistently administered and the goal is supporting and teaching the desired behavior. A consistent, reasoning, and communicative approach is taken, rather than only giving the child consequences.

H. The child's emotional development is strongly considered, so that children learn. Helping the child to understand and deal with mixed emotions in a positive way is paramount to raising self-regulating children. A nurturing approach is taken while encouraging their children to articulate for themselves and solve their own problems.

I. Parents are more nurturing and forgiving, rather than punishing. They still expect that their children behave in age-appropriate ways, set firm limits and are consistent with enforcing these limits.

J. Parents are responsive to their children and willing to listen to questions.

SAY: So, thinking about the two dimensions called responsiveness and demandingness, how would you describe the authoritative parenting style?

High or low on responsiveness? High or low on demandingness?

Wait for participants to respond between the two questions. Be prepared to say Responsiveness = HIGH; Demandingness = HIGH

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Go to slide 9

SAY: Look at these descriptions of the authoritative parenting style.




Go to slide 10

SAY: The third parenting style is called permissive.

The “Permissive Parenting Style” is an extremely relaxed approach where parents are generally warm, nurturing, and affectionate. However, they are overly accepting of their children's behavior, good or bad.

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Note to trainer

A. They feel their children are capable of making their own decisions with little parental guidance.

B. Few if any demands, rules or restrictions are placed on children,

and parents attempt to avoid arguments at all costs. C. They often use bribery as a means of controlling their children.

Treats, toys, or gifts are provided as a discipline approach. D. The parent is overly responsive to the child's demands, seldom

enforcing consistent rules and this often leads to a spoiled child. E. Parents can easily be manipulated and controlled by their children. F. Referred to as “Indulgent Parents,” have very few demands to

make of their children. G. Rarely use punishment because they have relatively low

expectations of maturity and self-control. H. Generally nurturing and communicative with their children.

SAY: So, thinking about the two dimensions called responsiveness and demandingness, how would you describe the permissive parenting style?

High or low on responsiveness? High or low on demandingness?

Wait for participants to respond between the two questions. Be prepared to say Responsiveness = HIGH; Demandingness = LOW

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Go to slide 11

SAY: Look at these descriptions of the permissive parenting style.




Go to slide 12

SAY: The fourth parenting style is called uninvolved.

With the “Uninvolved Parenting Style” (often referred to as neglectful parenting) as there is little, if any, expression of love and affection.

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Note to trainer

A. The uninvolved parenting style is low in parental responsiveness (the nurturing aspect of the child) and low in parental demandingness (control over the child).

B. Often these parents provide only the basic needs of food and shelter.

C. Opportunity for sports, recreation, and ordinary pleasures in life

are too often non-existent. D. Routinely these parents are too busy, self-involved or unable for

other reasons to support their child in school functions, teach life skills, and encourage socially-acceptable behavior.

E. Children are generally expected to fend for themselves. F. Characterized by few demands, low responsiveness, and little

communication. G. Generally detached from their child’s life.

H. The parent is totally disengaged and emotionally uninvolved in

their child's life.

SAY: So, thinking about the two dimensions called responsiveness and demandingness, how would you describe the uninvolved parenting style? High or low on responsiveness? High or low on demandingness?

Wait for participants to respond between the two questions. Be prepared to say Responsiveness = HIGH; Demandingness = LOW

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Go to slide 13

SAY: Look at these descriptions of the uninvolved parenting style.




Break

5 minutes

20

Section C Impact of Parenting Styles on Children


Section overview





Materials


Notes to trainer

Be prepared for varied beliefs and opinions about parenting styles. Also review licensing regulations with regard to child guidance – what is acceptable versus non-acceptable child guidance strategies, regardless of cultural/personal beliefs and practices. Rule 9502.0395 BEHAVIOR GUIDANCE for family child care and Rule 9503.0055 BEHAVIOR GUIDANCE

Session objectives

• Understand different types of parenting styles and their impact on children. • Understand the positive parenting approach

SCRIPT

SAY: As you might imagine, the different parenting styles impact children differently. Let’s examine the impact of each parenting style.

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Go to slide 14

Children who are reared with a parent who uses an authoritarian style of parenting have been found to be:

1. Obedient and proficient, but rank lower in happiness, the

quality of their relationships with adults and friends, , and self-

esteem.

2. Rarely learn to think on their own.

3. Feel pressured to conform.

4. Often become socially withdrawn.

5. May be very angry, resentful, and frustrated.

6. Can find it hard to deal with their anger.

7. May develop a tendency to act out.

8. Develop a fear of failure (due to pressure).

9. Often have a low self-esteem.

10. Develop a resentment of authority.

Go to slide 15

SAY:

Children who are reared with a parent who uses an authoritative style of parenting have been found to be:

1. Very social.

2. Good at developing positive relationships.

3. Excellent at school and in academic testing.

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4. Emotionally stable.

5. Moderate in use of alcohol and illicit drugs; these children

abuse these substances less often than children raised under

other parenting styles.

Go to slide 16

SAY: Children who are reared with a parent who uses a permissive style of parenting:

1. Rank low in happiness and the ability to control their behavior

and resist temptation.

2. Are more likely to experience problems with authority.

3. Tend to develop a lack of self-discipline.

4. Tend to become self-centered and demanding.

5. Tend to clash with authority.

6. Tend to be aggressive and act out.

7. More likely to indulge in underage drinking, due to lack of rules.

Go to slide 17

Children who are reared with a parent who uses an uninvolved style of parenting:

1. Rank lowest across all life domains.

2. Tend to lack self-control, have low self-esteem, and are less

competent than their peers.

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3. Develop a sense of unimportance to the parent.

4. Become emotionally withdrawn from social situations.

5. Develop a sense of loneliness.

6. Show patterns of truancy in school.

7. Show patterns of delinquency during adolescence.

8. Are prone to develop fear, stress, and anxiety disorders.

9. Develop low self-esteem.

10. Lack self-control.

11. Are more likely to become addicted to drugs and alcohol.

12. Often defy authority figures, such as parents, teachers, and

other adults.

Go to slides 18 & 19

SAY: Now we’re going to look at some situations with children and propose how parents with different styles might respond. First, Let’s separate into smaller groups.

DO: 1. Divide the large group into four smaller groups (a maximum of seven people in each small group). If the large group is greater than 30, divide it into eight small groups.

2. Give each group one set of the situations by parenting style. Read the directions to all of the small groups.

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Each group has the same list of situations:

It is bedtime and your toddler does not want to go to bed. Your child broke a favorite toy. Your preschooler’s room is a mess. It is time for your child to eat dinner, but he/she is in the middle of

building a tower and wants to finish building it first. Your preschooler had a friend over to play and they had a

number of conflicts, fighting over toys and how to play their Your toddler insists on putting on her own shirt and shoes but it

takes her a long time and is making you late for work.

3. For each of the situations listed, imagine that the parents with that parenting style have come to you, telling you these stories about their children and wondering what to do.

4. Each of your groups must decide – as caregivers of children who have parents with the designated parenting style (i.e., authoritarian, authoritative, permissive, uninvolved) – how the parents with that particular parenting style would respond to each situation.

5. You have a maximum of 30 minutes to discuss these in your small groups.

6. Then someone from your small group will report how your assigned parenting style would handle the situation. In doing this we’ll be able to compare how parents with different parenting styles would handle the same situation.

7. Solicit responses from volunteers from each of the parenting styles and acknowledge them.

Please stay in your small groups, and keep the list of these situations in mind.

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Section D Positive Parenting


Section overview





Materials


Notes to trainer

Encourage participants to consider enrolling in the 20 hour Teaching Social Emotional Skills and Addressing Challenging Behavior which includes coaching between sessions. This model uses the Social-Emotional Pyramid Model, which is research-based.

Session objectives


SCRIPT

Go to slide 20

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SAY: There’s another parenting style or parenting approach we will now examine. It’s called “the positive parenting approach.”

Positive parenting is an approach built on the idea of “begin with the end in mind.”

Go to slide 21

That is:

1. Each parent must realize the degree of influence their parenting style has on their children.

2. Thus, each parent should conscientiously take the time to plan and create a clear vision of what type of parent she or he wants to be, what type of family relationships they want, and what kind of adult they want their child to be.

3. All too often, parents just wing it as they go, changing direction on the fly as problems arise, hoping for the best.

4. "Without having a family vision or purpose, you will just let life happen and be swept along with the flow of society's values. It's simply living out the scripts that have been given to you. In fact, it's really not living at all; it's being lived." – Stephen Covey

Go to slide 22

SAY: So, what does the positive parenting approach involve? It includes:

1. Raising children in a warm, loving, caring, supportive, positive environment built on a foundation of trust and respect.

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2. Planning ahead in providing your children with tools to build self-confidence to handle the inevitable curve balls life will throw their way.

3. Guiding and inspiring your children to control their own destiny, believe in themselves, and learn to “dance to their own song.”

4. Modeling “good character” because most of your child's personal development, character, and personality are derived directly from what they "See and Hear" from you. Modeling good character involves:

a. Establishing your own core values and principles to build the framework that will guide all your parenting decisions.

b. Modeling a genuine positive attitude and demonstration of good character traits.

5. Practicing “positive discipline” strategies.

Go to slides 23 & 24

SAY: Positive Discipline Strategies.

1. Promote learning through understanding and communication, rather than correction or coercion.

2. This is done by: • Trying to understand the meaning/reason behind the

misbehavior.

• Transforming conflict into cooperation.

• Encouraging and rewarding positive behavior.

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• Being specific with praise.

• Using consequences consistently and calmly when misbehavior occurs.

• Focusing attention on a child's positive behavior and celebrating successes and real efforts.

• Building trust and fostering mutual respect.

• Coaching and mentoring your child in making sound, positive, and responsible decisions in life.

• Anticipating difficulties and problems.

• Giving gentle reminders early.

• Overlooking small annoyances.

• Building a cohesive family atmosphere committed to finding positive solutions, as opposed to facing consequences.

• Focusing attention on your child's positive behavior rather than

negative.

• Developing confidence in your child, by celebrating successes, as well as all their earnest efforts and accomplishments.

• Practicing positive communication with empathy in listening skills to truly understand your child's needs and feelings.

• Developing a warm and positive environment, built on

unconditional love and acceptance.

• Building trust, support, dignity, and fostering mutual respect and cooperation for all members of the family.

• Coaching and mentoring your child in making sound, positive,

and responsible decisions in life.

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Go to slide 25

SAY: Let’s do an exercise and try to practice positive discipline. Let’s return to the situations you worked with in your small group, when we were discussing how parents with different parenting styles might handle them.

DO: Read the scenarios to the group again.

SAY: Now, think about the parenting style that you were assigned in your group, and how you anticipated the parent responding. Using a positive discipline approach, how might you as a caregiver work with a parent to address these situations? (If time is an issue, select the situation for the group so they all address the same one).

DO: Ask two or three volunteers from the groups to respond to the scenario using a positive discipline approach and then acknowledge the volunteers’/groups’ responses.

Emphasize the pieces of positive discipline that are suggested by the groups.

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ASK: Did you think about what might be easy and what might be hard about encouraging a positive discipline approach with the parents? For example, do you think it would be challenging to talk about this way of interacting if the parent’s style is very different than that?

How might it feel to you to talk about this with the parent if your ways of interacting are so different from the parent’s?

How do you maintain a positive relationship with the parents, even when you may differ on ways of caring for children?

DO: Allow for discussion, and then conclude:

We’ve covered a lot of material today. Building on what we learned in the last session about family systems, today we talked about parenting styles and positive parenting and practiced how you as a child care provider can use your understanding of a family and their parenting style to support their parenting. Please let me know if you have any questions. I’ll look forward to seeing you at the last session on family-sensitive caregiving.

TRAINER NOTES/REFLECTIONS

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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Parenting Styles Exercise Directions to TRAINER: 1. Divide the large group into four (4) smaller groups (maximum 7 in each group). If the group is greater than 30, divide into eight (8) small groups. 2. Cut out the four sets of situations by parenting style and give one to each group. 3. Give the groups 20-30 minutes to process the parenting styles exercise. Directions to PARTICIPANTS: 1. For each of the situations listed, the group must decide—as parents with the designated parenting style (i.e., authoritarian, authoritative, permissive, uninvolved)—how they will handle each situation. 2. When the small groups reassemble into a large group, the groups will report and compare how a parent with their designated parenting style would handle the situation Situations and Parenting Style AUTHORITARIAN: 1. It is bedtime and your child does not want to go to bed. 2. Your child broke a favorite toy. 3. Your child's room is a mess. 4. It is time for your child to eat dinner, but he/she is in the middle of a project and wants to finish it first. 5. Your son came in later than he was supposed to with a worried look on his face. 6. Your daughter came home from the store with a candy bar that was not paid for. .................................................................................................................................................. AUTHORITATIVE: 1. It is bedtime and your child does not want to go to bed. 2. Your child broke a favorite toy. 3. Your child's room is a mess. 4. It is time for your child to eat dinner, but he/she is in the middle of a project and wants to finish it first. 5. Your son came in later than he was supposed to with a worried look on his face. 6. Your daughter came home from the store with a candy bar that was not paid for. ...................................................................................................................................................

33 PERMISSIVE: 1. It is bedtime and your child does not want to go to bed. 2. Your child broke a favorite toy. 3. Your child's room is a mess. 4. It is time for your child to eat dinner, but he/she is in the middle of a project and wants to finish it first. 5. Your son came in later than he was supposed to with a worried look on his face. 6. Your daughter came home from the store with a candy bar that was not paid for. ................................................................................................................................................... UNINVOLVED: 1. It is bedtime and your child does not want to go to bed. 2. Your child broke a favorite toy. 3. Your child's room is a mess. 4. It is time for your child to eat dinner, but he/she is in the middle of a project and wants to finish it first. 5. Your son came in later than he was supposed to with a worried look on his face. 6. Your daughter came home from the store with a candy bar that was not paid for. ..................................................................................................................................................

Documents

Parenting Facilitator Guide