Parents are the first teacher for their children. The word parenting is small enough but it has a deep meaning in terms of mental and physical growth for children. All parents in the world want that their children should turn out as a good and successful human being. But in reality that does not always happen. There are lots of reasons for that. Here in our country the age difference is the major problem. But as it is said that age is just a number so it can be solved very easily.
Parenting program means all round development of parents handling their loved ones. As we know that life is all based on our past experience and the learning of day to day practice. So there is no kind of hard and soft rule for parenting. It is totally based on the experience and living standards of the person and his surroundings.
Here our expert and trained counsellor takes various sessions with parents to know more about their family and mindset of children and parents. According to that session the various training and advice is given to parents.
A number of research reviews and syntheses have been published that examined the relationship between family-centered helpgiving practices and parent, family, and child outcomes. The studies in these reviews and syntheses used different measures of family-centered capacity-building helpgiving, many of which assessed either or both relational and participatory helpgiving practices. The parent, child, and family outcomes in the studies in these reviews and syntheses included participant satisfaction with the help giver and his or her program, program helpfulness, social support and resources, parent and family functioning, parenting capabilities, and child behaviour and development. Several of these syntheses included measures of self-efficacy beliefs, where the investigators examined the extent to which the relationship between helpgiving practices and the study outcomes were mediated by belief appraisals.22,5
Capacity-building help-giving practices
Findings in the majority of research syntheses indicate capacity-building helpgiving practices are related to a host of positive parent, family, parent—child, and child outcomes. Both relational and participatory helpgiving practices were found to be related to participant satisfaction with program and practitioner supports, program resources, informal and formal supports, parent and family well-being, family functioning, and child behaviour and development. The nature of the relationship between helpgiving practices and both parenting capabilities and child social-emotional behaviour help elucidate how parent support programs influence these outcomes.
Parenting confidence, competence and enjoyment
Several research syntheses examined the ways capacity-building helpgiving practices were related to different aspects of parenting behaviour.The measures of parenting behaviour included parenting competence, parenting confidence, and parenting enjoyment. Both the direct and indirect effects of helpgiving practices on parenting behaviour were examined, where the indirect effects were determined using self-efficacy beliefs as a mediator. Results showed that helpgiving practices had both direct and indirect effects on parenting confidence, competence, and enjoyment, where the strength of the relationship was strongest for the indirect effects mediated by self-efficacy beliefs. Additionally, participatory (compared to relational) helpgiving practices had stronger direct and indirect effects on parenting behaviours.
Social-emotional behaviour and development
Findings in the same research syntheses also demonstrate a relationship between parent support program practices and the social and emotional development of young children.The measures of child behaviour included enhanced positive child social-emotional behaviour and attenuated negative child social-emotional behaviour. Both relational and participatory helpgiving practices had both direct and indirect effects on the different child behaviour outcomes. The indirect influences of helpgiving practices on child social-emotional behaviour was mediated by parents’ self-efficacy beliefs.