History of Formative Parenting Support Services

A doctoral research study [McCormack, P. (1995). Catholic Elementary Schools as Agents of Parent Formation Needs as Perceived by Parents] sought to discover how well the Catholic elementary school functions as an agent of formative parenting for parents whose children were enrolled in the K-8 Catholic elementary schools of a small diocese in northern California. The study incorporated a quantitative, descriptive, time bound, cross-sectional evaluative survey which utilized both questionnaire and interview format to assess the issue. Parent selection for inclusion in the study was determined by a purposive stratified proportional random sampling. A representative sample of 332 parents participated which presented a response rate of 94%. The study revealed agreement in parent perceptions which transcended socio-economic status, ethnicity, parental experience and parental education.

Data collected suggested a need to prepare parents or increase parent adequacy to be intentional in the process of providing for the whole person development of their children. Specific parent formation needs surfaced which included:

 

	Communicating the components of socialization, self-esteem, pro-social behavior, democratic family atmosphere and identity formation particularly initiative and industry.
	Suggesting processes, practices or strategies for developing those components.
	Encouraging consistency in parenting practices.
	Providing guidelines related to discipline, sibling rivalry, peer relations, conscience formation and angry behavior within children.

Establishing a comprehensive program of formative parenting became the topic of follow up research with parents of children enrolled in grades K - 12 in 15 Catholic elementary schools and one high school in the diocese of San Jose, CA.

Principals were asked to identify one student per grade who could be described by the following profile characteristics:

 

	Seems secure and comfortable (versus rigidly controlled or nervous).
	Demonstrates a sense of personal boundries; knows limits.
	Practices positive social behavior and interaction with peers and adults.
	Is responsible and follows through with tasks or expectations.
	Is accountable for actions and consequences of choices.
	Is able to work independently; does not require step-by-step supervision.
	Is characterized by the following terms:
	DRIVE SELF-CONTROL DIRECTION METHOD   HOPE WILL POWER PURPOSE COMPETENCE

Letters were sent to the parents of 160 children to invite the parent to participate in a five night research project that would result in the development of a Parent Advisement Handbook. Ninety-three families (156 parents) met within K-12 grade groupings to relate what parenting practices they had applied during the previous year that may have contributed to the development of security, autonomy, initiative and industry in their child. Similarly, 56 children in grades 6-12 met on one evening to suggest what they believe their parents did to establish those characteristics within them. The children also suggested advice for parents of children who seem to lack those characteristics.

The data gathered from the parent and child research sessions form the basis of formation information that is delivered through Formative Parenting Support Services. It is data that transcends race, socio-economic status, education, and religious training or beliefs. Although research participants were clients of Catholic schools, the data gathered is applicable to the general parent and teacher population.