Training
key lessons from research
- Training can improve
the knowledge and skills of mothers in virtually all areas of
parenting although the extent of learning varies between individuals.
- Periodic and ongoing
long-term 'refresher' support is needed to maintain learned skills.
- Success in training
is related to prior parental competence - although competence
itself does not bear any direct relationship to IQ which may
be less important than interest in and involvement with the child
and the parent's motivation to learn.
- Training is less
effective where parents are having to cope with external pressures
in their lives (such as debt, homelessness, harassment, the protective
agencies, opposition from their extended family etc.) and are
preoccupied with the crises of day-to-day survival.
- Training is more
effective where clearly specified, individualised goals are set
and presented in small, discrete and concrete steps.
- New learning is
assisted by teaching in real life settings rather than in the
classroom or clinic, and by the involvement and support of partners.
- Training must be
geared to parental learning characteristics.
- A heavy initial
investment in building trust and rapport will improve participation.
- Trainers themselves
need to be experienced in working with people who have learning
difficulties.
- A positive relationship
between trainer and parent is one of the most valuable curriculum
resources.
- Training is motive
when it is intensive, consistent and continuous rather than irregular,
infrequent and provided by different agencies or staff.
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