Abstract:
This thesis examines the influence of parental history and environmental issues on subsequent parental effectiveness in achieving positive developmental outcomes for children. An approach to parent education is proposed that integrates psychological development within an ecological and strength-based framework to produce a programme with the flexibility to be respectful and inclusive of individuals, families, communities and cultural diversity.
The results of this study indicate that there is substantive research evidence available supporting the effectiveness of parent education programmes to improve the life outcomes of children. Longitudinal evaluations specific to Aotearoa New Zealand are required to guide future programme design to support the development of interventions that match the needs of children and caregivers. Results from this study indicate that the Turret House programme produces positive short-term outcomes for children. A longitudinal evaluation is required to evaluate the long-term impact on the well-being of children. This study also provides evidence that a curriculum based on transformative principles is effective in engaging parents in parent education programmes.
Whilst child welfare legislation emphasises the importance and value of fatmly/whanau in nurturing children, the increase in disruptive, violent behaviour in society signals a failure to reflect these values in tangible support systems to stem the growth of poor outcomes for many children. There appears to be an underlying discourse that holds parenting as secondary in value to work status. The stories told by the women in this study indicate that there is a gap between the dominant parenting ideology in society and the counter discourse expressed in the reality of the lives of mothers. A direct link between parents and programme designers to those in positions making social policy decisions, is required to ensure that policy makers have information about what works.
