A Constructivist Framework for Helping Parents Develop Positive Parenting Concepts.

Autor/inn/en	Eimer, Bruce N.; Mancuso, James C.
Titel	A Constructivist Framework for Helping Parents Develop Positive Parenting Concepts.
Quelle	(1980), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Child Rearing; Cognitive Processes; Models; Parent Child Relationship; Parent Education; Parent Influence; Parent Role; Perspective Taking; Problem Solving; School Psychologists + Suchen Sie Ihr Suchwort? Kindererziehung; Cognitive process; Kognitiver Prozess; Analogiemodell; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Zukunftsperspektive; Problemlösen; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	This paper presents the rudiments of a constructivist conceptual framework which school psychologists can use to help parents develop positive parenting concepts. Problems arise if school psychologists rely solely on a mechanistic paradigm when they identify causes of unwanted behaviors and suggest specific remedial strategies. Operating within a constructivist framework, which assumes several cognitive processes such as anticipation, accommodation and assimilation in the child and sees parents as moderators of discrepancy or novelty and regulators of arousal, a sensitive parent (1) understands the child's characteristic ways of construing events, (2) presents the child with sensory input that is moderately discrepant from the child's existing cognitive organizations, and (3) provides the child with support in his efforts at accommodating his cognitive organizations to assimilate novel input. Parents can be taught to sensitively present an orderly world to their children. Experience in a parent training program based on constructivist principles of psychological functioning suggests the following hypotheses: parents who rely on coercive strategies to promote compliance operate on the basis of evaluatively negative, unidimensional constructions of the motives for their children's activities; parents who rely on persuasion and reasoning to promote compliance operate on the basis of less evaluative, integrated, multivalent constructions of the motives for their children's behavior. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC