Parenting Skills According to The Islamic Perspective Towards Family Well-Being

Parents are leaders of the family who should play the role of building family well-being. Family well-being very much depends on the way of nurturing or raising and managing the family. In order to build a prosperous or happy family, the first and foremost matter which needs to be emphasised is parenting knowledge. Neglecting this parenting aspect will result in parents’ failure to effectively manage the family toward well-being, even causing suffering to children and is associated with bad behaviour such as committing murder, physical or sexual abuse, and neglecting their education. Hence, this research is conducted to study parenting skills according to the Islamic perspective, by using content analysis method. Research findings based on the views of Muslim scholars conclude that in the Islamic perspective, the parenting skills which parents need to master to become excellent parents are parenting knowledge, maintaining their relationship with Allah SWT, relationship with their children and relationship with fellow human beings, encompassing spiritual, mental, emotional, physical and social aspects. The implications of this research can help parents know the basic parenting skills according to the Islamic perspective, to build a prosperous family. This research also contributes knowledge to the authorities responsible for managing family development so that knowledge, skills and programs relating to parenting can be disseminated and practised in Muslim family life.

Maternal childhood trauma and prenatal stressors are associated with child behavioral health

Maternal adversity and prenatal stress confer risk for child behavioral health problems. Few studies have examined this intergenerational process across multiple dimensions of stress; fewer have explored potential protective factors. Using a large, diverse sample of mother–child dyads, we examined associations between maternal childhood trauma, prenatal stressors, and offspring socioemotional-behavioral development, while also examining potential resilience-promoting factors. The Conditions Affecting Neurocognitive Development and Learning and Early Childhood (CANDLE) study prospectively followed 1503 mother–child dyads (65% Black, 32% White) from pregnancy. Exposures included maternal childhood trauma, socioeconomic risk, intimate partner violence, and geocode-linked neighborhood violent crime during pregnancy. Child socioemotional-behavioral functioning was measured via the Brief Infant Toddler Social Emotional Assessment (mean age = 1.1 years). Maternal social support and parenting knowledge during pregnancy were tested as potential moderators. Multiple linear regressions (N = 1127) revealed that maternal childhood trauma, socioeconomic risk, and intimate partner violence were independently, positively associated with child socioemotional-behavioral problems at age one in fully adjusted models. Maternal parenting knowledge moderated associations between both maternal childhood trauma and prenatal socioeconomic risk on child problems: greater knowledge was protective against the effects of socioeconomic risk and was promotive in the context of low maternal history of childhood trauma. Findings indicate that multiple dimensions of maternal stress and adversity are independently associated with child socioemotional-behavioral problems. Further, modifiable environmental factors, including knowledge regarding child development, can mitigate these risks. Both findings support the importance of parental screening and early intervention to promote child socioemotional-behavioral health.

Parenting interventions to promote early child development in the first three years of life: A global systematic review and meta-analysis

Background Parents are the primary caregivers of young children. Responsive parent–child relationships and parental support for learning during the earliest years of life are crucial for promoting early child development (ECD). We conducted a global systematic review and meta-analysis to evaluate the effectiveness of parenting interventions on ECD and parenting outcomes. Methods and findings We searched MEDLINE, Embase, PsycINFO, CINAHL, Web of Science, and Global Health Library for peer-reviewed, published articles from database inception until November 15, 2020. We included randomized controlled trials (RCTs) of parenting interventions delivered during the first 3 years of life that evaluated at least 1 ECD outcome. At least 2 reviewers independently screened, extracted data, and assessed study quality from eligible studies. ECD outcomes included cognitive, language, motor, and socioemotional development, behavior problems, and attachment. Parenting outcomes included parenting knowledge, parenting practices, parent–child interactions, and parental depressive symptoms. We calculated intervention effect sizes as the standardized mean difference (SMD) and estimated pooled effect sizes for each outcome separately using robust variance estimation meta-analytic approaches. We used random-effects meta-regression models to assess potential effect modification by country-income level, child age, intervention content, duration, delivery, setting, and study quality. This review was registered with PROSPERO (CRD42018092458 and CRD42018092461). Of the 11,920 articles identified, we included 111 articles representing 102 unique RCTs. Pooled effect sizes indicated positive benefits of parenting interventions on child cognitive development (SMD = 0.32, 95% CI [confidence interval]: 0.23, 0.40, P < 0.001), language development (SMD = 0.28, 95% CI: 0.18 to 0.37, P < 0.001), motor development (SMD = 0.24, 95% CI: 0.15 to 0.32, P < 0.001), socioemotional development (SMD = 0.19, 95% CI: 0.10 to 0.28, P < 0.001), and attachment (SMD = 0.29, 95% CI: 0.18 to 0.40, P < 0.001) and reductions in behavior problems (SMD = −0.13, 95% CI: −0.18 to −0.08, P < 0.001). Positive benefits were also found on parenting knowledge (SMD = 0.56, 95% CI: 0.33 to 0.79, P < 0.001), parenting practices (SMD = 0.33, 95% CI: 0.22 to 0.44, P < 0.001), and parent–child interactions (SMD = 0.39, 95% CI: 0.24 to 0.53, P < 0.001). However, there was no significant reduction in parental depressive symptoms (SMD = −0.07, 95% CI: −0.16 to 0.02, P = 0.08). Subgroup analyses revealed significantly greater effects on child cognitive, language, and motor development, and parenting practices in low- and middle-income countries compared to high-income countries; and significantly greater effects on child cognitive development, parenting knowledge, parenting practices, and parent–child interactions for programs that focused on responsive caregiving compared to those that did not. On the other hand, there was no clear evidence of effect modification by child age, intervention duration, delivery, setting, or study risk of bias. Study limitations include considerable unexplained heterogeneity, inadequate reporting of intervention content and implementation, and varying quality of evidence in terms of the conduct of trials and robustness of outcome measures used across studies. Conclusions Parenting interventions for children during the first 3 years of life are effective for improving ECD outcomes and enhancing parenting outcomes across low-, middle-, and high-income countries. Increasing implementation of effective and high-quality parenting interventions is needed globally and at scale in order to support parents and enable young children to achieve their full developmental potential.

A Scoping Review of Parenting Programs for Indigenous People in Canada: What Approaches Are Being Applied in Indigenous Communities?

There has been a significant disruption in the transmission of parenting practices across generations of Canadian Indigenous communities (Truth and Reconciliation Commission of Canada [TRC], 2015). As a result, there is a pressing need for effective and culturally appropriate programs for Indigenous parents (TRC, 2015). Review of currently available parenting programs in Canada may help by synthesizing Indigenous and non-Indigenous parenting knowledge. To that end, a scoping review of sources that described parenting programs for Indigenous families was completed using 11 databases and available grey literature. All programs integrated cultural components into treatment, though specific activities, content, and structure varied. Recommendations for clinical practice and future research are provided.

Group-Based Parent Education Intervention for Nonresident Fathers

Research indicates that children with involved fathers fare better than children with disengaged fathers. In response, 4 Your Child provides fatherhood-specific parent education and solution-focused case management services aimed at helping nonresident fathers increase their capacity for taking more active roles in their children’s lives. The purpose of this study was to present the results of preliminary analyses from a sample of 508 nonresident fathers enrolled in 4 Your Child. The results reveal high levels of participant satisfaction and statistically significant increases in parenting knowledge and conflict resolution skills for program participants from pre- to postintervention. Recommendations for future research and practice are also included.

“They’re not bad parents. They’ve just made bad choices.”: Mental health clinicians’ perspectives of parents involved with child protective services

Although psychotherapeutic treatment (e.g., counseling and therapy) is often offered to clients involved with child protective services (CPS), the existing literature includes few voices of mental health clinicians regarding their work and clients in the child welfare system. The current study seeks to address this gap by exploring clinicians’ views on the issue of child maltreatment and CPS-involved parents’ parenting. Thematic analysis of semi-structured interviews revealed that clinicians acknowledged the strengths of CPS-involved parents as well as the challenges that may have made their parenting difficult. For strengths, clinicians identified parents’ desire to care for their child, motivation to improve their parenting, and commitment to their child. Identified challenges included a lack of parenting knowledge, substance use, and limited resources and support. Overall, clinicians in this study presented a balanced perspective that attended to both the “good” and the “bad” in their clients’ parenting. They viewed CPS-involved parents as more than the sum of their problematic parenting behaviors and understood incidents of child maltreatment within the parents’ contexts. At the same time, their interviews noted that a variety of individual and sociostructural challenges faced by CPS-involved parents must be addressed in order to resolve child maltreatment and prevent parents’ repeated involvement in the child protection system.

Kampanye Pengasuhan Positif Melalui Buku Kecil (Booklet) Kepada Orangtua Dari Anak Prasekolah di Surabaya

Many parents have difficulties in managing their child behavior. Therefore, positive parenting campaign through dissemination of parenting booklets was designed to help parents to understand and implement positive parenting strategies. Booklets were developed in two versions. The printed version of booklets were distributed to parents in two preschools/kindergartens in Surabaya, and the electronic version of booklets were disseminated via WhatsApp messenger. Sixty-nine parents responded to the evaluation survey. The majority reported that their parenting knowledge increased and they intended to implement positive parenting tips in the booklets. Some parents would like to spend more time with their children, pay more attention to their child behavior, and improve their teamwork with the other child caregivers. Overall, parents received benefits from reading the booklets and supported further development of the booklets. Keywords: booklet, campaign, positive parenting Abstrak Banyak orangtua mengalami kesulitan untuk menangani perilaku anak. Oleh karena itu, kampanye pengasuhan positif melalui penyebaran booklet dilakukan untuk meningkatkan pemahaman orangtua dan mendorong penerapan strategi pengasuhan positif. Booklet dibuat dalam dua bentuk. Booklet versi cetak disebarkan kepada orangtua di dua sekolah PG/TK di Surabaya, dan booklet versi elektronik disebarluaskan melalui pesan WhatsApp. Enam puluh sembilan orangtua mengisi survei berisikan pertanyaan-pertanyaan evaluasi terkait dengan booklet. Mayoritas menyatakan bahwa pengetahuan mereka mengenai pengasuhan anak bertambah dan mereka berniat untuk menerapkan tips pengasuhan positif yang tercantum pada booklet. Sebagian orangtua bermaksud untuk meluangkan lebih banyak waktu bersama dengan anak, lebih memperhatikan lagi perilaku anak, dan ingin meningkatkan kerjasama dengan pengasuh anak lainya. Secara umum, orangtua merasa mendapatkan manfaat dari membaca booklet dan mendukung pengembangan booklet lebih lanjut. Kata kunci: buku kecil (booklet), kampanye, pengasuhan positif

Pemetaan Kebutuhan Program Parenting Education dalam Persiapan Regenerasi Remaja di Desa Wisata Pentingsari Yogyakarta

AbstrakPenelitian ini bertujuan untuk mendeskripsikan: (1) Permasalahan orang tua di kawasan Desa Wisata Pentingsari terhadap persiapan regenerasi desa wisata, (2) kebutuhan program parenting di Desa Wisata Pentingsari dalam upaya mempersiapkan regenerasi desa wisata, (3) faktor pendukung dan penghambat dalam rencana program Parenting education di desa wisata Pentingsari. Jenis penelitian ini adalah penelitian kualitatif-deskriptif dengan subjek penelitian: tokoh masyarakat, pengelola wisata dan orang tua yang memiliki anak remaja di Desa Wisata Pentingsari. Metode pengumpulan data dilakukan dengan teknik wawancara/FGD, observasi, dan dokumentasi. Analisis data menggunakan teknik analisis kualitatif dengan triangulasi, diskusi terfokus dan perpanjangan pengamatan. Hasil penelitian menunjukkan Program parenting education dipandang penting untuk meningkatkan pengetahuan parenting bagi orang tua. Akan tetapi, pengetahuan dan keterlibatan orang tua dalam mempersiapkan regenerasi desa wisata masih kurang. Kebutuhan program parenting education dalam mempersiapkan regenerasi desa wisata diantaranya: peningkatan kesadaran orang tua, membangun komunikasi efektif orang tua dan anak, dan strategi dalam persiapan regenerasi desa wisata. Faktor pendukung adalah dukungan pengelola wisata dan keterlibatan forum orang tua di desa Pentingsari ditandai dengan adanya program kerja yang sama. Faktor penghambat adalah antusias yang masih rendah dari orang tua untuk terlibat dalam program. Mapping of Parenting Education Program Needs in Preparation for Regeneration in Pentingsari Tourism Village AbstractThis study aims to describe: (1) The problems of parents in the Tourism Village area of Pentingsari regarding the preparation for regeneration of a tourism village, (2) the need for a parenting program in Pentingsari Tourism Village in an effort to prepare for regeneration of a tourist village, (3) supporting and inhibiting factors in the program plan Parenting Education in the tourist village of Pentingsari. This type of research is a qualitative-descriptive study with research subjects: community leaders, tourism managers and parents who have teenagers in Pentingsari Tourism Village. The method of data collection was done by interviewing / FGD, observation, and documentation. Data analysis used qualitative analysis techniques with triangulation, focused discussion and extension of observations. The results showed that the parenting education program was deemed important to increase parenting knowledge for parents. However, the knowledge and involvement of parents in preparing tourism village regeneration is still lacking. The needs for parenting education programs in preparing for the regeneration of tourism villages include: increasing parental awareness, building effective communication between parents and children, and strategies in preparing for regeneration of tourist villages. The supporting factor is the support of the tourism manager and the involvement of the parents forum in Pentingsari village which is marked by the existence of a similar work program. The inhibiting factor is the low enthusiasm of parents to be involved in the program.