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" Discourses underpinning parenting training programmes and the potential impact of these discourses on facilitators, parents and children "
Cottam, Susan
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Latin Dissertation
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1098420
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TLets542290
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| Main Entry
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Cottam, Susan
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| Title & Author
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Discourses underpinning parenting training programmes and the potential impact of these discourses on facilitators, parents and children\ Cottam, Susan
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| College
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University of East London
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| Date
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2011
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| student score
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2011
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| Degree
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D.Clin.Psy.
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| Abstract
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Introduction: Parenting Training Programmes (PTPs) are commonly used toimprove parenting skills and are offered through health and community servicesin the UK. Such programmes have their roots in the scientific study of parentingand have been influenced by changing cultural mores regarding the roles ofparents and children in society. PTPs have political as well as clinical aims interms of reducing social problems and crime. Despite evidence of efficacy, thecurrent study hypothesised that PTPs may potentially disempower parents,children and those who facilitate them because of the tendency to prioritiseprofessional expertise over parental/individual knowledge. The researcher'sposition was made explicit as a white, British, educated mother who had herselfengaged with popular parenting literature.Method: A Foucauldian discourse analysis was undertaken of the standardisedmanual texts of six PTPs commonly used in the UK. Introductory sessions fromthe PTPs were analysed to identify discourses that underpinned them.Discourses identified were examined in terms of the power they afforded PTPstakeholders, the subject positions they created and the material practices towhich they were linked.Results: Discourses of victimhood, institutional salvation, scientism,collaboration, individualism and collectivism were identified from the PTP texts.Power relations favouring government and professionals were identified withinseveral of the discourses. Power relations that supported parents and childrenwere found within the collaboration discourse, although the extent to which truecollaboration was possible in the professional/client relationship from aFoucauldian perspective was questioned.Discussion: Power relations within PTPs were suggested to influencerecruitment and retention of parents to PTPs, particularly amongst parents frompoor environments. Future research into dropout rates from PTPs in terms ofdiscourse and power relationships was suggested. The findings of the studywere acknowledged to have been influenced by the researcher's position
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University of East London
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