Our cultural backgrounds and how we were parented heavily influence how we then parent our own children and influence their self-esteem, self-discipline and social competence. A parenting programme developed by the Race Equality Foundation (REF) aims to give parents the opportunity to reflect on their style of parenting and the behaviour techniques that they are using while considering new approaches and attitudes to parenting.
Strengthening Families, Strengthening Communities (SFSC) is a preventative programme devised with the needs of black and minority ethnic parents in mind, but delivered to families of all backgrounds with children aged up to 18 years old. The programme – divided into 12 three-hour sessions delivered in consecutive weeks plus an introduction session – aims to increase parental self-esteem, confidence and enhance family relationships. It also aims to reduce child behaviour problems and promote children’s self-esteem.
The course is based on the US programme Strengthening Multi-Ethnic Families, which supports parents who want to guide their children away from gangs, violence, drugs and crime. REF adapted it for the UK, changing the language and legal framework, and piloted it in 2000 with the aim of improving outcomes for children and families. About 500 courses are run in England each year, with about 12 parents participating each time.
At the heart of SFSC is an ethos of equality, diversity and inclusion. Programme manager Leandra Box says that care was taken to engage black and minority ethnic families not accessing parenting provision. ‘There was a fear of stigma, that they would be labelled as having difficulties and social services would get involved,’ she explains. ‘It was generally felt that their values and family structures would not be recognised and that the programmes would not reflect their family situations. One Caribbean mother commented that she associated parenting groups with white middle class women telling others how to parent.’
The marketing and course materials use images from a wide range of cultures and are printed in 20 community languages, with interpreters used if needed. Courses are offered in a number of different location types, including children’s centres, faith-based centres and pubs. The course facilitators also originate from a range of ethnic groups. They receive support from a dedicated team at the REF and follow a quality assurance system.
CULTURAL ROOTS
The curriculum, divided into five areas (see box), explores ethnic and cultural roots and how they impact on parent’s values, experiences and hopes for children, and focuses on the role of parents in their communities, recognising that good parenting needs a suitable environment to thrive. Participants are encouraged to share experiences and values and are given activities to try at home.
‘The premise is that all parents want the best for their children,’ says Ms Box. ‘There’s strong evidence that parental interventions can have a significant impact on well-being and competence. The course gets parents to reflect on historical and family experiences and make informed decisions about what’s best for their child, what their goals are and how they can be reached.’
Rather than group facilitators stating what is right or wrong and how to behave, they encourage discussion about what traditions and values are good to hold on to and those that can be changed. Many parenting courses have zero tolerance for smacking, but SFSC encourages parents to talk about it and offers information on safeguarding and alternative strategies.
‘Some families, such as refugee families, can struggle to understand the new context of where they are living. The curriculum aims to help them navigate this and feel proud and empowered to lead violence-free healthy lifestyles,’ explains Ms Box. ‘Cultural and ethnic values will be challenged if something breaks the law, such as with forced marriage, issues of radicalisation and female genital mutilation.’
SFSC has undergone various evaluations, including a study by University College London which found that parents reported significant changes in a number of areas, from reduction in stress and depression to increased feelings of competence and attachment to their child. Reductions in the intensity and number of child problem behaviours were also reported. Their children were seen to have increases in affective functioning, self-esteem and reading self-concept.
The programme has also helped participants gain a better understanding of child development, use positive discipline techniques instead of harsh or inconsistent discipline, and promote children’s social skills and self-discipline.
‘The course gets parents to reflect on historical and family experiences’
SFSC: POINTs OF VIEW
Facilitator’s view
‘Babies don’t come with a manual and parents often have to react to situations as they arise, so I’m a great believer in the power of parenting programmes, and the earlier the better,’ says Jeanette Cordery, family practitioner manager at Hackney Learning Trust, London. ‘We’ve been delivering SFSC in Hackney for nine years and feel it is great because it does not just give strategies, which are important, but gives parents the space to reflect.
‘Hackney is an inner-city area with many different cultures and great diversity. The programme enables parents to discuss in a group setting what they value from their culture and traditions, what they want to take forward and what they may like to change. Participants may question their roots, but also show great pride and enjoy bringing objects to share with the other group members – we’ve had Indian tiffin boxes, materials, photos and even tattoos.
‘Diversity and difference is celebrated, along with the many shared aspects of being parents.’
Parent’s view
‘I moved to England from Pakistan four years ago when I got married. We’re living in temporary accommodation away from family support and I was struggling to cope in the new area with a two-year-old and new baby. My family support worker suggested doing the course. I was in a depressive mood and reluctant to go but, six weeks in, I’m so glad I have because it’s very helpful,’ says Sidra.
‘Nine of us attend, from many different backgrounds, and it’s good to realise that other people are dealing with issues too and to meet others from different cultures.
‘Each week I learn new things to try at home. I felt my eldest daughter was hyper and out of control. She was obsessive about me and insisted on sleeping with me and I was blaming myself. Now she sleeps in her cot and I’ve learned strategies. I feel she now listens to me and I’m more relaxed.’
COURSE STRUCTURE
The SFSC programme is broken into five areas:
Cultural/spiritual Understanding the family and cultural components that influence their beliefs, values and behaviour. Reconnecting to positive aspects of their past to help achieve healthy lifestyles.
Rites of passage Information and activities to assist child development in ten ‘rite of passage’ areas – personal, spiritual, physical, mental, cultural, historical, emotional, economic, social and political – to help the transition into adulthood.
Enhancing relationships Positive communication strategies and information enabling parents to respond instead of react to their children’s attitudes and behaviour, including developmental information and violence prevention techniques.
Process of discipline How parents can use a variety of techniques to help children develop high self-esteem, self-discipline and social competence.
Community involvement Enhance parent awareness of violence against the self (drugs, alcohol, depression, suicide), against the family (child abuse, domestic violence and abuse) and in the community (gangs, crime). Also empowers parents to become more involved in community violence prevention efforts, using community resources and developing leadership skills to participate in community groups promoting violence-free, healthy lifestyles.
More information
Strengthening Families, Strengthening Communities, www.raceequalityfoundation.org.uk/sfsc
CATCH ALL
One course is focusing on how adults shape children’s lives
The African proverb ‘It take a whole village to raise a child’ is the wisdom behind the parenting programme More is Caught Than Taught (MCTT). It is based on the concept that the most powerful way children learn is through ‘caught’ messages from adults and their environment – what they witness or experience, rather than what they are told.
The programme originated in the US, to address the effects of racism on children. It was introduced to the UK in 1997 and adapted by trainer and consultant Haki Kapasi, director of Inspire Consultancy, who says that the 12-day programme, delivered one day a week, now helps people to address all ‘isms’, from racism to sexism along with class and lifestyle, which can cause ‘internalised oppression’.
Parents and practitioners are supported to develop an awareness of what is shaping children’s lives and how children can grow to be leaders and have the resources (physical, emotional, intellectual, psychological and spiritual) to feel that they can make a difference to their world.
‘We don’t want children to become victims of other people’s ideas,’ says Ms Kapasi. ‘We want them to have their own visions and be in control of their lives.’
The most important aspect of MCTT, believes Ms Kapasi, is that everyone is treated as capable rather than needing ‘fixing’. Participants’ capacity for critical thinking is developed through modules that get them to develop a collective vision for the kind of world that they want their children to inherit. Participants are encouraged to find their own solutions.
‘When children see their parents taking more control of their lives they grow up ‘catching” that they can also take control of their future,’ she says.
