Προγράμματα συμβουλευτικής γονέων. Σκοπός υλοποίησης προγραμμάτων εκπαίδευσης γονέων και τα βασικά κριτήρια για την αποτελεσματικότητα τους

Abstract

Nowadays, behavioural issues during childhood are on the rise; as a result, parents consider the existence of parent training programmes necessary.

Parent training traces its history back to the beginning of the 18^th century. In America, the first effort takes place in 1815, while in Paris the first parent schools develop in 1928. In a short period of time, specifically in the next two decades, a sharp increase is observed in many countries. In Greece, the systematic education of parents began with the foundation of the first parent school in 1962.

Over the past few years, the number of studies in relation to the effectiveness of parental training programmes has increased. Despite the studies mentioning that such programmes contribute to improving the parental role and consequently they also bring about changes in many aspects of family life, due to the restricted field of study there are many questions regarding what it is that makes them so important and useful for parents.

Parent training should not be considered a piecemeal process, but a key and essential part of a process of continuous support of the parent. It is a basic precondition that studies are conducted which will record the present state and will demonstrate clearly the parents’ needs for improvement of the quality and effectiveness of the role.