Aile Eğitim Programı ve Ebeveynlik Becerileri Arasındaki İlişkilerin Karşılaştırmalı Olarak İncelenmesi
Şen Karadağ, Öznur
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This study was conducted to examine the effects of the family education program organized by the Ministry of Family, Labor and Social Services on positive parent-child relationship and parenting skills. Quantitative design was used in the research. Participants consist of a practice group of 77 people who participated in the family education program in Karabük and a control group of 100 people who did not attend this training. The survey answer data of the participants were analyzed with the SPSS program and the relationship between the family education program and parenting skills was revealed by comparing the answers of the practice and control groups. According to the research results; The socio-demographic characteristics of the practice and control groups are similar to each other, the practice group has more information about the developmental stages of the child than the control group, 88% of the application group and 66% of the control group gave privacy training to their children, 90.9% of the practice group and 69% of the control group stated that they gave their children a sense of responsibility, 56% of the control group used verbal violence and 17% of them used physical violence as a method of disciplining the child, while it is seen that verbal violence decreased to 23.4% and physical violence to 1.3% in the practice group. Considering the scores of the Child-Parent Relationship Scale, it is seen that the average score of the control group is 63.8 and the average score of the practice group is 50.1, the high score obtained on the scale indicates a negative relationship, and it is observed that the practice group has a more positive relationship with their children than the control group. In addition, while there was no significant difference between genders in the practice group between the groups (p = .233), a significant difference was observed in the control group by gender (p = .023). In this context, it is seen that parents who benefit from family education program can establish a more positive relationship with their children by getting rid of stereotyped parenting roles according to gender. Similarly, no significant difference was observed in the practice group depending on the education level (P = .150), while a significant difference was observed in the control group according to the education level (P = .017). It can be said that the family education program contributes to the establishment of a more positive parent-child relationship by eliminating the disadvantages created by the low education level. As a result, it is seen that the family education program contributes to improving parenting skills and establishing a more positive parent-child relationship. In order for the program to be more functional, it is recommended to conduct pre-post research that measures the development of the participants and to update the training program to include various support services, group work and home visits.