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A doctoral research study
[McCormack, P. (1995).
Catholic Elementary Schools as
Agents of Parent Formation Needs
as Perceived by Parents]
sought to discover how well the
Catholic elementary school
functioned as an agent of
formative parenting for parents
whose children were enrolled in
the K-8 Catholic elementary
schools of a small diocese in
northern California. The study
incorporated a quantitative,
descriptive, time bound,
cross-sectional evaluative
survey which utilized both
questionnaire and interview
format to assess the issue.
Parent selection for inclusion
in the study was determined by a
purposive stratified
proportional random sampling. A
representative sample of 332
parents participated which
presented a response rate of
94%. The study revealed
agreement in parent perceptions
which transcended socio-economic
status, ethnicity, parental
experience and parental
education.
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Communicating the
components of
socialization,
self-esteem, pro-social
behavior, democratic
family atmosphere and
identity formation
particularly initiative
and industry.
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Suggesting processes,
practices or strategies
for developing those
components.
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Encouraging consistency
in parenting practices.
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Providing guidelines
related to discipline,
sibling rivalry, peer
relations, conscience
formation and angry
behavior within
children.
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Data collected suggested a need to
prepare parents or increase parent
adequacy to be intentional in the
process of providing for the whole
person development of their
children. Specific parent formation
needs surfaced which included:
Establishing a comprehensive program
of formative parenting became the
topic of follow up research with
parents of children enrolled in
grades K - 12 in 15 Catholic
elementary schools and one high
school in the diocese of San Jose,
CA.
Principals were asked to identify
one student per grade who could be
described by the following profile
characteristics:
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Seems secure and
comfortable (versus
rigidly controlled or
nervous.
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Demonstrates a sense of
personal boundaries;
knows limits.
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Practices positive
social behavior and
interaction with peers
and adults.
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Is responsible and
follows through with
tasks or expectations.
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Is accountable for
actions and consequences
of choices.
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Is able to work
independently; does not
require step-by-step
supervision.
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Is characterized by the
following terms:
DRIVE HOPE
SELF-CONTROL WILL
POWER
DIRECTION PURPOSE
METHOD
COMPETENCE
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Letters were sent to the parents of
160 children to invite the parent to
participate in a five night research
project that would result in the
development of a Parent Advisement
Handbook. Ninety-three families (156
parents) met within K-12 grade
groupings to relate what parenting
practices they had applied during
the previous year that may have
contributed to the development of
security, autonomy, initiative and
industry in their child. Similarly,
56 children in grades 6-12 met on
one evening to suggest what they
believe their parents did to
establish those characteristics
within them. The children also
suggested advice for parents of
children who seem to lack those
characteristics.
The data gathered from the parent
and child research sessions form the
basis of formation information that
is delivered through Formative
Parenting Support Services. It is
data that transcends race,
socio-economic status, education,
and religious training or beliefs.
Although research participants were
clients of Catholic schools, the
data gathered is applicable to the
general parent and teacher
population.
DrPatMcCormack@aol.com
©IHM Formative Support
Services. All Rights Reserved.
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