Introduction: Parent-Child Communication Basics Print

An Education Program to Enhance Parent-Child Communication

Advocates for Youth created this resource to provide parents with the information and resources they need to communicate effectively with their children.

As a trainer or facilitator, you are probably all too aware of that warm, secure relationships with parents are consistently associated with teens' positive emotional state and healthy self-esteem. Positive attitudes toward school and a reduction in risk behaviors, such as substance abuse, are also benefits of positive relationships with parents.

Research indicates that strong family relationships can help children develop self-esteem, resist peer pressure, and act responsibly when making decisions about drugs, violence, and sexual intercourse. Effective parent-child communication is a cornerstone of strong and healthy families. In the era of HIV/AIDS, parents must learn ways to communicate more effectively with their young people. How and what they communicate about body image, peer pressure, puberty, reproduction, sexuality, love, and intimacy can make a significant difference in the health and well-being of their children.

This notebook contains all of the materials needed to conduct a 75-minute, introductory seminar on general parent-child communication.

As a facilitator or trainer, you should review the materials to determine their appropriateness for parents. Consider your own level of knowledge and skills in presenting this topic. You may instead choose to engage an external facilitator who has expertise and experience in parent-child communication. Contact the local health department, a family planning clinic, or a parenting organization for help in identifying facilitators.

Seminar Goal

To explore basic concepts of effective communication which enhance relationships between parents and their children.

Seminar Objectives

At the close of this seminar, participants should be able to:

  • Identify seven characteristics of healthy, strong, and successful families
  • Identify four developmental tasks of children and adolescents
  • Identify at least four reasons why effective communication skills are vital to healthy, strong, and successful families
  • Identify ten Road Blocks and ten Building Blocks to effective communication
  • Identify five steps of active listening
  • Strengthen communication with their children.

General Notes for the Human Resources Director, Trainer, or Facilitator

  • Offer examples from your personal experience to illustrate key points. Also encourage participants to offer examples from their personal experiences.
  • Remember to use inclusive language—all participants may not be parents. Participants may be parental surrogates, relatives, or professional caregivers, among others.
  • You are the participants' role model—adhere to the ground rules and use positive, effective communication.
  • Recognize and affirm participants when they use positive, effective communication. "You probably noticed Jane said, 'I feel …'"
  • Validate participants' contributions and acknowledge that others may have different opinions or ideas. Encourage participants to share their opinions and ideas. "That's a good example. Does anyone have a different idea?"
  • Use participants' examples. "Remember when Joe talked about …"
  • Move around the group—avoid standing in one place.
  • Be flexible. The seminar is designed to last 75 minutes, but if time permits, you may lengthen the exercises and discussions.
  • Be realistic. Be clear that the seminar is an introduction to effective parent-child communication and cannot resolve individuals' family problems.
  • Be adaptable as well as conscious of the time limits. However, if you have experience in leading this seminar or seminars of this kind, feel free to improvise and adapt the program. For example, if participants are actively engaged and want to stay with a section, you may eliminate other sections to meet their needs.
  • Review the Suggested Participant's Packets and Ordering Information sections. Determine which materials you want to copy and/or order for the participants. Decide how to distribute the materials—individually, in participants' packets, or from a display table.
  • Compile a list of resources (such as outsourced services, the employee assistance office, and the medical office) that are available within your business or union to support parents.
  • Keep the following six adult learning needs in mind. Adults learn best when:
  1. They are in a physically and psychologically comfortable environment and have comfortable chairs, good food, and adequate lighting.
  2. They have opportunities to contribute to the topics and to share their experiences and anecdotes during the seminar. They use their knowledge and experience so that new information "fits" into their existing knowledge. They have an opportunity to discuss and integrate what they have been learning.
  3. They are treated with respect.
  4. They are actively involved in the learning process and use several senses (auditory, visual, tactile) for learning. The presentation employs a variety of learning formats (lecture, demonstration, small group, role play, simulation, and videos, among others).
  5. The information they receive relates readily to their personal life and/or professional responsibilities. Adult orientation to learning is life- or work-centered.
  6. They are entertained occasionally with humor and anecdotes.
  • When using flip charts,
  1. Use magic markers (not dry erase markers).
  2. Use colors that are highly visible. Red, orange, and yellow are not highly visible.
  3. Write large enough and legibly so all participants can read the chart. If you cannot write legibly, ask one or more participant to help you.
  4. Write down participants' exact responses or request their permission to paraphrase their responses.
  5. If right-handed, stand to the left of the chart and write facing the participants. If left-handed, stand to the right of the chart and write facing the participants.
  • When using transparencies,
  1. Focus on one item/point at a time. Cover all items/points beneath the one item/point with a plain sheet of paper. Move the paper down as you focus on each additional item/point.
  2. Place the transparencies on the machine so all participants can read them.
  3. Face the participants and take care not to block their view of the transparency.

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