Improving Parent-Adolescent Relationships: Learning Activities For Parents and adolescents: Workbook

The parental monitoring process changes over time with the age of the adolescent, the nature of the parent-adolescent relationship, and any events that may have been acknowledged [ 12 ]. Both groups come into the relationship with different attitudes about what monitoring should entail, when it should occur, and how effective it is on a regular basis. These factors may change over time as adolescents seek greater independence and freedoms [ 7 ]. Parental monitoring strategies, knowledge, and attitudes also differ by adolescent age and gender, parent characteristics such as income and work schedule, and the home environment e.

For example, parents monitor their younger children and daughters more than their older children and sons. Less monitoring is noted in homes of single parents, multiple children, or among low-income families [ 7 ]. Strategies such as negotiated unsupervised time have mixed results in terms of adolescent experimentation. However, the process of the negotiations involving parent-adolescent communication, regardless of the level of experimentation, successfully builds parent trust and a feeling of respect for the adolescents which serves as a protective factor for many risk behaviors among males and females [ 16 ].

Stanton and colleagues [ 17 ] developed and evaluated a parental monitoring program for inner city families. Other programs have documented similar success improving parent and adolescent communication and increasing parental monitoring knowledge [ 18 , 19 ]. Despite this success, all families enrolled in these and other programs are not equally impacted by a given curriculum.

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Given that these programs have not been successful for all families, there is a critical need to identify specific characteristics that contribute to a lack of response to a given intervention. In the present study, we examined parent-adolescent dyads who participated in a program designed to improve parent-adolescent communication, parental monitoring knowledge, and parental monitoring strategies.

Overall, the program improved adolescent-reported parental monitoring knowledge of their parents. Parental monitoring knowledge was associated with limited or reduced adolescent risk behaviors. However, like other parental monitoring programs, not all parents and adolescents responded to the intervention in the desired way. The interaction between parent and adolescent was an important element of the intervention.

Having one individual not responding to the intervention would be potentially detrimental to the impact of the program for the dyad as a whole. Prior to the start of an intervention, parents have established attitudes about the extent to which a certain type and amount of monitoring protects their adolescents from risky behaviors [ 20 ].

Parents may also have strong attitudes about the level they prefer to trust and respect the privacy of their adolescents [ 21 , 22 ]. Finally, parents may pair a certain level of monitoring with their existing attitudes about the extent to which adolescents will naturally experiment with risky behaviors. We might expect that these preintervention attitudes may impact the level to which parents invest in an intervention and also the degree to which their actual behaviors would change after the intervention.

This parental monitoring program was also family based requiring both parents and adolescents to communicate about monitoring and risk behaviors. This study, therefore, provides an additional opportunity to examine how preintervention attitudinal factors impact both parent and adolescent reports of communication and monitoring over time. Adolescents 12—17 years enrolled in high schools throughout 15 counties of a rural, eastern state were eligible to participate in the parental monitoring program. School administrators provided initial approval to distribute information about the study to eligible students.

Participation required parent consent and participation in the study. All scales were on a four point Likert response scale; responses ranged from disagree very strongly to agree very strongly. Reliability was assessed for the baseline responses. Parent attitudes about the usefulness of the monitoring process UMP included 11 items; items were averaged for a scale score.

Higher scores indicated stronger agreement. The internal reliability of this scale was 0. Parent attitudes about the impact of monitoring on adolescent risk behavior and experimentation EXP included 11 items; items were averaged for a scale score. Internal reliability for the EXP subscale was 0. Parent attitudes about monitoring and the importance of adolescent trust and privacy ATP included 4 items; items were averaged for a scale score.

Internal reliability for the ATP subscale was 0. Items were averaged for a scale score. Higher scores indicated greater agreement for having an open communication process with the parent or adolescent. The PMI is composed of three major subscales representing different monitoring strategies: Parents and adolescents completed the PMI at each assessment point. Only adolescent-reported direct monitoring strategies were examined in this study. Direct monitoring strategies represent monitoring that involves direct communication between the parent and adolescent.

Once consent and assent was obtained, each parent-adolescent dyad received two separate questionnaire packets one for adolescent; one for parent. Separate self-addressed and stamped envelopes were provided to return the completed questionnaires. Parent-adolescent dyads were randomized to one of two groups at baseline.

The parent and adolescent were required to watch the DVD together and to respond to workbook questions as they progressed through the DVD. Within two weeks of receiving the DVD in the mail, parents and adolescents discussed the scenarios and responded to additional questions about what they would do to respond if in a similar situation.

Dyads randomized to the control group received an interactive DVD that was organized into the same number of segments and included similar workbook activities as the intervention. The focus of the control curriculum was on family roles and recycling. Workbook questions related to how family members work together to improve recycling within the home.

No discussions of monitoring or communication about risk were incorporated into the workbook or scenario building. Parents completed a series of questionnaires related to parental monitoring strategies, monitoring knowledge, communication about risk behaviors, monitoring attitudes, and adolescent risk involvement at baseline and at three points after-intervention 4, 8, and 12 months.

At each assessment point, separate questionnaires were mailed to participating parents and adolescents with a separate envelope for return. All continuous variables were examined for normality assumptions. Multilevel analysis was used because it can account for clustering of data within individuals and is robust against problems arising from issues of unequal cell sizes and independence of errors.

Mixed effect models also can accommodate missing data points individuals who miss one or multiple sessions , an especially important characteristic given the attrition levels across the four waves of the study.

Learning Activities

Linear and quadratic effects were examined, as the intervention occurred between the first and second time point of the year-long assessment. Four separate growth models were examined. First, models were run within the intervention sample only: In each of the models, time 4 waves was nested within family.

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An initial model was run to examine the amount of clustering in the data as captured in the intraclass correlation ICC. Next, a growth model was run with both linear and quadratic trend coefficients to examine the total amount of variance in intercepts and time slopes. Parental attitude variables were grand-centered around the mean. Variables that were not associated with the intercepts and slopes were trimmed from each model.

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In order to determine whether the same pattern of predictors from the intervention models was also predictive in the control group, two separate growth models were run within the control sample for parent-reported open communication and teen-reported parental monitoring. The same variables from the intervention group models were included as predictors of intercepts and slopes.

Individual parameters could then be compared across intervention and control group models. Characteristics of the parent-adolescent dyads who participated in the intervention and control are provided in Table 1. Across group, the majority of adolescents participating in the study were female and Caucasian. The ethnicity of this sample mirrors the ethnic distribution of the rural area from which the sample was enrolled. The mean adolescent age of the intervention group was The mean adolescent age of the control group was slightly older at 15 years old 12—18 years ; the mean parent age was also older at 41 years.

The majority of families who participated had two adults in the home and two children. Slightly less than 20 percent of families were living at or below the poverty line for both control and intervention groups. Descriptive statistics for each of the study variables over time are also provided in Table 1. On average, most parents openly communicated with their adolescents on a regular basis over time. Adolescents, on average, reported that their parents sometimes used the direct monitoring strategies at baseline, 4, 8, and 12 months after intervention.

Family Life Issues

Pearson correlation associations among all study variables for the intervention group are presented in Table 2. Parent attitudes about the usefulness of monitoring were associated with attitudes about trust and privacy and adolescent experimentation. Parent attitudes about the usefulness of monitoring were also associated with parent-reported open communication at baseline and all postintervention assessment points.

Parent attitudes about adolescent experimentation were associated with parent open communication at baseline , 4 months , and 12 months after intervention. Parent attitudes about trust and privacy issues were not significantly associated with parent-reported open communication except at baseline.

The only parental attitudes associated with adolescent report of direct monitoring were those related to adolescent trust and privacy. In the results below, we first present the models found within the intervention group for both parent open communication and parent direct monitoring.

We then present findings of applying the intervention models to the control group. In addition, there was a significant amount of interindividual variance in open communication intercepts , and linear slopes ,. There were no significant amounts of variance in the quadratic term, so it was trimmed from the model.

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At baseline, mothers enrolled in the intervention group reported significantly higher levels of open communication than fathers in the intervention group Table 3. Parents of older children reported marginally higher levels of open communication than parents of younger children, while increasing family income was associated with lower levels of open communication at baseline. Two parental attitudes were associated with parent-reported open communication at baseline. Parents who strongly endorsed monitoring for protective means viewed their relationship with their adolescents as being more open at baseline than other parents.

Parents who believed adolescent risk-taking and experimentation were normative perceived their relationships with their adolescents as being less open in terms of their communication than other parents at baseline. Parents who strongly believed trusting their adolescents meant not touching base with them or asking for information from their adolescents reported stable levels of open communication 75th percentile; Figure 1. Tips Positive and Corrective Feedback Learning to provide positive and corrective feedback can be helpful for building relationships.

By giving feedback, we help young people assess their own actions, identify their strengths, and consider what how they can improve.

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Worksheet Teaching Resources for Youth Educators - A Source Book In this online handbook, a multitude of teaching materials such as games, activities, exercises, handouts, and worksheets have been collected to help young people build communication, relationship, conflict resolution, and public speaking skills. These resources were produced by Wisconsin 4-H Youth Development. Handbook Communication Skills This lesson plan from Advocates for Youth provides young people with an opportunity to explore the differences among passive, aggressive, and assertive communication as well as practice assertive communication skills.

Lesson Plan Problem-solving with Teenagers This six-step problem-solving process from the Raising Children Network offers tips on resolving conflicts between parents and their children. Web Page Out on a Limb: A Guide to Getting Along Developed by University of Illinois Extension, this interactive site teaches children conflict resolution skills. A teacher's guide is included. Website Helping Youth Build Relationship Skills This page from ACT for Youth lists program activities and curricula that emphasize building healthy relationship skills, and includes resources designed for young people.

Resources Intimate Partner Violence The Centers for Disease Control and Prevention provide a host of information on IPV on this website, including definitions, data sources, risk and protective factors, publications, hotline contact information, and prevention strategies. Website Preventing Intimate Partner Violence This fact sheet details what IPV is, why it is a public health concern, how it affects health, who is at risk, and how to prevent it.

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