Date of Award

8-1-2018

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Child, Family, and School Psychology

First Advisor

Gloria Miller, Ph.D.

Second Advisor

Cynthia Hazel

Third Advisor

Julie Laser

Fourth Advisor

Kathy Green

Keywords

Parent self-efficacy, Prevention, Restorative practices, Social validity

Abstract

Restorative Practices (RP), a science of proactively building trusting and mutual relationships, is an effective framework focused on three key features of positive student discipline: building behavioral competence, addressing negative behavior, and fostering school climate. While educators are trained to use RP preventatively and reactively, parents are often only given information to use RP reactively. Strategies for proactively inviting parents to learn about and utilize RP at home are necessary to foster homeschool consistency regarding preventative discipline strategies. For the present study, 11 parents volunteered to participate in a preliminary school-based parent training designed to elicit critical parent outcomes: knowledge of RP principles/strategies, parent selfefficacy to use RP, and social validity of RP as an approach to discipline. Hypotheses for increases in parent-reported child outcomes around relationship skills and decisionmaking skills for their children between the ages of eight to twelve-years-old were also made. Using a quasi-experimental design, pre-post intervention effects on a treatment group were compared to a nonequivalent control group. Results indicated the treatment group of parents acquired greater RP knowledge, they perceived greater self-efficacy to use RP, and they validated RP as a useful discipline approach they wanted to use after attending the RP parent training. They also reported greater parent-perceived child relationship skills and decision-making skills. Implications on school-based RP implementation, the use of RP as a primary prevention tool and strategies for fostering shared accountability for child outcomes using RP will be discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Christopher R. Hughes

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

230 p.

Discipline

Psychology, School counseling, Social sciences education

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