The effects of a school-based parental assistance plan on children's social sensitivity |
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| Affiliation: | 1. Center for Macroecology, Evolution and Climate, Natural History Museum of Denmark, University of Copenhagen, Universitetsparken 15, 2100 Copenhagen E, Denmark;2. Environmental Change Institute, School of Geography, University of Oxford, OX1 3QY, UK;3. United Nations Environment Programme World Conservation Monitoring Centre, 219 Huntingdon Road, Cambridge CB3 0DL, UK;4. Centre of Excellence for Environmental Decisions, The University of Queensland, Brisbane, QLD 4072, Australia;5. ARC Centre of Excellence for Coral Reef Studies, James Cook University, Townsville, QLD 4811, Australia;6. School of Geography, Planning and Environmental Management, University of Queensland, St Lucia, Brisbane, Australia;7. Protected Area Solutions, Brisbane, Australia;8. World Commission on Protected Areas, IUCN, 64 Juniper Road, Chelsea, QC J9B1T3, Canada |
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| Abstract: | Evidence from a previous study together with other studies of parental control styles suggest that helping parents teach their children might affect the role-taking skills or social sensitivity of their children. This study reported the results of a 30-week program during which parents from a Social Priority Area came into schools and were offered assistance in educating their children. Comparison of pre- and posttest scores on social sensitivity measures showed significant gains by these children as compared to a matched control group. This result suggested that if children's social sensitivity is related to parental control style then giving parents practical advice on their children's educational needs increases the likelihood of personal, as against positional, control style. Further work to directly test this hypothesis is suggested. |
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