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In the News

The Parent Practice is regularly invited to give parenting tips and guidance to the press and television about many aspects of parenting in today's world. The Parent Practice specialises in those everyday parenting issues which every family faces and has come up with tried and tested strategies for dealing with them. The Parent Practice is a leading voice on parenting matters in the UK and beyond.


For all press enquiries, please contact Elaine Halligan on 0208 673 3444 or email The Parent Practice.

Here are a wide range of press articles and TV appearance to which we have contributed over the last few years.

Getting into Independent Secondary Schools and Improving Study Skills.

By Melissa Hood, Familes SW Oct 2004

Choosing a secondary school for your child is especially difficult since the entry is almost invariably selective and sometimes very oversubscribed.


Parents will look at many factors in determining whether a particular school is right for their child including how academic the school is and whether or not their child will be able to manage what’s expected of the pupils. There is little point in cramming for entrance exams if the child is then going to be struggling to keep up once in the school.

Assuming the ‘fit’ of the child with the school is right how can parents prepare their kids for entrance exams without adding to the pressure the process inevitably carries?
Parents can be helping their children get into good study habits long before the exams are imminent and they can also help build up their children’s confidence which is just as important to success in exams.

Getting children into good study habits

What doesn’t work is to lecture, nag or criticise children about doing their homework or revision. This is a trap that is very easy to fall into as parents are usually anxious about their children doing well. To help children do their homework or revision follow these steps:

  • Children don’t want to do homework because: they’d rather be doing something else that’s more fun, the work is difficult for them or unchallenging, they are not interested in the subject or can’t see the point of it, they are tired or hungry or they are distracted. Listen to your children’s feelings and empathise. A child who feels understood is less resistant.
  • Have a set time and place to do homework. Make sure that snacks, drinks and some energetic activity has taken place beforehand. Agree break times before work commences. Screens (TV, video, playstation, gameboys etc) should wait until after homework as they reduce brain activity. You will need to make sure this is a clear rule with a consequence.
  • Make sure the work place is uncluttered and as distraction-free as possible.
  • ‘Worst first’. While energy levels are higher tackle the more difficult subject.
  • Have your child talk through what he has to do in detail before he even picks up a pen. That way he is more likely to get it right when he starts. If you feel he hasn’t understood something ask him questions to clarify it so that he is using his own brain rather than you supplying the answers. If he seems to be stuck break it down into small steps. Praise him for his attitude to his work, for not complaining and for taking guesses.
  • Let him work independently but be around to begin with to praise him (make the intervals of unsupervised work longer over time). Praise for getting on with it, for not making a fuss, for not fiddling with things (if these are things your child sometimes does), for concentrating.
  • When he’s finished a task praise him descriptively and specifically for whatever he has done right or whatever is an improvement. “You’ve written a whole page.” “There are eight sentences here and seven of them have capital letters.” You need to notice content and structure as well as presentation and ask him questions about his work to show your interest. Praise his answers. “Wow, you really know a lot about how the heart works.”
  • Get him to make some improvements to his work or correct his mistakes. He will be more willing to make improvements if he has had a lot of praise first. Let him know that everyone can and needs to improve all the time.
  • Much revision involves remembering facts as well as how to apply them. Some rote learning is inevitable. Mind maps, index cards, fun tables or language tapes can all help but you will still need to lavish the praise on if your child is to be motivated.

Some revision can be incorporated into everyday life. When you read to your child at bedtime ask them comprehension and vocabulary questions about the story. Get him to practice mental arithmetic when out shopping or cooking. Talk about the things he’s learning about so he can see you are interested – it will encourage his interest.

Contact The ParentPractice, UK based providers of positive parenting courses to improve your parenting skills.

Happy Families

By a Mother at Honeywell School, Sting Magazine, July 2004.

Last spring Honeywell Infants school hosted two parenting workshops. They were organised by Jane Neal and run by The Parent Practice. We thought it would be interesting to hear from a family who has attended not only the workshops but also the parenting classes.

Mothers view:
To say it was illuminating was an understatement. I didn’t know what to expect when I arrived at the infants hall. There were about 60 or 70- parents already there, no doubt as curious as me. Using a mixture of lecture-style teaching and interactive discussion Camilla McGill and Melissa Hood explained their approach to parenting and how easy it is to unintentionally make life harder for oneself as a parent. They described the sort of relationships within the family that I wanted but felt only existed some of the time.

But surely, I hear you say incredulously, you don’t learn how to parent – it’s something you know how to do instinctively. Most of what they raised is not rocket science or revelatory, but common sense and practical. I was so taken by the prospect of turning my relationships with my children around that I virtually signed up for a course of evening classes there and then.

Some weeks later my husband and I attended our first class. The classes varied – not all other parents were present at the same sessions and everyone has different issues that they were facing. They were challenging – changing one’s behaviours is never easy – but also immensely supportive and instructive. Whilst before I felt my relationships with my children were becoming increasingly negative and more about discipline (which was becoming less and less effective), both my husband and I now feel we are on a positive, upward spiral. Each week we were given a particular task, specific to each family – which we then were asked to report back on. This had the effect of making us take time to apply what we had discussed before we forgot it. I can’t deny it was hard work!

We still have friction points, and no doubt will continue to face new issues. We sometimes slip back into old ways but now have much more open, positive relationships with all our children. We both feel much more confident in our ability to deal with the challenges that face us as parents.

Child’s view: At first it was awful. There was too much change. I found it really difficult. Things were worse and I was battling against myself. After a few months things settled down and I found myself much closer to, and having less arguments with, my parents. They still have their moments, but generally we get on fine. Though I feel it is not all due to the parenting classes, as I have grown older and more mature.

Contact The ParentPractice, UK based providers of positive parenting courses to improve your parenting skills.

 
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