Training: key lessons from research

Training can improve the knowledge and skills of mothers in virtually all areas of parenting although the extent of learning varies between individuals.

Periodic and ongoing long-term 'refresher' support is needed to maintain learned skills.

Success in training is related to prior parental competence – although competence itself does not bear any direct relationship to IQ which may be less important than interest in and involvement with the child and the parent's motivation to learn.

Training is less effective where parents are having to cope with external pressures in their lives (such as debt, homelessness, harassment, the protective agencies, opposition from their extended family) and are preoccupied with the crises of day-to-day survival.

Training is more effective where clearly specified, individualised goals are set and presented in small, discrete and concrete steps.

New learning is assisted by teaching in real life settings rather than in the classroom or clinic, and by the involvement and support of partners.

Training must be geared to parental learning characteristics.

A heavy initial investment in building trust and rapport will improve participation.

Trainers themselves need to be experienced in working with people who have learning difficulties.

A positive relationship between trainer and parent is one of the most valuable curriculum resources.

Training is motive when it is intensive, consistent and continuous rather than irregular, infrequent and provided by different agencies or staff.