Ninoslava Pecnik, Professor, Department of Social Work, Faculty of Law, University of Zagreb - Drivers of parenting support, policy and provision in Croatia, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014

1. Consultation on family and parenting
support, UNICEF OoR Innocenti Florence,
27.-28.5.2014.
Drivers of parenting support
policy and provision
in Croatia
Prof. N. Pećnik, University of Zagreb
ninoslava.pecnik@gmail.com

2. Why has there been an emerging interest in family
and parenting support (PS) and what are the
implications?
Presentation outline
 Overview of PS in Croatia
 Drivers of development of the PS
policy and provisions:
 a turn in the national family policy
 Council of Europe Rec (2006) on
policy to support positive
parenting
 UNICEF Office for Croatia
 Research on parenting and PS

3. Development of parenting support
policy and provision in Croatia
 25 years long tradition in child protection, through 80 centers for social
welfare
 The concept of ‘parenting support’ introduced in 2006 (paired with ‘family
support’)
 For their provision Ministry of Family, etc. (2003) establishes 19
multiprofessional family centers (2008-2011), universal and targeted PS
 The National Plan of Activities for the Rights of Child (2006–2012) had a
section on ‘supporting families in their educational function’ (diverse
activities, multisectorial providers) , alongside ‘protection of the abused &
neglected children’
 Under the new Ministry of Social Policy and Youth, family centers became
part of the centers for social welfare (Jan. 2014)
 Conference ‘Perspectives of PS programs’ by family centre for Istria (Dec.
2013)
 In 2014: the new family law uses the term ‘parenting support’

4. Contextual factors, professional and state
initiatives
contributing to emerging of the parenting
support field
 Gradual acknowledgement of demandingness of contemporary parental
role, concern for social conditions of parenting, growing commitment to
supporting families/parents – facilitated by formulation of the National
Family Policy (2003); research on (one-parent) families, activities of NGO
‘Parents in Action’,…
 Emphasis on the UN CRC implementation (violence, child participation)
 Recognition of social changes that have affected parent - child
relationships and understanding of the parental role (including the ban of
corporal punishment in1999); a crisis of (authoritarian) parenting
 Parenting practices became a subject of public policy - not just socially
unacceptable parenting (as prior to 2000), but also socially desirable
parenting
 PS increasingly seen as a solution to the lack of services for ‘families at
risk’ and poor effectivenes of child protection interventions in preventing
institutionalization

5. CoE Rec (2006)19 on policy to support positive
parenting & defining socialy desirable
parenting in Croatia
CoE: WP on parenting skills,
especially combating
violence…(2005)
 Parenting in the UN CRC
• Provide appropriate direction and
guidance (respecting the evolving
capacities and the views of the child,
violence-free);
• Provide for full and harmonious
development
 nurturing behaviour,
 structure and guidance,
 recognition,
 enabling empowerment
Cro: WP on defining responsible
parenting, early help to families at
risk…(2010)
 ‘parental behaviors based on the
best interest of the child, which
include nurturing, providing
structure and guidance,
recognition of the child as a person
and which enables empowerment
of the child.’
 ‘Responsible parent embraces
responsibility for the child's
wellbeing and development,
responsibility for the quality of
relationship with the child and
responsibility for own wellbeing
and development as a parent’.

6. CoE Rec(2006)19 on the policy to support positive
parenting &
setting standards for parenting support in
Croatia
 In Croatian (2008)
 Min. of Family
stimulated:
situation analysis
from service
providers’ view
new PS programs
 Supported
comprehensive
research on:
parental beliefs,
practices , needs
for and obstacles to
PS
Daly (2007)
New views of
parenting
and parenting support
• Key massages for
parents
• Guidelines for
professionals
Core principles of PS programs
facilitated the paradigm shift from the
deficit model towards the empowerment
model

7. Research with a nationally representative sample of 13-
year-olds (N=1074), their mothers (N=983) and fathers
(N=850)
(Pećnik & Tokić, 2011)
• 73,3% children report being hit by mothers and 66,2% by fathers
• For a correct upbringing, it is necessary to hit the child sometimes.
24.4
40.6
7.4
13.7
50
40
30
20
10
0
Fathers Mothers
needed PS
used PS
15% mothers agree, 19% undecided
• children’s views: Parenting schools should teach parents how to talk to
children
• Parental (unmet) needs for counseling on parenting
issues:

8. Contribution of the UNICEF Office for Croatia
to parenting support promotion, provision and
research
 Since 2006 continually engaged with positive parenting and parenting
support, in the context of the ECD programme
 facilitated PS-related development within the health, (preschool) education
and social sectors, as well as in the public opinion sphere
Research on
- General population beliefs about parenting of a young child (2006)
- Parental practices, attitudes and needs for support in 1400 parents of
infants,2007
Awareness-raising and fund-raising campaigns
 The first three are the most important! (2007)
 The first thee are even more important! (2009)
Provision of DVDs on ECD and PP, breast-feeding groups, ‘baby fitness’
groups, hotlines for parents of young children, ‘Read to me’community

9. The first three are the most important!
Campaign by UNICEF Croatia (2007)
SENTENC
ED FOR
LIFE?
N.N.(3)
lack of
self-estee
m
From a kiss the child
grows, from beatings
she becomes smaller.
And parents have a right
to help in child rearing.

10. Workshops with parents ‘Growing Up Together’
a nationally-recognized parenting support program
UNICEF Office for Croatia (2008-2010)
 Objective of program development:
To strengthen capacity of local community professionals for supporting
positive parenting of parents of young children (1-4 years)
 The program is respectful of the CoE Rec (2006)19 provisions on good
parenting and good PS
 developed in participation with 36 groups of parents and professionals
through 2 pilot projects
 11 weekly, 2 hours manualized workshops; follow-up in ‘Clubs of Parents’
 Groups consist of 8-12 parents,
Implemented in kindergartens and family centers throughout Croatia
(>300 groups of parents), Bosnia&Herzegovina (40 groups) and
Bulgaria (50 groups)

11. Workshops with parents ‘Growing Up Together’
Aim
 to support parents in understanding
and carrying out their parental
responsibilities in consistence with the
values of positive parenting in the best
interest of the child
Approach
 to facilitate the exchange of
information, skills and support that
parents have found useful for promoting
growth of competence, both of parents
and children.

12. 2010 2014
1. Parents of the 21st century
2. The four pillars of parenting
3. Child's psychological needs and
parental goals
4. All of our children and how we love
them
5. Listening - an important parenting skill
6. How does the child learn about the
world?
7. Boundaries: why and how?
8. Choosing and creating solutions
9. Parental responsibilities and more
questions
10. Being a parent: Influences and choices
11. The ending and a new beginning
 Additions: Conflicts of parents and
1. Every child is special, every
parent is special
2. Between expectations and
adjustment
3. The four pillars of parenting
4. Child's psychological needs…
5. All of our children and how we
love
6. Listening- an important
parenting…
7. How does the child learn …
8. Boundaries: why and how?
9. Parental responsibilities…
10. Being a parent: Influences and…
11. The ending and a new beginning
Growing Up Together
workshops with parents of young
children
Growing Up Together Plus
workshops with parents of young
CWDisabilities

13. Outcome evaluations of ‘Growing Up Together’
 Outcome evaluation within
development of ‘Growing up
together’ (Pecnik and Starc, 2010)
and ‘Growing up together Plus’
(Pecnik et al., 2014)
quasi-experimental design
 Ongoing evaluation (N>1800):
pre-post intervention quantitative and
qualitative data
After the program changes in:
• perceived parental competence,
• parental violent and supportive
behaviors
• beliefs respectful of child’s
needs/rights
Perceived gains from participation,
N=1273:
Feeling more confident as a parent
Insight into own strengths and
weakneses
Change in interactions with the child
Acquiring new useful knowledge
Better understanding of the child’s
perspective/needs/reasons of
behaviors
Support for being more sensitive and
responsive to childs needs and
rights
Support for taking care of own personal
needs

14. Outcome evaluations of ‘Growing Up Together
Plus’
 Outcome evaluation within
development of ‘Growing up
together’ (Pecnik and Starc,
2010) and ‘Growing up
together Plus’ (Pecnik et al.,
2014) Pre-post intervention
design, with comparison
groups
 Ongoing evaluation (N>1800):
pre-post intervention
quantitative and qualitative
data
After the program: higher
perceived competence,
lower violence,
beliefs more in tune with
Perceived gains (N=1273):
Feeling more confident as a parent
More insight into own strong and
weak sides in parenting
Change in interactions with the child
Acquiring new useful knowledge
Better understanding of the child’s
perspective/needs/reasons of
behaviors
Support for being more sensitive and
responsive to childs needs and
rights
Support for taking care of own
personal needs
Sharing experiences, dilemas and
problems, feeling that you are not
alone

15. HOW PARENTS AND COMMUNITIES CARE FOR THE
YOUNGEST CHILDREN IN CROATIA (UNICEF Office
for Croatia, 2013)
Parenting in the period from 0 to 6
- Parents’ experiences, attitudes, practices
- Personal wellbeing and experience of
parental role
- Resources for parenting
- Acessibility and use of PS services and other
community resources for young children and
their parents
Integrates different systems (health, education,
welfare)
Quota samples: 6 months, 1, 3 and 6 years
(preschool) (representative of child’s gender,
parents’ education, community size, region) total
N=1621 (22% fathers) + boost 98 parents of children
with disability (n=203)
+ perspectives of low SES parents, parents of
CWD
Parenting support services
=interventions for parents
aimed at promoting the
child's welfare and
development by
influencing parents'
understanding and
fulfilment of their parental
responsibilities. Address
knowledge, skills and
values.

16. Selection of findings:
Parent-child interaction
 Breast-feeding drops sharply at 2-4
months
 Less breastfeeding by young, low
SES mothers, by parents of CWD
 Developmentaly stimulating
parents’ behaviors (playing,
reading, singing, problem-solving)
reported for last 7 days by
majority, except 10%
 less frequent among low SES
parents, rural communities
Corporal
punishment/violence
 5 % parents of 6-month-olds
 15 % parents of 1-year-olds
 35 % parents of 3-year-olds
(3% every day)
 20% parents of 6-year-olds
reported hitting that child
in the last 7 days
 Among 1- and 6-year-olds,
more frequent hitting among
low SES parents, rural
communities
What is the best way to stop CP?
66% Parents should be helped with their problems so they do not take out
their dissatisfaction or exhaustion on their children.
50% Parents should be advised how to bring up children without beatings.
20% Parents need help in cutting down alcohol consumption and with
psychological difficulties.

17. Coping with parental role, balancing parenting
responsibilities with paid work, gender division of
household labour
 More stressed parents engaged in less supportive
/stimulating and in more violent interactions with the child
 low SES parents and parents of CWD more stressed, poorer health,
express more difficulties in coping with demands of parenting
 1/3 employed fathers reported that their job responsibilities often or
always prevent fulfilling their parental role
 This conflict is more often experienced by parents of low SES
 2/3 of the mothers perceive themselves as taking up all or most of
the activities related to child care/activities with children.
 3/4 of mothers consider they do all or most of household labour
 These differences more pronounced for low SES mothers. They
also receive less unpaid or paid support for household or parenting
from outside family
 Mothers experience more parental stress, fathers experience less
parental competence

18. Needed, used and desirable professionals’ support
around parenting issues
64%
38%
23%
78%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
thought they need
professional's
advice in
parenting
often and
sometimes
thought they need
professional's
advice in p.
personally
consulted with
professional on
parenting issues
would use
professional's
help if available
≠ low SES parents, in rural areas less frequently felt they needed professionals
advice in parenting, read less on parenting, expressed less interest in
contacting a professional

19. Resources for parenting: 3. INFORMATIONS FOR PARENTS
What would help you most in your everyday care for the child?
33%
30%
28%
24%
23%
16%
15%
11%
More available information on legal rights of parents
and children
More available information on existing services for
parents
More available texts from parenting professionals
More TV and/or radio programs on parenting
Free of charge and more frequent workshops,
‘parenting schools’
Hotline for parenting questions
More accessibly written texts of parenting
professionals
Free DVD-s with professionals’ advice

20. Which parenting-ralated information do parents need?
58%
34%
26%
21%
20%
20%
17%
16%
16%
15%
13%
13%
12%
11%
7%
How to support positive development of my child
Health
What to expect as normal child’s behavior at certain age
How to solve problems in child’s behavior
Feeding of children
How do children learn
‘PRO’ et ‘CONTRA’ for various parenting/educational practices
How to play or speak with the child
Problems between siblings, fighting, jelousy
How to help a child to become ‘school-ready’
Toilet training
Adjustment to kindergarten
How to balance parental and marital/parter relationships
Problems of child’s sleeping or crying
Postpartal depression
How to share child care with the other parent

21. Attitudes towards seeking professionals’ support around
parenting issues – a barrier to help-seeking?
• 85% parents think that seeking professional help is a sign of parental
responsibility
• 66% parents think that professionals are needed by problematic
families, while an average parent deals with parenting difficulties by
himself.
Beliefs about desirable and undesirable outcomes of help-seeking
and prejudices towards professionals
 predict intention to seek help
 reflect past experience with receiving help with parenting issues
≠ Low SES parents, in rural areas, have less positive attitudes to
seeking PS

22. Which parenting support services were used?
(N=1621)
%
Courses for pregnant women /future parents 20%
Individual counseling with a paediatrician even when the child is not
11%
sick
Developmental gymnastics for babies (e.g.‘baby fitness’, baby
massage)
5%
Joint programs (workshops etc.) for parents and children 5%
Breastfeednig support groups 4%
Individual counseling with a psychologist or pedagogue (e.g. in
4%
kindergarten)
Drop-in parents’ groups 2%
UNICEF ‘Growing up together’ workshops with parents of young
children
1%
Other group-based programs for parents (‘parenting schools’, lectures
etc.)
1%
Support groups for parents of children with disabilities 1%
Hotline counseling 0%

23. Research implications on
PS policy, provision and further research
 Identified inequalities in children’s access to supportive,
stimulating and nonviolent parenting and in their parent’s
access to PS and other community resources for positive
parenting
 Stimulated discussion about the position of PS on local and national level,
contributed to building intersectorial cooperation
 Mobilized support for changes of PS-related paradigms:
 towards the ‘dual focus’ on the child’s AND the parent’s wellbeing
 towards viewing PS as a tool in realizing UNCRC, enhancing community
development but also as investment in human capital development
 New activities to build local partnerships for improving universal and
targeted PS
 Multivariate analyses of collected data underway to understand

24. References
 Daly, M. (Ed.) (2007) Parenting in contemporary Europe: A positive
approach Strasbourg: Council of Europe Publ.
 Pećnik, N.( Ed.)(2013) . How Do Parents and Communities Care About
Young Children In Croatia (in Croatian) Zagreb: UNICEF Office for Croatia
(www.unicef.hr)
 Pećnik, N. & Starc, B. (2010) Parenting in the Best Interest of the Child and
Supporting Parents of Young Children (in Croatian) Zagreb: UNICEF Office
for Croatia (www.unicef.hr)
 Pećnik, N. i Tokić, A. (2011) Parents And Children At The Doorstep Of
Adolescence: Views From Three Angles, Challenges And Support (in
Croatian). Zagreb: MOBMS.
http://bib.irb.hr/datoteka/513138.Penik_Toki_2011_RODITELJI_I_DJECA_
NA_PRAGU_ADOLESCENCIJE.pdf
 Pećnik, N. & Starc, B. (2010) ‘Growing Up Together’ Workshops with
parents of young children: Manual( in Croatian) Zagreb: UNICEF Office for
Croatia.
 Pećnik, N., Starc, B., Ljubešić, M., Jejić, M., Probela-Hodap, S. i Grubić,
M. (2014) ‘Growing Up Together Plus’ : Manual. Zagreb: UNICEF Office