Parents as Teachers and Guides of Their Children’s Social Skills

Authors

• Marita Neitola University of Turku, Finland

Keywords:

social-emotional competence, social skills, parental influence, peer relationships

Abstract

This study addressed the effects of parental support on children’s social competence and focussed on parents’ assessments of their children’s social skills. It analysed the methods parents use to teach these skills and their direct influence on social-emotional competence. The data for this study were collected from interviews with 55 parents living in Finland. Assessments of social skills and social skills teaching methods by parents of children with peer relationship issues were compared to those of parents of children with no such issues. The results showed differences in perceptions of children’s social abilities, as well as parental teaching and guidance methods, between parent groups. All parents indicated that their children’s prosocial and emotional skills should be developed more, but children with peer relationship issues also had wider social skill deficits. However, these children’s social skills were guided less by their caregivers than children without peer relationship issues. Also, the quality of parental patterns and childrearing practices in teaching social skills varied between the parent groups. Parents of children with peer issues used ineffective teaching methods. These findings highlight the need for carefully planned social skills interventions that involve parents.