Parenting Mistakes 8 (2)

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AN INDEPENDENT VOICE FOR NURSING

Positive Parenting
Andrea Seay, RN, MS, PPCNP-BC, Wyona M. Freysteinson, PhD, MN, and Judith McFarlane, RN, DrPH, FAAN
Andrea Seay, RN, MS, PPCNP-BC, is Professor of Nursing, Lone Star College CyFair, Cypress, TX; Wyona M.
Freysteinson, PhD, MN, is Assistant Professor, Texas Woman’s University, Houston, TX; and Judith McFarlane, RN, DrPH,
FAAN, is Parry Chair in Health Promotion & Disease Prevention, PI—Mother Child Study To Inform Practice & Policy,
Texas Woman’s University, Houston, TX, and Visiting Professor, Aga Khan University, Karachi, Pakistan.
Keywords
Child abuse, child health
promotion, child rearing, concept
analysis, parent–child relationship,
positive parenting
Correspondence
Andrea Seay, RN, MS, PPCNP-BC,
Lone Star College CyFair, Cypress,
TX
E-mail: anbishop@twu.edu;
abpnp@yahoo.com


AIM. While parenting has been researched and explored in both the

professional and public realms, elements of the current key constructs
involving the positive parenting of a child are still missing. The aim of
this article is to define the concept of positive or “good” parenting to
further extend research toward child health promotion knowledge across
disciplines.
METHODS. The Walker and Avant’s concept analysis method was
applied to this analysis.
SOURCES. Published literature and Google search on the worldwide
web.
CONCLUSION. This analysis provides a definition of positive parenting.
The key constructs found within this definition build a foundation for
further research to develop measurable outcomes for positive parenting
skills. These variables can also assist with research aims geared toward
interventions to promote positive parenting.

Introduction
Positive parenting is a concept that may have farreaching implications and should be adequately

defined. Finding the key attributes of positive parenting may also hold the key to the possible prevention of
child abuse. Child abuse is an unresolved problem and
has serious consequences that range from an increased
risk of behavioral problems, such as young criminal
behavior (Prather & Golden, 2009), to the physical
injuries and possible death of a child (Damashek,
Nelson, & Bonner, 2013). While the numbers of children who were reported as victims of child abuse and
neglect have declined from 716,000 in 2008 to
686,000 in 2012, child abuse and neglect continues to
be a prevalent problem. In 2012, a nationally reported
estimate showed 1,640 children died from abuse and
neglect (U.S. Department of Health and Human
Services, Administration for Children and Families,
Children’s Bureau, 2012). Child abuse results in an
aftermath of problems, including injuries, death,
and/or long-term emotional and health difficulties

for adult survivors (Corso, 2012; Dalton, Greenman,
Classen, & Johnson, 2013; Damashek, Nelson, &
Bonner, 2013; Prather & Golden, 2009; U.S.

Department of Health and Human Services,
Administration for Children and Families, Children’s
Bureau, 2012; Widom, Czaja, Bentley, & Johnson,
2012). At an estimated consistent rate of approximately 81% in 2009, 2010, 2011, and 2012, parents
are the reported perpetrator of this type of abuse each
year (U.S. Department of Health and Human Services,
Administration for Children and Families, Children’s
Bureau, 2012). U.S. statistics are utilized to illustrate
the prevalent problem of child abuse and neglect. Supporting literature is included from both an international and interprofessional perspective to comprise a
more universal definition of positive parenting for child
abuse prevention and for family health promotion
research.
A major tenet of nursing is on the health promotion
and well-being of all persons. Nursing, as a profession,
should aim to protect particularly at-risk populations,
and few populations are as vulnerable as children.
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A “vulnerable child” is one who is dependent on
another individual for basic needs and safety, as well
as powerless over the condition of his or her environment or circumstances (ACTION for Child Protection,
Inc, 2003). Nurses have the ability to intervene and
make a difference in the health and well-being of
children by aiding parents with the appropriate skills
and education to effectively parent their children. The
most effective way to protect a child’s safety is to
prevent abuse. The most common consequence of
child abuse is often the resulting unhealthy adult,
assuming that the child survives the abuse (Corso,
2012; Dalton et al., 2013; Prather & Golden, 2009;
U.S. Department of Health and Human Services,
Health Resources and Services Administration, Maternal and Child Health Bureau, 2011; Widom et al.,
2012). Widom et al. (2012) conducted a prospective
investigation of the physical health outcomes of

abused and neglected children in a 30-year follow-up
study. These researchers found that children who had
suffered from sexual abuse had an increased risk of
hepatitis C and oral health problems. Childhood
neglect predicted increased hemoglobin A1C, oral
health, and vision problems in adulthood. Adult survivors of any type of child abuse were also at risk for
unhealthy behaviors (such as smoking), mental health
problems, lung disease, and malnutrition. Dalton et al.
(2013) depicted the relationship and intimacy difficulties for the adult survivor of abuse. According to Corso
(2012), our nation will suffer if a large number of
abused children become unhealthy and potentially
nonproductive adults who suffer from the physical,
psychological, and/or sociological effects of abuse.
Therefore, the prevention of child abuse should be a
priority.
Negative or bad parenting is a primary cause of child
abuse. To clarify, parenting is difficult. It is not an easy
task. Parenting does not come with instructions.
Awareness and teaching of positive or good parenting
can be achieved. Equipping parents with the necessary

tools to engage in positive parenting as needed is a
necessity to possibly prevent child abuse and its devastating effects. Some of the elements within the
concept of positive parenting exist currently in parenting programs from Child Health Partnerships
(Jayaratne, Kelaher, & Dunt, 2010), home visitation
programs, and social service programs (Kendrick et al.,
2000). However, a review of the literature did not
reveal the existence of an instrument specifically
designed for the measurement of positive parenting
skills. The aim of this article is to create an applicable
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definition of positive parenting in order to depict key
constructs for the effective measurement of positive
parenting outcomes, and to give a foundation for the
development of future positive parenting programs to
prevent child abuse.
Review of the Literature
The concept of positive parenting was explored

through the relevant disciplines of education, nursing,
sociology, psychology, and child health and development. Literature was reviewed in the databases of
PubMed, PubMed MeSH, ERIC, Cumulative Index to
Nursing and Allied Health Literature, SocINDEX, and
EBSCO Host databases. Keywords used were positive
parenting, parenting, tools, instruments, and education.
There were 120 articles analyzed. Eighteen articles
were included in the concept analysis. The inclusion
criteria were the articles that included information
pertaining to the measurement and/or definition of
the key construct(s) of parenting or positive parenting.
Articles that discussed child abuse prevention measurements, parenting styles, and/or parental risk
factors were excluded. As these 18 articles did not
contain concrete definitions of parenting, a Google
search was also conducted by placing positive parenting
and definition in the Boolean terms. This search rendered 1,350,000 results. Five applicable definitions
were revealed and included from reputable and credible sources. The inclusion of these definitions was
limited to the first five pages of sources from the
Google search in order to avoid redundancy.
Quantitative Research

Six of the articles from the literature review were
quantitative research studies that evaluated how parenting skills and/or the ability to form a bond with
the child affected the parent–child relationship. Berry,
Cash, and Mathiesen (2003) explained the values of
the Strengths and Stressor Tracking Device assessment tool through a literature review. These
researchers conducted a study on 53 families within
the Child Welfare System and tested how well the
tool assessed caregiver skills and child well-being. In
another study, Gavin et al. (2002) evaluated the
involvement of 109 young disadvantaged fathers in
the care of their children. Their findings suggested
that paternal involvement was directly related to
the father’s romantic relationship with the child’s

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mother. If the father was not romantically involved
with the mother of the child, then the father did not
bond with his child. The father did not display caring
behaviors or form an attachment. Therefore, future
research needs to focus on improved paternal

bonding with children whose parents are not
involved in a romantic relationship.
This relationship between parent and child was
further explored with the remaining four quantitative
articles discussed. These articles explored the effect of
the relationship and communication of the parents on
the health and well-being of their children. Marshall,
Golley, and Hendrie (2011) utilized existing parenting
tools to assess the relationship between parenting and
child dietary intake. In a study of 93 children aged
4–13 years with their parent/caregiver, the findings
supported the inclusion of strategies focused on the
ability of parents/caregivers to change a child’s or
children’s dietary intake. LeCuyer-Maus (2000) conducted a study on 60 mothers of healthy 12-monthold infants. Longitudinal data were collected when the
infants were 12 months, 24 months, and 36 months of
age. The findings suggested that a positive relationship
between maternal sensitivity and responsiveness is
linked with a teaching-based versus power-based limit
setting. McKee et al. (2007) also examined the effect
of a positive relationship on discipline/limit setting.

The study evaluated 2,582 parents and their fifth- and
sixth-grade children. The findings supported the value
of parental warmth to lessen the severity of harsh
discipline on the child or children. Last, a study on
communication styles and the relationship quality of
Latino (n = 90) and European (n = 20) mothers and
their teenage children suggested that positive maternal responsiveness was related to higher relationship
qualities between the dyads. Findings support further
research “for a broader definition of positive parenting” (Nadeem, Romo, Sigman, Lefkowitz, & Au, 2007,
p. 154).

Qualitative Research
Qualitative articles were also reviewed to further
explore the key attributes needed for the concept of
positive parenting. Each article included information
on the reasons why a person makes a choice to be a
parent. Coulson, Oades, and Stoyles (2012) explored
the concept of a calling to a parent, and explored the
cultural, religious, and freewill standpoint of this
calling through 11 qualitative interviews with mothers


Positive Parenting
and fathers. The research supported how a calling to a
parent was associated with positive outcomes in parenting. The authors suggested future research should
strive to enhance this concept in parents through
interventions. In Inanda, South Africa, Meyiwa
(2011) used a qualitative secondary analysis approach
to evaluate how a person does not have to be a child’s
biological parent in order to effectively parent the
child. Participants of the study parented orphan children who were infected with human immunodeficiency virus (HIV) or acquired immunodeficiency
syndrome (AIDS), and/or had a deceased parent due
to HIV or AIDS. Findings showed that a strong sense of
commitment to the well-being of the child correlated
with participants’ ability to parent and to cope in parenting. Davis-Sowers (2012) conducted a qualitative
analysis of children being raised by an African American aunt rather than by their biological parent(s). The
total comprised 35 participants. Findings revealed
several themes of deciding to parent: “perceptions of a
crisis, fulfillment of family obligations, personal identities, faith in God, gendered expectations, and the
role of the Black aunt” (p. 231). All of the qualitative
articles focused on how the strength of a parenting
relationship from a nonbiological mother or father
was correlated with a sense of commitment and/or a
sense of a calling to parent the child.
Literature Review
In order to encompass a wider realm of information
within this concept analysis, five literature review
articles that defined the different aspects of parenting
were obtained. Bentley, Wasser, and Creed-Kanashiro
(2011) focused their literature review on parenting
skills related to feeding the child via an analysis on
responsive feeding and child nutrition in low- and
middle-income countries. The researchers discovered a
common thread throughout their review of how positive responses from a parent during feeding of the child
improved dietary intake. Walker and Kirby (2010) also
focused their attention on a positive relationship
between raising a child and early parenting practices in
a literature review. The findings revealed that more
evidence and research are required to establish a definitive link between early parenting practices and their
effect on child outcomes. Duncan, Coatsworth, and
Greenberg (2009) focused on all parent–child interactions in their literature review of a holistic view of
parenting and developed a model of mindful parenting.
The mindful parenting model included support of a
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quality parent–child relationship in every interaction
and communication between the parent and the child,
especially in adolescents.
Leon’s (2002) literature review also focused on
the positive parent–child relationship. However, his
focus was on the relationship between a parent and
an adopted child. The review concluded that the
strength of a parenting relationship is not determined by a biological relationship. Jones, Zalot,
Foster, Sterrett, and Chester (2007) added a further
foundation to this premise with their literature
review on the co-parenting relationships of single
African American mothers. These findings suggested
that children and mothers experience increased
favorable outcomes when they are able to co-parent
with another adult (i.e., grandmother, father of the
child, aunt, etc.).

Methods
Walker and Avant’s (2010) method of analyzing
concepts was applied to this concept analysis. The
necessity of the concept of positive parenting was
identified by the scarcity of literature containing an
applicable definition of the concept and through the
undeniable evidence of child abuse in our society.
The prevention of child abuse and the health promotion of families can be achieved through positive parenting education programs and/or a developed tool
to measure the positive parenting skills obtained
through this analysis. Through Walker and Avant’s
applicable methodology, defining attributes, a model
case, a borderline case, a related case, a contrary case,
an invented case, an illegitimate case, antecedents
along with consequences, and empirical referents
were utilized to create a new definition of positive
parenting.

Call to Action
Last, three papers selected for this analysis were
calls to action due to the detrimental effects of negative parenting, and targeted suggested methods for
strengthening parenting skills for positive child outcomes. These calls to action were not limited to the
United States, but also occurred in Russia and the
United Kingdom. In the United Kingdom, Gambles
(2010) explored the meaning of parenting with the
popular show Supernanny and the “Raymond Williams’ (1961, 1977) structure of feeling approach” (p.
698). He analyzed New Labour policy documents
related to parenting, an interactive parenting Web site,
the show Supernanny, and 23 interviews of first-time
parents. Gambles’ analysis revealed that parenting
skills are necessary for effective nurturing to occur and
for the positive development of children. Kuchmaeva,
Maryganova, and Petriakova (2009) evaluated the
social policy on child rearing in Russia to monitor the
“family’s upbringing potential.” Their evaluation
revealed that the basis for the implementation of a
family social policy is the health and well-being of the
child and the outcome of a healthy adult. Schor
(2003) reported on a task force for the family in a
journal from the American Academy of Pediatrics. He
called to action pediatricians, as they are the parent’s
first call for help when there is a need or difficulty with
parenting a child. Schor concluded that a child’s physical health, emotional health, and cognitive functions
are all related to the family’s health and ability to
function successfully.
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Definition
An initial step in the evaluation of the concept of
positive parenting was a review of the definition.
Invest in Kids, a national organization in Canada,
found that 30% of all children had social, emotional,
or intellectual problems as a result of a lack of positive
parenting. Kulkarni (2010), as a part of Invest in Kids,
defined positive parenting through five defining principles: loving through warmth and nurturing, understanding of a child’s temperament with flexibility of the
child, reasonable with clear limits and discipline, protective by providing a safe environment, a teacher through
providing learning opportunities, and a model through
demonstrating appropriate behavior and knowing
himself/herself. The Centers for Disease Control and
Prevention (2014) does not specifically define positive
parenting. However, the agency does offer “positive
parenting tip” handouts for each specific age group
that incorporate anticipatory guidance for safety, education, development, and the establishment of a caring
and understanding relationship with one’s child. Positive parenting was defined in Europe as:
an approach to child-raising that fosters a relationship between parents and children based on
mutual respect, the facilitation of the child’s full
development potential and on the ability to negotiate diverging interests in a non-violent and constructive way. An emphasis on praising good

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Positive Parenting

behaviour, setting clear rules, taking time to listen,
working as a team, and of course, using positive
disciplining instead of physical punishment.
(Daphne, 2009)
Positive parenting definitions from national organizations included key concepts such as teaching, understanding, leading, listening, providing safety, and
giving clear and consistent discipline while respecting the child (Centers for Disease Control and
Prevention, 2014; Daphne, 2009; Kulkarni, 2010).
Through the incorporation of the above definitions
with a review of the literature, Walker and Avant’s
(2010) process for concept analysis to develop a more
applicable definition was applied to the concept of
positive parenting.

Defining Attributes
To contribute to the defining attributes of this
concept, it is important to note the interchangeable
terms of parenting, caretaking, mothering, and upbringing
found in the literature review. Another important
consideration is that many persons identified as
parents of the child were nontraditional parents. The
traditional two-parent household consisting of a biological mother and father was not always the norm.
The literature suggested that adoptive parents
(Meyiwa, 2011), aunts (Davis-Sowers, 2012), other
extended family members (Jones et al., 2007), gay/
lesbian couples, or stepparents may also be good
parents (Schor, 2003).
Numerous terms are applicable to the concept of
parenting, and many variations of who may be a
parent exist. In order for any parent to engage in
positive parenting, the parent must display an interest
in the child and must maintain a continual relationship with the child. This relationship is one of the
defining attributes of parenting. Leon (2002) stated
that the parenting relationship with the child is “ultimately arbitrated by the child’s attachments rather
than the priori pre-eminence of biological parenthood” (p. 659). A parent who is unable to have this
relationship is at risk for negative parenting, which
may lead to child abuse. As a preventive measure, the
health promotion of positive parenting should be
addressed. The defining attributes of positive parenting, as determined from the literature, are that the
parent must have a relationship with a child that
embodies the following characteristics:

Caring
Care for the child in a responsive relationship symbolizing attachment (Bentley et al., 2011; Gavin et al.,
2002), love (Davis-Sowers, 2012; Jones et al., 2007;
Kuchmaeva et al., 2009), compassion (Duncan et al.,
2009), warmth (Kulkarni, 2010; McKee et al., 2007;
Schor, 2003), and affection (LeCuyer-Maus, 2000).
Leading
Lead the child by setting developmentally appropriate boundaries or limits with discipline (Berry et al.,
2003; Davis-Sowers, 2012; McKee et al., 2007; Schor,
2003). This was also labeled in the literature as shaping,
modeling (Marshall et al., 2011), and regulating a
child’s behavior (Duncan et al., 2009; Kulkarni, 2010).
Providing
Provide by giving the child adequate food (Marshall
et al., 2011; Walker & Kirby, 2010), shelter
(Kuchmaeva et al., 2009), hygiene, medical care, and
financial support (Gavin et al., 2002; Meyiwa, 2011)
within a safe environment (Berry et al., 2003; Schor,
2003).
Teaching
Teach by providing developmentally appropriate
activities and play (LeCuyer-Maus, 2000) for cognitive
stimulation (Gavin et al., 2002), appropriate expectations for learning activities (Kulkarni, 2010), socialization with friends (Kuchmaeva et al., 2009; Schor,
2003; Walker & Kirby, 2010), and the child’s attendance at school (Jones et al., 2007).
Communicating
Communicate with the child through verbalization
(Gavin et al., 2002), active listening (Duncan et al.,
2009; Kulkarni, 2010), and respect (Nadeem et al.,
2007; Schor, 2003).
Model Case
The model case has all of the attributes found in the
concept (Walker & Avant, 2010). The following is a
model case for positive parenting:
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Lisa has a continual relationship with her 5-yearold daughter, Mikayla. Her caring is evident when she
embraces Mikayla before leaving her each day at
school. She provides for Mikayla by ensuring she has
sufficient food, a safe environment, is well groomed
and neatly dressed, and has appropriate medical care.
Lisa also leads Mikayla by acting as a role model for
her daughter by modeling appropriate behavior. This
is further accomplished as she provides Mikayla with
a consistent set of boundaries and with developmentally appropriate consequences when necessary. She
teaches Mikayla by reading developmentally appropriate books, providing her socialization through her
peers, and being actively involved in her learning
activities. Lisa also communicates with her daughter
in a responsive manner through both nonverbal and
verbal communication, allowing Mikayla to feel listened to and respected as a child. The model case
includes all of the defining attributes of parenting:
having a relationship with the child that includes
caring, leading, teaching, communicating, and providing for the child.
Borderline Case
A borderline case, on the other hand, contains many
but not all of the attributes of the concept of study
(Walker & Avant, 2010). The following is an example:
Lisa displays a loving relationship with her 5-yearold daughter, Mikayla. She cares for her through her
loving attachment, as seen by her gentle embrace each
day prior to dropping Mikayla off at school. Lisa provides learning opportunities through school and
socialization activities with Mikayla’s friends. Lisa
allows Mikayla to do whatever she pleases because she
loves her so much. This includes playing in the street
unsupervised, hitting her friends when she is angry,
and eating whatever she wants. Lisa communicates
with Mikayla in a loving manner, and provides food
and shelter, and ensures Mikayla is always well
groomed and neatly dressed. This meets the attributes
of a loving relationship that embodies caring, communicating, and providing. However, the breakdown in
the borderline case occurs as Lisa fails to lead her child
by appropriate discipline with boundaries and by
failing to provide a safe environment.
Related Case
A related case is similar to the concept. However, it
lacks many of the defining attributes (Walker & Avant,
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2010). Parenting and caretaking are two related concepts that are similar, but differ. Caretaking may
involve the care of any individual, regardless of age or
relationship. It also does not involve the same defining
attributes as parenting. The following is an example of
this related concept:
Susie cares for her elderly mother, Dawn. She loves
her mother, which is why she provides food, shelter,
medical care, and a safe living environment. Susie
communicates with her mother in a loving manner
both verbally and nonverbally. When her mother feels
the need to talk, Susie listens to her patiently and
without judgment. While caretaking is a similar concept to parenting, it is different in that it does not
involve the care of a child with the additional attributes of leading and teaching.
Contrary Case
A contrary case is a very clear example of what the
model case is not (Walker & Avant, 2010). An example
of a contrary case is an actual case found utilizing a
Google search with child neglect as the search term. The
contrary case is based upon the story of a young girl
named Danielle in the Tampa Bay Times (DeGregory,
2008):
She lay on a torn, moldy, mattress on the floor. She
was curled on her side, long legs tucked into her
emaciated chest. Her ribs and collarbone jutted out;
one skinny arm was slung over her face; her black
hair was matted, crawling with lice. Insect bites,
rashes and sores pocked her skin. Though she
looked old enough to be in school, she was naked –
except for a swollen diaper. The mother’s statement
was: “I’m doing the best I can.”
This is clearly not a case of positive parenting. The
parent did not have a relationship with the child that
included any degree of caring, teaching, communicating, providing for, and leading the child.
Invented Case
An invented case consists of taking the case out of
its ordinary context into an invented one (Walker &
Avant, 2010). The following is an example of an
invented case of positive parenting:
Robots are good parents. They do an adequate job
of caring for your child by providing food and teaching

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through various learning activities. Robots can also
communicate with your child verbally and nonverbally. Although robots cannot actually listen, your
child will not know the difference. Your child will also
have a real relationship with your robot. This is the
solution to “actual” parenting. Robots can be a timesaver so you can do all the things you had sacrificed
prior to this innovative invention. This case represents
positive parenting; however, it is not with a parent.
Therefore, it is an invented case.

Illegitimate Case
In an illegitimate case, the concept is used incorrectly and its meaning is distorted (Walker & Avant,
2010). For example, Dan loved his 4-year-old daughter, Elizabeth. However, he did not always agree with
how her mother parented her. Dan felt her mother
was not a good leader and did not discipline her
enough. As Elizabeth approached her dad, she held
her head down, wringing her hands, as she whispered, “Hi, daddy.” He told her mother, “See, she
respects me. That’s called parenting.” Dan felt he
exhibited good or adequate parenting by being a
harsh disciplinarian. However, this is not what positive parenting entails. It encompasses a loving relationship between the parent and the child. This
relationship is one where the child feels cared for by
her father, while he shapes her behavior with positive
reinforcement and modeling ideal behaviors. On the
contrary, harsh discipline does the opposite and
creates fear through negative reinforcement. This is
an example of positive parenting used out of context
and is an illegitimate case.

Antecedents and Consequences
The antecedents of a case must be present in order
for the concept to occur (Walker & Avant, 2010). The
antecedent of positive parenting is a relationship
between two or more people where at least one
person is in the role of a parent and at least one
individual is in the role of a child, regardless of age.
According to Walker and Avant (2010), a consequence is an event or incident occurring as a direct
result of the concept. Dumas, Lawford, Tieu, and
Pratt (2009) indicated that a consequence of positive
parenting is the emotional health and well-being of a
young adult.

Empirical Referent
An empirical referent for the concept is an “actual
phenomena that by their existence or presence demonstrates the occurrence of the concept itself” (Walker
& Avant, 2010, p. 168). Empirical referents for the
concept of positive parenting include the following:
1. A parent–child relationship that is “responsive to
child’s needs and feelings and combines warmth
and thoughtful, firm limit setting consistently over
time” (Schor, 2003, p. 1567).
2. Children have developmentally appropriate opportunities for socialization, learning, and play
(Daphne, 2009).
New Definition
A new definition of positive parenting was created
through a careful review of the existing literature and
through a concept analysis utilizing Walker and
Avant’s (2010) format. The definition is as follows:
Positive parenting is the continual relationship of a
parent(s) and a child or children that includes caring,
teaching, leading, communicating, and providing for
the needs of a child consistently and unconditionally.
In the current literature, the instruments that exist for
parenting program outcome measurement identify
that at least one of the key constructs within this new
definition must exist. For example, one article discussed the necessity of providing nutrition for the child
(Bentley et al., 2011), while another article depicted
the importance of communicating with the child
(Nadeem et al., 2007). There were also several studies
that concentrated on the importance of a positive relationship with the child (Duncan et al., 2009; Leon,
2002; Walker & Kirby, 2010). However, in order for an
instrument to effectively measure positive parenting
skills, all of the key constructs within this relationship
found in the new definition should be addressed.
Conclusion
In conclusion, this definition and concept of positive parenting adds to the knowledge base for nursing.
This concept analysis lays a foundation for further
research to explore the meaning of positive parenting
and to develop measurable outcomes for parenting
programs. In addition, this concept analysis lays the
groundwork for the development of a tool to measure
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positive parenting skills. This may be achieved by
developing a method of measuring the key constructs
of caring, teaching, leading, communicating, and providing found within the new definition. Parents who
are educated and skilled in the key constructs of positive parenting may still fail to exemplify these constructs at all times. This does not mean that the parent
is abusive. However, parents must strive to meet the
key constructs of positive parenting at all times in
order to avoid becoming potentially abusive to their
child or children and causing devastating effects.
Negative parenting, the inability to have a relationship
with a child or children that includes the key constructs of positive parenting, is one of the root causes
of child abuse. Providing parents with education on
how to engage in positive parenting combined with
the ability to measure these outcomes with a developed instrument will provide the tools necessary to
reduce and/or prevent child abuse.
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middle-income countries. Journal of Nutrition, 141(3),
502–507. doi:10.3945/jn.110.130005
Berry, M., Cash, S., & Mathiesen, S. (2003). Validation of the
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