Parent Involvement Research Papers - Academia.edu (original) (raw)

"The role that the involvement of parents may play in the treatment outcome of their
children with anxiety disorders is still under debate. Some studies dealing with other
disorders have examined the role that the expressed emotion (EE) construct (parental
overinvolvement, criticism and hostility) may play in treatment outcome and relapse.
Given that some of these aspects have been associated with social anxiety for a long time,
it was hypothesized that EE may be associated with lower treatment outcome. The sample
was composed of 16 adolescents who benefited from a school-based, cognitive-behavioural
intervention aimed at overcoming social anxiety. Then, parents were classified with
high or low EE. The results revealed that the adolescents whose parents had low EE
showed a statistically significant reduction of their social anxiety scores at posttest, as
opposed to adolescents of parents with high expressed emotion. These findings suggest
that parental psychopathology (parents with high EE) should be taken into consideration
to prevent poor adolescent treatment outcome."

- by
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- Psychology, Applied Psychology, Clinical Psychology, Cognitive Behavioral Therapy

Video gaming is an increasingly popular activity among young people
worldwide. The rapid evolution of video games has heightened concerns about their
negative effects on children, and placed tremendous strain on parents to manage their
children’s video game play. Whereas previous research has identified parental mediation
of video gaming as comprising active, restrictive and co-playing strategies, this paper
seeks to show that parental mediation is a fluid process, where parents employ mixed
methods depending on different conditions. As such, this study argues that assessing the
effectiveness of parental mediation’s necessitates an extension beyond the current
analytical approach of observing monolithic categories. This study proposes the use of
parenting style, among the most influential and well-studied theories in parenting
literature, as a heuristic device to assess parental mediation’s effectiveness. Parenting
style literature claims authoritative and neglectful parenting as the most and least optimal
parenting style respectively.
While prior studies adopted correlational analyses of parental mediation strategies with
their outcomes and/or antecedents, this study sought to use independent samples t test to
describe effective parental mediation by comparing the differences between two groups
of parent-child dyads. Through the use of two established instruments (Pathological
Video Game Use scale and Parenting Style scale) in the video game use and parenting
literature, we define two dyadic groups – authoritative parents and their non-pathological
gaming children (GofAN), with neglectful parents and their pathological gaming children
(GofNP). Through online surveys with 433 parent-child dyads, our study explored the
differences in antecedents and outcomes of parental mediation between the two dyadic
groups. Our study found that the parents in the GofAN group had more negative
perceptions of video games, higher achievement values for their children, and practiced
the full range of mediation strategies more. Moreover, the children in the GofAN group
were found to be more obedient towards parental requirements, to play less video games,
and, to have higher English academic scores.

- by Hee Jhee Jiow
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- Parenting, Singapore, Parent Involvement, Parenting Styles

Cornerstones of Attachment Research [ free to download ] re-examines the work of key laboratories that have contributed to the study of attachment. In doing so, the book traces the development in a single scientific paradigm through parallel but separate lines of inquiry. Chapters address the work of Bowlby, Ainsworth, Main and Hesse, Sroufe and Egeland, and Shaver and Mikulincer. Cornerstones of Attachment Research utilises attention to these five research groups as a lens on wider themes and challenges faced by attachment research over the decades. The chapters draw on a complete analysis of published scholarly and popular works by each research group, as well as much unpublished material.

- by Robbie Duschinsky
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- History, Developmental Psychology, Developmental Psychopathology, Mental Health

Coercive parent-child interaction models posit that an escalating cycle of negative, bidirectional interchanges influences the development of boys' externalizing problems and caregivers' maladaptive parenting over time. However, longitudinal studies examining this hypothesis have been unable to rule out the possibility that between-individual factors account for bidirectional associations between child externalizing problems and maladaptive parenting. Using a longitudinal sample of boys (N = 503) repeatedly assessed eight times across 6-month intervals in childhood (in a range between 6 and 13 years), the current study is the first to use novel within-individual change (fixed effects) models to examine whether parents tend to increase their use of maladaptive parenting strategies following an increase in their son's externalizing problems, or vice versa. These bidirectional associations were examined using multiple facets of externalizing problems (i.e., interpersonal ca...

- by Stephen Hinshaw
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- Psychology, Parenting, Parent Involvement, Adolescent

The study was aimed at identifying parent involvement (PI) barriers in qualitative evaluation (QE) and applied phenomenological qualitative research. For this purpose, semi- structured interview with 35 parents of 6th grade students was conducted, and sample was selected by extreme (opposition) and intensify (proponents) sampling methods. Data analysis revealed 89 base, 15 organizers and 6 comprehensive themes, which are the lake of parental awareness of the basics and characteristics of qualitative evaluation (QE), improper understanding of teachers from parents’ participation in qualitative evaluation (QE), lack of parents’ knowledge from their responsibility, governing quantitative evaluation methods and structure on formal and informal education system, parents’ experiences from education system and socio- cultural factors. According to the findings, suggestions are presented for future researches and Practical solutions.

This article published in the Autumn 2015 edition of "Leadership in Focus : Journal for Australasian School Leaders". It is a publication of the Victorian Principals Association - the article was a requested piece after a publication in... more

" The wings of the ostrich flap joyfully, but they cannot compare with the pinions and feathers of the stork. She lays her eggs on the ground and lets them warm in the sand, unmindful that a foot may crush them, that some wild animal may trample them. She treats her young HARSHLY, as if they were not hers; she cares not that her labor was in vain, for God did not endow her with wisdom or give her a share of good sense. Yet when she spreads her feathers to run, she laughs at horse and rider " (Job 39:13-18). Living with teens is a careful terrain to trend because they are emotional and reactive. They interpret situations as they sense it ought to be (the ideal). Most times, they react instead of responding. More so, at this point, some parents also react. Let the parents know this fact; 'YOU CAN BE WRONG'. There are no 100% bad people without 5% traces of positive position/attitude, and verse versa. Before a parent reacts to his/her teens' excesses, remember there is other 5% of being human and good in the child. In addition, remember that the boy or the girl is a growing child before you act harshly. Harshness is from the word 'harsh'. It is a behavioural reaction of a person to another person when it becomes difficult to endure. It is also inhospitable way of reacting to issues. The word 'harsh' is best explained when it is compared with other severely critical words such as: rigid in manner,

- by ALLEN OLATUNDE
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- Parent Involvement, Teenagers

Foster care Alcohol and drug use Termination of parental rights Using mixed methods, we compared appellate court foster care cases where parents' rights were terminated to those in which decisions to terminate parental rights were reversed or remanded to better understand the experiences of parents struggling with alcohol and drug use. A content analysis of 60 cases was conducted; 30 cases in which parental rights were terminated, and 30 where decisions to terminate parental rights were overturned or remanded to the lower court. Parents whose rights were terminated were more likely to have mental health problems and experienced incarceration. In addition, when a composite score of risk factors was analyzed, parents whose rights were terminated had significantly more risk factors. For both groups, poverty was an equally common risk factor. Implications include universal assessments for alcohol and drug abuse for parents involved in the child welfare system and timely referrals to appropriate treatment. Further, collaboration between mental health providers, substance use treatment programs, and caseworkers to address the integration of potential risk factors may help promote successful outcomes for parents whose children are in foster care.

- by Tammy Henderson
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- Social Work, Mental Health, Child Welfare, Content Analysis

The study shows how explanations for school success are expressed and dialogically constructed during teacher-parent conferences at school. Attribution theory is used to conceptualize the various explanations for school success that were expressed. However, instead of only looking at attributions as beliefs which individuals or groups 'have', the aim of this study is to show how attributions are part of co-constructed processes in which multiple partners impact upon each other's attributions over the course of a conversation. The results indicated that in the conversations between teachers and minority parents, school performance is more often attributed to effort while in conversations with majority parents, psychological attributions were more common. Besides these differences in content, the process through which these accounts were constructed was different. While the diagnosis on what went wrong was more commonly constructed in case of the conversations with majority parents, they were more characterised by opposition or a passive position by the parent in case of the conversations with minority parents. The analyses show that instead of a simple mismatch between explanations of the home and the school, these explanations are interactionally co-constructed as both parents and teachers necessarily 're'-act on each other's claims and understanding of school success. The results ultimately reveal how the interactive process impacted upon the construction of the attributions and the possibilities this creates for partnerships between parents and teachers to create an understanding of the child's academic potential across home and school.

- by Inge B. Wissink and +1
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- Psychology, Interpersonal Communication, Attribution Theory, Interaction

An intervention was developed to promote parent involvement with ethnic minority families of children attending Head Start preschool programs. Two hundred eighty-eight predominantly African American families from a small southern city were included in this study. Parent satisfaction with the program was high, yet engagement was less than optimal. Some effects were found for the program, despite low levels of participation. Ethnic minority parents who received the intervention increased the frequency of reading to their child as compared with parents in a comparison group who did not receive the program. The quality of the parent-teacher relationship was significantly correlated with parental participation in the intervention. Program participation and the parent-teacher relationship were correlated with higher levels of children's school readiness abilities. Children in the intervention condition showed stronger end-of-year receptive vocabulary and parent-rated social competence...

- by Julia Mendez
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- Educational Measurement, Consumer Behavior, Ethnic minorities, Parent Involvement

This study examined how gender and perceptions of parenting related to adolescent motivation during free-time. The sample consisted of 377 ninth- graders from high schools in eastern Massachusetts. Signifi cant gender differences were found for rules enacted, with females reporting more rules in place than males. When examining the relationship between parenting practices and motivation, differences were observed in motivation states based on the provision of specifi c parent practices by gender. Intrinsic motivation was higher for boys when they reported parents enacting more rules, while more rules undermined girls' intrinsic motivation. External motivation was lower for girls when they reported more parental involvement, while boys were unaffected by this variable. Regardless of gender, amotivation was higher when youth reported parents providing low resource support and few rules. The discussion focuses on how boys and girls respond differently to specifi c parenting practi...

- by Linda Caldwell
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- Parent Involvement, Intrinsic motivation, High School, Gender Difference
- by Maria Mistretta
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- Early Childhood Education, Parent Involvement, Early Childhood, Education Systems

In philosophy, there are two competitor views about the nature and value of childhood: The first is the traditional, deficiency, view, according to which children are mere unfinished adults. The second is a view that has recently become increasingly popular amongst philosophers, and according to which children, perhaps in virtue of their biological features, have special and valuable capacities, and, more generally, privileged access to some sources of value. This article provides a conceptual map of these views and their possible interpretations, and notes their bearing on issues of population ethics and on the duties that we are owed during childhood.

- by Anca Gheaus
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- Family studies, Values, Parenting, Family
- by Patricia A Bauch
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- Educational evaluation, Parent Involvement, High School

Schools are important settings in which to promote children's and young people's physical and emotional health. An evaluation of the National Healthy School Standard in England showed that education and health professionals have implemented a range of projects and activities to improve pupils' health. Although these were generally well received by parents and pupils, they were not uncritical of them. Perceptions of the value of health-related work were influenced by the contextual characteristics of schools-whether primary or secondary, the quality of social relationships, the quality of teaching, and the extent of pupil and parental involvement in the life of the school. With local responsibilities for children's services in England being reorganized in response to the Green Paper, Every Child Matters: Next Steps, there are new opportunities to develop a coherent set of outcome measures that pay due regard to pupils' and parents' views, and which inform collaborative reviews of healthy school programmes, in particular, and local services, more generally.

- by Ian Schagen
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- Program Evaluation, Health Promotion, Health Education, Parent Involvement

This exploratory study assessed attachment and personality in anorexic women, non-affected siblings, and healthy controls, examining correlations with psychopathology. Thirty-eight anorexic subjects (31 females), thirty-one siblings (22 females), and fifty controls (35 females) participated. Personality development characteristics were assessed using the Attachment Style Questionnaire (ASQ), Temperament and Character Inventory (TCI), Eating Disorders Inventory (EDI-2), Symptom Checklist-90 (SCL-90), and other inventories for clinical assessment of EDs. Both anorexic probands and their siblings described lower maternal care and higher maternal overprotection than did controls. Healthy siblings were more similar to controls, but had lower scores than either controls or affected siblings on preoccupation with relationships (P b 0.005) and higher scores than controls on self-transcendence (P b 0.015) and obsessive-compulsive traits (P b 0.025). Logistic regression indicated that need for approval, persistence, resourcefulness, self-transcendence, state anger, pursuit of thinness, interpersonal distrust, social insecurity, and binge eating differentiated anorexic probands from siblings. The need for approval was related to several psychopathological characteristics. Low preoccupation with relationships, low need for approval, and high self-transcendence may have protected siblings from family and environmental stressors. High need for approval was independently related to psychopathological traits in anorexic siblings. Implications for prevention and treatment are discussed.

- by Federico Amianto
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- Family studies, Eating Disorders, Parenting, Family

Abstract
Parent Partnership Services are now required in every LEA in England and Wales. Research has documented parents’ experience of dissatisfaction when engaging with services responsible for providing for children’s special educational needs, and differences in priorities and assumptions between parents and professionals. The analysis in this paper suggests that Parent Partnership Services have the potential to make the system work in a more understandable, friendly, respecting and involving way for parents. Evidence is drawn from interviews in Newby LEA with twenty-four parents and both LEA and voluntary agency Parent Partnership Officers. However, tensions and assumptions were identified which suggest a limit to authentic partnership possibilities. The political nature of the discourse of partnership continues to be ignored. There remains little awareness of the need to negotiate the meaning of partnership. Partnership was assumed to be a ‘good’, with little understanding of the need to work in ways that avoid its potentially disempowering effects. Parent Partnership Officers represent a further tier of ‘professionals’, which for some parents remove them from those who are the decision-makers. Parent Partnership Services remove from schools the arena of parent partnership when a child is undergoing statutory special needs assessment. Such services move this area of partnership into a space between schools and the LEA – which may distance responsibility of schools to take seriously the need to engage with parents as partners.

Due to ongoing concerns about adolescent interpersonal aggression and debates surrounding violent media, this study assesses the potential impacts of parental mediation and parenting style on mature videogame play and fighting behaviors using a longitudinal, random-digit-dial survey of adolescents (N = 2,722). By simultaneously considering fighting, M-rated videogame play, parental restrictions on media use, parenting style, and important covariates, we aim to provide further nuance to existing work on risk and protective factors for interpersonal aggression. Our results show that parental restriction has a significant, linear relationship with later fighting, whereby higher restrictions on a child’s M-rated videogame play predict decreases in reported fighting behavior. Authoritative parenting, high in both warmth and supervisory attention, also relates to decreased levels of fighting compared to other styles. Parenting style also moderated the effects of restriction, such that restriction was not equally predictive of fighting behavior across all parenting styles. However, the association between restriction and fighting was similar for highly demanding parenting styles, suggesting that authoritative parenting is not inherently superior to authoritarian. The effects of restriction were significant despite controlling for multiple covariates. Parental restriction of media use may be an effective strategy for parents concerned about violent games. Given some limitations in our dataset, we call for continued study in this area.

- by Stewart Coles
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- Aggression (Psychology), Video Games, Adolescent Development, Parent Involvement

is viewed as a means of incorporating the voices of parents, teachers and the community in the school management in a formal manner. Thus, the aim of this study is to investigate the level of parents" involvement in Malaysian autonomous school activities as perceived by teachers. The data for the study was obtained using questionnaire from 60 autonomous schools in Malaysia. A set of questionnaire consisting 20 items using the 10 Likert scales were answered by 788 respondents (teachers of autonomous schools). The findings shows that parents are among the stakeholders of Malaysian autonomous schools who are involved in the process of school policy-making and their involvement is relatively high in all school activities, where they always provide moral and material support to the schools; showing concern towards their children"s learning process and school improvement in general; cooperating with schools to improve students" discipline and;

- by Aziah Ismail
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- Parent Involvement, Learning Process, School policy

This study was designed to compare the factor structures and means for mothering and fathering, as retrospectively perceived by young adult children. Three dimensions of perceived parenting were examined: nurturance, reported involvement, and desired involvement. We used the existing Nurturant Fathering and Father Involvement Scales, and the newly developed parallel Nurturant Mothering and Mother Involvement Scales. Confirmatory factor analyses indicated that the originally validated factor structure of the fathering measures fit the data well and that the factor structures of paternal and maternal nurturance and involvement were isomorphic. These scales appear to index parenting functions that generalize across mothers and fathers. Meandifference analyses indicated that fathers were significantly less involved than mothers in all of the domains surveyed except providing income, and that the patterns of means for fathers (but not for mothers) were highly consistent with the seminal work of Parsons and Bales. Implications for the study of parenting are discussed.

- by Gordon Finley
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- Sociology, Parent Involvement, Factor structure

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

Powerful moral, social justice and political arguments have convinced parents that it is their democratic right to place their children on the autism spectrum into mainstream educational environments so that their children may eventually take up their rightful place in a mainstream adult life. But what is really happening for some of these parents when they try to gain and maintain an appropriate education for their child in these mainstream contexts and beyond? What is the educational experience like for these families who are in the midst of this generational change from historical exclusion to inclusion? Current research indicates that while islands of excellent mainstream inclusive practice do exist the educational experience for many students on the autism spectrum can often be one of hostility, inconsistency and unreliability. Without appropriate understanding of best practice educational methods, these students can present an inordinate educational challenge to both parents and educators alike. How do parents deal with such complex educational profiles? How do they continue to maximize their children’s development over time? What are the barriers that hinder their quest? What are the facilitators that help their quest? To answer these questions, this book provides an in-depth, recent examination of the real life journeys of families who attempted to gain an appropriate education for their children on the autism spectrum including the areas of diagnosis, early intervention, mainstream schooling, home education, segregated schooling and transition to work and further study.

- by Jasmine McDonald
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- Special Education, Home Schooling, Teacher Education, Autism Spectrum Disorders

Communication between schools and families is essential for building trusting relationships that foster parental involvement. Technology offers the middle school parent the means to actively participate in the child's education without being visible in the school thus fostering adolescent independence in a supportive environment. New technologies continue to be introduced yet, this study reveals that parents and teachers are not taking full advantage of technologies to bridge the communication gap and build family-school partnerships. Both quantitative and qualitative research methodologies were used to gather data from teachers and parents of middle school children. This study examines the role of communications technologies in fostering parental involvement in middle schools and uncovers barriers that prevent usage of technology to promote communication.

- by Reenay Rogers
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- Qualitative Research, Parent Involvement, Communication Technology, New Technology

Early research suggested that the loss of a parent during childhood can lead to depression and other psychopathology in children and adults. More recent research has differentiated between loss due to death and separation from parents and has questioned the link between early parental death and psychopathology. We examined the hypothesis that separation from parents has a more detrimental effect than the death of a parent on the mental health of adolescents in the community. Israeli adolescents (N ‫؍‬ 844) with a mean age of 16.7 ؎ 1.0 years (mean ؎ SD) participated in this study. Seventy reported that a parent did not live at home during one of three 5-year periods until they reached the age of 15; 37 reported the death of a parent and 777 were from intact families. All participants completed the Brief Symptom Inventory (BSI), General Well Being Schedule (GWB), Parental Bonding Instrument (PBI), and Perceived Social Support Family/ Friends Scales (PSS-Fam and PSS-Fr). Adolescents who had experienced separation from parents had more psychiatric symptoms (BSI), expressed a lower sense of well-being (GWB), experienced less support from their family (PSS-Fam), and felt less cared for and more controlled by their parents (PBI) compared with those belonging to intact families. The death of a parent was not associated with significantly different scores on these variables. When we controlled for parental bonding (PBI) and perceived social support from family (PSS-Fam), the differences between the separation group and the intact family group were no longer significant. The psychological impact of separation from parents involves a greater risk for psychopathology than the death of a parent. The quality of the relationship with the parents moderates the negative impact of separation from them.

- by Laura Canetti
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- Mental Health, Social Support, Parent Involvement, Adolescent

The topic for this article is parents’ participation and willingness to participate in formalized home–school cooperation. The analyses are based on a nationwide survey among parents in lower secondary schools in Norway. A main finding is that parental involvement practices differ according to parents’ level of education in the sense that parents with more formal education are more active than less educated parents. Also, the results indicate that parents with low formal education are insecure about their knowledge regarding academic matters, and that this works as a barrier for their participation in formalized home–school cooperation.

- by Unn-Doris Bæck
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- Parent Involvement, Parental Involvement in Education

Parents are the most important and influential people in their children’s lives. In Jordanian society, parents are an essential part of children’s learning and education. Over the last two decades, Jordan has made great strides in the field of parental involvement in education as a result of its great interest in the early childhood sector. This chapter addresses efforts made by local, regional, and international organizations and agencies to establish parental involvement programmes in schools and to create community awareness of parent engagement. This chapter draws on evidence from past studies to discuss what has been done in the field of parent involvement and discusses implications for policy and practice to develop parental involvement in early childhood education.

El presente trabajo describe el grado de participación de padres y madres de niños de primaria del estado de Yucatán, en México, en las actividades educativas de sus hijos. Con base en juicio de expertos y en referentes de la literatura, se diseñó una escala tipo Lickert con 36 ítems para evaluar la participación, que fue administrada a 106 padres de
familia de alumnos de una escuela primaria pública de la ciudad de Mérida, capital de Yucatán. Los resultados muestran que la escala tiene un coeficiente de confiabilidad aceptable (alfa de Crombach = 0.92) y que su estructura subyacente, después de un análisis factorial con rotación varimax, consiste en tres factores principales: 1)Comunicación con la escuela; 2) Comunicación con el hijo, y 3) Conocimiento de la
escuela. En general, la participación de los padres en las actividades educativas de los hijos se clasificó como baja o precaria, especialmente en lo referido a los factores de Comunicación y Conocimiento de la escuela, mientras las madres presentaron un nivel de participación significativamente mayor en ambos factores. Las implicaciones de los
resultados para la escuela y la investigación sobre participación paterna en el proceso educativo, se discuten a la luz de los resultados.

- by Angel Alberto Valdés Cuervo
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- Parent Involvement, Educations

... In such communities, family support programs will need to expand beyond their primary mission to collaborate with other community organizations ... need to accept greater responsibility for supporting families within their sphere of... more

- by Deborah Daro
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- Psychology, Social Work, Parent Involvement, Family Relations

It is an undeniable fact that the presence of a mother and father figure plays an important role in children’s development process. The contribution of both mother and father to children’s emotional and psychological development is... more

- by Humanitarian and Social Research Center (INSAMER) and +1
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- Parent Involvement, Orphans and Vulnerable Children

Background: Internationally there is a lack of measurement on the impact of childcare on people who use drugs. Objectives: The aim of this article was to longitudinally measure drug use, familial and social status and criminal involvement between parents and nonparents who use heroin and have children in their care. Methods: From 2003 to 2006, 404 participants were recruited to the Research Outcome Study in Ireland Evaluating Drug Treatment Effectiveness (ROSIE) as part of a longitudinal cohort study design. Participants completed the Maudsley Addiction Profile and 88% (n = 356) completed interviews at the 3-year period. One way between groups ANOVA with post hoc tests and backward, stepwise multiple regression were employed for analysis. Results: At follow-up, parents who had children in their care used heroin (p = .004), illicit methadone (p ࣘ .001) and cocaine (p = .024) on fewer days than those who had no children, or those who had children but did not have children in their care. These differences were not observed at intake. Living with someone at intake who used drugs was found to be significantly associated with increased heroin (p ࣘ .001), benzodiazepine (p = .039), and tobacco (p = .030) use at 3 years. Furthermore, a change in childcare status to caring for a child was associated with increased cannabis use (p = .025). Conclusion/Importance: While caring for children was associated with reduced heroin use at 3 years, living with a person who used at intake removed this effect, thus indicating that while individual based addiction theories reflected observed outcomes, social network connectedness was more influential.

- by Catherine Comiskey and +2
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- Drugs And Addiction, Children and Families, Parent Involvement
- by Keren Ben-Itzhak
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- Neuroscience, Psychology, Social Psychology, Anxiety Disorders
- by Jessica Lane and +1
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- Special Education, School Guidance and Counseling, Parent Involvement, School Counselor

Gürbüztürk ve Şad (2010) tarafından geliştirilen Veli Katılımı Ölçeği, 5 seçenekli (Her zaman-Hiçbir zaman) Likert tipi bir ölçek olup velilerin çocuklarının eğitimlerine katılım düzeylerini ölçmeyi amaçlayan toplam 8 alt ölçek ve 39 maddeden oluşmaktadır. Ölçeğin, alt ölçeklerine ilişkin açıklamalar, madde sayıları, alt ölçekler için faktör yük aralıkları ve Cronbach Alpha içtutarlılık katsayısı aşağıdaki gibidir.

- by Oğuz Gürbüztürk and +1
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- Education, Parenting, Parent Involvement, Eğitim

Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in meaningful post-school experiences by eight young adults with IDD and pervasive support needs. Secondary analysis of data from a prior interview study yielded this smaller sample of eight young adults with meaningful post-school experiences. Their parents were actively involved as fierce advocates and creative problem solvers. The active involvement of parents included: a) attitudinal facilitators, b) advocacy efforts and perceptions, and c) strategic actions. Implications for future research and practice are described.

An emerging research base has highlighted various roles and responsibilities that parents of students with disabilities accept when they enroll their children in online schools. Since finding and using online texts and using various programs and applications that require search and evaluation skills to do work are typical for online learning, it follows that part of parent responsibilities in many families might involve using basic technological literacies or even more advanced digital ones. To focus on the range of technological literacies that parents employ, researchers gathered self-report data from parents about how they engage with online education technologies while working with their children with disabilities. Interviews with (n = 32) parents across six states in the West, Midwest, and Southern United States revealed that parents employ various skills with a specific set of purposes in mind. Literacies were used to (a) perform basic technological computing tasks, (b) evaluate information to supplement existing instructional materials, and (c) communicate with the school about children's needs. Reported purposes for using these skills emerged as (a) instructing, (b) monitoring, (c) advocating, and (d) learning school expectations. Implications of this study include the potential for literacy-based approaches to parent preparation for supporting vulnerable children in online settings.

- by Mary F Rice
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- Education, Distance Education, Digital Literacy, Online Learning

At the middle school level, active family engagement is
difficult enough with native English speaking families but even
more so with parents of English learners (ELs). Using a funds of
knowledge approach in this article, we position families as
knowledgeable participants with strengths who contribute significantly to their adolescent’s academic and overall development. We provide three cases of middle grades teachers who
took the initiative to engage with families of ELs. Each teacher
utilized different strategies, but they ultimately all increased EL
family engagement in their middle school setting. This article
shows that EL families will be more engaged when strategies
used are more inclusive and responsive to their needs.

- by Federico Waitoller
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- Critical Theory, Psychology, Special Education, Accountability

As the global trend towards both middle-and working-class families raising their children intensively increases, social class differences in parenting beliefs and choices for their children have become subtle. In light of the proliferation of intensive parenting norms, however, few studies have explored particular mechanisms underlying the subtle class differences linked to parental values. Drawing on in-depth interviews of 51 Hong Kong Chinese parents, this study investigated how parents contended with competing values in socialisation, which in turn shaped their parenting choices. Three common values emerged from the interviews-academic excellence, hard work and happinessshowing that the middle and working classes managed their values for children in two different ways, termed here as 'values coupling' and 'values juggling', respectively. Middle-class parents were able to make their value choices cohesive through a 'twist' to reconcile between competing values. However, working-class parents were inclined to 'drift' their value choices in the face of unreconciled value tensions as well as structural constraints. Subtle differences in parental values were found to be tied to class position, and contributed to maintaining class inequality and social reproduction.

- by Trevor Tsz-lok Lee
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- Values, Parent Involvement, Hong Kong, Social Class

In addition to fostering bilingualism and biliteracy for all students, one of the main goals of Two-Way Immersion (TWI) programs is building positive cross-cultural relationships (). This can lead to TWI programs having ambi- tious goals for the kinds of bridges it can build between students, families, and communities, which is a challenge when the program brings together children from different cultural, racial and socioeconomic backgrounds. Based on an 18-month ethnography of a newly-created TWI program, this paper examines the distinct realities of the parents of children considered the “English-Speakers”, mostly White middle-class professionals, and those considered the “Spanish-speakers”, Latinx working-class immigrants, within the program. This analysis highlights how the different needs, concerns and demands of parents created contrasting challenges for the teachers and the school, and considers how the challenge of integration is one that goes beyond language and culture. Implications for TWI programs and further questions to consider are discussed.

- by Sofia Chaparro
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- Bilingual Education, Parent Involvement, Two-way Immersion

This paper reviews the current status of research on the phenomenology, etiology, maintenance, assessment, and treatment of childhood and adolescent social anxiety disorder (SAD). Despite being one of the most prevalent disorders of childhood and adolescence, SAD paradoxically stands as one of the least recognized, researched, and treated pediatric disorders. The small treatment outcome literature provides preliminary support to the

ADHD children have a very difficult time with simple social interactions . They don't read facial expressions or body language very well. Their comments are impulsive, they interrupt others continuously, and struggle to fit in with peers.... more

- by Glenn Hefley
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- Emotional intelligence, Parenting, Parent Involvement, Adhd, Learning, Memory

Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.

- by Frederik Smit
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- Psychology, Education, Ethnic minorities, Parent Involvement

Childhood and adolescent overweight and obesity in the United States are rapidly becoming a major pediatric health concern. Schools are a critical part of the social environment that shape children&amp;#39;s eating and physical activity patterns. While school-based programs may affect a student&amp;#39;s perception of physical activity and the influence of dietary practices on overall health, the current variability in the theoretical underpinnings and methodological approaches used to implement these programs makes them difficult to evaluate for quality and evidence of effectiveness of the outcomes achieved across programs. The purpose of this study is to conduct an integrative research review using Cooper&amp;#39;s framework to provide an overview of the degree of variability in the methodological approaches and theoretical frameworks of school-based obesity prevention programs that utilize one or more of the following interventions: dietary, physical activity, healthy lifestyle education, and/or parental involvement. This review will examine the variations in the duration of the interventions; whether the interventions were guided by the use of a theoretical framework; the strength of evidence supporting the studies; and whether the interventions demonstrated a reduction in body mass index or weight loss. A total of 16 articles were found based on the inclusion criteria for this study. Eight of the 16 studies (50%) applied theoretical frameworks. Significant variability was found in the duration of intervention between the studies analyzed. The range of duration was 5 weeks to 8 years, with an average of 16.8 months. Fourteen of 16 studies (88%) implemented dietary habit interventions. Fourteen of 16 studies (88%) implemented physical education programs. All 16 studies applied healthy lifestyle education. Nine of 16 studies integrated family involvement into the obesity intervention. Nine of 16 studies (56%) evaluated the effect of their intervention on body mass index.

- by Suha Kridli
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- Nursing, Obesity, Health Education, Life Style

The authors utilized hierarchical multiple regression to understand the relationships between complex trauma, family environment, family cohesion, and resilience in 485 young adults aged 18-35. The young adults varied regarding their educational background and experiences with trauma. Results demonstrated that youth with more experiences of complex trauma were associated with lower levels of resilience. However, when they reported strong family environments and family cohesion prior to adulthood, they were more likely to be resilient in young adulthood despite the complex trauma experienced. Hence, family environment and family cohesion appear to be protective factors despite complex trauma exposure. Implications for family counselors working with trauma and resilience building through a systemic lens are discussed.

- by Julia A Bryan
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- Education, Child abuse and neglect, Mental Health, Psychotherapy and Counseling
- by Silvio Premoli
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- Family studies, Children and Families, Child Welfare, Parent Involvement

Children and adolescents affected by armed conflict are in critical need of support, however, there is a paucity of research dedicated to understanding preventative mental health interventions for children in post-conflict settings. This study aims to address two simple questions: (1) What is the impact of parent-teacher associations (PTAs) on children in post-conflict settings (2) What is the feasibility of parent-teacher associations (PTAs) in Burundi? The purpose of the paper is to answer these questions through a brief review of existing PTAs in post-conflict settings and an analysis of qualitative data. Interviews will be used to understand the attitudes and acceptability of PTAs in Burundi. Analysis used a thematic analysis approach. The paper will inform researchers and humanitarian organizations and add to existing studies about the feasibility of parent teacher associations (PTAs) in low and middle income countries (LAMIC) in post-conflict settings. Departing from the brief review of the existing studies to the analysis of qualitative data, this paper may generate new notions of school-family involvement and expand the understanding of the benefits children may gain from this parent-teacher relationship.

- by Mark Berends and +1
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- Education Policy, Parent Involvement, Applied Economics, Economics Education

This chapter will investigate the role of parental influence on child athletes and how a parent’s behaviour can affect athletes in variety of ways, from positively enhancing performance through to potentially damaging the health of a child. Parents are acknowledged to represent a significant part of the sporting workforce (Brackenridge, 2006); many children would be unable to continue their involvement in sport without their support. Kanters (2002:22) further indicates that ‘research strongly suggests that parents play the largest role in influencing the healthy development of their own children’.