Parent Involvement in Head Start and Children's Development: Indirect Effects Through Parenting.

PubMed

Ansari, Arya; Gershoff, Elizabeth

2016-04-01

The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three-year-old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stimulation and decreased spanking and controlling behaviors. In turn, these changes in parenting behaviors were associated with gains in children's academic and behavioral skills. These findings suggest that Head Start programs should do even more to facilitate parent involvement because it can serve as an important means for promoting both parent and child outcomes.

Using Technology to Increase Parent Involvement in Schools

ERIC Educational Resources Information Center

Olmstead, Christine

2013-01-01

The importance of parent involvement in Parents who monitor their student's schoolwork and daily activities, communicate frequently with teachers and help develop schools and its relationship to student achievement have been widely studied. Nevertheless, many principals and teachers report that lack of parent involvement continues to be an…

Actividades Para Padres: A Parent Handbook (Activities for Parents: A Parent Handbook).

ERIC Educational Resources Information Center

Coca, Benjamin

Thirty Mora, New Mexico parents attended a 13-session parent involvement workshop (The Mora Adventure) designed to help parents foster successful school experiences through non-school activities with their children. A parent involvement model was used as the basis of the workshop in which the parents developed more effective communication skills;…

Guide to Parent Involvement. Parents as Adult Learners. Parent Participation Profile.

ERIC Educational Resources Information Center

American Univ., Washington, DC. Adult Learning Potential Inst.

This document is the third of a series of four reports developed to provide a comprehensive overview of parent involvement, encompassing the family, parenting needs, and existing resources, in addition to current parent education approaches and practices. This Parent Participation Profile (PPR) is intended for use in needs assessment and program…

Parent Involvement in Head Start and Children’s Development: Indirect Effects Through Parenting

PubMed Central

Ansari, Arya; Gershoff, Elizabeth

2015-01-01

The authors examined the extent to which parent involvement in Head Start programs predicted changes in both parent and child outcomes over time, using a nationally representative sample of 1,020 three-year-old children over 3 waves of the Family and Child Experiences Survey. Center policies that promote involvement predicted greater parent involvement, and parents who were more involved in Head Start centers demonstrated increased cognitive stimulation and decreased spanking and controlling behaviors. In turn, these changes in parenting behaviors were associated with gains in children’s academic and behavioral skills. These findings suggest that Head Start programs should do even more to facilitate parent involvement because it can serve as an important means for promoting both parent and child outcomes. PMID:27022200

Parenting Influences on Latino Children’s Social Competence in the First Grade: Parental Depression and Parent Involvement at Home and School

PubMed Central

Valdez, Carmen R.; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian

2013-01-01

Although it is widely accepted that parental depression is associated with problems with children’s socioemotional adjustment, the pathways by which parental depression influences children’s adjustment, particularly in low-income Latino children are not fully understood. In our investigation of 1,462 low-income Latino children in the first grade and their Spanish- and English-dominant parents, a factor analysis revealed three main pathways of possible influence of parent involvement in children’s social development: emotional involvement and educational involvement at home and at school. The findings from multigroup structural equation modeling revealed that whereas the first two pathways mediated the effect of parental depression on child social competence for Spanish-dominant parents, only emotional involvement explained parental depression effects for English-dominant parents. Parent educational involvement at school did not mediate parental depression effects for either Spanish- or English-dominant Latino parents. Discussion and implications of findings with respect to research, practice, and policy with Latinos follow. PMID:23325021

Parenting influences on Latino children's social competence in the first grade: parental depression and parent involvement at home and school.

PubMed

Valdez, Carmen R; Shewakramani, Vansa; Goldberg, Simon; Padilla, Brian

2013-10-01

Although it is widely accepted that parental depression is associated with problems with children's socioemotional adjustment, the pathways by which parental depression influences children's adjustment, particularly in low-income Latino children are not fully understood. In our investigation of 1,462 low-income Latino children in the first grade and their Spanish- and English-dominant parents, a factor analysis revealed three main pathways of possible influence of parent involvement in children's social development: emotional involvement and educational involvement at home and at school. The findings from multigroup structural equation modeling revealed that whereas the first two pathways mediated the effect of parental depression on child social competence for Spanish-dominant parents, only emotional involvement explained parental depression effects for English-dominant parents. Parent educational involvement at school did not mediate parental depression effects for either Spanish- or English-dominant Latino parents. Discussion and implications of findings with respect to research, practice, and policy with Latinos follow.

Parents as Partners in Career Education.

ERIC Educational Resources Information Center

Kucker, Marsha; Smith-Rockhold, Gloria; Bemis, Dodie; Wiese, Vickie

This document is a compilation of materials on improving parent involvement in career education. Section 1 contains the following informative materials and exercises: a parent's guide to the career development alphabet, involvement continuum, self-assessment, influences on parents' career decisions, and parental influence exercises; and sample…

Viewing Generativity and Social Capital as Underlying Factors of Parent Involvement

ERIC Educational Resources Information Center

Stevens, Sharon; Patel, Nimisha

2015-01-01

Parent involvement in education is a multifaceted support that has many well-documented benefits for students of all ages. Parent involvement is also a common expression of generativity as defined in Erik Erikson's theory of psychosocial development. The activities parents engage in during their children's educational pursuits, as well as their…

Decreasing Risky Behavior on Social Network Sites: The Impact of Parental Involvement in Secondary Education Interventions.

PubMed

Vanderhoven, Ellen; Schellens, Tammy; Valcke, Martin

2016-06-01

Teenagers face significant risks when using increasingly popular social network sites. Prevention and intervention efforts to raise awareness about these risks and to change risky behavior (so-called "e-safety" interventions) are essential for the wellbeing of these minors. However, several studies have revealed that while school interventions often affect awareness, they have only a limited impact on pupils' unsafe behavior. Utilizing the Theory of Planned Behavior and theories about parental involvement, we hypothesized that involving parents in an e-safety intervention would positively influence pupils' intentions and behavior. In a quasi-experimental study with pre- and post-test measures involving 207 pupils in secondary education, we compared the impact of an intervention without parental involvement with one that included active parental involvement by means of a homework task. We found that whereas parental involvement was not necessary to improve the intervention's impact on risk awareness, it did change intentions to engage in certain unsafe behavior, such as posting personal and sexual information on the profile page of a social network site, and in reducing existing problematic behavior. This beneficial impact was particularly evident for boys. These findings suggest that developing prevention campaigns with active parental involvement is well worth the effort. Researchers and developers should therefore focus on other efficient strategies to involve parents.

Explaining use of food parenting practices: the importance of predisposing factors and parental cognitions.

PubMed

Gevers, Dorus Wm; van Assema, Patricia; de Vries, Nanne K; Kremers, Stef Pj

2017-09-01

The high energy intake from energy-dense foods among children in developed countries is undesirable. Improving food parenting practices has the potential to lower snack intakes among children. To inform the development of interventions, we aimed to predict food parenting practice patterns around snacking (i.e. 'high covert control and rewarding', 'low covert control and non-rewarding', 'high involvement and supportive' and 'low involvement and indulgent'). A cross-sectional survey was conducted. To predict the patterns of food parenting practices, multinomial logistic regression analyses were run with 888 parents. Predictors included predisposing factors (i.e. parents' and children's demographics and BMI, parents' personality, general parenting, and parenting practices used by their own parents) and parents' cognitions (i.e. perceived behaviour of other parents, subjective norms, attitudes, self-efficacy and outcome expectations). The Netherlands (October-November 2014). Dutch parents of children aged 4-12 years old. After backward elimination, nineteen factors had a statistically significant contribution to the model (Nagelkerke R 2=0·63). Overall, self-efficacy and outcome expectations were among the strongest explanatory factors. Considering the predisposing factors only, the general parenting factor nurturance most strongly predicted the food parenting clusters. Nurturance particularly distinguished highly involved parents from parents employing a pattern of low involvement. Parental cognitions and nurturance are important factors to explain the use of food parenting practices around snacking. The results suggest that intervention developers should attempt to increase self-efficacy and educate parents about what constitute effective and ineffective parenting practices. Promoting nurturance might be a prerequisite to achieve prolonged change.

Parenting and adolescent self-regulation.

PubMed

Purdie, Nola; Carroll, Annemaree; Roche, Lawrence

2004-12-01

This study examined the relationship between adolescents' academic and non-academic self-regulation (SR), authoritative parenting (as demonstrated by high levels of Involvement, Strictness, and Autonomy Granting), and parent self-efficacy in four areas. Participants were 214 Australian high school students and their parents. There was a moderate correlation (r = 0.63) between academic and non-academic SR. Adolescents and their parents differed significantly in their perceptions of parenting behaviours, with parents rating themselves higher than their children on Involvement, Autonomy Granting, and Strictness behaviours. A model of the relationships between the constructs was developed showing a strong path from parent self-efficacy to both academic and non-academic SR via high parental Involvement (as perceived by adolescents). Strict parenting and the granting by parents of psychological autonomy to their adolescent children did not appear to be important in the development of young people's self-regulatory behaviours.

Weak and strong publics: drawing on Nancy Fraser to explore parental participation in neonatal networks.

PubMed

Gibson, Andrew J; Lewando-Hundt, Gillian; Blaxter, Loraine

2014-02-01

We draw on the work of Nancy Fraser, and in particular her concepts of weak and strong publics, to analyze the process of parental involvement in managed neonatal network boards. Public involvement has moved beyond the individual level to include greater involvement of both patients and the public in governance. However, there is relatively little literature that explores the nature and outcomes of long-term patient involvement initiatives or has attempted to theorize, particularly at the level of corporate decision making, the process of patient and public involvement. A repeated survey of all neonatal network managers in England was carried out in 2006-07 to capture developments and changes in parental representation over this time period. This elicited information about the current status of parent representation on neonatal network boards. Four networks were also selected as case studies. This involved interviews with key members of each network board, interviews with parent representatives, observation of meetings and access to board minutes. Data collected show that a wide range of approaches to involving parents has been adopted. These range from decisions not to involve parents at this level to relatively well-developed systems designed to link parent representatives on network boards to parents in neonatal units. Despite these variations, we suggest that parental participation within neonatal services remains an example of a weak public because the parent representatives had limited participation with little influence on decision making. © 2011 John Wiley & Sons Ltd.

Parental training and involvement in sexuality education for students who are deaf.

PubMed

Gabriel, K O; Getch, Y Q

2001-07-01

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.

Parent Involvement: A New Question for Head Start. FPG Snapshot. #24

ERIC Educational Resources Information Center

FPG Child Development Institute, 2005

2005-01-01

Parent involvement in Head Start has been key since its inception in 1965. In contrast to other early childhood intervention programs in the early 1960s, the program broke ground by viewing parental participation as essential to both children's and families' growth and development. Research has demonstrated that greater parent involvement links to…

Factors that Impact West Virginia Head Start Parental Involvement in Early Literacy

ERIC Educational Resources Information Center

Clausell, Arlene Midget

2010-01-01

The research problem is: Many parents are not involved in their children's early literacy education. Some Head Start parents experience issues that keep them from teaching their children early literacy skills. The research questions were: What are the factors for parental involvement in the support of early literacy skill development for their…

Turkish Early Childhood Educators on Parental Involvement

ERIC Educational Resources Information Center

Hakyemez, Sevcan

2015-01-01

Research conducted over recent decades show that parental involvement plays a significant role in children's academic achievement as well as their cognitive, social and emotional development. For effective parental involvement, understanding the conceptualization of early childhood educators should be significant. This research investigated the…

Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.

PubMed

Wang, Hongyu; Cai, Tianji

2017-02-01

Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement. © 2015 International Union of Psychological Science.

Important non-parental adults and positive youth development across mid- to late-adolescence: the moderating effect of parenting profiles.

PubMed

Bowers, Edmond P; Johnson, Sara K; Buckingham, Mary H; Gasca, Santiago; Warren, Daniel J A; Lerner, Jacqueline V; Lerner, Richard M

2014-06-01

Both parents and important non-parental adults have influential roles in promoting positive youth development (PYD). Little research, however, has examined the simultaneous effects of both parents and important non-parental adults for PYD. We assessed the relationships among youth-reported parenting profiles and important non-parental adult relationships in predicting the Five Cs of PYD (competence, confidence, connection, character, and caring) in four cross-sectional waves of data from the 4-H Study of PYD (Grade 9: N = 975, 61.1% female; Grade 10: N = 1,855, 63.4% female; Grade 11: N = 983, 67.9% female; Grade 12: N = 703, 69.3% female). The results indicated the existence of latent profiles of youth-reported parenting styles based on maternal warmth, parental school involvement, and parental monitoring that were consistent with previously identified profiles (authoritative, authoritarian, permissive, and uninvolved) as well as reflecting several novel profiles (highly involved, integrative, school-focused, controlling). Parenting profile membership predicted mean differences in the Five Cs at each wave, and also moderated the relationships between the presence of an important non-parental adult and the Five Cs. In general, authoritative and highly involved parenting predicted higher levels of PYD and a higher likelihood of being connected to an important non-parental adult. We discuss the implications of these findings for future research on adult influences of youth development and for programs that involve adults in attempts to promote PYD.

Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China

ERIC Educational Resources Information Center

Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

2015-01-01

This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the 7th and 8th grades, 825 American and Chinese children (M age = 12.73 years) reported on their parents' involvement in their learning and their perceptions of the value their parents…

Parenting Behaviors, Parent Heart Rate Variability, and Their Associations with Adolescent Heart Rate Variability.

PubMed

Graham, Rebecca A; Scott, Brandon G; Weems, Carl F

2017-05-01

Adolescence is a potentially important time in the development of emotion regulation and parenting behaviors may play a role. We examined associations among parenting behaviors, parent resting heart rate variability, adolescent resting heart rate variability and parenting behaviors as moderators of the association between parent and adolescent resting heart rate variability. Ninety-seven youth (11-17 years; 49.5 % female; 34 % African American, 37.1 % Euro-American, 22.6 % other/mixed ethnic background, and 7.2 % Hispanic) and their parents (n = 81) completed a physiological assessment and questionnaires assessing parenting behaviors. Inconsistent discipline and corporal punishment were negatively associated with adolescent resting heart rate variability, while positive parenting and parental involvement were positively associated. Inconsistent discipline and parental involvement moderated the relationship between parent and adolescent resting heart rate variability. The findings provide evidence for a role of parenting behaviors in shaping the development of adolescent resting heart rate variability with inconsistent discipline and parental involvement potentially influencing the entrainment of resting heart rate variability in parents and their children.

Parent Involvement Handbook.

ERIC Educational Resources Information Center

Caplan, Arna

This handbook on parent involvement, designed to be used with preschool programs, was developed by the Jefferson County Public Schools in Lakewood, Colorado. Included are: (1) a general statement about parent involvement in an early childhood program, (2) a description of the Jefferson County Early Childhood Program, (3) a description of the…

Maintaining Parental Involvement in Their Children's Education: Examining Parent and Teacher Perceptions

ERIC Educational Resources Information Center

Gilbert, Ailia S.

2017-01-01

The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four…

The involvement of parents in the healthcare provided to hospitalzed children.

PubMed

Melo, Elsa Maria de Oliveira Pinheiro de; Ferreira, Pedro Lopes; Lima, Regina Aparecida Garcia de; Mello, Débora Falleiros de

2014-01-01

to analyze the answers of parents and health care professionals concerning the involvement of parents in the care provided to hospitalized children. exploratory study based on the conceptual framework of pediatric healthcare with qualitative data analysis. three dimensions of involvement were highlighted: daily care provided to children, opinions concerning the involvement of parents, and continuity of care with aspects related to the presence and participation of parents, benefits to the child and family, information needs, responsibility, right to healthcare, hospital infrastructure, care delivery, communication between the parents and health services, shared learning, and follow-up after discharge. the involvement of parents in the care provided to their children has many meanings for parents, nurses and doctors. Specific strategies need to be developed with and for parents in order to mobilize parental competencies and contribute to increasing their autonomy and decision-making concerning the care provided to children.

Parenting goals: predictors of parent involvement in disease management of children with type 1 diabetes.

PubMed

Robinson, Elizabeth M; Iannotti, Ronald J; Schneider, Stefan; Nansel, Tonja R; Haynie, Denise L; Sobel, Douglas O

2011-09-01

The purpose of this study was to develop a measure of diabetes-specific parenting goals for parents of children with type 1 diabetes and to examine whether parenting goals predict a change in parenting involvement in disease management. An independent sample of primary caretakers of 87 children aged 10 to 16 years with type 1 diabetes completed the measure of parenting goals (diabetes-specific and general goals); both parent and child completed measures of parent responsibility for diabetes management at baseline and 6 months. Parents ranked diabetes-specific parenting goals as more important than general parenting goals, and rankings were moderately stable over time. Parenting goals were related to parent responsibility for diabetes management. The relative ranking of diabetes-specific parenting goals predicted changes in parent involvement over 6 months, with baseline ranking of goals predicting more parental involvement at follow-up. Parenting goals may play an important role in family management of type 1 diabetes.

[Child Development, Parenting and Family Issues: Publications of the Mississippi Cooperative Extension Service.

ERIC Educational Resources Information Center

Barnes, Norine R.; Frazier, Billie H.

This series of single- and double-sheet articles is designed to help parents better understand the role of parents, the skills and constraints involved in parenting, the effects of parenting on child development, and the effects of child development on parenting. The series contains a set of articles which address general aspects of parenting,…

Analyzing Parental Involvement Dimensions in Early Childhood Education

ERIC Educational Resources Information Center

Kurtulmus, Zeynep

2016-01-01

The importance of parental involvement in children's academic and social development has been widely accepted. For children's later school success, the first years are crucial. Majority of the research focuses on enhancing and supporting parental involvement in educational settings. The purpose of this study was to analyze dimensions of parental…

Parent Involvement Affects Children's Cognitive Growth.

ERIC Educational Resources Information Center

Irvine, David J.; And Others

As part of a longitudinal study of the New York State Experimental Prekindergarten Program, the effect of degree of parental involvement in the program on children's cognitive development was examined. Parent involvement included employment in the program, school visits, home visits by school personnel, group meetings, and incidental contacts such…

Increasing Parent Involvement among Head Start Families: A Randomized Control Group Study

ERIC Educational Resources Information Center

DeLoatche, Kendall Jeffries; Bradley-Klug, Kathy L.; Ogg, Julia; Kromrey, Jeffrey D.; Sundman-Wheat, Ashley N.

2015-01-01

Parent involvement (PI) during preschool has been linked with strong pre-literacy skills, acquisition of mathematical skills, well-developed social skills, and positive attitudes toward school. Parents' active involvement in their children's learning is a recommended strategy in engaging families in children's education experiences. The purpose of…

Parent Involvement: "The Key to Quality Education."

ERIC Educational Resources Information Center

Martinez, Jesus

The paper briefly describes Project PADRES (Parents and Auxiliary Development Resources in Education Services), a program designed to create a partnership between parents and school representatives in order to improve educational services to limited English proficient students; and discusses parent involvement with the school. To create the…

Strategies for Developing Literacy-Focused Family-School Partnerships

ERIC Educational Resources Information Center

Wilkins, Julia; Terlitsky, Amy B.

2016-01-01

Student achievement increases when parents are involved in their child's education. This article describes the benefits of building partnerships with parents around child literacy activities. Tips for teachers provide ideas for sustaining communication with parents, involving parents in the school community, and conducting home visits along with…

Changing Parent Attitudes and Improving Language and Intellectual Abilities of Culturally Disadvantaged Four-Year-Old Children Through Parent Involvement.

ERIC Educational Resources Information Center

McCarthy, Janet Lee Gorrell

The purposes of this study were to analyze parent involvement as it related to (1) the development of language abilities of culturally disadvantaged preschool children and (2) the intelligence test scores of these children and to analyze parent attitudes resulting from involvement. Nine hypotheses were tested. Forty-one 4-year-old Head Starters in…

Guide to Parent Involvement: Parents as Adult Learners. The Family Academy Model of the Family as Educator.

ERIC Educational Resources Information Center

American Univ., Washington, DC. Adult Learning Potential Inst.

This document is the second of a series of four reports developed to provide a comprehensive overview of parent involvement, encompassing the family, parenting needs, and existing resources, in addition to current parent education approaches and practices. This "Family Academy Model" provides one interpretation of how the family functions as…

"They Were a Little Family": An Exploratory Study of Parental Involvement in Nurture Groups--From a Practitioner and Parent Perspective

ERIC Educational Resources Information Center

Kirkbride, Rebecca

2014-01-01

The approach taken by nurture groups emphasises that difficult early experiences can be modified through creating opportunities to develop security and attachment from alternative sources other than parents. Despite previous research indicating the positive impact parental involvement can have on both parents and children, research into parental…

Can Parents' Involvement in Children's Education Offset the Effects of Early Insensitivity on Academic Functioning?

ERIC Educational Resources Information Center

Monti, Jennifer D.; Pomerantz, Eva M.; Roisman, Glenn I.

2014-01-01

Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,312) were analyzed to examine whether the adverse effects of early insensitive parenting on children's academic functioning can be offset by parents' later involvement in children's education. Observations of mothers' early…

The Longitudinal Process of Early Parent Involvement on Student Achievement: A Path Analysis

PubMed Central

Hayakawa, Momoko; Englund, Michelle M.; Warner-Richter, Mallory N.; Reynolds, Arthur J

2016-01-01

This longitudinal study investigated the process whereby early parent involvement in preschool effects student achievement from kindergarten through 6th grade. Participants were 1,539 low-income, mainly African American children and their mothers, in the Chicago Longitudinal Study. Program children (N = 989) received one or two years of the Child-Parent Center (CPC) program – a preschool intervention that strongly promoted parents' development of parent involvement skills within the school and at home. Children from similar backgrounds who did not attend the CPC, but participated in available local resources (e.g. day care), were obtained as a comparison group (N = 550). Path analysis revealed an interactive process between parent involvement, academic achievement, and children's motivation. Early parent involvement directly influenced kindergarten achievement, which in turn influenced first grade student motivation. Highly motivated children then encouraged parents to continue involvement. The cyclic nature of this process across elementary school was observed. The model accounted for 61% of the variance in 6th grade achievement. Findings suggest that early parent involvement promoted in the CPC program, sets the stage for subsequent parent involvement, student motivation, and academic achievement throughout early and middle childhood. PMID:27867317

Parental Involvement as a Important Factor for Successful Education

ERIC Educational Resources Information Center

Ðurišic, Maša; Bunijevac, Mila

2017-01-01

To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to…

Relationship of Helicopter Parenting on Autonomy Development in First-Year College Students

ERIC Educational Resources Information Center

Moriarty, Elizabeth A.

2011-01-01

Anecdotally, college administrators report that parents are increasingly more involved in every aspect of their students' college experience. Several factors are believed to contribute to this perceived increase in parental involvement. Advances in technology make it easier for parents and students to stay in contact (Henning, 2007). The…

A Group Randomized Controlled Trial Evaluating Parent Involvement in Whole-School Actions to Reduce Bullying

ERIC Educational Resources Information Center

Cross, Donna; Lester, Leanne; Pearce, Natasha; Barnes, Amy; Beatty, Shelley

2018-01-01

Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents' knowledge, self-efficacy, attitudes, and skills related to parent-child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included…

School-Level Contextual Effects of Parent Involvement on Children's Achievement during Elementary Grades

ERIC Educational Resources Information Center

Oh, Yoonkyung

2012-01-01

This study used the ECLS-K to examine the contextual influences of parent involvement on children's achievement growth in reading and math during elementary grades. The study used Rasch models and HLM measurement models to develop reliable and valid constructs of parent involvement both at the student and at the school level. Piecewise linear…

Teachers' Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm

ERIC Educational Resources Information Center

Souto-Manning, Mariana; Swick, Kevin J.

2006-01-01

This article seeks to provide insights into the role of teacher beliefs about parent and family involvement in supporting or inhibiting parent and family participation in partnerships related to the well being of child and family. The authors aim to offer positive beliefs and strategies for developing nurturing relations between families and…

Parental Involvement as a Mediator of Academic Performance among Special Education Middle School Students

ERIC Educational Resources Information Center

Flores de Apodaca, Roberto; Gentling, Dana G.; Steinhaus, Joanna K.; Rosenberg, Elena A.

2015-01-01

This study examined parental involvement as a mediator of the academic performance of middle school students with special needs. The study built on the different types of parental involvement theorized by Epstein and colleagues (2002) and studied empirically by Fan and Chen (2001). Using a specially developed questionnaire, a sample of 82 parents…

The Relationship between Parental Involvement and Student Achievement in a Rural Florida High School

ERIC Educational Resources Information Center

Jackson, Willie A.

2011-01-01

Parental involvement is viewed as critical to the development of effective schools and student achievement. The relationship between parental involvement and achievement test scores at a rural high school in Florida was not known. This high school has not met the state standards as determined by the Florida Comprehensive Achievement Test (FCAT)…

Parental food involvement predicts parent and child intakes of fruits and vegetables.

PubMed

Ohly, Heather; Pealing, Juliet; Hayter, Arabella K M; Pettinger, Clare; Pikhart, Hynek; Watt, Richard G; Rees, Gail

2013-10-01

In order to develop successful interventions to improve children's diets, the factors influencing food choice need to be understood. Parental food involvement - the level of importance of food in a person's life - may be one of many important factors. The aim of this study was to determine whether parental food involvement is associated with parents' and children's diet quality. As part of an intervention study, 394 parents with children aged between 18 months and 5 years were recruited from children's centres in Cornwall and Islington, UK. Questionnaires were used to collect data on socio-demographic characteristics, parents' diets, and attitudes towards food including food involvement. Children's diets were assessed using the multiple pass 24 h recall method. Parents reported low intakes of fruits and vegetables and high intakes of sugary items for themselves and their young children. Parental food involvement was strongly correlated with consumption of fruits and vegetables (amount and diversity) for both parents and children. Correlations with consumption of sugary drinks and snacks/foods were not significant. These findings indicate that parental food involvement may influence consumption of fruits and vegetables, more so than sugary items. Further research is needed to investigate how parental food involvement could mediate dietary changes. Copyright © 2013 Elsevier Ltd. All rights reserved.

Parental Involvement and the Developmental Stages of Writing: Knowledge and Skills to Assist Children and Parent Perceptions on Their Experience

ERIC Educational Resources Information Center

Fernandez-Kaltenbach, Elena

2009-01-01

A kindergarten parent workshop series on the developmental stages of writing was created and assessed. The intended outcome was to empower parents with writing knowledge and writing skills so that they could apply this knowledge and skills at home with their child. The researcher developed the workshops from parent involvement research,…

Science homework with video directions for parents: The impact on parental involvement and academic achievement

NASA Astrophysics Data System (ADS)

Hooker, Kathy L.

The benefits of effective parental involvement in education have been well documented and can be far reaching. When educators make an effort to involve families, parental involvement can be even more meaningful. Homework is a commonly practiced and accepted connection between school and home and affords parents many opportunities to interact with their children on educational endeavors. However, parental involvement may be limited because educators do not reach out to parents, parents feel their children do not need their help, or parents are unfamiliar with the content and therefore unable to help. The purpose of this study was too develop and implement a tool to enhance parental involvement and academic achievement of fourth grade science students. The tool used in this study was a weekly science video to be viewed by parents when it accompanied science homework assignments. To begin, the researcher created six science videos for parents to watch that supplemented weekly homework assignments. Consequently, the researcher set up treatment and comparison groups to test the effectiveness of the supplemental videos in terms of parental involvement and academic achievement. A mixed methods approach was used to collect data from parents and students throughout the study. A combination of quantitative and qualitative data was collected throughout this study from both parents and students. Additionally, data was collected from a variety of sources including baseline, midpoint, and endpoint surveys; scores on homework assignments; and focus group interview sessions with parents and students. Data analysis revealed an overall positive impact on parental involvement and academic achievement when the videos were utilized.

[Parental involvement in cognitive-behavioral therapy for children with anxiety disorders].

PubMed

Aydın, Arzu

2014-01-01

A growing body of literature suggests that parents play a critical role in the development and/or maintenance of child anxiety. One of the main purposes of this article is to identify common parental involvement techniques and most common obstacles derived from parents in cognitive behavioral therapy (CBT) with anxious children. Another purpose of the present study is to revise empirical studies comparing child-focused CBT with and without parental involvement. The PsycARTICLES, MEDLINE and PubMed databases were searched to identify articles in English that were published between the years of 1990 and 2012 (October) using the following keywords; (1) anxiety, (2) cognitive behavioral therapy, (3) parental involvement. Studies were only included in this review if they were comparing the treatment effect of child-only CBT and CBT with additional parental components. Thirteen studies were introduced in the context of method (diagnosis of children, age range of children, follow-up, results, etc.) and therapy characteristics (number of sessions, frequency of sessions, treatment components both child focused CBT and CBT with parental involvement, etc.). The common techniques of therapy with parental involvement are psychoeducation, contingency management, cognitive restructuring, reducing parental anxiety, improving parent-child relationship, and relapse prevention. Parental psychopathology, parental inappropriate expectations and family dysfunctions are important difficulties derived from parents in CBT with anxious children. The results of the studies suggested that parental involvement have increased the efficacy of the treatment in CBT especially working with young children and having at least one anxious parent.

Mothers' and Fathers' Involvement in Home Activities with Their Children: Psychosocial Factors and the Role of Parental Self-Efficacy

ERIC Educational Resources Information Center

Giallo, Rebecca; Treyvaud, Karli; Cooklin, Amanda; Wade, Catherine

2013-01-01

Parent involvement in play, learning, and everyday home activities is important for promoting children's cognitive and language development. The aims of the study were to (a) examine differences between mothers' and fathers' self-reported involvement with their children, (b) explore the relationship between child, parent and family factors, and…

Effect of Training Programme on Developing Functional Sign Language among Parents of Students with Deafness

ERIC Educational Resources Information Center

Bhuvaneswari, N. R.; Srivastava, Abhishek Kumar

2016-01-01

Parents' involvement is highly needed for ensuring holistic development of their words; however parents can only assist the child when they themselves have adequate knowledge, required skills, and proper awareness regarding various aspects of children's growth and development. To have adequate communication skill among parents, ensuring better…

Overparenting and Homework: The Student's Task, but Everyone's Responsibility

ERIC Educational Resources Information Center

Locke, Judith Y.; Kavanagh, David J.; Campbell, Marilyn A.

2016-01-01

A high level of parental involvement is widely considered to be essential for optimal child and adolescent development and wellbeing, including academic success. However, recent consideration has been given to the idea that extremely high levels of parental involvement (often called "overparenting" or "helicopter parenting")…

Community and Parent Involvement in Early Childhood Development: The South African Experience.

ERIC Educational Resources Information Center

Atmore, Eric; And Others

Noting that disadvantaged communities in South Africa can be empowered by involving parents and communities in the development of preschool education programs, this report presents the achievements of South Africa's Early Childhood Education and Care (educare) programs. Educare aims to develop the young child's potential to be a meaningful part of…

Enhancing Parent Involvement in NC-CCSS for K-2 Mathematics

NASA Astrophysics Data System (ADS)

Johnson, D.

2014-12-01

Key Terms:Parent Involvement, Common Core State Standards, Homework, K - 2 Mathematics In this study, the 2014 REU math team developed and provided a workshop that assisted parents in understanding the North Carolina Common Core State Standards for K-2 Mathematics to assist with student homework assignments. Parent involvement is defined as parent participating in the educational processes and experiences of their children. A chi-square analysis was used to analyze data collected from the pre survey and the post survey administered to participants in the workshop. The study revealed all of the individual components of parent involvement were positively and significantly related to educational goals. The study identified various aspects of parent involvement that yielded statistically significant results in affirming that parent involvement attributed to urban student achievement. These findings were particularly helpful for indicating which kinds of parent involvement influenced academic success. Most notably, parent expectations and styles demonstrated a strong relationship with scholastic outcomes. Parent expectations and styles created an educationally oriented ambience that established an understanding of the certain level of support the child needed to succeed academically. The REU mathematics team focused on three essential questions in this study: (1) What practices will increase parent awareness of K-2 NC-CCSS for mathematics at P. W. Moore Elementary School? (2) What methods can be used to strengthen parent skills in assisting with mathematics homework assignments at P. W. Moore Elementary School? (3) What actions can be taken to motivate parent involvement in the school improvement process focusing on mathematics at P. W. Moore Elementary School?

Bridges to Learning: A Guide to Parent Involvement.

ERIC Educational Resources Information Center

Friesen, Sharon

This resource guide aims to assist parents, other adults, and the school in providing a stronger continuum of educational opportunities for children at home and in the school. The introductory section provides background information on parent involvement. Section 2 discusses the physical, emotional/social, intellectual, and creative development of…

Barriers to Parental Involvement in the Pre-Kindergarten Classroom

ERIC Educational Resources Information Center

Savacool, J. Leigh

2011-01-01

Research has shown that parental involvement affects children's achievement more than school procedures especially in the primary years. Researchers have also shown positive effects on children, families, and school when schools and parents continuously support and encourage a child's learning and development. However, there is little research…

Family and Relationship Influences on Parenting Behaviors of Young Parents

PubMed Central

Kershaw, Trace; Murphy, Alexandrea; Lewis, Jessica; Divney, Anna; Albritton, Tashuna; Magriples, Urania; Gordon, Derrick

2013-01-01

Purpose Assess the influence of relationship and family factors during pregnancy on parenting behavior 6 months postpartum among low-income young parents. Methods 434 young expectant couples were recruited from obstetrics clinics during pregnancy and followed 6-months postpartum. Using a series of general estimating equations to control for the correlated nature of the data, we assessed the influence of relationship factors (e.g., relationship satisfaction, attachment) and family factors (e.g., family functioning, family history) during pregnancy on parenting (e.g., parenting involvement, time spent caregiving, parenting experiences, and parenting sense of competence) 6 months postpartum controlling for covariates. Results Relationship functioning related to parenting involvement, caregiving, parenting experiences, and parenting sense of competence. In addition, several family factors related to parenting. Mother involvement during childhood was related to more parenting involvement, parenting positive experiences, and parenting sense of competence. History of being spanked as a child related to less time spent caregiving and less positive life change from being a parent. Further, gender significantly moderated the associations between relationship and family factors and parenting behavior. Male’ parenting behavior was more influenced by relationship and family factors than females. Conclusions This study suggests the importance of relationship and family contexts for parenting behaviors of young mothers and fathers, highlighting the potential utility of involving both young mothers and fathers in parenting programs, and developing interventions that focus on strengthening young parents’ romantic relationships and that address negative parenting experienced during childhood. PMID:24113495

45 CFR 1304.40 - Family partnerships.

Code of Federal Regulations, 2012 CFR

2012-10-01

...) Parent involvement in child development and education. (1) Grantee and delegate agencies must provide opportunities to include parents in the development of the program's curriculum and approach to child..., encourage, and support parents as they foster the growth and development of their children. (3) Grantee and...

45 CFR 1304.40 - Family partnerships.

Code of Federal Regulations, 2011 CFR

2011-10-01

...) Parent involvement in child development and education. (1) Grantee and delegate agencies must provide opportunities to include parents in the development of the program's curriculum and approach to child..., encourage, and support parents as they foster the growth and development of their children. (3) Grantee and...

45 CFR 1304.40 - Family partnerships.

Code of Federal Regulations, 2013 CFR

2013-10-01

...) Parent involvement in child development and education. (1) Grantee and delegate agencies must provide opportunities to include parents in the development of the program's curriculum and approach to child..., encourage, and support parents as they foster the growth and development of their children. (3) Grantee and...

45 CFR 1304.40 - Family partnerships.

Code of Federal Regulations, 2014 CFR

2014-10-01

...) Parent involvement in child development and education. (1) Grantee and delegate agencies must provide opportunities to include parents in the development of the program's curriculum and approach to child..., encourage, and support parents as they foster the growth and development of their children. (3) Grantee and...

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

PubMed

Garbacz, S Andrew; Zerr, Argero A; Dishion, Thomas J; Seeley, John R; Stormshak, Elizabeth A

2018-05-01

The present study examined influences of 6 th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7 th and 8 th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6 th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

Understanding the Direct Involvement of Parents in Policy Development and School Activities in a Primary School

ERIC Educational Resources Information Center

Tobin, Bernie

2017-01-01

It is acknowledged that parental engagement with children's learning and education is of vital importance. But, there is a tendency to confuse engagement with learning with engagement with the school. While all types of parents' involvement can have a positive effect, it is actually what parents do with their child at home that has the greatest…

An Investigation of Greek Teachers' Views on Parental Involvement in Education

ERIC Educational Resources Information Center

Koutrouba, Konstantina; Antonopoulou, Ekaterini; Tsitsas, Georgios; Zenakou, Eleni

2009-01-01

Parents' involvement in their children's education has been shown to have positive results in various aspects of child development such as behaviour, social-emotional development and academic performance. This article focuses on teachers' views of the major problems affecting home-school partnership and possible solutions to improve communication…

Family and relationship influences on parenting behaviors of young parents.

PubMed

Kershaw, Trace; Murphy, Alexandrea; Lewis, Jessica; Divney, Anna; Albritton, Tashuna; Magriples, Urania; Gordon, Derrick

2014-02-01

Assess the influence of relationship and family factors during pregnancy on parenting behavior 6 months postpartum among low-income young parents. Some 434 young expectant couples were recruited from obstetrics clinics during pregnancy and followed 6 months postpartum. Using a series of general estimating equations to control for the correlated nature of the data, we assessed the influence of relationship factors (e.g., relationship satisfaction, attachment) and family factors (e.g., family functioning, family history) during pregnancy on parenting (e.g., parenting involvement, time spent caregiving, parenting experiences, and parenting sense of competence) 6 months postpartum controlling for covariates. Relationship functioning related to parenting involvement, caregiving, parenting experiences, and parenting sense of competence. In addition, several family factors related to parenting. Mother involvement during childhood was related to more parenting involvement, parenting positive experiences, and parenting sense of competence. History of being spanked as a child related to less time spent caregiving and less positive life change from being a parent. Further, gender significantly moderated the associations between relationship and family factors and parenting behavior. Male parenting behavior was more influenced by relationship and family factors than female parenting. This study suggests the importance of relationship and family contexts for parenting behaviors of young mothers and fathers, highlighting the potential utility of involving both young mothers and fathers in parenting programs, and developing interventions that focus on strengthening young parents' romantic relationships and that address negative parenting experienced during childhood. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Preventing Rapid Repeat Births Among Latina Adolescents: The Role of Parents

PubMed Central

Guilamo-Ramos, Vincent; Cherry, Kevin; Dittus, Patricia; Michael, Shannon; Gloppen, Kari

2012-01-01

Latina adolescent parents are at increased risk for rapid repeat births (second birth ≤ 24 months after the first), sexually transmitted infections, and negative educational and social outcomes. Although several effective parent-based interventions have been developed to prevent Latino youths’ sexual risk taking, little research has explored the development of interventions to prevent repeat births that involve the parents of these adolescents. Existing preventative interventions involving parents suffer from important methodological limitations. Additional research is needed to advance theories of behavior, identify the causal pathways of parental influence, and specify appropriate behavioral targets. Future parent-based interventions to prevent repeat births should target pregnancy intentions, age of partners, contraceptive use, integrated prevention of pregnancies and sexually transmitted infections, educational attainment, and future orientations. PMID:22897524

Development of an Instrument for the Assessment of Parenting Attitudes. An Affective Evaluation Study: Parent Involvement Report Number 1.

ERIC Educational Resources Information Center

Conrad, Rowan W.; Pollack, Robert M.

Development of the Child Raising Opinion Questionnaire to assess the attitudes of Mountain-Plains parents toward children was undertaken due to the inadequacy of other instruments in this area. Important factors in the development of the instrument were the parenting attitude of acceptance/rejection, the ability to perceive the child's…

Fostering Parental Involvement in Writing: Development and Testing of the Program Cultivating Writing

ERIC Educational Resources Information Center

Camacho, Ana; Alves, Rui A.

2017-01-01

Learning to read and write efficiently is of the utmost importance in elementary school. However, writing is frequently difficult and can be demotivating for beginning writers. Fortunately these barriers can be partially alleviated with parental help. Many studies showed that parental involvement influences children's competence and motivation in…

"A Big Door Opened for Us": Parents' Perceptions of Comprehensive Preschool

ERIC Educational Resources Information Center

DeMulder, Elizabeth K.; Stribling, Stacia M.

2012-01-01

This qualitative research study was designed to explore the perceptions of parents with low income regarding the effects of involvement in a comprehensive preschool program on their children's development and on the families' quality of life. A purposeful sample of parents who became actively involved in the preschool community was interviewed…

Parental Involvement and Participation in German Schools: Insights from Historical, Jurisdictional, and Empirical Perspectives

ERIC Educational Resources Information Center

Brauckmann, Stefan; Geißler, Gert; Weishaupt, Horst

2013-01-01

This article starts with a historical perspective on parental involvement in German schools' decision making in the context of historical developments and societal conditions as well as those specific to federal states. Subsequently, a presentation of contemporary school legislation highlights parental rights and duties with respect to parental…

"Doug C. v. Hawaii Department of Education": Parental Participation in IEP Development

ERIC Educational Resources Information Center

Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey

2015-01-01

Parental participation is a crucial component of the Individuals with Disabilities Education Act. When developing students' Individualized Education Programs (IEPs), school-based teams must place a high priority on involving students' parents in a collaborative effort to develop their children's educational programs and determine their placements.…

Parental Involvement in the Care and Intervention of Children with Hearing Loss

PubMed Central

Erbasi, Ennur; Scarinci, Nerina; Hickson, Louise; Ching, Teresa Y.C.

2016-01-01

Objective The present study aimed to explore the nature of parental involvement in the intervention of children with hearing loss, as experienced by parents. Design A qualitative descriptive methodology was adopted to conduct semi-structured in-depth interviews with a purposive sample of parents who have a child with hearing loss. Study Sample Seventeen parents of 11 children aged 6 to 9 years participated in this study. Results The overarching theme of parents taking the central role was identified using thematic analysis. This overarching theme connected five themes which described the nature of parental involvement: (1) parents work behind the scenes; (2) parents act as ‘case managers’; (3) parents always have their child’s language development in mind; (4) parents’ role extends to advocacy for all children with hearing loss; and (5) parents serve a number of roles, but at the end of the day, they are parents. Conclusions The results indicate that parental involvement in the intervention of children with hearing loss is multifaceted in nature and incorporates a broad range of behaviours and practices. These findings have important implications for the provision of family-centred practices. PMID:27599106

Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder.

PubMed

Maughan, Andrea L; Weiss, Jonathan A

2017-10-01

Children with autism spectrum disorder (ASD) benefit from parent involvement in their therapy, and there is evidence that this involvement may improve parent functioning as well. We examined changes in parent mental health, parenting, and expressed emotion, following participation in a randomized controlled trial of cognitive behavior therapy for 57 children with ASD. Post-intervention, improvements occurred in the treatment group in parent depression and emotion regulation, compared to waitlisted parents. Treatment effects also occurred across all parents in depression, emotion regulation, perceptions of their children and mindful parenting. Though preliminary, these results have implications for intervention development and evaluation by focusing on parent outcomes in child treatment.

[Short- and long-term effects of parent training programmes of children with developmental disabilities].

PubMed

Jascenoka, Julia; Petermann, Ulrike; Petermann, Franz; Rissling, Julia-Katharina; Springer, Stephan

2013-01-01

Due to the higher care needs of their children, parents of children with developmental disabilities are often burdened. An increased degree of stress correlates with dysfunctional parenting behaviour and a low sense of competence. Parent involvement in treatment implementation is essential so that parents can support the development of their children long-ranging and positively. Parenting training programmes are an appropriate method to reduce child behaviou problems. The effectiveness of two parenting training programmes is presented: Intervention A involves weekly training courses containing information about a normative child development. Furthermore all parents are given the possibility to take part in therapy sessions. Intervention B is modular and high structured. Parents are taught in small groups and receive information about the different areas of development and how to increase their parentin behaviour. The outcomes of a randomized clinical trial of the two intervention concepts are presented. 34 parents with children (between 54 and 77 months) with developmental dis abilities participated per group. Particularly, intervention B was associated with a reduction of dysfunctional parenting behaviour and fewer child behaviour problems; a decreased parental stress level was observed for both interventions similarly.

Parent Involvement Intervention in Developing Weight Management Skills for both Parents and Overweight/Obese Children.

PubMed

Kim, Hee Soon; Park, Jiyoung; Park, Kye-Yeong; Lee, Myung-Nam; Ham, Ok Kyung

2016-03-01

The purpose of the study was to evaluate a parent involvement intervention for childhood obesity intended to increase parents' skills in managing children's weight-related behavior and to improve child-parent relationships. Many studies reported on parental influence on childhood obesity, emphasizing parent involvement in prevention and management of childhood obesity. A randomized controlled trial was conducted. Forty-two parents of overweight/obese children were recruited from four cities and randomized to the experimental group or control group. The parental intervention was provided only to parents in the experimental group and consisted of weekly newsletters and text messages for a period of 5 weeks. Exercise classes and nutrition education were provided to all children. Lifestyle Behaviour Checklist and the Child-Parent Relationship Scale (CPRS) were used for measurement of parent outcome. For the child outcome, dietary self-efficacy, exercise frequency, and body mass index were measured. A mixed-design analysis of variance was performed with city location entered as a random effect. After the intervention, CPRS of parents and dietary self-efficacy of children showed an increase in the experimental group (p < .05). Intervention effects differed significantly according to the city location regarding the control efficacy of parents and dietary self-efficacy of children (p < .05). The results support the effectiveness of the parent involvement intervention in promoting child-parent relationship and dietary self-efficacy of children. However, a 5-week parent involvement intervention was not sufficient to produce significant changes in children's body mass index. Further research is needed to investigate effects of parent involvement intervention with long-term evaluation. Copyright © 2016. Published by Elsevier B.V.

BRIDGES: Connecting with Families to Facilitate and Enhance Involvement

ERIC Educational Resources Information Center

Sawyer, Mary

2015-01-01

"Parent involvement" is an umbrella term for activities characterized by varying levels of frequency, response effort, and types of settings in which they occur. Parent involvement in a child's education can occur in a variety of school-related contexts, including helping with homework and supporting academic development at home. It…

Parent Involvement in the Early Years.

ERIC Educational Resources Information Center

Honig, Alice Sterling

Parents are young children's greatest resource, and quality parenting helps develop children's self-esteem. Every child needs caring parents to be teachers as well as nurturers. Parents can create learning experiences for their children in everyday activities, such as cooking, cleaning, and grocery shopping. In addition to teaching, parents should…

Parenting Matters: What Works in Parenting Education?

ERIC Educational Resources Information Center

Lloyd, Eva, Ed.

Because the expansion of parenting education is likely to continue, it is important to ensure that methods involved in parenting education are effective. This report summarizes research on the effectiveness of parenting education and provides information to help practitioners develop methods of working with parents that are based on sound research…

Home-Based Parental Involvement in Young Children's Education: Examining the Effects of Maternal Education across U.S. Ethnic Groups

ERIC Educational Resources Information Center

Suizzo, Marie-Anne; Stapleton, Laura M.

2007-01-01

This study investigated the contributions of maternal education and ethnicity to three dimensions of home-based parental involvement in young children's education and development: parental expectations about educational attainment, children's activities at home and outside the home, and family routines. Controlling for family background variables…

La Participacion de los Padres en los Programas Preescolares. (Hispanic Parent Involvement in Early Childhood Programs.) ERIC Digest.

ERIC Educational Resources Information Center

Espinosa, Linda M.

To determine effective strategies for involving Hispanic parents in their children's early childhood programs, educators need to develop a greater understanding of the features of the Hispanic culture that influence parents' childrearing practices and orientation toward formal education. Educators should be aware of Hispanics' diversity in terms…

Impact of Parent Involvement on Children's Development and Academic Performance: A Three-Cohort Study.

ERIC Educational Resources Information Center

Marcon, Rebecca A.

This study examined the possibility of a "threshold" of parent involvement with their children's preschools, that can lead to positive child outcomes in a sample of hard-to-engage families. Three cohorts of preschool children were studied, most from low-income, single-parent families. Teachers were interviewed to determine extent of contact they…

School and Parent Community Involvement; Career Development for Teachers and Administrators.

ERIC Educational Resources Information Center

Home and School Inst., Washington, DC.

The Home and School Institute has developed three plans to train teachers and administrators to work more effectively with parents and the community. The basic goals of these programs are a) to improve the skills and attitudes of participants in working with parents and the community, b) to provide parent reinforcement of children's learning, c)…

Increasing Home and School Involvement of Parents of Primary Grade Students through Communications, In-Service Training, and Workshops.

ERIC Educational Resources Information Center

Russell, Milicent D.

A second-grade teacher implemented a practicum intervention designed to increase involvement of black parents in their children's educational and social development during the primary school years. Practicum goals were to improve social development of the students; increase the number of volunteers who had fulfilled city requirements; and increase…

Differences between Higher and Lower Achievement Rate and Leadership Qualities, Instructional Practices, Parental Involvement, Opportunity to Learn, and Professional Development

ERIC Educational Resources Information Center

Ficarra, Laura

2017-01-01

The purpose of this mixed study was to investigate the differences between higher and lower achievement middle school rates pertaining to leadership qualities, opportunity to learn, instructional practices, parental involvement, and professional development. Qualitatively, principals were interviewed using a semi-structured interview protocol.…

Using Family Systems Theory in Career Counseling: A Group for Parents.

ERIC Educational Resources Information Center

Whiston, Susan C.

1989-01-01

Describes a counseling group for parents that focused on maximum parental involvement in their children's career development, blending traditional career exploration and family dynamics techniques. (TE)

Learning a Musical Instrument: The Case for Parental Support

ERIC Educational Resources Information Center

Creech, Andrea

2010-01-01

The aims of this research were to identify the ways in which parents may most constructively support their children's musical development, and to ascertain whether styles of parent-teacher and parent-pupil interaction would influence the extent to which parents engage in different types of supportive behaviours. A model of parent involvement as…

Family Involvement.

ERIC Educational Resources Information Center

Nathanson, Jeanne H., Ed.

1992-01-01

This periodical issue focuses on the theme of involvement of families in the education of their children with disabilities. It includes papers with the following titles and authors: "A Message from the Assistant Secretary: Developing Successful Partnerships between Parents and Service Providers" (Robert R. Davila); "Parent Advocacy…

Toward an Effective Parenting Partnership for Children in Child Welfare Agencies and Foster Parent Programs.

ERIC Educational Resources Information Center

MacLean, Ian N.

This practicum was designed to improve the level and quality of involvement of foster parents and social workers in the development of timely and compliant foster care plans at a child care agency in Ontario. The writer developed: (1) an agency policy that defined the unique relationship between foster parents and the child welfare agency and…

"Is My Child Developing Normally?": A Critical Review of Web-Based Resources for Parents

ERIC Educational Resources Information Center

Williams, Nia; Mughal, Sabena; Blair, Mitch

2008-01-01

Early detection of developmental problems improves outcomes for parents and children. Parents want to be involved in assessment and need high-quality, accurate, and reliable data on child development to help monitor progress and inform decisions on referral. The aim of this paper is to review which websites are readily accessible to parents on…

Longitudinal Relations Among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents.

PubMed

Carlo, Gustavo; White, Rebecca M B; Streit, Cara; Knight, George P; Zeiders, Katharine H

2018-03-01

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M age  = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Empowering Parents as Reading Tutors: An Example of a Family School Partnership for Children's Literacy Development.

ERIC Educational Resources Information Center

Janiak, Richard

Research suggests that quality home literacy activities make a difference in children's reading development. The federally funded Title I program of the Charlotte County, Florida school system promoted the role of parents as reading tutors in a way that supported the district's literacy development goals and philosophy. Parent involvement plans…

Development of an Intervention Map for a Parent Education Intervention to Prevent Violence Among Hispanic Middle School Students.

ERIC Educational Resources Information Center

Murray, Nancy; Kelder, Steve; Parcel, Guy; Orpinas, Pamela

1998-01-01

Describes development of an intervention program for Hispanic parents to reduce violence by increased monitoring of their middle school students. Program development used a five-step guided intervention mapping process. Student surveys and parent interviews provided data to inform program design. Intervention mapping ensured involvement with the…

The impact of parental homosexuality in child custody cases: a review of the literature.

PubMed

Kleber, D J; Howell, R J; Tibbits-Kleber, A L

1986-01-01

As a result of the relatively high rate of divorce in this country and the increasing awareness that many parents (an estimated 1.5 million) are homosexual, the courts, as well as divorce mediators, have become actively involved in child custody placement decisions involving homosexual parents. While custody decisions have tended to reflect stereotyped beliefs or fears concerning the detrimental effects of homosexual parenting practices on child development, a review of the research consistently fails to document any evidence substantiating these fears. A number of specific custody issues are discussed as well as social factors relevant to lesbian motherhood. In conclusion, several authors call for increased awareness of the facts of homosexual parenting by lawyers, judges, and other professionals involved in homosexual parent-child custody cases.

[Participation of parents in a nutritional education program in schools and development of eating behaviours of children].

PubMed

Diallo, Fatoumata B; Potvin, Louise; Bédard, Johanne; Larose, François

2014-11-06

To describe the various dimensions of parental involvement in the interventions initiated in schools and to identify the relationship between each of these dimensions and the development of children's food choices following their exposure to a nutrition-education project implemented in eight primary schools in underprivileged neighbourhoods in Montréal - the Junior Cooks - Parents Network project (Petits cuistots - Parents en réseaux (PC-PR)). This descriptive research was conducted thanks to a secondary analysis of data from a sample of 502 parents of children attending schools that participated in the PC-PR project. Parental participation is described in four aspects, making reference to the idea of a mesosystem, suggested by Bronfenbrenner (1979). Children's eating-related behaviour, as reported by the parents, included: talking about workshops, asking to buy certain foods, reading labels on product wrapping and helping to prepare the meal. Bivariate and multivariate descriptive analyses were performed. The data gathered from the parents show a positive association between in-home parental involvement and overall food behaviour in the students. However, there is no association between parental involvement at school and any of the behaviours. This research suggests the importance of parental participation in nutrition education interventions in schools. The results contribute to the advancement of knowledge in the field and serve as impetus for reflection on how to better direct health promotion interventions.

Are Parents Really Partners in Their Child's Education?

ERIC Educational Resources Information Center

Rosas, Clarissa E.; Winterman, Kathleen G.

2014-01-01

Although federal legislation requires parent involvement in the development of Individualized Education Programs, parents often lack adequate background knowledge to partner with school personnel in the development of programs for their child. In an effort to provide all stakeholders with information pertaining to the education of children with…

Parental involvement in neonatal pain management: an empirical and conceptual update.

PubMed

Franck, Linda S; Oulton, Kate; Bruce, Elizabeth

2012-03-01

New findings are emerging about parental perceptions and desires for involvement in infant pain management in the neonatal intensive care unit (NICU) setting, and the importance of building greater knowledge about this aspect of the patient care is beginning to be appreciated. The study had two aims: (a) to describe perceptions and feelings of parents who participated in a randomized controlled trial of an intervention to increase parent knowledge and involvement in infant pain management; and (b) to further refine the conceptual representation of the parental experience of involvement in infant pain management (or lack thereof) and the influencing factors. Thematic analysis was used to explore the content of parents' written comments and to integrate the present and previous research findings. Parents expressed strong preferences for more information about all aspects of infant pain care, improved timing of information giving, and involvement opportunities. They further desired increased sensitivity and consistency in infant care giving and increased use of specific pain-relieving interventions by NICU staff. Contextual factors such as parents' emotional state and the communication and support from NICU staff influenced parents' ability to achieve their desired level of involvement. The role of parents in infant pain management is a relatively new area of research. The discussion of conceptual models to guide research and practice is an important milestone representing new opportunity for further scientific developments with important clinical implications for the nursing care of critically ill infants and their families. New data continue to emerge about parental perceptions and desires for involvement in infant pain management. A new empirically based model may be useful to nurses in providing optimal pain management for NICU infants in partnership with parents. © 2012 Sigma Theta Tau International.

Individualized Education Programs for Students with Autism: Including Parents in the Process.

ERIC Educational Resources Information Center

Simpson, Richard L.

1995-01-01

The involvement of parents in developing individualized education programs (IEPs) for their children with autism is discussed. Essential components of IEP documents are outlined, and strategies that professionals can use to promote significant family involvement are considered. (Author/SW)

The relationship between gambling attitudes, involvement, and problems in adolescence: Examining the moderating role of coping strategies and parenting styles.

PubMed

Dixon, Ramsay W; Youssef, George J; Hasking, Penelope; Yücel, Murat; Jackson, Alun C; Dowling, Nicki A

2016-07-01

Several factors are associated with an increased risk of adolescent problem gambling, including positive gambling attitudes, higher levels of gambling involvement, ineffective coping strategies and unhelpful parenting practices. It is less clear, however, how these factors interact or influence each other in the development of problem gambling behavior during adolescence. The aim of the current study was to simultaneously explore these predictors, with a particular focus on the extent to which coping skills and parenting styles may moderate the expected association between gambling involvement and gambling problems. Participants were 612 high school students. The data were analyzed using a zero-inflated Poisson (ZIP) regression model, controlling for gender. Although several variables predicted the number of symptoms associated with problem gambling, none of them predicted the probability of displaying any problem gambling. Gambling involvement fully mediated the relationship between positive gambling attitudes and gambling problem severity. There was a significant relationship between gambling involvement and problems at any level of problem focused coping, reference to others and inconsistent discipline. However, adaptive coping styles employed by adolescents and consistent disciplinary practices by parents were buffers of gambling problems at low levels of adolescent gambling involvement, but failed to protect adolescents when their gambling involvement was high. These findings indicate that research exploring the development of gambling problems is required and imply that coping and parenting interventions may have particular utility for adolescents who are at risk of development gambling problems but who are not gambling frequently. Copyright © 2016 Elsevier Ltd. All rights reserved.

The intergenerational transmission of at-risk/problem gambling: The moderating role of parenting practices.

PubMed

Dowling, Nicki A; Shandley, Kerrie A; Oldenhof, Erin; Affleck, Julia M; Youssef, George J; Frydenberg, Erica; Thomas, Shane A; Jackson, Alun C

2017-10-01

Although parenting practices are articulated as underlying mechanisms or protective factors in several theoretical models, their role in the intergenerational transmission of gambling problems has received limited research attention. This study therefore examined the degree to which parenting practices (positive parenting, parental involvement, and inconsistent discipline) moderated the intergenerational transmission of paternal and maternal problem gambling. Students aged 12-18 years (N = 612) recruited from 17 Australian secondary schools completed a survey measuring parental problem gambling, problem gambling severity, and parenting practices. Participants endorsing paternal problem gambling (23.3%) were 4.3 times more likely to be classified as at-risk/problem gamblers than their peers (5.4%). Participants endorsing maternal problem gambling (6.9%) were no more likely than their peers (4.0%) to be classified as at-risk/problem gamblers. Paternal problem gambling was a significant predictor of offspring at-risk/problem gambling after controlling for maternal problem gambling and participant demographic characteristics. The relationship between maternal problem gambling and offspring at-risk/problem gambling was buffered by parental involvement. Paternal problem gambling may be important in the development of adolescent at-risk/problem gambling behaviours and higher levels of parental involvement buffers the influence of maternal problem gambling in the development of offspring gambling problems. Further research is therefore required to identify factors that attenuate the seemingly greater risk of transmission associated with paternal gambling problems. Parental involvement is a potential candidate for prevention and intervention efforts designed to reduce the intergenerational transmission of gambling problems. (Am J Addict 2017;26:707-712). © 2017 American Academy of Addiction Psychiatry.

Involving Latina/o parents in patient-centered outcomes research: Contributions to research study design, implementation and outcomes.

PubMed

Pérez Jolles, Mónica; Martinez, Maria; Garcia, San Juanita; Stein, Gabriela L; Thomas, Kathleen C

2017-10-01

Comparative effectiveness research (CER) is supported by policymakers as a way to provide service providers and patients with evidence-based information to make better health-care decisions and ultimately improve services for patients. However, Latina/o patients are rarely involved as study advisors, and there is a lack of documentation on how their voices contribute to the research process when they are included as collaborators. The purpose of this article was to contribute to the literature by presenting concrete contributions of Latina/o parent involvement to study design, implementation and outcomes in the context of a CER study called Padres Efectivos (Parent Activation). Researchers facilitated a collaborative relationship with parents by establishing a mentor parent group. The contributions of parent involvement in the following stages of the research process are described: (i) proposal development, (ii) implementation of protocols, (iii) analysis plan and (iv) dissemination of results. Mentor parents' contributions helped tailor the content of the intervention to their needs during proposal, increased recruitment, validated the main outcome measure and added two important outcome measures, emphasized the importance of controlling for novice treatment status and developed innovative dissemination strategies. Mentor parents' guidance to the researchers has contributed to reaching recruitment goals, strengthened the study protocol, expanded findings, supported broad ownership of study implications and enriched the overall study data collection efforts. These findings can inform future research efforts seeking an active Latino parent collaboration and the timely incorporation of parent voices in each phase of the research process. © 2017 The Authors Health Expectations Published by John Wiley & Sons Ltd.

The Role of Parenting in the Prediction of Criminal Involvement: Findings from a Nationally Representative Sample of Youth and a Sample of Adopted Youth

ERIC Educational Resources Information Center

Beaver, Kevin M.; Schwartz, Joseph A.; Connolly, Eric J.; Al-Ghamdi, Mohammed Said; Kobeisy, Ahmed Nezar

2015-01-01

The role of parenting in the development of criminal behavior has been the source of a vast amount of research, with the majority of studies detecting statistically significant associations between dimensions of parenting and measures of criminal involvement. An emerging group of scholars, however, has drawn attention to the methodological…

The role of parenting in the prediction of criminal involvement: findings from a nationally representative sample of youth and a sample of adopted youth.

PubMed

Beaver, Kevin M; Schwartz, Joseph A; Connolly, Eric J; Al-Ghamdi, Mohammed Said; Kobeisy, Ahmed Nezar

2015-03-01

The role of parenting in the development of criminal behavior has been the source of a vast amount of research, with the majority of studies detecting statistically significant associations between dimensions of parenting and measures of criminal involvement. An emerging group of scholars, however, has drawn attention to the methodological limitations-mainly genetic confounding-of the parental socialization literature. The current study addressed this limitation by analyzing a sample of adoptees to assess the association between 8 parenting measures and 4 criminal justice outcome measures. The results revealed very little evidence of parental socialization effects on criminal behavior before controlling for genetic confounding and no evidence of parental socialization effects on criminal involvement after controlling for genetic confounding. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Sex Education: New Resources Help Parents Talk with Kids.

ERIC Educational Resources Information Center

Witt, Virginia

2002-01-01

To help parents talk with children about sexual health, the Kaiser Family Foundation and National PTA developed a series of free resources for parents (e.g., the booklet "Talking with Kids: A Parent's Guide to Sex Education") to increase parent involvement and communication around sex education. This paper notes the importance of parents…

Chapter 1 Basic Skills Improvement Program. An Information Booklet for Parents.

ERIC Educational Resources Information Center

New Jersey State Dept. of Education, Trenton.

This information booklet for parents answers some of the questions parents often ask about their children's participation in basic skills improvement programs. It suggests ways in which parents can support and reinforce the school's role and offers suggestions for parent involvement and ideas for at-home activities to support skill development.…

Career Development Partnership. A Program Linking Parents, Students, Schools. A Guide to Implementation.

ERIC Educational Resources Information Center

Myers, Edward J.; And Others

A program was developed for parent involvement in career education of students at the elementary, junior high, and senior high levels. The goal of the program is to make parents aware of the important role they play in the career development processes of their children. Topics dealt with include the following: (1) improvement of communication…

"My Child has Cerebral Palsy": Parental Involvement and Children's School Engagement.

PubMed

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children's education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children's autonomous behaviors reported by parents, nor parental style, seem to be related with the children's level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

PubMed Central

Pereira, Armanda; Moreira, Tânia; Lopes, Sílvia; Nunes, Ana R.; Magalhães, Paula; Fuentes, Sonia; Reoyo, Natalia; Núñez, José C.; Rosário, Pedro

2016-01-01

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement. PMID:27891110

Accuracy of Knowledge of Child Development in Mothers of Children Receiving Early Intervention Services

ERIC Educational Resources Information Center

Zand, Debra H.; Pierce, Katherine J.; Bultas, Margaret W.; McMillin, Stephen Edward; Gott, Rolanda Maxim; Wilmott, Jennifer

2015-01-01

Parents' involvement in early intervention (EI) services fosters positive developmental trajectories in young children. Although EI research on parenting skills has been abundant, fewer data are available on parents' knowledge of normative child development. Sixty-seven mothers of children participating in a Midwestern city's EI program completed…

Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families.

PubMed

Brody, Gene H; Dorsey, Shannon; Forehand, Rex; Armistead, Lisa

2002-01-01

The unique contributions that parenting processes (high levels of monitoring with a supportive, involved mother-child relationship) and classroom processes (high levels of organization, rule clarity, and student involvement) make to children's self-regulation and adjustment were examined with a sample of 277 single-parent African American families. A multi-informant design involving mothers, teachers, and 7- to 15-year-old children was used. Structural equation modeling indicated that parenting and classroom processes contributed uniquely to children's adjustment through the children's development of self-regulation. Additional analyses suggested that classroom processes can serve a protective-stabilizing function when parenting processes are compromised, and vice versa. Further research is needed to examine processes in both family and school contexts that promote child competence and resilience.

Fathers' involvement in preschool programs for children with and without hearing loss.

PubMed

Ingber, Sara; Most, Tova

2012-01-01

The authors compared the involvement in children's development and education of 38 fathers of preschoolers with hearing loss to the involvement of a matched group of 36 fathers of preschoolers with normal hearing, examining correlations between child, father, and family characteristics. Fathers completed self-reports regarding their parental involvement and parenting self-efficacy and reported on their family cohesion and adaptability. Mothers also reported on their husbands' involvement. Similarly high levels of involvement on the part of both groups of fathers were found. Involvement correlated positively with fathers' self-reported parenting self-efficacy, family cohesion, and adaptability, and mother-reported paternal involvement. Implications for professionals and mothers are discussed, including the need to encourage mothers' support for their husbands' involvement and to empower fathers' sense of competency in order to increase their involvement.

Proyecto para la participacion de los padres de los estudiantes con competencia limitada en ingles (LEP) (Limited English Proficient (LEP) Parent Involvement Project).

ERIC Educational Resources Information Center

Pecoraro, Diane; Phommasouvanh, Bounlieng

The Limited English Proficient (LEP) Parent Involvement Project, a collaborative project between two state agencies, aims to help refugee and immigrant parents to be effective in their new American culture. Materials are provided that were developed for use in various adult education settings such as English-as-a-Second-Language (ESL) classes,…

Parents' Involvement in Inclusive Education: An Empirical Test for the Psycho-Educational Development of Learners with Special Education Needs (SENs)

ERIC Educational Resources Information Center

Afolabi, Olusegun Emmanuel

2014-01-01

There is mounting evidence that involvement paradigm is a major strategy that supports positive learning outcomes and is critically vital for educating learners with special educational needs (SENs). To illuminate the parental involvement concept and potential in a concrete context, this paper explains 1) the empirical literature that explains the…

Participatory action research: involving students in parent education.

PubMed

Fowler, Cathrine; Wu, Cynthia; Lam, Winsome

2014-01-01

Competition for scarce clinical placements has increased requiring new and innovative models to be developed to meet the growing need. A participatory action research project was used to provide a community nursing clinical experience of involvement in parent education. Nine Hong Kong nursing students self-selected to participate in the project to implement a parenting program called Parenting Young Children in a Digital World. Three project cycles were used: needs identification, skills development and program implementation. Students were fully involved in each cycle's planning, action and reflection phase. Qualitative and quantitative data were collected to inform the project. The overall outcome of the project was the provision of a rich and viable clinical placement experience that created significant learning opportunities for the students and researchers. This paper will explore the student's participation in this PAR project as an innovative clinical practice opportunity. Copyright © 2013 Elsevier Ltd. All rights reserved.

Longitudinal links among parenting, self-presentations to peers, and the development of externalizing and internalizing symptoms in African American siblings.

PubMed

Brody, Gene H; Kim, Sooyeon; Murry, Velma McBride; Brown, Anita C

2005-01-01

A longitudinal model that linked involved-supportive parenting and siblings' ability-camouflaging self-presentations to peers with the development of externalizing and internalizing symptoms was tested with 152 pairs of first- and second-born African American siblings (mean ages 12.7 years and 10.2 years at the first wave of data collection). Three waves of data were collected at 1-year intervals. Teachers assessed siblings' externalizing symptoms, internalizing symptoms, and academic competence; siblings reported their own self-presentations and desire for peer acceptance; and mothers and siblings provided multiinformant assessments of involved-supportive parenting. Involved-supportive parenting at Wave 1 was linked with peer-directed self-presentations at Wave 2. Wave 2 self-presentations were linked indirectly with changes from Wave 1 to Wave 3 in externalizing and internalizing symptoms through their association with academic competence.

Development of a Multisystemic Parent Management Training Intervention for Incarcerated Parents, Their Children and Families

PubMed Central

Eddy, J. Mark; Martinez, Charles R.; Schiffmann, Tracy; Newton, Rex; Olin, Laura; Leve, Leslie; Foney, Dana M.; Shortt, Joann Wu

2008-01-01

The majority of men and women prison inmates are parents. Many lived with children prior to incarceration, and most have at least some contact with their children and families while serving their sentences. As prison populations have increased in the United States, there has been a renewed interest in finding ways not only to reduce recidivism, but also to prevent incarceration in the first place, particularly amongst the children of incarcerated parents. Positive family interaction is related to both issues. The ongoing development of a multisystemic intervention designed to increase positive family interaction for parents and families involved in the criminal justice system is described. The intervention package currently includes a prison-based parent management training program called Parenting Inside Out (PIO); a prison-based therapeutic visitation program; and complimentary versions of PIO designed for jail and probation and parole settings. Work on other components designed for justice-involved parents, children and for caregivers during reunification from prison is ongoing. Program development has occurred within the context of strong support from the state department of corrections and other key governmental and non-profit sector groups, and support systems have been established to help maintain the interventions as well as to develop complimentary interventions, policies and procedures. PMID:19885365

District of Columbia Public Schools: School Year 2014-2015. Parental Right to Know Guide

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2014

2014-01-01

School-Parent Compacts are a component of school-level parental involvement policies, and must be developed by the school, teacher, and parents as a description of how parents, the entire school staff, and students themselves will work together for improved student academic achievement. This District of Columbia Public Schools School Year…

Using Theoretical Models to Examine the Acceptance Behavior of Mobile Phone Messaging to Enhance Parent-Teacher Interactions

ERIC Educational Resources Information Center

Ho, Li-Hsing; Hung, Chang-Liang; Chen, Hui-Chun

2013-01-01

Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper…

Online Learning and Students with Disabilities: Parent Perspectives

ERIC Educational Resources Information Center

Burdette, Paula J.; Greer, Diana L.

2014-01-01

While research has been conducted on parental involvement in K-12 online learning, none of this research relates specifically to the parents of students with disabilities. Thus, researchers developed a survey around the following constructs: parental roles, instruction and assessment, communication and support from the school, and parental…

Parents' Educational Expectations for Young Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Bush, Hillary H.; Cohen, Shana R.; Eisenhower, Abbey S.; Blacher, Jan

2017-01-01

Among typically developing children, many characteristics have been associated with parents' expectations for their children's adjustment to school and academic progress. Despite the history of increased parental involvement in the education of children with autism spectrum disorder (ASD) relative to parents of children without ASD, there is…

Building and Alliance for Children: Parents and Professionals.

ERIC Educational Resources Information Center

Peters, Marie, Ed.; Haring, Norris G., Ed.

The monograph contains seven papers on developing and maintaining cooperation between parents of handicapped children and education professionals. B. Pattison reviews the history of parent involvement and advocacy and offers suggestions for improving school and community relations in "The Early Years and Now: The History of the Parent Advocacy…

The Legal Aspects of Foster Care. Instructor's Manual.

ERIC Educational Resources Information Center

Findling, Joseph

One of a series of manuals for the Foster Parent Training Project, this workbook has been developed at Eastern Michigan University to assist instructors in presenting to foster parent trainees information concerning foster parents involvement with courts, legal proceedings, and public and private agencies. In eight sessions foster parents are…

Parental Engagement Strategies in Greek and Nigerian Preschool Settings: Cross-Country Comparison

ERIC Educational Resources Information Center

Rentzou, Konstantina; Ekine, Adefunke

2017-01-01

Acknowledging the fact that parental engagement is more beneficial during early childhood compared to other developmental stages many countries have institutionalised parental engagement. In Nigeria, the government has taken initiatives in order to involve parents in their child's development by encouraging the establishment of School Management…

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

PubMed Central

Garbacz, S. Andrew; Zerr, Argero A.; Dishion, Thomas J.; Seeley, John R.; Stormshak, Elizabeth A.

2017-01-01

The present study examined influences of 6th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7th and 8th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent’s educational involvement in 6th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development. PMID:29731534

Trajectories of regulatory behaviors in early infancy: Determinants of infant self-distraction and self-comforting.

PubMed

Planalp, Elizabeth M; Braungart-Rieker, Julia M

2015-03-01

The ability to effectively regulate emotions is an important marker for early socioemotional development. The uses of self-comforting behaviors and self-distraction have been empirically supported as effective regulatory strategies for infants, though research on determinants of such behaviors is scarce. Thus, a more thorough examination of the development of regulatory behaviors is needed. For the current study, 135 mothers, fathers, and their infants participated in laboratory visits at 3-, 5-, and 7-months of age where parent sensitivity and infant regulatory strategies were coded from the Still Face Paradigm. Parents also filled out questionnaires about infant temperament and parental involvement. Using multi-level modeling to examine levels and trajectories of self-comforting and self-distraction, the current study found: 1) infants higher in temperamental surgency used more self-distraction and self-comforting, 2) infants lower in surgency with highly involved parents increased in self-distraction at a faster rate, particularly with highly involved fathers, and 3) infants used self-comforting more than average with fathers when the infant was also lower in temperamental regulation. In addition, we examined trajectories of parent involvement and temperament in relation to infant regulatory strategy.

Parent Involvement and the Impact on Student Achievement in Grades 2-5

ERIC Educational Resources Information Center

Thurber, Yvonne Marie

2013-01-01

This quantitative research study examined the relationship between student achievement in reading and mathematics on the STAR (Standardized Test for the Assessment of Reading and Mathematics) and parent involvement in specific character development activities. The research design was quantitative in nature and conducted in two similar elementary…

Early Intervention: Parental Involvement, Child Agency and Participation in Creative Play

ERIC Educational Resources Information Center

Matthews, Alice; Rix, Jonathan

2013-01-01

Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a…

The Value of Early Literacy and Parental Involvement.

ERIC Educational Resources Information Center

Ryan, Sheri Ann

Because early literacy development occurs through social processes, parents need to be involved in the beginning stages of their children's reading. This thesis details the need for early literacy experiences and provides evidence that reading success begins at home. The thesis distinguishes illiteracy and aliteracy, defines literacy, discusses…

New Zealand Students' Perceptions of Parental Involvement in Learning and Schooling

ERIC Educational Resources Information Center

Clinton, Janet; Hattie, John

2013-01-01

This study investigated the relation between multidimensional aspects of high school students' perceptions of their parental involvement and their achievement. It explored differences in socio-economic backgrounds, ethnicity, gender, and higher and lower achieving students, and a structural model was developed to further investigate these…

Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning

ERIC Educational Resources Information Center

Burkhalter, Anne D.

2014-01-01

This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home…

Redefining Diversity: Political Responses to the Post-PICS Environment

ERIC Educational Resources Information Center

Siegel-Hawley, Genevieve; Frankenberg, Erica

2011-01-01

This article examines the federal and local political response to the "Parents Involved" decision. At the federal level, developments suggest a reaction to "Parents Involved" that, since President Obama has taken office, has been largely supportive of voluntary efforts to promote racial diversity. The administration has also…

Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme.

PubMed

Moè, Angelica; Katz, Idit; Alesi, Marianna

2018-06-01

Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four-session training programme that focused on sustaining autonomy-supportive scaffolding modalities. The training decreased parental negative affect, prevented child negative affect increase, and maintained child homework motivation. The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation. © 2018 The British Psychological Society.

Desarrollando el IEP de su Hijo. Guia para Padres (Developing Your Child's IEP. A Parent's Guide).

ERIC Educational Resources Information Center

Rebhorn, Theresa

This Spanish language guide for parents of children with disabilities explains the basics of the special education process, especially parent participation developing the child's individualized education program (IEP). The first section reviews the IEP process, including what's involved, the IEP meeting, who attends the IEP meeting, the role of…

Watermelons Not War! A Support Book for Parenting in the Nuclear Age.

ERIC Educational Resources Information Center

Cloud, Kate; And Others

The Nuclear Education Project (NEP), a group of five women concerned about parenting in a nuclear age, developed this guide to help parents and others develop a sense of hope and promote a greater involvement in the democratic political process. Chapter I, "The Heart of the Matter," presents sections on answering possible questions children might…

Schoolwide Programs: Parents' Guide & Capacity-Building Materials = Programas Schoolwide: Una Guia para Padres y Materias de Capacitacion.

ERIC Educational Resources Information Center

WestEd, San Francisco, CA.

The reauthorization of Title I (Improving America's Schools Act--IASA) made the Schoolwide Program (Schoolwide) a major strategy for schools with high poverty rates and stressed the importance of parent involvement. This guide was developed to provide professional development and parent education on Schoolwide implementation in California. The…

How can parents get involved in preschool? Barriers and engagement in education by ethnic minority parents of children attending Head Start.

PubMed

Mendez, Julia L

2010-01-01

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 as compared with children who did not receive treatment. This research documents the challenges involved in engaging parents in prevention programs. Strategies for maximizing the benefits of preschool for ethnic minority families and their children are discussed. (c) 2009 APA, all rights reserved.

A qualitative analysis of how parents assess acute pain in young children

PubMed Central

Loopstra, Candice; Herd, David

2015-01-01

An accurate and comprehensive pain assessment is crucial for adequate pain management in pre- and early verbal children during painful medical procedures. This study used an inductive approach to explore the processes involved in parental pain assessment and to develop a new model of Parental Assessment of Acute Child Pain. Participants were 19 parents of children aged under 3 years who had previously or were potentially about to experience an intravenous cannula or nasogastric tube insertion. Parental affect regulation, while witnessing their child in acute pain/distress, appeared to be critical to the processes involved in assessing their child’s pain. PMID:28070349

A Functional Model for Counseling Parents of Gifted Students.

ERIC Educational Resources Information Center

Dettmann, David F.; Colangelo, Nicholas

1980-01-01

The authors present a model of parent-school involvement in furthering the educational development of gifted students. The disadvantages and advantages of three counseling approaches are pointed out--parent centered approach, school centered approach, and the partnership approach. (SBH)

Assessing the quality of bereavement care after perinatal death: development and piloting of a questionnaire to assess parents' experiences.

PubMed

Aiyelaagbe, Esther; Scott, Rebecca E; Holmes, Victoria; Lane, Emma; Heazell, Alexander E P

2017-10-01

Understanding parents' experience of care is essential to develop high-quality perinatal bereavement services. This study aimed at developing a questionnaire to identify parents' needs and record their experience of care. The patient experience questionnaire was developed by professionals and parents, and piloted in a tertiary maternity unit. Responses were received from 58 parents. Sensitivity and kindness of staff and time spent with their baby were ranked as 'very important' by 95% of parents. Care in these areas largely met their needs (90%), although 5% of respondents stated that partners could have been more involved. Between 8% and 15% of respondents did not feel that language used at the diagnosis of fetal death was sensitive, clear and unambiguous. Parents did not always receive written information about their care (5%) or post-mortem (13%). Analysis of bereaved parents' responses identified areas for improvement including greater involvement of partners and a need for timely information. Impact statement What is already known on this subject?: Good quality bereavement care after perinatal death reduces the negative emotional, psychological and social effects for parents. Description of parents' experiences is a potential means to improve the quality of perinatal bereavement care. What do the results of this study add?: Parents' needs and experiences of care after perinatal death were recorded using a patient-experience questionnaire designed by a multi-professional team and parents. Staff behaviour, particularly sensitivity and kindness was highly valued by parents. Giving both verbal and written information could be improved. Training is needed for professionals, particularly those who come into contact with bereaved parents less frequently. What are the implications of these findings for clinical practice and/or further research?: Description of parents' priorities and views can be used to identify areas for improvement in perinatal bereavement care. Parents' views should be regularly sought and used to develop local services in an iterative process.

The Silent Parent: Developing Knowledge about the Experiences of Parents with Mental Illness

ERIC Educational Resources Information Center

Boursnell, Melanie

2007-01-01

This paper explores the lived experiences of parents with mental illness in Australia. It draws on in-depth interviews with parents (n = 10) who have mental illness and provides an analysis of national mental health policies. The analysis of the parents' narratives is essential in building a picture for those involved in the issues associated with…

Understanding Parental Stress within the Scallywags Service for Children with Emotional and Behavioural Difficulties

ERIC Educational Resources Information Center

Broadhead, Moira; Chilton, Roy; Crichton, Catriona

2009-01-01

The Scallywags service works specifically within home and school environments to promote parent, teacher and child competencies for children at risk of developing behavioural and/or emotional problems. The scheme has been successfully evaluated, demonstrating significant reductions in parental stress for parents involved in the scheme. This paper…

Professional Development for Family Learning Programmes: A Rationale and Outline Curriculum

ERIC Educational Resources Information Center

Heydon, Liz; Reilly, Jill

2007-01-01

Practice in working with parents is changing and communicating with parents is increasingly a part of teachers' responsibilities. Besides focusing on supporting their children's learning, many schools now involve parents in education for themselves. Yet despite the expectation that they will work to engage parents in their children's learning, in…

Does Parental Autonomy Support Relate to Adolescent Autonomy? An In-Depth Examination of a Seemingly Simple Question

ERIC Educational Resources Information Center

Fousiani, Kyriaki; Van Petegem, Stijn; Soenens, Bart; Vansteenkiste, Maarten; Chen, Beiwen

2014-01-01

In contemporary research on autonomy development, autonomy has been defined as independence (vs. dependence) or as self-endorsed (vs. controlled) functioning. Analogously, perceived parental autonomy support involves either perceived parental promotion of independence (PI) or perceived parental promotion of volitional functioning (PVF). The…

Refining an intervention for students with emotional disturbance using qualitative parent and teacher data

PubMed Central

Nese, Rhonda N.T.; Palinkas, Lawrence A.; Ruppert, Traci

2017-01-01

Intensive supports are needed for students with emotional disturbance during high-risk transitions. Such interventions are most likely to be successful if they address stakeholder perspectives during the development process. This paper discusses qualitative findings from an iterative intervention development project designed to incorporate parent and teacher feedback early in the development process with applications relevant to the adoption of new programs. Using maximum variation purposive sampling, we solicited feedback from five foster/kinship parents, four biological parents and seven teachers to evaluate the feasibility and utility of the Students With Involved Families and Teachers (SWIFT) intervention in home and school settings. SWIFT provides youth and parent skills coaching in the home and school informed by weekly student behavioral progress monitoring. Participants completed semi-structured interviews that were transcribed and coded via an independent co-coding strategy. The findings provide support for school-based interventions involving family participation and lessons to ensure intervention success. PMID:28966422

The "ins" and "outs" of provider-parent communication: perspectives from adolescent primary care providers on challenges to forging alliances to reduce adolescent risk.

PubMed

Helitzer, Deborah L; Sussman, Andrew L; de Hernandez, Brisa Urquieta; Kong, Alberta S

2011-04-01

For several decades, the goal to protect adolescents' confidentiality in addition to state and professional mandates to provide confidential health services have sometimes outweighed the interest of involving parents in risk reduction efforts. More recently, experts acknowledge that a balance must be found between maintaining adolescent confidentiality and involving parents in preventing poor adolescent outcomes resulting from risky behaviors. The purpose of this research was to elucidate the challenges in and identify solutions to realizing this newer vision in the primary care setting. We conducted a qualitative study featuring in-depth interviews with 37 primary care providers among whom a significant component of their practice involved adolescent patients. Purposeful sampling was aimed at a diversity of gender, practice specialty, practice venues, and geographic areas. We identified individual and structural barriers and facilitators to involving parents in their adolescents' primary care. Barriers included parents' lack of knowledge and awareness of their children's risk behaviors; providers time constraints and competing clinical demands, concerns for confidentiality and developing a trusting relationship with the child; and legal and system requirements that limit engagement with parents. Facilitators included interest and for some, planned approaches by the provider to engage the parent; encouragement by the provider to the adolescent to communicate with a trusted adult about their risky behavior; and opportunities to educate the parent about risk reduction in general. Opportunities for further research on strategies to improve communication and develop a partnership between providers and parents are described. Copyright © 2011 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

[Enhancing development of children at risk and their parents by video counselling according to the Marte Meo method].

PubMed

Bünder, Peter

2011-01-01

Marte Meo is a low-intensity programme of counselling parents and other persons significantly involved with children which aims to foster parenting capacity and facilitate child development. The article describes a preliminary pilot study with the aim of identifying variables for the future evaluation of efficacy and effectiveness of the Marte Meo method.

How Moroccan Mothers and Fathers View Child Development and Their Role in Their Children's Education

ERIC Educational Resources Information Center

Zellman, Gail L.; Perlman, Michal; Karam, Rita

2014-01-01

Despite the documented importance of parental engagement in early learning, little is known about how parents in the Middle East and North Africa understand child development. To inform the literature, a small-scale study involving four focus groups was conducted with parents of children aged six years and under living in Casablanca. The purpose…

Analysis of the Efficacy of Mission Possible: Parents and Kids Who Listen for Problem-Solving Ability

ERIC Educational Resources Information Center

Semeniuk, Yulia Y.

2012-01-01

Background: It is well documented that as youth develop into adolescence, conflict with their parents increases. Unmanaged conflicts can have deleterious effects on youth health and development. Open parent-child communication has been found to be protective against a child's involvement in health-risk behaviors. The purpose of this study was…

SPIRE Project: Parental Involvement in Young Children's ESL Reading Development

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Letchumanan, Krishnanveni

2016-01-01

Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system. However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools…

Mountain Plains Learning Experience Guide: Parent Involvement. Course: The Preschool Child.

ERIC Educational Resources Information Center

Peterson, B.; Webber, A.

One of five individualized courses included in a parent involvement curriculum, this course includes the following areas: developmental characteristics of the preschool child and influences on this development, technique for teaching the preschool child and guiding him/her to the fullest potential, and ways of identifying and controlling behavior…

Parental Involvement in Finnish Day Care--What Do Early Childhood Educators Say?

ERIC Educational Resources Information Center

Hakyemez-Paul, Sevcan; Pihlaja, Paivi; Silvennoinen, Heikki

2018-01-01

Research conducted in recent decades shows that parental involvement (PI) plays a significant role in the academic achievement and the healthy development of children. Gaining a better understanding of early childhood educators' views and the reasons for insufficient practices is important for improving PI. This mixed-method research investigates…

The association of parental monitoring and family structure with diverse maladjustment outcomes in middle adolescent boys and girls.

PubMed

Fröjd, Sari; Kaltiala-Heino, Riittakerttu; Rimpelä, Matti

2007-01-01

The aim of this study was to study the associations between family structure, parental monitoring and maladjustment outcomes among middle adolescent girls and boys. Data was collected through a school-based survey of a nationally representative sample of 17,643 Finnish adolescents aged 14-16 years. The less the parents knew the adolescents' friends and whereabouts, the more common were all the maladjustment outcomes studied. Non-intact family structure was associated with maladjustment and had associations independent of parental monitoring. We conclude that parental involvement with adolescents is conducive to healthy development, and that adolescents need the protection provided by parental supervision. Knowing the adolescent's whereabouts and friends is a concrete and easily measurable way of assessing parents' involvement in the adolescent's life.

Teachers' perceptions of remediation possibilities of Dutch students in special education.

PubMed

Bakker, Joep T A; Bosman, Anna M T

2006-12-01

Research suggests that referral practices of teachers in regular education are not only affected by the level of learning difficulties but also by student behaviour and the level of students' parental involvement in education. It was hypothesized that teachers maintain a notion of the 'ideal' student, who has relatively good academic skills, is well behaved and has highly involved parents. The main question of this study was whether special-education teachers' perceptions regarding remediation possibilities are similarly affected by student behaviour and the level of students' parental involvement. Nineteen experienced Dutch school teachers in special education each evaluated four students: two with relatively high and two with relatively low academic performance. Three questionnaires to assess learning difficulties, behavioural problems and the level of parental involvement were developed. Teachers' perceptions of remediation possibilities were related to the severity of the learning difficulties and academic skill. Academic skill, in turn, was strongly related to the perception of the children's behavioural problems and parental involvement, which, in turn, links the perception of remediation possibilities indirectly to children's behavioural problems and parental involvement. Special education teachers may also hold an image of the 'ideal' student. Students with high academic achievement levels are perceived as having fewer behavioural problems and more highly involved parents than students with low academic achievement levels. Whether this is due to justified or unjustified teachers' perceptions is a matter for future research. What is important is that stereotyping of students (justly or not) poses a serious problem for the Dutch reintegration policy.

The illusion of parental celibacy. A necessary stage in adolescent development.

PubMed

Shopper, Moisy

2002-01-01

The paper begins by reviewing Freud's case history of Dora and emphasizing her involvement in and overstimulation by her parents' sexual behavior. This markedly interfered with her ability to desexualize her relationship with them. As a result she was unable to develop the illusion of parental celibacy, which I postulate is an important and necessary defensive stage in normal adolescence. This illusion facilitates the desexualization of the adolescent's relationship to the parents and so contributes to separation from them and the seeking of non-incestuous sexual outlets. The disruption of this illusion of parental celibacy by parental sex education, or by the complications of parental divorce may contribute significantly to the development of adolescent psychopathology. Clinical vignettes are presented.

34 CFR 200.27 - Development of a schoolwide program plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... school year. (2) The school must develop the comprehensive plan with the involvement of parents... comprehensive plan to improve teaching and learning throughout the school. (2) The school must develop the..., parents, and the public. (2) Information in the plan must be— (i) In an understandable and uniform format...

The development of an educational video to motivate teens with asthma to be more involved during medical visits and to improve medication adherence.

PubMed

Sleath, Betsy; Carpenter, Delesha M; Lee, Charles; Loughlin, Ceila E; Etheridge, Dana; Rivera-Duchesne, Laura; Reuland, Daniel S; Batey, Karolyne; Duchesne, Cristina I; Garcia, Nacire; Tudor, Gail

2016-09-01

Our objective was to develop a series of short educational videos for teens and parents to watch before pediatric visits to motivate teens to be more actively involved during their visits. The development of the short educational videos was theoretically guided by Social Cognitive Theory. First we conducted four focus groups with teens (ages 11 to 17) with asthma, four focus groups with the teens' parents, and seven focus groups with pediatric providers from four clinics. The research team, which included two teens with asthma and their parents, analyzed the focus group transcripts for themes and then developed the initial video script. Next, a visual storyboard was reviewed by focus groups with parents and four with teens to identify areas of the script for improvement. The English videos were then produced. Focus groups with Hispanic parents and teens were then conducted for advice on how to modify the videos to make a more culturally appropriate Spanish version. Based on focus group results, teen newscasters narrate six one- to two-minute videos with different themes: (a) how to get mom off your back, (b) asthma triggers, (c) staying active with asthma, (d) tracking asthma symptoms, (e) how to talk to your doctor and (f) having confidence with asthma. Each video clip has three key messages and emphasizes how teens should discuss these messages with their providers. Teens, parents, and providers gave us excellent insight into developing videos to increase teen involvement during medical visits.

Parent Involvement Practices of High-Achieving Elementary Science Students

NASA Astrophysics Data System (ADS)

Waller, Samara Susan

This study addressed a prevalence of low achievement in science courses in an urban school district in Georgia. National leaders and educators have identified the improvement of science proficiency as critical to the future of American industry. The purpose of this study was to examine parent involvement in this school district and its contribution to the academic achievement of successful science students. Social capital theory guided this study by suggesting that students achieve best when investments are made into their academic and social development. A collective case study qualitative research design was used to interview 9 parent participants at 2 elementary schools whose children scored in the exceeds category on the Science CRCT. The research questions focused on what these parents did at home to support their children's academic achievement. Data were collected using a semi-structured interview protocol and analyzed through the categorical aggregation of transcribed interviews. Key findings revealed that the parents invested time and resources in 3 practices: communicating high expectations, supporting and developing key skills, and communicating with teachers. These findings contribute to social change at both the local and community level by creating a starting point for teachers, principals, and district leaders to reexamine the value of parent input in the educational process, and by providing data to support the revision of current parent involvement policies. Possibilities for further study building upon the findings of this study may focus on student perceptions of their parents' parenting as it relates to their science achievement.

Parental views on informed consent for expanded newborn screening.

PubMed

Moody, Louise; Choudhry, Kubra

2013-09-01

An increasing array of rare inherited conditions can be detected as part of the universal newborn screening programme. The introduction and evaluation of these service developments require consideration of the ethical issues involved and appropriate mechanisms for informing parents and gaining consent if required. Exploration of parental views is needed to inform the debate and specifically consider whether more flexible protocols are needed to fit with the public perception of new developments in this context. This study has been undertaken to explore perceptions and attitudes of parents and future parents to an expanded newborn screening programme in the United Kingdom and the necessary information provision and consent processes. A mixed methods study involving focus groups (n = 29) and a web-survey (n = 142) undertaken with parents and future parents. Parents want guaranteed information provision with clear decision-making powers and an awareness of the choices available to them. The difference between existing screening provision and expanded screening was not considered to be significant enough by participants to warrant formal written, informed consent for expanded screening. It is argued that the ethical review processes need to be more flexible towards the provision of information and consent processes for service developments in newborn screening. © 2011 John Wiley & Sons Ltd.

Hacer lo mejor de la educacion de su nino: Una Guia para padres. Preparado para el Proyecto para la Movilizacion de la Communidad Hispana para la Provencion de la Desercion Escolar. (Making the Most of Your Child's Education: A Guide to Parents. Prepared for the ASPIRA Hispanic Community Mobilization for Dropout Prevention Project).

ERIC Educational Resources Information Center

Pell, Elena; And Others

This guide, in Spanish, offers practical advice to Latino parents on how to help their children succeed academically. Chapter 1, "About This Booklet," discusses the importance of parent involvement in a child's education and development and reviews the format of the five other chapters. Chapter 2, "What Is Parent Involvement, and…

Struggling with one's own parenting after an upbringing with substance abusing parents.

PubMed

Tedgård, Eva; Råstam, Maria; Wirtberg, Ingegerd

2018-12-01

To add to our knowledge concerning the key elements involved in the individual's experience of growing up with substance abusing parents and the resulting challenges this involved for their own parenthood. In-depth interviews were conducted with 19 parents who had participated in a mental health intervention programme. All had experienced substance abusing parents in their family of origin. Qualitative content analysis was used to analyse the data. They also completed a self-report questionnaire assessing their attachment style. Participants reported a high incidence of emotional abuse and neglect coupled with inadequate support from the community. Their own parental role was influenced by high parental stress and a majority had an insecure attachment style. All participants had experienced a very difficult childhood which was reinforced by the fact that they received little support from society. Their childhood experience and the resulting challenges that this created in their own parenting role could negatively influence their own children's ability to form a secure psychosocial development. It is therefore important to develop instruments that can help to identify children who were raised in misuse families in order to accommodate the transgenerational effects of growing up with substance abusing parents.

Evaluation of a Blog Based Parent Involvement Approach by Parents

ERIC Educational Resources Information Center

Ozcinar, Zehra; Ekizoglu, Nihat

2013-01-01

Despite the well-known benefits of parent involvement in children's education, research clearly shows that it is difficult to effectively involve parents. This study aims to capture parents' views of a Blog Based Parent Involvement Approach (BPIA) designed to secure parent involvement in education by strengthening school-parent communication. Data…

Engaging Parents of Eighth Grade Students in Parent-Teacher Bidirectional Communication

ERIC Educational Resources Information Center

Bennett-Conroy, Waveline

2012-01-01

This article describes the development and evaluation of a classroom-based, low-cost intervention to increase parents' involvement in their children's education. In Phase 1 of the study, 17 parents of 8th grade students in a low-income, high immigrant and minority school district were interviewed to conduct a qualitative assessment of factors…

Co-Working: Parents' Conception of Roles in Supporting Their Children's Speech and Language Development

ERIC Educational Resources Information Center

Davies, Karen E.; Marshall, Julie; Brown, Laura J. E.; Goldbart, Juliet

2017-01-01

Speech and language therapists' (SLTs) roles include enabling parents to provide intervention. We know little about how parents understand their role during speech and language intervention or whether these change during involvement with SLTs. The theory of conceptual change, applied to parents as adult learners, is used as a framework for…

Perceptions about Parental Engagement among Hispanic Immigrant Mothers of First Graders from Low-Income Backgrounds

ERIC Educational Resources Information Center

Johnson, Samantha Berkule; Arevalo, Jenny; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Dreyer, Benard P.; Mendelsohn, Alan L.

2016-01-01

Parental engagement is critical to children's educational achievement. Before and during elementary school, it is crucial for parents to be involved in their children's education in order to foster development and achievement. Hispanic parents' immigrant status, coupled with a lack of English proficiency, means that they often find themselves of…

Early interventions involving parents to improve neurodevelopmental outcomes of premature infants: a meta-analysis.

PubMed

Vanderveen, J A; Bassler, D; Robertson, C M T; Kirpalani, H

2009-05-01

To determine in a systematic review, whether interventions for infant development that involve parents, improve neurodevelopment at 12 months corrected age or older. Randomized trials were identified where an infant intervention was aimed to improve development and involved parents of preterms; and long-term neurodevelopment using standardized tests at 12 months (or longer) was reported. Identified studies (n=25) used a variety of interventions including parent education, infant stimulation, home visits or individualized developmental care. Meta-analysis at 12 months (N=2198 infants) found significantly higher mental (N=2198) and physical (N=1319) performance scores favoring the intervention group. At 24 months, the mental (N=1490) performance scores were improved, but physical (N=1025) performance scores were not statistically significant. The improvement in neurodevelopmental outcome was not sustained at 36 months (N=961) and 5 years (N=1017). Positive clinically meaningful effects (>5 points) are seen to an age of 36 months, but are no longer present at 5 years.

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement.

PubMed

Guo, Xiaolin; Lv, Bo; Zhou, Huan; Liu, Chunhui; Liu, Juan; Jiang, Kexin; Luo, Liang

2018-01-01

The impact of social economic status (SES) on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls) in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1) home monitoring; (2) parent-child communication; and (3) parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Lessons Learned from the Development and Implementation of a Parent Nutrition Education Program with Low-Income Latina Mothers in an Urban School District Setting

ERIC Educational Resources Information Center

Thai, Chan Le; Prelip, Michael; Erausquin, Jennifer Toller; Slusser, Wendelin

2012-01-01

This article describes the steps involved in the development and implementation of a parent nutrition education workshop series for a low-income, primarily Spanish-speaking population in an urban school district setting. Overall, those parents who participated in the nutrition education workshops showed positive changes in their knowledge,…

The impact of visual communication on the intersubjective development of early parent-child interaction with 18- to 24-month-old deaf toddlers.

PubMed

Loots, Gerrit; Devisé, Isabel; Jacquet, Wolfgang

2005-01-01

This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.

Examining a Brief Measure of Parent Involvement in Children's Education

ERIC Educational Resources Information Center

Lau, Won-Fong K.

2013-01-01

The current study is a preliminary investigation of the psychometric properties of a brief seven-item Parent Involvement Survey (PIS) as developed by the researcher, that could potentially be used in schools. In an effort to test for construct validity, the relation of the PIS to elementary-aged students' receptive vocabulary skills and four…

Involving Parents in the Reading Process. Learning Package No. 7.

ERIC Educational Resources Information Center

Simic, Marge; Smith, Carl, Comp.

Originally developed for the Department of Defense Schools (DoDDS) system, this learning package on involving parents in the reading process is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes a comprehensive search of the ERIC database; a lecture giving an overview on the topic; the full…

Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using a Systematic Professional Development Approach

ERIC Educational Resources Information Center

Ferrara, Margaret M.

2009-01-01

This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This curriculum infusion was not only effective in increasing preservice teacher knowledge but also in raising course instructors' level of awareness about the importance and necessity of…

The protective effects of good parenting on adolescents.

PubMed

DeVore, Elise R; Ginsburg, Kenneth R

2005-08-01

To explore recent developments in the literature regarding parenting practices and adolescent development, with a focus on parenting style, parental monitoring, communication, and supervision. There have been significant recent advances in the study of the relationship between parenting and adolescent development. Several recent intervention studies with a parenting component demonstrated immediate and long-term protective effects on adolescent risk behavior. Parent-child connectedness and authoritative parenting style are protective for teens. Parental monitoring has a protective effect on many adolescent risk behaviors in both middle-class populations and poor urban environments and has been shown both to moderate the effect of peer influence and to persist into late adolescence. Whereas unsupervised time, exposure to sexual possibility situations, and out-of-home care increase sexual behavior, improved parent-child communication reduces sexual risk behaviors. Recent scholarship demonstrates the significant, enduring, and protective influence of positive parenting practices on adolescent development. In particular, parental monitoring, open parent-child communication, supervision, and high quality of the parent-child relationship deter involvement in high-risk behavior. Authoritative parenting generally leads to the best outcomes for teens. Clinicians should find opportunities to discuss evidence-based parenting practices with families. Future research should focus on the development and long-term evaluation of effective parenting interventions.

How the Parent-Child Relationship Affects Externalizing, Internalizing, and Adaptive Behavior Development in Autism

ERIC Educational Resources Information Center

Levenson, Lauren Nicole

2017-01-01

The purpose of this study was to examine the relationship between parent-child relationship characteristics (attachment, involvement, discipline practices, parenting confidence, and relational frustration) and behavioral outcomes (internalizing, externalizing, and adaptive) in children with autism spectrum disorder (ASD). ASD presents pervasive…

Parents as Partners in Schooling.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Centre for Educational Research and Innovation.

Parents in many OECD (Organisation for Economic Co-operation and Development) countries want to become more involved in their children's school and understand the educational process more fully. Governments, too, are beginning to recognize that high standards of achievement depend, to a certain extent, on parental support. More and more…

Connections: Developing Skills for the Family of the Young Special Child, 0-5. [and] A Coordinators Guide.

ERIC Educational Resources Information Center

Mendoza, Jeanne; And Others

The program is intended to increase skills in parents of young handicapped children. The coordinator's guide traces the background and development of the parent involvement materials, presents suggestions for workshop planning and actual implementation, and discusses training approaches for developing small group facilitation skills. The companion…

Food parenting measurement issues: working group consensus report.

PubMed

Hughes, Sheryl O; Frankel, Leslie A; Beltran, Alicia; Hodges, Eric; Hoerr, Sharon; Lumeng, Julie; Tovar, Alison; Kremers, Stef

2013-08-01

Childhood obesity is a growing problem. As more researchers become involved in the study of parenting influences on childhood obesity, there appears to be a lack of agreement regarding the most important parenting constructs of interest, definitions of those constructs, and measurement of those constructs in a consistent manner across studies. This article aims to summarize findings from a working group that convened specifically to discuss measurement issues related to parental influences on childhood obesity. Six subgroups were formed to address key measurement issues. The conceptualization subgroup proposed to define and distinguish constructs of general parenting styles, feeding styles, and food parenting practices with the goal of understanding interrelating levels of parental influence on child eating behaviors. The observational subgroup identified the need to map constructs for use in coding direct observations and create observational measures that can capture the bidirectional effects of parent-child interactions. The self-regulation subgroup proposed an operational definition of child self-regulation of energy intake and suggested future measures of self-regulation across different stages of development. The translational/community involvement subgroup proposed the involvement of community in the development of surveys so that measures adequately reflect cultural understanding and practices of the community. The qualitative methods subgroup proposed qualitative methods as a way to better understand the breadth of food parenting practices and motivations for the use of such practices. The longitudinal subgroup stressed the importance of food parenting measures sensitive to change for use in longitudinal studies. In the creation of new measures, it is important to consider cultural sensitivity and context-specific food parenting domains. Moderating variables such as child temperament and child food preferences should be considered in models.

Prediction of child performance on a parent-child behavioral approach test with animal phobic children.

PubMed

Ollendick, Thomas H; Lewis, Krystal M; Cowart, Maria J W; Davis, Thompson

2012-07-01

A host of factors including genetic influences, temperament characteristics, learning experiences, information processing biases, parental psychopathology, and specific parenting practices have been hypothesized to contribute to the development and expression of children's phobias. In the present study, the authors focused on parental psychopathology (phobic anxiety) and parenting behaviors (warmth, involvement) in the prediction of child performance on a behavioral approach test (BAT). All children (n = 44) experienced a phobia of animals and were clinic referred. The youth completed two BATs: the first alone and the second one with a parent present. Overall, performance was greater on the parent-present BAT (58% of steps completed) than on the child-alone BAT (38% of steps completed), although considerable variability was present. Performance on the parent-present BAT was associated with parental warmth and involvement but not parental phobic anxiety. Implications of these findings were discussed, and their implications for the use of behavioral analogues tests were explored.

Parental Involvement with the Criminal Justice System and the Effects on Their Children: A Collaborative Model for Researching Vulnerable Families

PubMed Central

Akesson, Bree; Smyth, J. McGregor; Mandell, Donald J.; Doan, Thao; Donia, Katerina; Hoven, Christina W.

2014-01-01

Despite the existing body of research examining the effects of imprisonment on incarcerated adults, as of yet, there is no solid empirical evidence for understanding the effects of parental involvement with the criminal justice system involvement (CJSI) on children and families. Accordingly, Columbia University-New York State's Child Psychiatric Epidemiology Group (CPEG), supported by a strong collaboration with The Bronx Defenders, a holistic public defender providing free legal representation, is conducting a longitudinal study examining the effects of parental involvement with the criminial justice system on this population. The study aims to understand, over time, the impact of parental CJSI on their children's mental health, including the effects of the collateral legal damage of CJSI (such as eviction and deportation), substance use, the development of risky behaviors leading to the child's potential involvement with the criminal justice system, as well as protective factors and identification of potential intervention points, which has the ability to inform public policy. PMID:22239383

The Involvement of Hong Kong Parents in the Education of Their Children: A Validation of the Parents' Attributions and Perception Questionnaire

ERIC Educational Resources Information Center

Phillipson, Sivanes; Phillipson, Shane N.

2010-01-01

This study describes the validation and interpretation of the Parents' Attributions and Perception Questionnaire (PAPQ) using confirmatory factor analysis and Rasch modelling to report both the construct validity and category structure of the scales in the questionnaire. The PAPQ was developed to reflect the proposal that parents mediate the…

Using Blogging to Engage College Parents and Families--and How That Can Impact Your Institution's Bottom Line

ERIC Educational Resources Information Center

Chapman, Betsy

2017-01-01

Fifty years ago, the existence of a dedicated parent/ family relations office at a college or university was a rare thing. Parents were not considered as involved a constituency as students, faculty, staff, or alumni. Freestanding parent and family relations offices are a relatively recent development. Many institutions have been working…

An Investigation of a Parenting Videotape Targeted to Parents of Young Children with Disabilities. Final Report, Phase I.

ERIC Educational Resources Information Center

McKinney, David D.

This feasibility study examined the need and the appropriateness of developing a videotape targeted to parents of young children with disabilities. The study involved a review of the literature, interviews with experts and practitioners, a focus group discussion to elicit the opinions and suggestions of parents of children with disabilities,…

What Do Parents Think about Kindergarten?

ERIC Educational Resources Information Center

Karwowska-Struczyk, Malgorzata

1993-01-01

Describes a study that examined parental involvement in kindergarten in Poland and that is part of an international project based on Bronfenbrenner's theory of the ecology of human development. Details parents' opinions about kindergarten and their expectations of both teachers and the setting in which their child has been placed. (BB)

Doesn't He Have Beautiful Blue Eyes? Tips for a Successful Parent-Teacher Conference.

ERIC Educational Resources Information Center

Strudler, Ruth

1993-01-01

Tips for successful parent-teacher conferences concerning children with special needs focus on preventing a conflict cycle and developing a cooperation cycle. Specific suggestions to reduce stress levels and involve parents positively are offered for preconference behaviors, conference behaviors, and postconference behaviors. (DB)

Parents Hearing Reading: Lessons for School Practice from the British and Australasian Research.

ERIC Educational Resources Information Center

Toomey, Derek

Concentrating on hearing reading rather than parents reading to children, this literature review examines research into parents' participation in their children's literacy development with the aim of providing information to assist school practice. The review focuses on attention to British studies involving systematic analysis of carefully…

Hispanic Parent Involvement in Early Childhood Programs. ERIC Digest.

ERIC Educational Resources Information Center

Espinosa, Linda M.

To determine effective strategies for connecting Hispanic parents and their children's early childhood programs, educators need to develop a greater understanding of the features of the Hispanic culture that influence parents' childrearing practices and orientation toward formal education. Educators should be aware of Hispanics' diversity in terms…

Chinese Parenting Styles and Children's Self-Regulated Learning

ERIC Educational Resources Information Center

Huang, Juan; Prochner, Larry

2004-01-01

Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in…

The Child Care Professional/Parent/Child: An Emerging Triad.

ERIC Educational Resources Information Center

Yawkey, Thomas D.; Bakawa, Lois J.

The importance of parenting roles and home environments on the young child's learning is given support through an examination of current child development research and contemporary sociological theory. Some methods that can be employed by the child care professional to facilitate parent involvement and awareness include: (1) interaction groups…

Esperanza y Poder: Democratic Dialogue and Authentic Parent Involvement

ERIC Educational Resources Information Center

Stratton, Susan

2006-01-01

This study explored ways to increase authentic participation of Mexican American parents in the education of their children. It focused on direct dialogue between Spanish-speaking parents and English-speaking school personnel and how dialogue facilitated group development. The design of the study included phenomenological inquiry and action…

[Parent participation in the treatment of dyslexic children - the results of a paper-pencil questionnaire].

PubMed

Multhauf, Bettina; Buschmann, Anke

2014-07-01

This study examined the degree and manner of involving parents in the treatment of dyslexic children. The study also identified therapeutic variables predicting the extent of parent involvement and the reasons for any instances of failed involvement. A sample of 53 out of 120 randomly selected German dyslexia therapists (response rate: 44 %) filled out a paper-pencil questionnaire assessing the degree and manner of parent involvement in the treatment of dyslexic children. Furthermore, therapists' attitudes toward parent involvement and their subjective competence when working with parents were assessed. The most common forms of parent involvement occurred during anamnesis and when drawing up recommendations for home exercises. The therapists' attitudes toward working with parents predicted the extent of parent involvement (β = .58). There was a significant correlation between working with parents and the subjective competence of the therapist (r = .28), which was mediated by therapists' attitudes toward parent involvement. Disinterest on the part of parents and therapists' lack of time proved to be reasons for less parent involvement. Despite declared positive attitudes toward working with parents, the involvement of parents in the therapeutic process by therapists was limited.

Cancer care in Romania: challenges and pitfalls of children's and adolescents' multifaceted involvement.

PubMed

Badarau, Domnita O; De Clercq, Eva; Wangmo, Tenzin; Dragomir, Monica; Miron, Ingrid; Kühne, Thomas; Elger, Bernice S

2016-12-01

Communication about diagnosis and medical treatment for children suffering from life-threatening illnesses is complex. It is a primary step in involving underage patients and families in care and lays the foundation for obtaining parental permission and patient assent for treatment. In practice child participation in care is often difficult to obtain due to patients' different and sometimes fluctuating preferences, but also parents' protective strategies. Physicians may be susceptible to parental wishes to limit information and feel uncomfortable discussing issues related to uncertainty of cure with patients. A qualitative study in Romanian paediatric oncology units was conducted to explore children's involvement from the perspectives of parents and oncologists. Interviews with participants discussed 18 patient cases. Data were transcribed and thematic analysis was used to interpret and mine patients' involvement during treatment. Different facets of patient participation were identified: restricting, widening and enhancing involvement. A fourth category, unintentional involvement, occurred for all patients due to children's observations during long-term hospitalisations and access to Internet. Uncertainty overarched parental attitudes regarding the extent to which children should be included. Physicians usually complied with parental wishes to limit involvement, but together with parents involved patients at least in a practical way. Adults' protective attitude may backfire, as adolescents' online searches often expose patients to worse-case scenarios. Further research should acknowledge the hazards of restricted diagnosis disclosure and develop clinician tools to support families in communicating with patients. This should be paralleled by physician efforts to elicit patients' needs regarding participation. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Preliminary Development of the Parent Involvement in Early Learning Scale for Low-Income Families Enrolled in a Child-Development-Focused Home Visiting Program

ERIC Educational Resources Information Center

Manz, Patricia H.; Gernhart, Amanda L.; Bracaliello, Catherine B.; Pressimone, Vanessa J.; Eisenberg, Rachel A.

2014-01-01

Salient early intervention approaches for children below the age of 3 years, such as home visiting, seek to strengthen the pivotal role that parents play in fostering their young children's early learning. Yet, measures that identify and monitor the ways in which low-income parents support toddlers' learning experiences are lacking. Without parent…

Perceived Parental Reactions to Adolescent Distress (PRAD): Development and Validation of a Brief Measure

PubMed Central

Barbot, Baptiste; Heinz, Sasha L.; Luthar, Suniya S.

2013-01-01

Although adolescence is a time of individuation with increased reliance on peers, research indicates that, despite a deliberate distancing from parents, adolescents continue to seek the support and console of parental attachment figures in times of distress. The Perceived Parental Reactions to Adolescent Distress (PRAD) is a brief self-report measure developed to examine adolescents’ perception of parental response under conditions of distress as measured by four conceptually and empirically distinct parental reactions to distress: Comfort, Self-focus, Avoidance and Harshness. Across two studies involving a total of 738 high school students, we developed the PRAD and substantiated its robust psychometric properties, including evidence for reliability as well as internal and criterion validity. Sources of individual differences in the test-scores were also explored. Empirical as well as practical importance of assessing parental reactions to adolescent distress is discussed with regard to both the attachment and adolescent development literature. PMID:23777451

Parent and Community Involvement in Education. Volume I: Findings and Conclusions. Studies of Education Reform.

ERIC Educational Resources Information Center

Rutherford, Barry; And Others

Genuine educational reform depends on developing relationships with the home, community groups, politicians, and the business community (Seeley, 1981). This volume is the first of three volumes that are products of a 3.5 year study of education reform, with a focus on the role of parent, family, and community involvement in the middle grades. The…

Parent and Community Involvement in Education. Volume II: Case Studies. Studies of Education Reform.

ERIC Educational Resources Information Center

Rutherford, Barry; And Others

Genuine educational reform depends on developing relationships with the home, community groups, politicians, and the business community (Seeley, 1981). This volume is the second of three reports that are products of a 3.5 year study of education reform, with a focus on the role of parent, family, and community involvement in the middle grades. The…

Constraints and Subsequent Limitations to Parental Involvement in Primary Schools in Abu Dhabi: Stakeholders' Perspectives

ERIC Educational Resources Information Center

Hourani, Rida Blaik; Stringer, Patricia; Baker, Fiona

2012-01-01

The United Arab Emirates (UAE) is developing its public schools by initiating reform agendas for school improvement. High on the list of reforms is the call to increase parental involvement in schools. For this reform to work successfully, it is important to identify and examine the constraints and subsequent limitations that exist. Seven primary…

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement

PubMed Central

Guo, Xiaolin; Lv, Bo; Zhou, Huan; Liu, Chunhui; Liu, Juan; Jiang, Kexin; Luo, Liang

2018-01-01

The impact of social economic status (SES) on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls) in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1) home monitoring; (2) parent-child communication; and (3) parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions. PMID:29910752

Toward Conceptual Clarity in a Critical Parenting Construct: Parental Monitoring in Youth with Chronic Illness

PubMed Central

Templin, Thomas N.; Naar-King, Sylvie; Frey, Maureen A.

2008-01-01

Parental monitoring has been defined as “a set of correlated parenting behaviors involving attention to and tracking of the child's whereabouts, activities, and adaptations.” This construct is of significant interest due to its relatedness to a broad range of youth risk behaviors, including risky sexual behavior, substance abuse, and poor adherence. However, to date, measures of parental monitoring are largely absent from the chronic illness literature. The present article focuses upon two key problems in the operationalization of the monitoring construct to date: (a) poor conceptual specificity in parenting constructs such as monitoring, overprotection, and over-involvement when used to date among youth with chronic conditions and (b) the confounding of existing measures of parental monitoring with items evaluating parental knowledge of youth activities, which has resulted in a lack of data regarding the mechanisms by which parents obtain their information. Recommendations for the future development of monitoring measures are discussed. PMID:18467352

Radiologic science students' perceptions of parental involvement.

PubMed

DuBose, Cheryl; Barymon, Deanna; Vanderford, Virginia; Hensley, Chad; Shaver, Gary

2014-01-01

A new generation of students is in the classroom, and they are not always alone. Helicopter parents, those who hover around the student and attempt to ease life's challenges, are accompanying the students to radiologic science programs across the nation. To determine radiologic science students' perception regarding their parents' level of involvement in their lives. A survey focused on student perceptions of parental involvement inside and outside of the academic setting was completed by 121 radiologic science students at 4 institutional settings. The analysis demonstrates statistically significant relationships between student sex, age, marital status, and perceived level of parental involvement. In addition, as financial support increases, students' perception of the level of parental involvement also increases. Radiologic science students want their parents to be involved in their higher education decisions. Research indicates that students with involved parents are more successful, and faculty should be prepared for increased parental involvement in the future. Radiologic science students perceive their parents to be involved in their academic careers. Ninety-five percent of respondents believe that the financial support of their parent or parents contributes to their academic success. Sixty-five percent of participants are content with their parents' current level of involvement, while 11% wish their parents were more involved in their academic careers.

Struggling with one’s own parenting after an upbringing with substance abusing parents

PubMed Central

Tedgård, Eva; Råstam, Maria; Wirtberg, Ingegerd

2018-01-01

ABSTRACT Aim: To add to our knowledge concerning the key elements involved in the individual’s experience of growing up with substance abusing parents and the resulting challenges this involved for their own parenthood. Methods: In-depth interviews were conducted with 19 parents who had participated in a mental health intervention programme. All had experienced substance abusing parents in their family of origin. Qualitative content analysis was used to analyse the data. They also completed a self-report questionnaire assessing their attachment style. Result: Participants reported a high incidence of emotional abuse and neglect coupled with inadequate support from the community. Their own parental role was influenced by high parental stress and a majority had an insecure attachment style. Conclusions: All participants had experienced a very difficult childhood which was reinforced by the fact that they received little support from society. Their childhood experience and the resulting challenges that this created in their own parenting role could negatively influence their own children’s ability to form a secure psychosocial development. It is therefore important to develop instruments that can help to identify children who were raised in misuse families in order to accommodate the transgenerational effects of growing up with substance abusing parents. PMID:29482480

Food Parenting Measurement Issues: Working Group Consensus Report

PubMed Central

Frankel, Leslie A.; Beltran, Alicia; Hodges, Eric; Hoerr, Sharon; Lumeng, Julie; Tovar, Alison; Kremers, Stef

2013-01-01

Abstract Childhood obesity is a growing problem. As more researchers become involved in the study of parenting influences on childhood obesity, there appears to be a lack of agreement regarding the most important parenting constructs of interest, definitions of those constructs, and measurement of those constructs in a consistent manner across studies. This article aims to summarize findings from a working group that convened specifically to discuss measurement issues related to parental influences on childhood obesity. Six subgroups were formed to address key measurement issues. The conceptualization subgroup proposed to define and distinguish constructs of general parenting styles, feeding styles, and food parenting practices with the goal of understanding interrelating levels of parental influence on child eating behaviors. The observational subgroup identified the need to map constructs for use in coding direct observations and create observational measures that can capture the bidirectional effects of parent–child interactions. The self-regulation subgroup proposed an operational definition of child self-regulation of energy intake and suggested future measures of self-regulation across different stages of development. The translational/community involvement subgroup proposed the involvement of community in the development of surveys so that measures adequately reflect cultural understanding and practices of the community. The qualitative methods subgroup proposed qualitative methods as a way to better understand the breadth of food parenting practices and motivations for the use of such practices. The longitudinal subgroup stressed the importance of food parenting measures sensitive to change for use in longitudinal studies. In the creation of new measures, it is important to consider cultural sensitivity and context-specific food parenting domains. Moderating variables such as child temperament and child food preferences should be considered in models. PMID:23944928

The Investigation of Research-Based Home Parental Involvement Practices, Parental Style, and Student Achievement

ERIC Educational Resources Information Center

Colson, Myron Jamal

2010-01-01

The purpose of the study was to investigate the relationship of home parental involvement practices, parental style and student achievement. Dimensions of parental involvement practices are parental instruction, parental reinforcement, parental modeling, and parental encouragement. Dimensions of parental style are authoritarian, permissive, and…

Value Development Underlies the Benefits of Parents’ Involvement in Children’s Learning: A Longitudinal Investigation in the United States and China

PubMed Central

Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

2014-01-01

This research examined whether the benefits of parents’ involvement in children’s learning are due in part to value development among children. Four times over the seventh and eighth grades, 825 American and Chinese children (mean age = 12.73 years) reported on their parents’ involvement in their learning and their perceptions of the value their parents place on school achievement as well as the value they themselves place on it. Children’s academic functioning was assessed via children’s reports and school records. Value development partially explained the effects of parents’ involvement on children’s academic functioning in the United States and China. For example, the more children reported their parents as involved, the more they perceived them as placing value on achievement six months later; such perceptions in turn predicted the subsequent value children placed on achievement, which foreshadowed enhanced grades. PMID:25937669

Gift and sacrifice: parental involvement in Latino adolescents' education.

PubMed

Ceballo, Rosario; Maurizi, Laura K; Suarez, Gloria A; Aretakis, Maria T

2014-01-01

Although myriad studies document the benefits of parental involvement in education on various indicators of children's academic performance, less research examines parental involvement among adolescents in low-income Latino families. Incorporating a multidimensional conceptualization of parental involvement, this study examined the relation between parental involvement and academic outcomes in a sample of 223 low-income, Latino adolescents. Results indicated that three types of parental involvement (gift/sacrifice, future discussions/academic socialization, and school involvement) had significant, positive associations with academic outcomes. Moreover, our results suggest that parents' stories about struggles with poverty and immigration are an important component of parental involvement, contributing to adolescents' desire to succeed academically and "give back" to parents. Additionally, our findings indicated that the positive relations between parental involvement and academic outcomes were stronger for immigrant youth and for those with higher endorsements of the Latino cultural value of respeto (respect).

Title 1 Schools Parent Liaisons' Reports Regarding Their Roles and Associated Responsibilities to Facilitate Parent Engagement to Support Children's Academic Achievement

ERIC Educational Resources Information Center

Tacchi, Barbara M.

2013-01-01

Parent Liaisons can play an integral role in working to realize a vision for a strategic, comprehensive, and continuous system of family, school, and community partnerships that demonstrably contribute to children's development and school success. Parent involvement continues to receive an increasing amount of attention in federal and state…

A Comparison of Two After School Strategies for Improving the Parenting Knowledge and Parenting Perceptions of Preschool Families Enrolled in a Title 1 Program

ERIC Educational Resources Information Center

Newman, Rae Ette Veronna

2013-01-01

A parent is a child's first educator in communication, social/emotional skills, motor development, and academics. As the achievement expectations placed on schools increase and the schooling population continually diversifies, the need to increase the overall parental involvement in schools and their ability to assist with academics in the home…

Involving parents from the start: formative evaluation for a large randomised controlled trial with Botswana Junior Secondary School students.

PubMed

Vig, Jessica; Miller, Kim S; Chirwa-Motswere, Catherine; Winskell, Kate; Stallcup, Elizabeth

2016-01-01

While HIV prevention research conducted among adolescent populations may encounter parental resistance, the active engagement of parents from inception to trial completion may alleviate opposition. In preparation for implementing a large randomised controlled trial (RCT) examining the efficacy of a behavioural intervention targeting adolescent sexual risk behaviours, a formative evaluation was undertaken to assess parental reactions to the proposed trial. Six focus groups were conducted with parents of adolescents (aged 13-17) from rural, peri-urban and urban junior secondary schools in Botswana. Focus groups explored comprehension and acceptability among parents of the forthcoming trial including HSV-2 testing, the return of results to the adolescent (not the parent), trial information materials and the parental consent process. Parents welcomed the study and understood and accepted its moral and ethical considerations. Their reactions regarding return of HSV-2 results only to adolescents (not the parent) were mixed. Parents understood the consent process and most agreed to consent, while indicating their desire to remain informed and involved throughout the RCT. The focus group discussions (FGDs) provided valuable information and insights that helped strengthen the study. As a result of parents' feedback, counselling procedures were strengthened and direct linkages to local services and care were made. Informational materials were revised to increase clarity, and materials and procedures were developed to encourage and support parental involvement and parent-child dialogue. Ultimately, parental feedback led to a decision by the Government of Botswana to allow parents to access their child's HSV-2 test results.

Two Dimensions of Parental Involvement: What Affects Parental Involvement in Dual Language Immersion?

ERIC Educational Resources Information Center

Ee, Jongyeon

2017-01-01

This article investigates parental involvement in Korean two-way immersion (TWI) programs from the social capital theory perspective. This study explores the degree to which parental involvement is affected by parents' demographic features and parent-related variables by analyzing data from 454 parents of students enrolled in seven elementary…

Parental Monitoring and Child Performance in Ghana

ERIC Educational Resources Information Center

Gyamfi, Kwadwo; Pobbi, Michael Asamani

2016-01-01

The role of parents in the guiding and monitoring of child activities is critical towards the development of the child. In Ghana reforms taken, especially at the basic school level, have focused on improving school infrastructure and enrollment ignoring parents awareness to actively involve themselves both at home and in school activities which…

Consumer Engagement and the Development, Evaluation, and Dissemination of Evidence-Based Parenting Programs

ERIC Educational Resources Information Center

Sanders, Matthew R.; Kirby, James N.

2012-01-01

A consumer perspective can contribute much to enhancing the "ecological fit" of population-level parenting interventions so they meet the needs of parents. This approach involves building relationships with consumer groups and soliciting consumer input into the relevance and acceptability of interventions, clarifying the enablers and barriers to…

Exploring the Views of Parents of High Ability Children Living in Relative Poverty

ERIC Educational Resources Information Center

Koshy, Valsa; Brown, Joanna; Jones, Deborah; Portman Smith, Carole

2013-01-01

Background: This study is located in the general context of recent research on family life in England, "gifted and talented" education policy and the significance of parental engagement. There is strong evidence that parental involvement has a significant and positive effect on children's development and achievement. Although a great…

Does Early Paternal Parenting Promote Low-Income Children's Long-Term Cognitive Skills?

ERIC Educational Resources Information Center

Coley, Rebekah Levine; Lewin-Bizan, Selva; Carrano, Jennifer

2011-01-01

Although scholars and policy makers herald the promotive influence of fathers' parenting involvement, limited research has carefully delineated effects of fathers' parenting on low-income children's development and whether early contributions from fathers confer long-term protective effects. Using data from the Three-City Study (N = 261), analyses…

Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

ERIC Educational Resources Information Center

Gerich, Mara; Schmitz, Bernhard

2016-01-01

In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

A Parent Training Program for Increasing the Visual Development of School-Aged Children.

ERIC Educational Resources Information Center

Dikowski, Timothy J.

This practicum provided training for 50 parents of children receiving clinic services for visual processing disorders and provided information on visual disorders to the children's teachers. The 8-month program involved 13 parent training sessions. These sessions focused on such topics as: current research findings on vision; identification of…

Implementation of an Infant/Toddler Inservice Program for Dayhome Staff and Parents.

ERIC Educational Resources Information Center

Harmon, Geraldine

This practicum involved an effort to improve the quality of infant/toddler care and education in a family dayhome setting. An attempt was made to increase the dayhome administrator's and parents' knowledge of infant/toddler development, age appropriate curriculum/material selection and parent/school communication. Direct observation of family…

Nurture Corners in Preschool Settings: Involving and Nurturing Children and Parents

ERIC Educational Resources Information Center

Stone, Kelly; Burgess, Cheryl; Daniel, Brigid; Smith, Joanna; Stephen, Christine

2017-01-01

This article draws on the findings from a small qualitative study which focused on gathering perspectives and accounts of experiences from nursery practitioners, health and third sector professionals and parents. It explored the ways in which parents/carers and practitioners experienced the nurture approach developed in preschool settings in…

Relationships between Stressors and Parenting Attitudes in a Child Welfare Parenting Program

ERIC Educational Resources Information Center

Estefan, Lianne Fuino; Coulter, Martha L.; VandeWeerd, Carla L.; Armstrong, Mary; Gorski, Peter

2013-01-01

Families involved with child welfare services often experience a range of stressors in addition to maltreatment, including intimate partner violence, substance abuse, and mental health problems. Children in these families are at risk for developing a myriad of problems. Although parenting education programs are among the most routine interventions…

Oxytocin receptors (OXTR) and early parental care: An interaction that modulates psychiatric disorders.

PubMed

Cataldo, Ilaria; Azhari, Atiqah; Lepri, Bruno; Esposito, Gianluca

2017-10-21

Oxytocin plays an important role in the modulation of social behavior in both typical and atypical contexts. Also, the quality of early parental care sets the foundation for long-term psychosocial development. Here, we review studies that investigated how oxytocin receptor (OXTR) interacts with early parental care experiences to influence the development of psychiatric disorders. Using Pubmed, Scopus and PsycInfo databases, we utilized the keyword "OXTR" before subsequently searching for specific OXTR single nucleotide polymorphisms (SNPs), generating a list of 598 studies in total. The papers were catalogued in a database and filtered for gene-environment interaction, psychiatric disorders and involvement of parental care. In particular, rs53576 and rs2254298 were found to be significantly involved in gene-environment interactions that modulated risk for psychopathology and the following psychiatric disorders: disruptive behavior, depression, anxiety, eating disorder and borderline personality disorder. These results illustrate the importance of OXTR in mediating the impact of parental care on the emergence of psychopathology. Copyright © 2017 Elsevier Ltd. All rights reserved.

What do parents think about parental participation in school-based interventions on energy balance-related behaviours? a qualitative study in 4 countries

PubMed Central

2011-01-01

Background Overweight and obesity in youth has increased dramatically. Therefore, overweight prevention initiatives should start early in life and target modifiable energy balance-related behaviours. Parental participation is often advocated as important for school-based interventions, however, getting parents involved in school-based interventions appears to be challenging based on earlier intervention experiences. The purpose of this study was to get insight into the determinants of and perspectives on parental participation in school-interventions on energy balance-related behaviours (physical activity, healthy eating, sedentary behaviours) in parents of ten- to twelve-year olds in order to develop an effective parental module for school-based interventions concerning energy balance-related behaviours. Methods Four countries (Belgium, Hungary, Norway and Spain) conducted the focus group research based on a standardised protocol and a semi-structured questioning route. A variation in parental socio-economic status (SES) and parental school involvement was taken into account when recruiting the parents. The audio taped interviews were transcribed, and a qualitative content analysis of the transcripts was conducted in each country. Results Seventeen focus group interviews were conducted with a total of 92 parents (12 men, 80 women). Physical activity was considered to be a joint responsibility of school and parents, nutrition as parent's responsibility but supported by the school, and prevention of sedentary behaviours as parent's sole responsibility. Parents proposed interactive and practical activities together with their child as the best way to involve them such as cooking, food tasting, nutrition workshops, walking or cycling tours, sport initiations together with their child. Activities should be cheap, on a convenient moment, focused on their children and not on themselves, not tutoring, not theoretical, and school-or home-based. Conclusions Parents want to be involved in activities related to energy balance-related behaviours if this implies 'doing things together' with their child at school or at home. PMID:22112159

Perceptions of Parent-Child Attachment Relationships and Friendship Qualities: Predictors of Romantic Relationship Involvement and Quality in Adolescence.

PubMed

Kochendorfer, Logan B; Kerns, Kathryn A

2017-05-01

Relationships with parents and friends are important contexts for developing romantic relationship skills. Parents and friends may influence both the timing of involvement and the quality of romantic relationships. Three models of the joint influence of parents and friends (direct effects model, mediation model, and moderator model) have been proposed. The present study uses data from a longitudinal study (n = 1012; 49.8% female; 81.1% Caucasian) to examine how attachment and friendship quality at age 10 years predict romantic relationship involvement and quality at ages 12 and 15 years. The results supported the direct effects model, with attachment and friendship quality uniquely predicting different romantic relationship outcomes. The findings provide further support for the important influence of family and friends on early romantic relationships.

Parental academic involvement in adolescence, academic achievement over the life course and allostatic load in middle age: a prospective population-based cohort study.

PubMed

Westerlund, Hugo; Gustafsson, Per E; Theorell, Töres; Janlert, Urban; Hammarström, Anne

2013-06-01

Parental involvement in their children's studies, particularly in terms of academic socialisation, has been shown to predict academic achievement, and is thus a candidate modifiable factor influencing life course socioeconomic circumstances. Socioeconomic disadvantage is thought to impact on health over the life course partly by allostatic load, that is, cumulative biological risk. We sought to elucidate the role of parental involvement at age 16 on the life course development of allostatic load. In a population-based cohort (365 women and 352 men, 67% of the eligible participants), we examined the association between parental involvement in their offspring's studies, measured by teacher and pupil ratings at age 16 and an allostatic load index summarising 12 physiological risk markers at age 43. Mediation through life course academic and occupational achievement was assessed by entering school grades, adult educational achievement and socioeconomic position at age 43 in a linear regression analysis in a stepwise manner and testing for mediation. Parental interest in their offspring's studies during the last year of compulsory school-rather than the parent's social class or availability of practical academic support-was found to predict adult allostatic load (β=-0.12, 95% CI -0.20 to -0.05). Further adjustments indicated that academic achievement over the life course mediated a large part of the effect of parental interest on allostatic load. Parental interest in their offspring's studies may have protective effects by decreasing the likelihood of a chain of risk involving low academic achievement, low socioeconomic position and high accumulated physiological stress.

Early stress, parental motivation, and reproductive decision-making: applications of life history theory to parental behavior.

PubMed

Cabeza de Baca, Tomás; Ellis, Bruce J

2017-06-01

This review focuses on the impact of parental behavior on child development, as interpreted from an evolutionary-developmental perspective. We employ psychosocial acceleration theory to reinterpret the effects of variation in parental investment and involvement on child development, arguing that these effects have been structured by natural selection to match the developing child to current and expected future environments. Over time, an individual's development, physiology, and behavior are organized in a coordinated manner (as instantiated in 'life history strategies') that facilitates survival and reproductive success under different conditions. We review evidence to suggest that parental behavior (1) is strategic and contingent on environmental opportunities and constraints and (2) influences child life history strategies across behavioral, cognitive, and physiological domains. Copyright © 2017 Elsevier Ltd. All rights reserved.

Involving parents from the start: Formative evaluation for a large RCT with Botswana Junior Secondary School students

PubMed Central

Miller, Kim S.; Chirwa-Motswere, Catherine; Winskell, Kate; Stallcup, Elizabeth

2016-01-01

While HIV prevention research conducted among adolescent populations may encounter parental resistance, the active engagement of parents from inception to trial completion may alleviate opposition. In preparation for implementing a large randomized controlled trial (RCT) examining the efficacy of a behavioural intervention targeting adolescent sexual risk behaviours, a formative evaluation was undertaken to assess parental reactions to the proposed trial. Six focus groups were conducted with parents of adolescents (aged 13–17) from rural, peri-urban, and urban Botswana junior secondary schools. Focus groups explored comprehension and acceptability among parents of the forthcoming trial including HSV-2 testing, the return of results to the adolescent (not the parent), trial information materials and the parental consent process. Parents welcomed the study and understood and accepted its moral and ethical considerations. Their reactions regarding return of HSV-2 results only to adolescents (not the parent) were mixed. Parents understood the consent process and most agreed to consent, while indicating their desire to remain informed and involved throughout the RCT. The FGDs provided valuable information and insights that helped strengthen the study. As a result of parents’ feedback, counselling procedures were strengthened and direct linkages to local services and care were made. Informational materials were revised to increase clarity, and materials and procedures were developed to encourage and support parental involvement and parent-child dialogue. Ultimately, parental feedback led to a decision by the Government of Botswana to allow parents to access their child’s HSV-2 test results. PMID:27002354

Parent and Community Involvement in Education. Volume III: Technical Appendix--Research Design and Methodology. Studies of Education Reform.

ERIC Educational Resources Information Center

Anderson, Beckie; And Others

Genuine educational reform depends on developing relationships with the home, community groups, politicians, and the business community (Seeley, 1981). This report is the third of three volumes that are products of a 3.5 year study of education reform, with a focus on the role of parent, family, and community involvement in the middle grades. The…

Roles and Perceptions of School Involvement Opportunities between High School Staff and Hispanic Parents

ERIC Educational Resources Information Center

Stoelting, Kent A.

2010-01-01

Parental involvement has different interpretations and applications within the school and home settings. Traditional parental involvement involves such activities as an Open House, parent-teacher conferences, extracurricular activities, and teacher requests regarding academic, attendance, and discipline issues. Parental involvement also occurs…

Parental Involvement in Cognitive-Behavioral Intervention for Anxious Children: Parents' In-Session and Out-Session Activities and Their Relationship with Treatment Outcome.

PubMed

Pereira, Ana Isabel; Muris, Peter; Mendonça, Denisa; Barros, Luisa; Goes, Ana Rita; Marques, Teresa

2016-02-01

The present study explored the role of parents' in-session and out-session involvement in CBT for anxious children. Fifty 8- to 12-year-old children with a principal DSM-IV anxiety disorder participated in a group CBT program. Parental involvement in the therapy was assessed by the clinician and the children and parents completed a standardized anxiety scale as the main therapy outcome measure, at pre- and post-intervention. In addition, the parents completed questionnaires to evaluate a number of possible correlates of parental involvement, namely, child's anxiety symptoms intensity and interference, parental beliefs about anxiety, expectancies regarding the efficacy of the intervention, and parental anxiety. The results indicated that the parents were moderately involved in the therapy and that socio-economic status and parental beliefs about anxiety were significant correlates of parental involvement. Finally, partial support was found for the idea that parents' involvement in the therapy might have a positive impact on therapy outcome.

Parental Involvement: An Essential Ingredient for a Successful School.

ERIC Educational Resources Information Center

Akimoff, Kimberly G.

This study examined how teachers in a Christian school in the North Bay, California, area, perceive the academic and behavioral performance of students whose parents are involved in the school compared to the performance of students whose parents are not involved. Parental involvement includes parents attending parent-teacher conferences, open…

Preventing alcohol misuse in young people aged 9-11 years through promoting family communication: an exploratory evaluation of the Kids, Adults Together (KAT) Programme

PubMed Central

2011-01-01

Background Alcohol misuse by young people is an important public health issue, and has led to the development of a range of prevention interventions. Evidence concerning the most effective approaches to intervention design and implementation is limited. Parental involvement in school-based interventions is important, but many programmes fail to recruit large numbers of parents. This paper reports findings from an exploratory evaluation of a new alcohol misuse prevention programme - Kids, Adults Together (KAT), which comprised a classroom component, engagement with parents through a fun evening for families with children aged 9-11 years, and a DVD. The evaluation aimed to establish the programme's theoretical basis, explore implementation processes and acceptability, and identify plausible precursors of the intended long-term outcomes. Methods Documentary analysis and interviews with key personnel examined the programme's development. Classroom preparation and KAT family events in two schools were observed. Focus groups with children, and interviews with parents who attended KAT family events were held immediately after programme delivery, and again after three months. Interviews with head teachers and with teachers who delivered the classroom preparation were conducted. Follow-up interviews with programme personnel were undertaken. Questionnaires were sent to parents of all children involved in classroom preparation. Results KAT achieved high levels of acceptability and involvement among both children and parents. Main perceived impacts of the programme were increased pro-social communication within families (including discussions about harmful parental alcohol consumption), heightened knowledge and awareness of the effects of alcohol consumption and key legal and health issues, and changes in parental drinking behaviours. Conclusions KAT demonstrated promise as a prevention intervention, primarily through its impact on knowledge and communication processes within families, and its ability to engage with large numbers of parents. A key programme mechanism was the classroom preparation's facilitation of parental involvement in the family fun evening. The programme also incorporated features identified in the literature as likely to increase effectiveness, including a focus on harm reduction, interactive delivery, and targeting primary-school-age children. Further research is needed to test and develop programme theory through implementation in different school contexts, and to examine potential longer-term impacts, and the feasibility of large scale delivery. PMID:22004185

Foster Parents' Involvement in Authoritative Parenting and Interest in Future Parenting Training

ERIC Educational Resources Information Center

King, Keith A.; Kraemer, Linda K.; Bernard, Amy L.; Vidourek, Rebecca A.

2007-01-01

We surveyed 191 Southwest Ohio foster parents regarding their involvement in authoritative parenting and interest for additional parenting education. Our results showed that most respondents reported using an authoritative parenting style and were interested in receiving future training. Involvement in authoritative parenting differed…

The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach.

PubMed

Häfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M; Nagengast, Benjamin; Trautwein, Ulrich

2017-04-17

Using data from 1,571 ninth-grade students (M age  = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents' self-concept, child's need for support, and parents' time and energy identified average, indifferent, motivated and engaged, motivated and disengaged, and involved families. Cross-sectional and longitudinal associations with students' motivational (self-concept, effort, and interest) and achievement outcomes (achievement test and grades) in math were analyzed. Students from families classified as motivated and disengaged showed higher initial levels motivation and achievement. Over 5 months, these students also showed an increase in self-concept and higher achievement than students from other family types. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Impact of a contextual intervention on child participation and parent competence among children with autism spectrum disorders: a pretest-posttest repeated-measures design.

PubMed

Dunn, Winnie; Cox, Jane; Foster, Lauren; Mische-Lawson, Lisa; Tanquary, Jennifer

2012-01-01

OBJECTIVE. We tested an occupational therapy contextual intervention for improving participation in children with autism spectrum disorders and for developing parental competence. METHOD. Using a repeated-measures pretest-posttest design, we evaluated the effectiveness of a contextually relevant reflective guidance occupational therapy intervention involving three components: authentic activity settings, family's daily routines, and the child's sensory processing patterns (Sensory Profile). We used these components to coach 20 parents in strategies to support their child's participation. Intervention sessions involved reflective discussion with parents to support them in identifying strategies to meet their goals and make joint plans for the coming week. We measured child participation (Canadian Occupational Performance Measure, Goal Attainment Scaling) and parent competence (Parenting Sense of Competence, Parenting Stress Index). RESULTS. Results indicated that parents felt more competent and children significantly increased participation in everyday life, suggesting that this approach is an effective occupational therapy intervention. Copyright © 2012 by the American Occupational Therapy Association, Inc.

The role of Parenting and Goal Selection in Positive Youth Development: A Person-Centered Approach

ERIC Educational Resources Information Center

Napolitano, Christopher M.; Bowers, Edmond P.; Gestsdottir, Steinunn; Depping, Miriam; von Eye, Alexander; Chase, Paul; Lerner, Jacqueline V.

2011-01-01

Using a person-centered approach, we examined the relations between goal selection, various indicators of parenting, and positive development among 510 Grades 9 to 11 participants (68% female) in the 4-H Study of Positive Youth Development (PYD), a longitudinal study involving U.S. adolescents. Goal selection was operationalized by the "Selection"…

Parent-child interactions in children with asthma and anxiety.

PubMed

Sicouri, Gemma; Sharpe, Louise; Hudson, Jennifer L; Dudeney, Joanne; Jaffe, Adam; Selvadurai, Hiran; Hunt, Caroline

2017-10-01

Anxiety disorders are highly prevalent in children with asthma yet very little is known about the parenting factors that may underlie this relationship. The aim of the current study was to examine observed parenting behaviours - involvement and negativity - associated with asthma and anxiety in children using the tangram task and the Five Minute Speech Sample (FMSS). Eighty-nine parent-child dyads were included across four groups of children (8-13 years old): asthma and anxiety, anxiety only, asthma only and healthy controls. Overall, results from both tasks showed that parenting behaviours of children with and without asthma did not differ significantly. Results from a subcomponent of the FMSS indicated that parents of children with asthma were more overprotective, or self-sacrificing, or non-objective than parents of children without asthma, and this difference was greater in the non-anxious groups. The results suggest that some parenting strategies developed for parents of children with anxiety may be useful for parents of children with asthma and anxiety (e.g. strategies targeting involvement), however, others may not be necessary (e.g. those targeting negativity). Copyright © 2017 Elsevier Ltd. All rights reserved.

Should Parents Allow Their Adolescent Children to Drink at Home? Family Factors as Predictors of Alcohol Involvement Trajectories Over 15 Years.

PubMed

Levitt, Ash; Cooper, M Lynne

2015-09-01

The present study examined familial risk and protective factors as moderators of parents allowing their adolescent children to drink at home on longitudinal alcohol involvement trajectories. A total of 772 community adolescents and their parents provided data beginning in 1989 and at four subsequent time points over 15 years; Black adolescents were intentionally oversampled (50% at baseline). Outcomes related to allowing adolescents to drink at home depended on family structure: Adolescents from intact families who were allowed to drink at home showed the lowest levels of alcohol use and problems over time, whereas those from nonintact families who were allowed to drink at home showed the highest levels of involvement. These results controlled for family history of alcohol problems, consistent parenting styles, and demographic characteristics. Results suggest that allowing adolescents to drink at home is neither inherently protective nor risky but depends on the family context. Implications for the development of adolescent alcohol involvement are discussed.

Consumer engagement and the development, evaluation, and dissemination of evidence-based parenting programs.

PubMed

Sanders, Matthew R; Kirby, James N

2012-06-01

A consumer perspective can contribute much to enhancing the "ecological fit" of population-level parenting interventions so they meet the needs of parents. This approach involves building relationships with consumer groups and soliciting consumer input into the relevance and acceptability of interventions, clarifying the enablers and barriers to engagement and involvement of parents, and clarifying variables that influence a parent's program completion. The adoption of a more collaborative approach to working with consumers is important if meaningful population-level change in the prevalence of serious social, emotional, and behavioral problems in children and young people is to be achieved. Parents seeking assistance for their children's behavior come from a diverse range of socioeconomic backgrounds, educational levels, cultures, and languages. This paper examines consumer engagement strategies that can be employed throughout the process of program development, evaluation, training, and dissemination, and in "scaling up" the intervention. We argue that a multilevel public health approach to parenting intervention requires a strong consumer perspective to enable interventions to be more responsive to the preferences and needs of families and to ensure improved population reach of interventions. Examples from large-scale dissemination trials are used to illustrate how consumer input can result in an increasingly differentiated suite of evidence-based parenting programs. Copyright © 2011. Published by Elsevier Ltd.

Autism spectrum disorder traits in typically developing emerging adults and associated parenting: A person-centered approach.

PubMed

McKinney, Cliff; Gadke, Daniel L; Malkin, Mallory L

2018-02-15

Research on parenting children with autism spectrum disorder (ASD) indicates these children receive parenting tailored to their condition. However, little is known about ASD in adulthood, especially in emerging adults at college, and how they are parented. The current study examined how emerging adults in a non-clinical typically-developing sample differed in their current perceptions of parenting as a function of ASD traits. Participants completed questionnaires about their current perceptions of parenting and self-reported ASD traits. Parenting characteristics assessed included parenting style, discipline, parent-child relationship quality, and parental distress. Results indicated that higher levels of self-reported ASD traits were associated with increasingly ineffective parenting characteristics including lower authoritative style, harsher discipline, poorer parent-child relationship quality (e.g., lower involvement), and higher parental distress. Researchers are encouraged to extend ASD research into adulthood by validating diagnostic methods with adults and investigating processes in adulthood that have been well-established in the childhood ASD literature.

Inner-city African American parental involvement in children's schooling: racial socialization and social support from the parent community.

PubMed

McKay, Mary McKernan; Atkins, Marc S; Hawkins, Tracie; Brown, Catherine; Lynn, Cynthia J

2003-09-01

Parents (n = 161) and teachers (n = 18) from an urban elementary school serving primarily African American children completed questionnaires regarding racial socialization, social support, and involvement in activities that support youth educational achievement at home and school. Parental reports of racism awareness, and contact with school staff were significantly correlated with parent reports of at-home involvement and at-school involvement. Parent reports of social support from the parent community were significantly related to at-home involvement only. Relative to teacher reports, parents reported more formal contacts with school staff, and higher levels of racism awareness, religiosity, and African American cultural pride. Teachers and parents agreed on school climate and parental levels of at-home and at-school involvement. The results suggest that racial socialization processes are related to parent involvement in children's schooling and that increased efforts are needed to bridge a cultural gap between parents and teachers in inner-city communities.

Perceptions of Parent School Collaboration within Single Parent Households

ERIC Educational Resources Information Center

Josafat, Jason Marc

2015-01-01

Little is known regarding the involvement levels of single parents in their child's education or what schools can do to support the collaborative involvement with single parents. This is important, because parent involvement is crucial for student success, and schools play an important part in garnering this role towards parent involvement; single…

Parent Involvement in Homework: A Research Synthesis

ERIC Educational Resources Information Center

Patall, Erika A.; Cooper, Harris; Robinson, Jorgianne Civey

2008-01-01

New emphasis is being placed on the importance of parent involvement in children's education. In a synthesis of research on the effects of parent involvement in homework, a meta-analysis of 14 studies that manipulated parent training for homework involvement reveals that training parents to be involved in their child's homework results in (a)…

When Negotiation Fails: Private Education as a Disciplinary Strategy

ERIC Educational Resources Information Center

de Regt, Ali; Weenink, Don

2005-01-01

This articles deals with the question why Dutch upper-middle-class parents resort to fee-paying private education, a tiny, recently developed sector of the Dutch educational system. The research is based on interviews with 37 parents and 20 students attending private schools, and on a survey among 376 parents involved in private schooling. From…

Negotiating Knowledge: Parents' Experience of the Neuropsychiatric Diagnostic Process for Children with Autism

ERIC Educational Resources Information Center

Carlsson, Emilia; Miniscalco, Carmela; Kadesjö, Björn; Laakso, Katja

2016-01-01

Background: Parents often recognize problems in their child's development earlier than health professionals do and there is new emphasis on the importance of involving parents in the diagnostic process. In Gothenburg, Sweden, over 100 children were identified as having an autism spectrum disorder (ASD) in 2009-11 through a general population…

Empowering Parents and Educators to Develop Home-School Partnerships in K-12 Special Education

ERIC Educational Resources Information Center

Moriwaka, Minako

2012-01-01

Research demonstrates that parental involvement can have a positive impact on students' academic, emotional, and social success; however, there are few studies of how to improve parent advocacy and home-school collaboration in special education. The focus of this qualitative case study was to understand perceptions of the special educators…

The PaCT: Parents, Children and Teacher Partnership in Developing ESL Literacy

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Letchumanan, Krishnanveni

2017-01-01

Malaysia government has called for schools and parents to collaborate in nurturing the culture of reading among children, as there is no formalised programme for a more active involvement of parents in academic matters. Based on the positive results of school-home partnership of past studies, this study proposed a formalised partnership, i.e. the…

Parental Mental Illness. Building Community Systems for Young Children.

ERIC Educational Resources Information Center

Hendrick, Victoria; Daly, Kathleen

Families are the principal influence on development in the first years of life, so the mental health of parents is an issue that affects every child in California. The most common mental health concerns facing parents involve stress and anxiety. These needs can be addressed through public health messages that de-stigmatize mental illness and…

The Importance of Father Involvement in Early Childhood Programs

ERIC Educational Resources Information Center

Ancell, Katherine S.; Bruns, Deborah A.; Chitiyo, Jonathan

2018-01-01

Active family involvement in Early Childhood Special Education (ECSE) is regarded as a beneficial factor in young children's learning and development. One definition of family involvement is the active role parents take in their child's development and the knowledge and participation they share with professionals who are part of the child's daily…

The importance of therapeutic processes in school-based psychosocial treatment of homework problems in adolescents with ADHD.

PubMed

Breaux, Rosanna P; Langberg, Joshua M; McLeod, Bryce D; Molitor, Stephen J; Smith, Zoe R; Bourchtein, Elizaveta; Green, Cathrin D

2018-05-01

To evaluate the importance of therapeutic processes in two brief school-based psychosocial treatments targeting homework problems in adolescents with attention-deficit/hyperactivity disorder (ADHD) as delivered by school mental health professionals. A sample of 222 middle school students (72% male; M age = 12.00 years, SD = 1.02) diagnosed with ADHD was randomized to receive either a contingency-management or a skills-based treatment for homework problems. Both treatments included 16 individual sessions (20-min each) and 2 parent/family meetings. Adolescents and school mental health professionals reported on the working alliance in the middle of the treatment; professionals rated adolescent involvement at each of the 16 sessions, parent involvement during both parent meetings, and parent commitment to carry out the established homework plan. Attendance at parent meetings was also recorded. Therapeutic processes predicted objective, parent-reported, and teacher-reported academic outcomes. Parent engagement was particularly important for the contingency-based treatment, whereas working alliance and adolescent involvement were most important for the skills-based treatment. Therapeutic processes such as developing a strong working alliance and engaging parents and students are key elements of treatment delivery and receipt in school-based mental health programming and should be explicitly trained and monitored. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Parents' conceptions of their homework involvement in elementary school.

PubMed

Cunha, Jennifer; Rosário, Pedro; Macedo, Lúcia; Nunes, Ana Rita; Fuentes, Sonia; Pinto, Ricardo; Suárez, Natalia

2015-01-01

Homework is a universal practice used in schools, and is commonly related to academic achievement. According to literature, parental homework involvement has positive and negative aspects, depending on parents’ behaviors. Assuming a phenomenographic perspective, this study examined 4th graders’ parents’ conceptions of their involvement in homework. With the purpose of mapping the parents’ various conceptions of homework involvement, 32 semi-structured interviews were conducted and analyzed. The results show that parents’ conceptions of homework involvement have a positive meaning, and focus primarily on the role played in the promotion of academic learning by (a) fostering their children’s autonomy, (b) exerting control over their learning, and (c) providing them with emotional encouragement (when children struggle with difficulties). Given that parents perceive their involvement in their children’s homework as important, it is necessary to promote parent-teacher collaboration and parent-training workshops to improve the quality of parental homework involvement.

Parental Involvement in Mathematics: Giving Parents a Voice

ERIC Educational Resources Information Center

Wilder, S.

2017-01-01

Understanding why parents become involved in their children's education is crucial in strengthening the relationship between parental involvement and academic achievement. The present study focuses on the parental role construction and parental self-efficacy. The resulting trends suggest that parents, regardless of their self-efficacy, may assume…

Parent involvement in beginning primary school: Correlates and changes in involvement across the first two years of school in a New Zealand sample.

PubMed

McDowall, Philippa S; Taumoepeau, Mele; Schaughency, Elizabeth

2017-06-01

This study described the relations of parents' and teachers' beliefs and attitudes to forms of parents' involvement in children's first two years of primary school. Parents of children in their first year of primary school (age 5) were recruited from 12 classrooms within four schools in New Zealand; 196 families participated in their child's first year, and 124 families continued to participate in their child's second school year. Parents completed the Family-Involvement Questionnaire, New Zealand, and we archivally collected parent-documented children's oral reading homework. Teachers' rated helpfulness of parents' involvement at school (level 2) and parents' rated teacher invitations to be involved and their perceived time and energy (level 1) contributed to school-based involvement in Year 1 in multilevel models, with parents' rated teacher invitations for involvement also found to predict Year 1 home-school communication in regression analyses. Contributors to Year 1 child-parent reading in multilevel models included level 1 predictors of two or more adults in the home and parents' perceived time and energy. Longitudinal analyses suggested both consistency and change in each form of involvement from Year 1 to Year 2, with increases in each form of involvement found to be associated with increases in parents' and/or teachers' views about involvement in Year 2 in cross-sectional time-series analyses. Implications for schools wanting to engage families are that parents' involvement in children's schooling may be influenced by parents' perceptions of their capacity, teachers' engagement efforts, and the school's climate for involvement. This is a special issue paper "Family Engagement in Education and Intervention". Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Involvement in Preschools: Comparing Chinese Immigrant and Non-Chinese Parents in New Zealand

ERIC Educational Resources Information Center

Zhang, Qilong; Keown, Louise; Farruggia, Susan

2014-01-01

This study compared 120 Chinese immigrant parents and 127 non-Chinese parents from New Zealand preschools on their level of involvement in preschool-based activities, as well as key predictors of parental involvement. Results showed that Chinese immigrant parents had a lower level of involvement than non-Chinese parents across three forms of…

Involving Latino Parents.

ERIC Educational Resources Information Center

Quezada, Reyes L.; Diaz, Delia M.; Sanchez, Maria

2003-01-01

Describes barriers to Latino parent involvement in educational activities, factors to consider when involving Latino parents, and two examples of Latino involvement programs in California: Family Literacy Workshop at James Monroe Elementary School, Madera Unified School District, and Parents Take P.A.R.T. (Parent Assisted Reading Training) at…

Emotion-Focused Family Therapy for Eating Disorders Across the Lifespan: A Pilot Study of a 2-Day Transdiagnostic Intervention for Parents.

PubMed

Lafrance Robinson, Adèle; Dolhanty, Joanne; Stillar, Amanda; Henderson, Katherine; Mayman, Shari

2016-01-01

Emotion-focused family therapy is a transdiagnostic approach that affords parents and caregivers a significant role in their loved one's recovery from an eating disorder. A 2-day intervention was developed on the basis of emotion-focused family therapy principles and delivered to 33 parents of adolescent and adult children. Data were collected pre- and post-intervention. Through education and skills practice, parents were taught strategies with respect to meal support and symptom interruption as well as emotion coaching. Parents were also supported to identify and work through their own emotional blocks that could interfere with their supportive efforts. Analyses revealed a significant increase in parental self-efficacy, a positive shift in parents' attitudes regarding their role as emotion coach and a reduction in the fears associated with their involvement in treatment, including a decrease in self-blame. Overall, this broad-based, low-cost intervention shows promise, and future research is warranted. Copyright © 2014 John Wiley & Sons, Ltd. A low-cost, intensive emotion-focused family therapy intervention shows promise for parents of individuals with an eating disorder, regardless of their loved one's age, symptom profile or involvement in treatment. Working with parents' emotions and emotional reactions to their child's struggles has the potential to improve supportive efforts. An emotion-focused family therapy intervention for parents yields high satisfaction rates, improves parental self-efficacy and reduces fears regarding their involvement, including self-blame. Copyright © 2014 John Wiley & Sons, Ltd.

Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

ERIC Educational Resources Information Center

Alaçam, Nur; Olgan, Refika

2017-01-01

This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

Parents' Perceptions and Practices in Homework: Implications for School-Teacher-Parent Partnerships

ERIC Educational Resources Information Center

Fan, Qian

2012-01-01

This study examined parents' perceptions and practices of parental involvement in their children's homework process to explore how variations in parents' perceptions might explain differences in their practices. Understanding parents' perceptions and practices of involvement is essential to increasing the effectiveness of parental involvement in…

Parental Involvement and Academic Achievement

ERIC Educational Resources Information Center

Goodwin, Sarah Christine

2015-01-01

This research study examined the correlation between student achievement and parent's perceptions of their involvement in their child's schooling. Parent participants completed the Parent Involvement Project Parent Questionnaire. Results slightly indicated parents of students with higher level of achievement perceived less demand or invitations…

Authoritative parenting and issue involvement as indicators of ad recall: an empirical investigation of anti-drug ads for parents.

PubMed

Quick, Brian L; Stephenson, Michael T

2007-01-01

This investigation explores the role of authoritative parenting and issue involvement in regard to the recall of parental anti-drug ads encouraging child monitoring. In addition, the study tested whether issue involvement mediates the association between authoritative parenting and recall of parental anti-drug television ads among parents (N = 185) with adolescents in Grades 6, 7, and 8. The results indicate that (a) authoritative parenting is positively associated with favorable attitudes toward monitoring children and issue involvement regarding adolescent drug use, (b) issue involvement is associated with ad recall, (c) issue involvement mediates the relationship between authoritative parenting and ad recall, (d) ad recall is not associated with favorable attitudes toward parental monitoring, and (e) favorable attitudes regarding parental monitoring are positively associated with intentions to engage in monitoring within the next 6 months.

Examining the interaction of parental involvement and parenting style in predicting adherence in youth with type 1 diabetes.

PubMed

Landers, Sara E; Friedrich, Elizabeth A; Jawad, Abbas F; Miller, Victoria A

2016-03-01

This study examined whether aspects of parenting style (specifically, warmth, autonomy support, and coercion) moderated the association between parental involvement and adherence in youth with type 1 diabetes. Children ages 8 to 16 years with type 1 diabetes and a parent completed assessments of parental involvement, parenting style, and adherence. Parent autonomy support and coercion were associated with adherence but warmth was not. Child report of more parental involvement was associated with better adherence. Warmth, autonomy support, and coercion were not moderators. The findings underscore the importance of parental involvement, operationalized as responsibility for diabetes tasks, and parenting style, specifically coercion and autonomy support, for adherence in pediatric chronic illness management. Longitudinal research is needed to better understand how and why dimensions of involvement (e.g., responsibility, monitoring, support) vary over time and whether they impact outcomes differentially. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Black grandmothers in multigenerational households: diversity in family structure and parenting involvement in the Woodlawn community.

PubMed

Pearson, J L; Hunter, A G; Ensminger, M E; Kellam, S G

1990-04-01

We report here the frequency of black grandmothers' coresidence in households with first-grade children, their patterns of involvement in parenting, and the degree to which family structure and employment affected the grandmothers' parenting involvement in a 1966/1967 community-defined population. Coresidence between grandmothers and their target first-grade grandchildren was found in 10% of the households. The 130 grandmothers' parenting involvement was substantial, second only to mother involvement, and was characterized by 2 parenting activity patterns: control and punishment, and support and punishment. The degree of grandmothers' parenting involvement differed by family structure, with grandmothers in mother-absent homes most likely to be involved. Grandmothers' employment did not moderate their engagement in parenting behaviors. These findings are consistent with previous reports of significant parenting involvement by black extended family members.

Personality Development of the Adolescent: Peer Group "versus" Parents

ERIC Educational Resources Information Center

Bester, Garfield

2007-01-01

The aim was firstly to determine if peers and parents had a different impact on the personality development of the adolescent. A second aim was to determine if gender played a role in this regard. An empirical investigation was carried out involving 98 learners from Grades 8 to 11 (53 boys and 55 girls). The respondents completed instruments…

An Examination of the Effects of Parental Involvement/Intervention on Student Development at the College/University Level

ERIC Educational Resources Information Center

Touchette, Timothy M.

2013-01-01

This doctoral thesis contributes to the literature on helicopter parents, and their relation to student development theory. A secondary examination of approximately 1800 randomized results from the 2007 National Survey of Student Engagement (NSSE) was tested using the following statistical tests: Mann-Whitney Test, Wilcoxon Signed Rank Test,…

Increasing Programme Effectiveness through Parent Empowerment: The Getting Ready for School Project in Tajikistan

ERIC Educational Resources Information Center

Whitsel, Christopher Michael; Lapham, Kate

2014-01-01

Within the development studies framework, empowerment involves increasing individual agency vis-à-vis the formal and informal opportunity structure. The Open Society Foundation's Early Childhood Programme developed the Getting Ready for School programme specifically for parents of preschool-age children to use at home in the year before school to…

Parental involvement and association with adolescents' fruit and vegetable intake at follow-up: Process evaluation results from the multi-component school-based Boost intervention.

PubMed

Jørgensen, Sanne Ellegård; Jørgensen, Thea Suldrup; Aarestrup, Anne Kristine; Due, Pernille; Krølner, Rikke

2016-10-26

Based on the assumption of parental influence on adolescent behavior, multicomponent school-based dietary interventions often include a parental component. The effect of this intervention component is seldom reported and the evidence is inconsistent. We conducted a systematic process evaluation of the parental component and examined whether the leveal of parental involvement in a large multi-component intervention: the Boost study was associated with adolescents' fruit and vegetable (FV) intake at follow-up. The Boost study was targeting FV intake among 1,175 Danish 7 th graders (≈13- year-olds) in the school year 2010/11. The study included a school component: free FV in class and curricular activities; a local community component: fact sheets for sports- and youth clubs; and a parental component: presentation of Boost at a parent-school meeting, 6 newsletters to parents, 3 guided student-parent curricular activities, and a student-parent Boost event. Students whose parent replied to the follow-up survey (n = 347). Questionnaire data from students, parents and teachers at 20 intervention schools. Process evaluation measures: dose delivered, dose received, appreciation and level of parental involvement. Parental involvement was trichotomized into: low/no (0-2 points), medium (3 points) and high (4-6 points). The association between level of parental involvement and self-reported FV intake (24-h recall), was analyzed using multilevel regression analyses. The Boost study was presented at a parent-school meeting at all intervention schools. The dose delivered was low to moderate for the three other parental elements. Most parents appreciated the intervention and talked with their child about Boost (83.5 %). High, medium and low parental involvement was found among 30.5 %, 29.6 % and 39.4 % of the students respectively. Parental involvement was highest among women. More men agreed that the parental newsletters provided new information. Students with a medium and high level of parental involvement ate 47.5 and 95.2 g more FV per day compared to students with low level/no parental involvement (p = 0.02). Students with a high level of parental involvement ate significantly more FV at follow-up compared to students with a low level/no parental involvement. Parental involvement in interventions may improve adolescents' FV intake if challenges of implementation can be overcome. ISRCTN11666034 . Registered 06/01/2012. Retrospectively registered.

Meeting the Challenge.

ERIC Educational Resources Information Center

Palestis, Ernest

1997-01-01

Describes the award-winning technology endeavors and parent involvement programs developed in the Mine Hill School District (New Jersey). Topics include the multiyear plan, community and board of education support, funding, measuring student learning outcomes, and evening computer education programs for parents and children. (LRW)

Turkish Parents' Perceptions of Their Involvement in Schooling

ERIC Educational Resources Information Center

Erdener, Mehmet Akif

2013-01-01

Parent involvement has an influence on children's educational engagement during the elementary years. The purpose of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

Parents' Perceptions of Their Involvement in Schooling

ERIC Educational Resources Information Center

Erdener, Mehmet Akif; Knoeppel, Robert C.

2018-01-01

Parent involvement has an influence on children's educational engagement during the elementary years. The objective of this study was to examine the perceptions of rural Turkish parents about their involvement in schooling with elementary school students based on Epstein's (1995) six types of parental involvement (parenting, communicating,…

The Discourse of Parent Involvement in Special Education: A Critical Analysis Linking Policy Documents to the Experiences of Mothers

ERIC Educational Resources Information Center

Lai, Yuan; Vadeboncoeur, Jennifer A.

2013-01-01

Parent involvement is acknowledged as a crucial aspect of the education of students with special needs. However, the discourse of parent involvement represents parent involvement in limited ways, thereby controlling how and the extent to which parents can be involved in the education of their children. In this article, critical discourse analysis…

A parent advice package for family shopping trips: development and evaluation1

PubMed Central

Clark, Hewitt B.; Greene, Brandon F.; Macrae, John W.; McNees, M. Patrick; Davis, Jerry L.; Risley, Todd R.

1977-01-01

This article reports on the primary steps in the development of parent advice for popular dissemination: (a) developing advice for one specific problem situation, family shopping trips; (b) testing the advice program for benefit to children and convenience to adults; and (c) packaging the advice so it can be used successfully by interested parents. Systematic observation of 12 families using the written advice package on shopping trips revealed its effectiveness in reducing child disruptions and increasing positive interactions between parents and children. These findings, along with interview information from families, showed that the package is usable, effective, and popular with both parents and children, and thus is ready for dissemination to a wide audience of parents—a step that in itself should involve research and evaluation. PMID:16795570

Parental academic involvement in adolescence as predictor of mental health trajectories over the life course: a prospective population-based cohort study.

PubMed

Westerlund, Hugo; Rajaleid, Kristiina; Virtanen, Pekka; Gustafsson, Per E; Nummi, Tapio; Hammarström, Anne

2015-07-14

Mental health problems are rising, especially among younger people, indicating a need to identify determinants of the development of mental health over the life course. Parental involvement in their children's studies, particularly in terms of academic socialisation, has been shown to predict better mental health in adulthood, as well as other more favourable health outcomes, but no study published so far has examined its impact on trajectories of mental health. We therefore sought to elucidate the role of parental involvement at age 16 on the life course development of internalised mental health symptoms. In a population-based cohort (452 women and 488 men, 87% of the eligible participants), we examined the association between parental involvement in their offspring's studies, measured by teacher and pupil ratings at age 16, and an index of internalised mental health symptoms at the ages of 16, 18, 21, 30, and 43. Using latent class trajectory analysis, 5 different trajectories were derived from these indices: Very low stable (least symptoms), Low stable, Increasing, Moderate stable, and High decreasing (most symptoms). Multinomial logistic regression was used to regress trajectory membership on the parental involvement variables. Teacher-rated parental interest in their offspring's studies during the last year of compulsory school was associated with a lower risk of entering the Moderate stable (OR = 0.54; 95% CI 0.30 to 0.98) and High decreasing (OR = 0.41; 0.18 to 0.91) trajectories, compared with the Low stable, also after adjustment for sex, parental social class and mental health, family unemployment and own school grades. Both these associations were present only in children with grades above the national average. Student-rated availability of assistance with homework was associated with a higher chance of entering the Very low stable trajectory in the whole sample (OR = 1.24; 1.07 to 1.43), in men (OR = 1.25; 1.05 to 1.48) and in those with above average grades (OR = 1.39; 1.13 to 1.72), and with a lower risk of entering the Moderate stable in women (OR = 0.74; 0.55 to 0.99), also after the same adjustments. Parental involvement in their offspring's studies may buffer against poor mental health in adolescence which may track into adulthood.

Parent attitudes toward integrating parent involvement into teenage driver education courses.

PubMed

Hartos, Jessica; Huff, David C

2008-01-01

The widespread adoption of graduated driver licensing (GDL) policies has effectively reduced crash risk for young drivers; however, parents must support, reinforce, and enforce GDL for it to be effective, and research indicates that parents need better information and instruction for adhering to GDL requirements, conducting supervised practice driving, and restricting independent teenage driving. Because teenagers in most states must take driver education to enter the licensing process prior to age 18, integrating parent involvement into driver education may be an effective way to inform and instruct parents on a large scale about teen driver safety. This study assessed parent attitudes (overall and by rural status, minority status, and income level) toward integrating parent involvement into teenage driver education classes. In this study, 321 parents of teenagers enrolled in driver education classes across the state of Montana completed surveys about current involvement in driver education and attitudes toward required involvement. The results indicated that parents were not very involved currently in their teenagers' driver education classes, but 76% reported that parents should be required to be involved. If involvement were required, parents would prefer having written materials sent home, access to information over the Internet, or discussions in person with the instructor; far fewer would prefer to attend classes or behind-the-wheel driving instruction. There were few differences in parent attitudes by rural or minority status but many by income level. Compared to higher income parents, lower income parents were more likely to endorse required parent involvement in teenage driver education classes and to want parent information from driver education about many teen driving issues. That the majority of parents are open to required involvement in their teenagers' driver education classes is promising because doing so could better prepare parents to understand and adhere to GDL policies, supervise teenagers' practice driving, and manage teen independent driving, all of which could further increase teen driver safety.

Neighborhood disadvantage moderates associations of parenting and older sibling problem attitudes and behavior with conduct disorders in African American children.

PubMed

Brody, Gene H; Ge, Xiaojia; Kim, Su Yeong; Murry, Velma McBride; Simons, Ronald L; Gibbons, Frederick X; Gerrard, Meg; Conger, Rand D

2003-04-01

Data from 296 sibling pairs (mean ages 10 and 13 years), their primary caregivers, and census records were used to test the hypothesis that African American children's likelihood of developing conduct problems associated with harsh parenting, a lack of nurturant-involved parenting, and exposure to an older sibling's deviance-prone attitudes and behavior would be amplified among families residing in disadvantaged neighborhoods. A latent construct representing harsh-inconsistent parenting and low levels of nurturant-involved parenting was positively associated with younger siblings' conduct disorder symptoms, as were older siblings' problematic attitudes and behavior. These associations were strongest among families residing in the most disadvantaged neighborhoods. Future research and prevention programs should focus on the specific neighborhood processes associated with increased vulnerability for behavior problems.

Cooperation between parents and school nurses in primary schools: parents' perceptions.

PubMed

Mäenpää, Tiina; Astedt-Kurki, Päivi

2008-03-01

Cooperation between pupils' parents and school nurses is an important part of health promotion in primary schools. Developing frank and trusting relationships contributes to easy and uninhibited cooperation. Cooperation between parents and school nurses has not been widely researched internationally. This article reports on parents' views on cooperation with school nurses in primary schools. The study aims at contributing to school nurses' work so that instead of focusing only on the children, family nursing approaches could be improved. Nineteen parents from 13 families from southern Finland were interviewed for the study in 2004. The data were analysed by grounded theory and the constant comparative method was utilized. Six concepts describing parents' views on cooperation were generated on the basis of the data. Cooperation consists of supporting the child's well-being. School nurses take children's and parents' concerns seriously and intervene effectively if the child's health is threatened. School nurses' expertise is not very visible within school communities. Hoping to receive information and desiring parental involvement are important concepts of cooperation with the school nurse. The child's family is not sufficiently known or taken holistically into consideration when the child's health is promoted. Parents are the initiators of cooperation within school health care and parents describe this by the concept of one-sided communication. Parents do not know about school nurses' work and school health services. They would like to be more involved in school nursing activities. When developing children's health services, parents' expertise in their children's well-being should be paid more attention. This study enhances the knowledge of family nursing by describing Finnish parents' perceptions of cooperation with school nurses. The findings facilitate the understanding of cooperation in school health services.

Head Start Policy Manual 70.2: The Parents = El Papel de los Padres en Head Start.

ERIC Educational Resources Information Center

Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.

Noting that the gains made by children must be understood and supported by the family and community, Head Start gives parents and other family members many opportunities to develop an appreciation of the young child's needs and how to meet those needs. Successful parental involvement enters into every aspect of Head Start; therefore, Head Start…

Measuring Schools' Efforts to Partner with Parents of Children Served under IDEA: Scaling and Standard Setting for Accountability Reporting

ERIC Educational Resources Information Center

Elbaum, Batya; Fisher, William P., Jr.; Coulter, W. Alan

2011-01-01

Indicator 8 of the State Performance Plan (SPP), developed under the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA 2004, Public Law 108-446) requires states to collect data and report findings related to schools' facilitation of parent involvement. The Schools' Efforts to Partner with Parents Scale (SEPPS) was…

Developing Positive School-Home Relationships through Structured Conversations with Parents of Learners with Special Educational Needs and Disabilities (SEND)

ERIC Educational Resources Information Center

Lendrum, Ann; Barlow, Alexandra; Humphrey, Neil

2015-01-01

Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners--those with special educational needs and disabilities (SEND)--may be lower than for those without difficulties.…

Parent Run Day Care Centres: The Growth of a French Community Initiative. Studies and Evaluation Papers No. 8.

ERIC Educational Resources Information Center

Combes, Josette

This report examines how parent involvement in running day care centers in France has increased in recent years, and investigates the role that the Association des Collectifs Enfants Parents Professionnels (ACEPP) has played in making this form of child care more acceptable. After a discussion of the historical development and current choices of…

Assessing Spanish-Speaking Immigrant Parents' Perceptions of Climate at a New Language Immersion School: A Critical Analysis Using "Thinking with Theory"

ERIC Educational Resources Information Center

Aguayo, David; Dorner, Lisa M.

2017-01-01

Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools "to" families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which…

Effects of gender and level of parental involvement among parents in drug treatment.

PubMed

Collins, Cyleste C; Grella, Christine E; Hser, Yih-Ing

2003-05-01

Most studies of parents in drug treatment have focused exclusively on mothers, and few studies have examined the effects of parents' level of involvement with their children on the parents' drug use and psychological functioning, either before or after treatment. This study examined mothers and fathers (n = 331) who were parents of children under the age of 18; participants were sampled from 19 drug treatment programs across four types of treatment modalities in Los Angeles County. A majority of each group (57% of 214 mothers and 51% of 117 fathers) were classified as being highly involved with their children. At the baseline assessment, higher parental involvement was related to lower levels of addiction severity, psychological severity, and symptoms of psychological distress, and to higher levels of self-esteem and perception of parenting skills. In general, fathers had higher levels of alcohol and drug-use severity than did mothers, but fathers who were more involved with their children showed lower levels of addiction severity than fathers who were less involved. Parental involvement at baseline was unrelated to drug use at the 12-month follow-up, although parents who were less involved with their children reported experiencing more stressors. Given the association of parental involvement with lower levels of addiction severity and psychological distress at baseline, treatment protocols should build upon the positive relationships of parents with their children, and seek to improve those of less-involved parents.

Parental feeding practices in Mexican American families: initial test of an expanded measure.

PubMed

Tschann, Jeanne M; Gregorich, Steven E; Penilla, Carlos; Pasch, Lauri A; de Groat, Cynthia L; Flores, Elena; Deardorff, Julianna; Greenspan, Louise C; Butte, Nancy F

2013-01-17

Although obesity rates are high among Latino children, relatively few studies of parental feeding practices have examined Latino families as a separate group. Culturally-based approaches to measurement development can begin to identify parental feeding practices in specific cultural groups. This study used qualitative and quantitative methods to develop and test the Parental Feeding Practices (PFP) Questionnaire for use with Mexican American parents. Items reflected both parent's use of control over child eating and child-centered feeding practices. In the qualitative phase of the research, 35 Latino parents participated in focus groups. Items for the PFP were developed from focus group discussions, as well as adapted from existing parent feeding practice measures. Cognitive interviews were conducted with 37 adults to evaluate items. In the quantitative phase, mothers and fathers of 174 Mexican American children ages 8-10 completed the PFP and provided demographic information. Anthropometric measures were obtained on family members. Confirmatory factor analyses identified four parental feeding practice dimensions: positive involvement in child eating, pressure to eat, use of food to control behavior, and restriction of amount of food. Factorial invariance modeling suggested equivalent factor meaning and item response scaling across mothers and fathers. Mothers and fathers differed somewhat in their use of feeding practices. All four feeding practices were related to child body mass index (BMI) percentiles, for one or both parents. Mothers reporting more positive involvement had children with lower BMI percentiles. Parents using more pressure to eat had children with lower BMI percentiles, while parents using more restriction had children with higher BMI percentiles. Fathers using food to control behavior had children with lower BMI percentiles. Results indicate good initial validity and reliability for the PFP. It can be used to increase understanding of parental feeding practices, children's eating, and obesity among Mexican Americans, a population at high risk of obesity.

Consumer engagement and the development, evaluation and dissemination of evidence-based parenting programs

PubMed Central

Sanders, Matthew R.; Kirby, James N.

2013-01-01

A consumer perspective can contribute much to enhancing the “ecological fit” of population level parenting interventions so they meet the needs of parents. This approach involves building relationships with consumer groups and soliciting consumer input into the relevance and acceptability of interventions, clarifying the enablers and barriers to engagement and involvement of parents, and clarifying variables that influence a parent’s program completion. The adoption of a more collaborative approach to working with consumers is important if meaningful population level change in the prevalence of serious social, emotional and behavioral problems in children and young people is to be achieved. Parents seeking assistance for their children’s behavior come from a diverse range of socioeconomic backgrounds, educational levels, cultures and languages. This paper examines consumer engagement strategies that can be employed throughout the process of program development, evaluation, training and dissemination and in “scaling up” the intervention. We argue that a multi-level public health approach to parenting intervention requires a strong consumer perspective to enable interventions to be more responsive to the preferences and needs of families and to ensure improved population reach of interventions. Examples from large scale dissemination trials are used to illustrate how consumer input can result in an increasingly differentiated suite of evidence-based parenting programs. PMID:22440062

Phrase versus Phase: Family Engagement

ERIC Educational Resources Information Center

Ferrara, Margaret M.

2011-01-01

Parents and their roles in schools, public or private, often become the bed of heated discussions. "Parent involvement" is yesterday's buzz word; today, it is "family involvement." The phrase "parent involvement" connotes an image of parents being involved in their children's education. Family involvement is a more encompassing concept, embracing…

Predicting Parental Home and School Involvement in High School African American Adolescents

ERIC Educational Resources Information Center

Hayes, DeMarquis

2011-01-01

Predictors of parental home and school involvement for high school adolescents were examined within two groups of urban African American parents from various socioeconomic levels. Home involvement was defined as parent-adolescent communication about school and learning, while school involvement was defined in terms of parent attendance and…

Parents as Role Models: Parental Behavior Affects Adolescents' Plans for Work Involvement

ERIC Educational Resources Information Center

Wiese, Bettina S.; Freund, Alexandra M.

2011-01-01

This study (N = 520 high-school students) investigates the influence of parental work involvement on adolescents' own plans regarding their future work involvement. As expected, adolescents' perceptions of parental work behavior affected their plans for own work involvement. Same-sex parents served as main role models for the adolescents' own…

Barriers to Parental Involvement for Children at Risk

ERIC Educational Resources Information Center

Jones, Latasha N.

2014-01-01

For years researchers have been investigating the effects of parental involvement in middle school students. In the United States today, schools lack more in parental involvement as children move up in grades. Some research findings have shown that parental involvement is effective when teachers communicate more with parents and have a focused…

Parental Involvement at the High School Level: Parents' Perspectives

ERIC Educational Resources Information Center

Hall, Nancy

2012-01-01

This study of parental involvement in high school focused on parents' descriptions of their experiences of involvement. The study is best described as a qualitative study. Guided by a phenomenological approach, the researcher attempted to describe parents' experiences of involvement in their child's high school and elicit themes…

Parent Characteristics, Economic Stress and Neighborhood Context as Predictors of Parent Involvement in Preschool Children's Education

ERIC Educational Resources Information Center

Waanders, Christine; Mendez, Julia L.; Downer, Jason T.

2007-01-01

This study examines factors related to three dimensions of parent involvement in preschool: school-based involvement, home-based involvement, and the parent-teacher relationship. Participants were 154 predominantly African American parents recruited from two Head Start programs. Results of bivariate and canonical correlation analyses support the…

Utilizing Culture to Improve Communication and School Involvement with Parents from Diverse Backgrounds as a Means to Improve Student Achievement Levels in the United States: A National Focus

ERIC Educational Resources Information Center

Jacobs, Karen Dupre; Kritsonis, William Allan

2007-01-01

School leadership in communicating to parents and students from diverse backgrounds is a problem in education that must be addressed. As the population of the United States is becoming more and more diverse, school administrators must develop new ways to reach their stakeholders. All families must be involved in their children's academic progress…

Exploring high school science students' perceptions of parental involvement in their education.

PubMed

Mji, Andile; Mbinda, Zoleka

2005-08-01

This exploratory study describes high school students' perceptions of their parents' involvement in their education and in relation to school achievement. A new 12-item Parental Involvement Scale was used to measure parents' involvement in curricular and extracurricular activities and using exploratory analyses to estimate the scale's properties. Exploratory analysis resulted in the reduction of the 12 items to 8, with an internal consistency (Cronbach alpha) .82. Grade 12 science students indicated that their less educated parents were involved in activities pertaining to their learning; however, high perceived parental involvement in curricular activities was related to low achievement. It is recommended that further exploratory analyses be undertaken to examine the reported two-dimensional model of the Parental Involvement Scale.

Parent Involvement, Parental Depression, and Program Satisfaction among Low-Income Parents Participating in a Two-Generation Early Childhood Education Program

ERIC Educational Resources Information Center

LaForett, Dore R.; Mendez, Julia L.

2010-01-01

Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of…

Motivation of Parent Involvement in Secondary-Level Schooling.

ERIC Educational Resources Information Center

Deslandes, Rollande; Bertrand, Richard

2005-01-01

Inspired by K. V. Hoover-Dempsey and H. M. Sandler's (1995, 1997) model of the parent involvement process, the authors examined 4 psychological constructs of parent involvement: (a) relative strength of parents' role construction, (b) parents' self-efficacy for helping adolescents succeed in school, (c) parents' perceptions of teacher invitations…

The Home/School Relationship from an Administrative Perspective.

ERIC Educational Resources Information Center

Prosise, Roger D.

1990-01-01

Discusses the lack of parent involvement in education. Discusses both parent and teacher attitudes toward parent involvement, and considers the advantages and disadvantages of parent involvement. Presents examples of effective ways to use parental help, including help from working parents and family influence during out-of-school time. (JS)

Educated parent as a key member of rehabilitation team.

PubMed

Mikelić, Valentina Matijević; Bartolović, Jelena; Kosicek, Tena; Crnković, Maja

2011-12-01

Involvement of children with minor motor impairments in early intervention programs is becoming a positive trend. Rehabilitation of young children is usually performed in family environment with continuous monitoring by a team of experts including a physiatrist, speech therapist, psychologist, and rehabilitator. For this reason, it is important to educate parents in proper procedures designed to encourage the child's global and language development. Parental competence in encouraging the child's language development and providing home learning environment is associated with the level of parental education. We performed a retrospective analysis of data on 50 children aged 1-3 years, hospitalized during 2010 at Department of Pediatric Rehabilitation, University Department of Rheumatology, Physical Medicine and Rehabilitation, Sestre milosrdnice University Hospital Center in Zagreb. The aim was to determine the percentage of children included in an early intervention program according to the level of parental education and to assess the impact of the program on the children's language development. The results showed a higher percentage of parents to have high school education and a smaller percentage of parents to have university degree. These data indicated the need of educational programs for parents on the procedures of encouraging child development, including language development.

Parental involvement in neonatal comfort care.

PubMed

Skene, Caryl; Franck, Linda; Curtis, Penny; Gerrish, Kate

2012-01-01

To explore how parents interact with their infants and with nurses regarding the provision of comfort care in a Neonatal Intensive Care Unit (NICU). Focused ethnography. A regional NICU in the United Kingdom. Eleven families (10 mothers, 8 fathers) with infants residing in the NICU participated in the study. Parents were observed during a caregiving interaction with their infants and then interviewed on up to four occasions. Twenty-five periods of observation and 24 semistructured interviews were conducted between January and November 2008. Five stages of learning to parent in the NICU were identified. Although the length and duration of each stage differed for individual parents, movement along the learning trajectory was facilitated when parents were involved in comforting their infants. Transfer of responsibility from nurse to parents for specific aspects of care was also aided by parental involvement in pain care. Nurses' encouragement of parental involvement in comfort care facilitated parental proximity, parent/infant reciprocity, and parental sense of responsibility. Findings suggest that parental involvement in comfort care can aid the process of learning to parent, which is difficult in the NICU. Parental involvement in infant comfort care may also facilitate the transfer of responsibility from nurse to parent and may facilitate antecedents to parent/infant attachment. © 2012 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.

Racial and Social Class Differences in How Parents Respond to Inadequate Achievement: Consequences for Children’s Future Achievement

PubMed Central

Robinson, Keith; Harris, Angel L.

2013-01-01

Objective Despite numerous studies on parental involvement in children’s academic schooling, there is a dearth of knowledge on how parents respond specifically to inadequate academic performance. This study examines whether 1) racial differences exist in parenting philosophy for addressing inadequate achievement, 2) social class has implications for parenting philosophy, and 3) parents’ philosophies are consequential for children’s academic achievement. Methods Using data from the Child Development Supplement (N=1041) to the Panel Study of Income Dynamics, we sort parents into two categories—those whose parenting repertoires for addressing poor achievement include punitive responses and those whose repertoires do not. We then determine whether racial differences exist between these categories and how various responses within the aforementioned categories are related to students’ academic achievement. Results The findings show that white and black parents have markedly different philosophies on how to respond to inadequate performance, and these differences appear to impact children’s achievement in dramatically different ways. Conclusion Educators and policy makers should pay particular attention to how parents respond to inadequate achievement as imploring parents of inadequately performing students to be more involved without providing them with some guidance might exacerbate the problem. PMID:24563554

Reciprocal Influences Between Maternal Parenting and Child Adjustment in a High-risk Population: A Five-Year Cross-Lagged Analysis of Bidirectional Effects

PubMed Central

Barbot, Baptiste; Crossman, Elizabeth; Hunter, Scott R.; Grigorenko, Elena L.; Luthar, Suniya S.

2014-01-01

This study examines longitudinally the bidirectional influences between maternal parenting (behaviors and parenting stress) and mothers' perceptions of their children's adjustment, in a multivariate approach. Data was gathered from 361 low-income mothers (many with psychiatric diagnoses) reporting on their parenting behavior, parenting stress and their child's adjustment, in a two-wave longitudinal study over 5 years. Measurement models were developed to derive four broad parenting constructs (Involvement, Control, Rejection, and Stress) and three child adjustment constructs (Internalizing problems, Externalizing problems, and Social competence). After measurement invariance of these constructs was confirmed across relevant groups and over time, both measurement models were integrated in a single crossed-lagged regression analysis of latent constructs. Multiple reciprocal influence were observed between parenting and perceived child adjustment over time: Externalizing and internalizing problems in children were predicted by baseline maternal parenting behaviors, while child social competence was found to reduce parental stress and increase parental involvement and appropriate monitoring. These findings on the motherhood experience are discussed in light of recent research efforts to understand mother-child bi-directional influences, and their potential for practical applications. PMID:25089759

A Whole-School Approach to Adolescent Peer-Leader Development for Affective Learning in Health-Related Curricula.

ERIC Educational Resources Information Center

Carter, D. S. G.

1999-01-01

Examined a comprehensive program that used a whole-school approach to prepare high school students for making healthy lifestyle choices, particularly related to sexuality/sexual risk taking. The program involved teacher development, parent involvement, and peer leadership development. Survey data indicated that the program influenced the whole…

Attention-Deficit Hyperactivity Disorder Moderates the Life Stress Pathway to Alcohol Problems in Children of Alcoholics

PubMed Central

Marshal, Michael P.; Molina, Brooke S. G.; Pelham, William E.; Cheong, JeeWon

2009-01-01

Background Parent alcoholism is a well-established risk factor for the development of pathological alcohol involvement in youth, and life stress is considered to be one of the central mechanisms of the parent alcoholism effect; however, little is known about the moderators of the life stress pathway. Attention-deficit hyperactivity disorder (ADHD) has also been shown to predict pathological alcohol involvement, however, little is known about whether or not ADHD interacts with parent alcoholism to increase offspring risk. The goals of this study were to examine stressful life events as mediators of the relationship between parent alcoholism and adolescent pathological alcohol involvement, and to examine whether or not this mediated pathway was stronger for adolescents with ADHD than for adolescents without ADHD. Method Participants were 142 adolescents with a childhood ADHD diagnosis (probands) and 100 demographically matched control adolescents without childhood ADHD. Probands, controls, and at least 1 parent were interviewed about drinking behavior; probands and controls were interviewed about negative life events. Results A moderated mediation paradigm was used to test the hypotheses using ordinary least squares regression. Results showed that the relationships between parent alcoholism and 2 of the stress variables (“family” stress and “peer” stress) were significant for probands only, and that stress in the probands mediated the parent alcoholism effect on offspring alcohol involvement. Conclusions These results provide preliminary support for the hypothesis that offspring characteristics might moderate the life stress pathway to alcoholism, and indicate that ADHD may serve to facilitate the transmission of pathological alcohol use from parent to child. PMID:17374035

Parents and Speech Therapist Perception of Parental Involvement in Kailila Therapy Center, Jakarta, Indonesia

ERIC Educational Resources Information Center

Jane, Griselda; Tunjungsari, Harini

2015-01-01

Parental involvement in a speech therapy has not been prioritized in most therapy centers in Indonesia. One of the therapy centers that has recognized the importance of parental involvement is Kailila Speech Therapy Center. In Kailila speech therapy center, parental involvement in children's speech therapy is an obligation that has been…

What Do Parents Teach Their Children?--The Effects of Parental Involvement on Student Performance in Dutch Compulsory Education

ERIC Educational Resources Information Center

Cabus, Sofie J.; Ariës, Roel J.

2017-01-01

Theory and evidence indicate that, if family size grows, the younger children will get less parental involvement than the older children. These differences in parental involvement through birth order may impact academic achievement if, and only if, parental involvement is an important determinant of children's educational attainment. The oldest…

Effective Parental Involvement in Education: Experiences and Perceptions of Turkish Teachers from Private Schools

ERIC Educational Resources Information Center

Gokturk, Soheyda; Dinckal, Selin

2018-01-01

Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study,…

Science Homework with Video Directions for Parents: The Impact on Parental Involvement and Academic Achievement

ERIC Educational Resources Information Center

Hooker, Kathy L.

2014-01-01

The benefits of effective parental involvement in education have been well documented and can be far reaching. When educators make an effort to involve families, parental involvement can be even more meaningful. Homework is a commonly practiced and accepted connection between school and home and affords parents many opportunities to interact with…

The effect of parental involvement on problematic social behaviors among school-age children in Kentucky.

PubMed

Robl, Joyce M; Jewell, Tracey D; Kanotra, Sarojini

2012-12-01

This study examines the associations among parental active involvement and healthy role modeling behavior with social behavior among children in Kentucky and the nation. Data from the 2007 National Survey of Children's Health was used, limited to children 6-17 years old. The dependent variable was a composite measure of problematic social behavior. Independent variables included parental involvement, parental healthy role modeling, and demographic variables. Chi square tests of independence were completed for bivariate analyses and multivariable logistic regression models were developed for Kentucky and the nation. The prevalence of problematic social behaviors in children was 10.4 % in Kentucky and 8.8 % in the nation. The parents of children in Kentucky who often exhibited problematic social behavior reported poor parent-child communication (50.4 %), not coping well with parenthood (56.5 %), parental aggravation (48.3 %), and less emotional help with parenting (9.1 %). The factor with the largest magnitude of association in Kentucky (adjusted odds ratio [AOR] = 6.2; 95 % confidence interval [CI]: 1.6, 24.5) and the nation (AOR = 4.8; 95 % CI: 3.3, 7.0) was observed for whether or not the parent communicated well with the child. Additional factors associated with problematic social behavior among children in Kentucky were living in a single parent, mother-led household, and having a parent with fair or poor mental health. Public health programs that target factors addressing the parent-child dyad, parent-child communication, and model healthy relationships may reduce the occurrence of problematic social behavior in 6-17-year-old children in Kentucky.

Mothers, Fathers, and Parental Systems: A Conceptual Model of Parental Engagement in Programmes for Child Mental Health-Connect, Attend, Participate, Enact (CAPE).

PubMed

Piotrowska, Patrycja J; Tully, L A; Lenroot, R; Kimonis, E; Hawes, D; Moul, C; Frick, P J; Anderson, V; Dadds, M R

2017-06-01

Parenting programmes are one of the best researched and most effective interventions for reducing child mental health problems. The success of such programmes, however, is largely dependent on their reach and parental engagement. Rates of parental enrolment and attendance are highly variable, and in many cases very low; this is especially true of father involvement in parenting programmes. This paper proposes a conceptual model of parental engagement in parenting programmes-the CAPE model (Connect, Attend, Participate, Enact) that builds on recent models by elaborating on the interdependent stages of engagement, and its interparental or systemic context. That is, we argue that a comprehensive model of parental engagement will best entail a process from connection to enactment of learned strategies in the child's environment, and involve consideration of individual parents (both mothers and fathers) as well as the dynamics of the parenting team. The model provides a framework for considering parent engagement as well as associated facilitators and mechanisms of parenting change such as parenting skills, self-efficacy, attributions, and the implementation context. Empirical investigation of the CAPE model could be used to further our understanding of parental engagement, its importance for programme outcomes, and mechanisms of change. This will guide future intervention refinement and developments as well as change in clinical practice.

Development of an Internet-Administered Cognitive Behavior Therapy Program (ENGAGE) for Parents of Children Previously Treated for Cancer: Participatory Action Research Approach.

PubMed

Wikman, Anna; Kukkola, Laura; Börjesson, Helene; Cernvall, Martin; Woodford, Joanne; Grönqvist, Helena; von Essen, Louise

2018-04-18

Parenting a child through cancer is a distressing experience, and a subgroup of parents report negative long-term psychological consequences years after treatment completion. However, there is a lack of evidence-based psychological interventions for parents who experience distress in relation to a child's cancer disease after end of treatment. One aim of this study was to develop an internet-administered, cognitive behavior therapy-based, psychological, guided, self-help intervention (ENGAGE) for parents of children previously treated for cancer. Another aim was to identify acceptable procedures for future feasibility and efficacy studies testing and evaluating the intervention. Participatory action research methodology was used. The study included face-to-face workshops and related Web-based exercises. A total of 6 parents (4 mothers, 2 fathers) of children previously treated for cancer were involved as parent research partners. Moreover, 2 clinical psychologists were involved as expert research partners. Research partners and research group members worked collaboratively throughout the study. Data were analyzed iteratively using written summaries of the workshops and Web-based exercises parallel to data collection. A 10-week, internet-administered, cognitive behavior therapy-based, psychological, guided, self-help intervention (ENGAGE) was developed in collaboration with parent research partners and expert research partners. The content of the intervention, mode and frequency of e-therapist support, and the individualized approach for feedback were modified based on the research partner input. Shared solutions were reached regarding the type and timing of support from an e-therapist (eg, initial video or telephone call, multiple methods of e-therapist contact), duration and timing of intervention (eg, 10 weeks, 30-min assessments), and the removal of unnecessary support functions (eg, removal of chat and forum functions). Preferences for study procedures in future studies testing and evaluating the intervention were discussed; consensus was not reached for all aspects. To the best of our knowledge, this study is the first use of a participatory action research approach to develop a psychological intervention for parents of children previously treated for cancer and to identify acceptable study procedures. Involvement of parents with lived experience was vital in the development of a potentially relevant and acceptable intervention for this population. ©Anna Wikman, Laura Kukkola, Helene Börjesson, Martin Cernvall, Joanne Woodford, Helena Grönqvist, Louise von Essen. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 18.04.2018.

Parental feeding practices in Mexican American families: initial test of an expanded measure

PubMed Central

2013-01-01

Background Although obesity rates are high among Latino children, relatively few studies of parental feeding practices have examined Latino families as a separate group. Culturally-based approaches to measurement development can begin to identify parental feeding practices in specific cultural groups. This study used qualitative and quantitative methods to develop and test the Parental Feeding Practices (PFP) Questionnaire for use with Mexican American parents. Items reflected both parent’s use of control over child eating and child-centered feeding practices. Methods In the qualitative phase of the research, 35 Latino parents participated in focus groups. Items for the PFP were developed from focus group discussions, as well as adapted from existing parent feeding practice measures. Cognitive interviews were conducted with 37 adults to evaluate items. In the quantitative phase, mothers and fathers of 174 Mexican American children ages 8–10 completed the PFP and provided demographic information. Anthropometric measures were obtained on family members. Results Confirmatory factor analyses identified four parental feeding practice dimensions: positive involvement in child eating, pressure to eat, use of food to control behavior, and restriction of amount of food. Factorial invariance modeling suggested equivalent factor meaning and item response scaling across mothers and fathers. Mothers and fathers differed somewhat in their use of feeding practices. All four feeding practices were related to child body mass index (BMI) percentiles, for one or both parents. Mothers reporting more positive involvement had children with lower BMI percentiles. Parents using more pressure to eat had children with lower BMI percentiles, while parents using more restriction had children with higher BMI percentiles. Fathers using food to control behavior had children with lower BMI percentiles. Conclusions Results indicate good initial validity and reliability for the PFP. It can be used to increase understanding of parental feeding practices, children’s eating, and obesity among Mexican Americans, a population at high risk of obesity. PMID:23324120

Mothers' different styles of involvement in preterm infant pain care.

PubMed

Axelin, Anna; Lehtonen, Liisa; Pelander, Tiina; Salanterä, Sanna

2010-01-01

To describe and understand how mothers utilize the opportunity to actively participate in their preterm infants' pain care using facilitated tucking by parents (FTP). Descriptive and exploratory study with postintervention interview. Finnish level III Neonatal Intensive Care Unit (NICU). Twenty-three mothers who had preterm infants born at gestational ages of 32 to 34 weeks. The parents (N=45) of 29 preterm infants were taught to use FTP. In addition, all nurses in the NICU (N=76) received the same education to support the parents' use of FTP. After 2 to 4 weeks of FTP use, the mothers (n=23) were interviewed using the Clinical Interview for Parents of High-Risk Infants with additional questions related to the infants' pain care. The interviews were analyzed inductively with cross-case analysis and deductively with a previously developed coding scheme. Facilitated tucking by parents was perceived positively and was used by all participating mothers. Three different styles of involvement in preterm infants' pain care with FTP were identified. They formed a continuum from external to random and finally to internalized involvement. In external involvement, the pain care with FTP was triggered by outside factors such as nurses, whereas in random and internalized involvement the motivation emerged from a parent. Mothers with external involvement thought that any person could apply the FTP. In random involvement, mothers were mainly absent during painful procedures, although they saw themselves as the best caregivers. In internalized involvement, the responsibility for infant pain care was shared within the family. Mothers' NICU-related stress and maternal attachment were associated with this variation. This study showed that mothers' are willing to actively participate in their preterm infants' pain care. However, the participation is unique according to mother and her experiences before and during NICU admission. Nurses need to consider these differences in mothers when involving them in preterm infants' pain care.

Creating Sensitive Environments for Parent Involvement Meetings

ERIC Educational Resources Information Center

Warner, Laverne; Barrera, John

2005-01-01

The most important step to parent involvement is helping parents to value education. Successful parent involvement often hinges on employing a wide variety of presentation methods to meet parents' needs. Foremost, parents must learn to become effective collaborators with the school. When the focus is on the value of education, a plethora of topics…

Patterns of Parenting during Adolescence: Perceptions of Adolescents and Parents.

ERIC Educational Resources Information Center

Paulson, Sharon E.; Sputa, Cheryl L.

1996-01-01

Explores differences in maternal and paternal parenting styles and involvement, the differences between parents' and adolescents' perceptions of parenting style and involvement, and changes in parenting style and involvement between the adolescents' 9th and 12th grade years. Subjects were 244 ninth graders from the Southeast and Midwest. Discusses…

Meaning of Parental Involvement among Korean Immigrant Parents: A Mixed-Methods Approach

ERIC Educational Resources Information Center

Kim, Yanghee Anna; An, Sohyun; Kim, Hyun Chu Leah; Kim, Jihye

2018-01-01

The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were…

Parental Involvement in Municipal Schools in Chile: Why Do Parents Choose to Get Involved?

ERIC Educational Resources Information Center

Reininger, Taly; López, Alejandra Santana

2017-01-01

Utilizing Hoover-Dempsey and Sandler's (1995, 2005) theoretical framework on parental involvement, this study examined a cross-sectional sample of 516 parents of children in the first and fourth grade in municipal schools in Chile. The research sought to examine the association between parental motivational beliefs, parental perceptions of…

"Having Our Say": High Achieving African American Male College Graduates Speak about Parental Involvement and Parenting Style

ERIC Educational Resources Information Center

Odom, Lynn Cheryl Lanier

2013-01-01

This study examined the patterns of parental involvement and parenting styles of a particular sample of academically successful African American males who attended and graduated from historically Black colleges or universities. More specifically, investigated was the presence of any relationships between parental involvement, parenting styles,…

Parental Involvement among Middle-Income Latino Parents Living in a Middle-Class Community

ERIC Educational Resources Information Center

Inoa, Rafael

2017-01-01

Parental involvement has often shared a positive correlation with student academic achievement. To better understand parental involvement dynamics among middle-class Latino families, in-depth parent interviews were conducted among 21 such parents. Results from this study which add to the educational literature include high levels of academic…

Association between parenting styles and own fruit and vegetable consumption among Portuguese mothers of school children.

PubMed

Franchini, Bela; Poínhos, Rui; Klepp, Knut-Inge; de Almeida, Maria Daniel Vaz

2011-09-01

The aim of the present study was to evaluate the association between parenting styles and own fruit and vegetable consumption among Portuguese mothers of school children. A cross-sectional study was performed in Portugal as part of the Pro Children cross-sectional European survey. Portuguese mothers (n 1601) of 11-13-year-old school children were included in the present study. A self-administered questionnaire was developed to assess fruit and vegetable consumption as well as the parenting styles. Fruit and vegetable consumption was assessed by a validated FFQ. Parenting styles based on two dimensions - strictness and involvement - were classified into authoritative, authoritarian, indulgent and neglectful. The higher mean intakes of fruit, vegetables and total fruit and vegetables were observed for mothers classified as indulgent, whereas the lower mean intakes were observed for mothers classified as neglectful. Differences in intake among parenting styles were significant for fruit, vegetables and total fruit and vegetables. When partial correlations were calculated between the two dimensions, strictness and involvement (controlled one for the other), and intakes, only involvement was positively associated with fruit, vegetables and total fruit and vegetable intake. Findings from the present study show that fruit and vegetable consumption of Portuguese mothers of school children seems to be related to their own parenting styles, especially with the dimension involvement. Future interventions to promote fruit and vegetable intake should take into account these variables.

Autism, Attachment and Parenting: A Comparison of Children with Autism Spectrum Disorder, Mental Retardation, Language Disorder, and Non-Clinical Children

ERIC Educational Resources Information Center

Rutgers, Anna H.; van IJzendoorn, Marinus H.; Bakermans-Kranenburg, Marian J.; Swinkels, Sophie H. N.; van Daalen, Emma; Dietz, Claudine; Naber, Fabienne B. A.; Buitelaar, Jan K.; van Engeland, Herman

2007-01-01

Children with Autism Spectrum Disorder (ASD) have severe and pervasive impairments in the development of social interaction, which may affect the attachment relationship with their parents and may have an impact on parenting. In the current investigation 89 families with young children (mean age 26.5 months) were involved, who were diagnosed as…

Family and Teacher Characteristics as Predictors of Parent Involvement in Education During Early Childhood Among Afro-Caribbean and Latino Immigrant Families.

PubMed

Calzada, Esther J; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-10-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public schools. Socioeconomic disadvantage was associated with lower home-based involvement. Several factors were associated with higher involvement, including parents' connection to their culture of origin and to U.S. culture, engagement practices by teachers and parent-teacher ethnic consonance (for Latinos only). Findings have implications for promoting involvement among immigrant families of students in urban schools.

Validating a Model of Motivational Factors Influencing Involvement for Parents of Transition-Age Youth with Disabilities

ERIC Educational Resources Information Center

Hirano, Kara A.; Shanley, Lina; Garbacz, S. Andrew; Rowe, Dawn A.; Lindstrom, Lauren; Leve, Leslie D.

2018-01-01

Parent involvement is a predictor of postsecondary education and employment outcomes, but rigorous measures of parent involvement for youth with disabilities are lacking. Hirano, Garbacz, Shanley, and Rowe adapted scales based on Hoover-Dempsey and Sandler model of parent involvement for use with parents of youth with disabilities aged 14 to 23.…

Arab Parents' Involvement in School Reform in Israel

ERIC Educational Resources Information Center

Arar, Khalid; Abu-Asbah, Khaled; Nasra, Muhammed Abu

2014-01-01

Current research indicates that parental involvement positively influences children's academic success. This study investigates parental involvement in the Arab education system in Israel, highlighting involvement in the New Horizon reform. We interviewed school principals and parent committee chairpersons from 15 Arab schools. The study confirmed…

Parental Involvement Initiatives: An Analysis

ERIC Educational Resources Information Center

Hamlin, Daniel; Flessa, Joseph

2018-01-01

Educational policies have increasingly promoted parental involvement as a mechanism for improving student outcomes. Few jurisdictions have provided funding for this priority. In Ontario, Canada, the province's Parents Reaching Out Grants program allows parents to apply for funding for a parental involvement initiative that addresses a local…

Financial Strain, Major Family Life Events, and Parental Academic Involvement During Adolescence.

PubMed

Camacho-Thompson, Daisy E; Gillen-O'Neel, Cari; Gonzales, Nancy A; Fuligni, Andrew J

2016-06-01

Parental academic involvement-whether through school participation and communication, or supervision and assistance at home-often has been cited as a way to enhance academic achievement. Yet, little is known about how the financial and life pressures faced by families can compromise parents' ability to become involved in their adolescents' education. In the current study, these dynamics were examined among Mexican-origin families, who often may face challenging financial and familial circumstances, and whose students may have more difficulty in secondary school. Parents of Mexican-origin ninth and tenth grade students from two high schools in Los Angeles (N = 428; 50 % female) completed quantitative interviews. The results revealed that financial strain predicted less involvement at school, and major family life events predicted less involvement at home, even after controlling for potentially confounding factors. Moreover, both of the associations between parental stress and parental academic involvement were mediated by lower levels of relationship quality between parents and adolescents, but not by conflict within the parent-adolescent dyad or parental depressive and somatic symptoms. The findings suggest that stress may limit parents' ability to become involved their adolescents' education, and highlight the importance of understanding family dynamics when examining parental academic involvement among Mexican-origin families.

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills.

PubMed

Marti, Maria; Merz, Emily C; Repka, Kelsey R; Landers, Cassie; Noble, Kimberly G; Duch, Helena

2018-01-01

The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014-2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills

PubMed Central

Marti, Maria; Merz, Emily C.; Repka, Kelsey R.; Landers, Cassie; Noble, Kimberly G.; Duch, Helena

2018-01-01

The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families. PMID:29904362

The development of the PARENTS: a tool for parents to assess residents' non-technical skills in pediatric emergency departments.

PubMed

Moreau, Katherine A; Eady, Kaylee; Tang, Kenneth; Jabbour, Mona; Frank, Jason R; Campbell, Meaghan; Hamstra, Stanley J

2017-11-14

Parents can assess residents' non-technical skills (NTS) in pediatric emergency departments (EDs). There are no assessment tools, with validity evidence, for parental use in pediatric EDs. The purpose of this study was to develop the Parents' Assessment of Residents Enacting Non-Technical Skills (PARENTS) educational assessment tool and collect three sources of validity evidence (i.e., content, response process, internal structure) for it. We established content evidence for the PARENTS through interviews with physician-educators and residents, focus groups with parents, a literature review, and a modified nominal group technique with experts. We collected response process evidence through cognitive interviews with parents. To examine the internal structure evidence, we administered the PARENTS and performed exploratory factor analysis. Initially, a 20-item PARENTS was developed. Cognitive interviews led to the removal of one closed-ended item, the addition of resident photographs, and wording/formatting changes. Thirty-seven residents and 434 parents participated in the administration of the resulting 19-item PARENTS. Following factor analysis, a one-factor model prevailed. The study presents initial validity evidence for the PARENTS. It also highlights strategies for potentially: (a) involving parents in the assessment of residents, (b) improving the assessment of NTS in pediatric EDs, and (c) capturing parents' perspectives to improve the preparation of future physicians.

A Model Parental Involvement Program for Bilingual/Bicultural Developmental Day Care.

ERIC Educational Resources Information Center

de Avila, Marcia Freedman

Parental involvement in migrant education is now being mandated across the country. Parental involvement in bilingual/bicultural day care is just as, if not more, important than involvement at the public school level. This study was conducted to test whether or not parental involvement could become an active component in a bilingual/bicultural day…

Parent Involvement in Education: Toward an Understanding of Parents' Decision Making

ERIC Educational Resources Information Center

Anderson, Kellie J.; Minke, Kathleen M.

2007-01-01

Parent involvement (PI) in education is associated with positive outcomes for students; however, little is known about how parents decide to be involved in children's education. On the basis of the K. V. Hoover-Dempsey and H. M. Sandler (1995, 1997) model of parent decision making, the authors examined the relationship among 4 parent variables…

Parent Perceptions of Parent Involvement with Elementary-Aged Students with Learning Disabilities

ERIC Educational Resources Information Center

Rice, Holly

2017-01-01

The purpose of this research was to explore parent perceptions concerning their involvement in their children's special education. The goal of this study was to better understand why some parents become involved while others do not. Survey methodology was utilized to determine parent perceptions of (a) levels of parent and children's participation…

"Where Are Their Parents?" Re-Thinking, Re-Defining and Re-Conceptualizing African American and Latino Parental Involvement, Engagement and Empowerment in Schools

ERIC Educational Resources Information Center

Bailey, Fatima H.

2011-01-01

Traditional and current parental involvement programs can be challenging, debilitating and disenfranchising for African American and Latino school-parents. This qualitative study explores the issue of parental involvement, engagement and empowerment for African American and Latino parents. It provides an overview of hegemonic underpinnings,…

School Involvement of Parents of Linguistic and Racial Minorities and Their Children's Mathematics Performance

ERIC Educational Resources Information Center

Chang, Mido; Choi, Namok; Kim, Sunha

2015-01-01

The goal of the study was to provide empirical findings on the effects of different types of parents' school involvement (PSI) on their children's mathematics performance. For PSI, we explored parent participation in parent-teacher conferences, voluntary parental involvement in school activities, parent informal contact with school or teachers,…

Mathematical Experiences and Parental Involvement of Parents Who Are and Who Are Not Mathematicians

ERIC Educational Resources Information Center

Antolin Drešar, Darja; Lipovec, Alenka

2017-01-01

Previous studies suggest that parental involvement in children's mathematics education is more established for parents who feel competent in mathematics. This qualitative study aimed to gain an in-depth insight into the experiences of parental involvement of two different groups of parents: those who are mathematicians and those who are not. Data…

Hush now baby: mothers' and fathers' strategies for soothing their infants and associated parenting outcomes.

PubMed

Dayton, Carolyn Joy; Walsh, Tova B; Oh, Wonjung; Volling, Brenda

2015-01-01

The purpose of this study was to examine the types of soothing behaviors used by mothers and fathers of infants, differences in use trajectories over time, and associated parenting outcomes. A longitudinal study of 241 families expecting their second child was performed. Data were collected at 1, 4, and 8 postnatal months and included measures of parental soothing techniques, involvement in soothing, distress in response to infant crying, and parenting self-efficacy. The average number of soothing techniques used was 7.7 for mothers and 5.9 for fathers. Soothing frequency decreased over time, and change patterns of soothing differed over time by gender. In couples who shared responsibility for soothing, fathers felt more efficacious in parenting and mothers were less upset by infant crying. Clinicians are encouraged to support fathers' engagement in infant soothing, facilitate the development of fathers' parenting confidence, and promote fathers' involvement in children's health and health care. Copyright © 2015 National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved.

Hush Now Baby: Mothers’ and Fathers’ Strategies for Soothing Their Infants and Associated Parenting Outcomes

PubMed Central

Dayton, Carolyn Joy; Walsh, Tova B.; Oh, Wonjung; Volling, Brenda

2014-01-01

Objectives The purpose of this study was to examine the types of soothing behaviors used by mothers and fathers of infants, differences in use trajectories over time, and associated parenting outcomes. Methods Longitudinal study of 241 families expecting their second child. Data were collected at 1, 4 and 8 postnatal months and included measures of parental soothing techniques, involvement in soothing, distress in response to infant crying, and parenting self-efficacy. Results Average number of soothing techniques used was 7.7 for mothers and 5.9 for fathers. Soothing frequency decreased over time and change patterns of soothing differed over time by gender. In couples who shared responsibility for soothing fathers felt more efficacious in parenting and mothers were less upset by infant crying. Discussion Clinicians are encouraged to support fathers’ engagement in infant soothing, to facilitate the development of fathers’ parenting confidence, and to promote fathers’ involvement in children’s health and healthcare. PMID:25440811

Parental Involvement in Speech Intervention: A National Survey

ERIC Educational Resources Information Center

Pappas, Nicole Watts; McLeod, Sharynne; McAllister, Lindy; McKinnon, David H.

2008-01-01

A survey of 277 speech language pathologists (SLPs) investigated beliefs and practice regarding parents' involvement in service planning and delivery for children with speech impairment. Although the SLPs frequently involved parents in service delivery for speech intervention, parental involvement in service planning was less frequent. SLPs…

Preventing behavioural and emotional problems in children who have a developmental disability: a public health approach.

PubMed

Mazzucchelli, Trevor G; Sanders, Matthew R

2011-01-01

Children with developmental disabilities are at substantially greater risk of developing emotional and behavioural problems compared to their typically developing peers. While the quality of parenting that children receive has a major effect on their development, empirically supported parenting programs reach relatively few parents. A recent trend in parenting intervention research has been the adoption of a public health approach to improve the quality of parenting at a population level. This has involved delivering parenting interventions on a large scale and in a cost-effective manner. Such trials have been demonstrated to reduce negative parenting practices, prevent child maltreatment, and reduce child behavioural and emotional problems. However, these trials have been restricted to parents of children who are developing typically. This paper explores the rational for the extension of a population health approach to parenting interventions for children with developmental disabilities. It is argued that a population-based implementation and evaluation trial of an empirically supported system of interventions is needed to determine whether this approach is viable and can have a positive impact on parents and their children in a disability context. The Stepping Stones Triple P--Positive Parenting Program is presented as an example of a parenting intervention that satisfies the requirements for such a trial. Tasks and challenges of such a trial are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Adolescents' emotional competence is associated with parents' neural sensitivity to emotions.

PubMed

Telzer, Eva H; Qu, Yang; Goldenberg, Diane; Fuligni, Andrew J; Galván, Adriana; Lieberman, Matthew D

2014-01-01

An essential component of youths' successful development is learning to appropriately respond to emotions, including the ability to recognize, identify, and describe one's feelings. Such emotional competence is thought to arise through the parent-child relationship. Yet, the mechanisms by which parents transmit emotional competence to their children are difficult to measure because they are often implicit, idiosyncratic, and not easily articulated by parents or children. In the current study, we used a multifaceted approach that went beyond self-report measures and examined whether parental neural sensitivity to emotions predicted their child's emotional competence. Twenty-two adolescent-parent dyads completed an fMRI scan during which they labeled the emotional expressions of negatively valenced faces. Results indicate that parents who recruited the amygdala, VLPFC, and brain regions involved in mentalizing (i.e., inferring others' emotional states) had adolescent children with greater emotional competence. These results held after controlling for parents' self-reports of emotional expressivity and adolescents' self-reports of the warmth and support of their parent relationships. In addition, adolescents recruited neural regions involved in mentalizing during affect labeling, which significantly mediated the associated between parental neural sensitivity and adolescents' emotional competence, suggesting that youth are modeling or referencing their parents' emotional profiles, thereby contributing to better emotional competence.

Parent participation in paediatric rehabilitation treatment centres in the Netherlands: a parents' viewpoint.

PubMed

Siebes, R C; Wijnroks, L; Ketelaar, M; van Schie, P E M; Gorter, J W; Vermeer, A

2007-03-01

The importance of family-centred care and services has been increasingly emphasized in paediatric rehabilitation. One aspect of family-centred care is parent involvement in their child's treatment. The aims of this study were (1) to describe how, and to what extent parents are involved in the paediatric rehabilitation treatment process in the Netherlands; (2) to determine the level of parents' satisfaction about the services they and their child have received; and (3) to describe what ideas parents have to enhance their involvement in the treatment process. A total of 679 parents of children aged 1-20 years who participated in our longitudinal study on family centred care in the Netherlands. The children had various diagnoses and were treated in nine out of 23 Dutch paediatric rehabilitation centres. A random sample of 75 parents was interviewed within 4 weeks after completion of the Measure of Processes of Care and the Client Satisfaction Questionnaire. A Quality of Care cycle with six stages was used to structure the evaluation. The data showed that parents are involved in all stages of their child's rehabilitation process in various ways. The average level of parent satisfaction about the services received was high. According to the interviewed parents, the communication between professionals and parents, parents' involvement in goal setting, and parents' involvement in treatment could be improved upon. Parents are to a large extent involved in all stages of the treatment process in Dutch paediatric rehabilitation settings. Although parents valued the services received, they suggested various ways to enhance parent participation.

Cognitive Development of Toddlers: Does Parental Stimulation Matter?

PubMed

Malhi, Prahbhjot; Menon, Jagadeesh; Bharti, Bhavneet; Sidhu, Manjit

2018-02-01

To examine the impact of quality of early stimulation on cognitive functioning of toddlers living in a developing country. The developmental functioning of 150 toddlers in the age range of 12-30 mo (53% boys; Mean = 1.76 y, SD = 0.48) was assessed by the mental developmental index of the Developmental Assessment Scale for Indian Infants (DASII). The StimQ questionnaire- toddler version was used to measure cognitive stimulation at home. The questionnaire consists of four subscales including availability of learning materials (ALM), reading activities (READ), parent involvement in developmental activities (PIDA), and parent verbal responsivity (PVR). Multivariate regression analysis was used to predict cognitive scores using demographic (age of child), socio-economic status (SES) (income, parental education), and home environment (subscale scores of StimQ) as independent variables. Mean Mental Development Index (MDI) score was 91.5 (SD = 13.41), nearly one-fifth (17.3%) of the toddlers had MDI scores less than 80 (cognitive delay). Children with cognitive delay, relative to typically developing (TD, MDI score ≥ 80) cohort of toddlers, had significantly lower scores on all the subscales of StimQ and the total StimQ score. Despite the overall paucity of learning materials available to toddlers, typical developing toddlers were significantly more likely to have access to symbolic toys (P = 0.004), art materials (P = 0.032), adaptive/fine motor toys (P = 0.018), and life size toys (P = 0.036). Multivariate regression analysis results indicated that controlling for confounding socio-economic status variables, higher parental involvement in developmental activities (PIDA score) and higher parental verbal responsivity (PVR score) emerged as significant predictors of higher MDI scores and explained 34% of variance in MDI scores (F = 23.66, P = 0.001). Disparities in child development emerge fairly early and these differences are not all linked to economic disparities. There is a need to develop evidence-based parenting interventions for primary prevention of developmental problems, especially in resource poor countries.

Participatory design in the development of an early therapy intervention for perinatal stroke.

PubMed

Basu, Anna Purna; Pearse, Janice Elizabeth; Baggaley, Jessica; Watson, Rose Mary; Rapley, Tim

2017-01-23

Perinatal stroke is the leading cause of unilateral (hemiparetic) cerebral palsy, with life-long personal, social and financial consequences. Translational research findings indicate that early therapy intervention has the potential for significant improvements in long-term outcome in terms of motor function. By involving families and health professionals in the development and design stage, we aimed to produce a therapy intervention which they would engage with. Nine parents of children with hemiparesis and fourteen health professionals involved in the care of infants with perinatal stroke took part in peer review and focus groups to discuss evolving therapy materials, with revisions made iteratively. The materials and approach were also discussed at a meeting of the London Child Stroke Research Reference Group. Focus group data were coded using Normalisation Process Theory constructs to explore potential barriers and facilitators to routine uptake of the intervention. We developed the Early Therapy in Perinatal Stroke (eTIPS) program - a parent-delivered, home-based complex intervention addressing a current gap in practice for infants in the first 6 months of life after unilateral perinatal stroke and with the aim of improving motor outcome. Parents and health professionals saw the intervention as different from usual practice, and valuable (high coherence). They were keen to engage (high cognitive participation). They considered the tasks for parents to be achievable (high collective action). They demonstrated trust in the approach and felt that parents would undertake the recommended activities (high collective action). They saw the approach as flexible and adaptable (high reflexive monitoring). Following suggestions made, we added a section on involving the extended family, and obtained funding for a website and videos to supplement written materials. Focus groups with parents and health professionals provided meaningful feedback to iteratively improve the intervention materials prior to embarking on a pilot study. The intervention has a high potential to normalize and become a routine part of parents' interactions with their child following unilateral perinatal stroke.

Father Involvement: Attitudinal and Personality Correlates for College Women.

ERIC Educational Resources Information Center

Makosky, Vivian Parker; Roeding, Ginna M.

Although parental effects on the personality development of children have been well examined, fathers' influence and effects on older children have received little attention. To investigate fathers' involvement in the attitude and personality development of college women, 333 women, ages 18 to 23, completed a three-part questionnaire gathering…

Family Concepts in Early Learning and Development Standards

ERIC Educational Resources Information Center

Walsh, Bridget A.; Sanchez, Claudia; Lee, Angela M.; Casillas, Nicole; Hansen, Caitlynn

2016-01-01

This exploratory study investigated the use of concepts related to families, parents, and the home in 51 state-level early learning and development standards documents. Guidelines from six national family involvement, engagement, and school-partnership models were used to create the Family Involvement Models Analysis Chart (FIMAC), which served as…

Identifying Barriers That Hinder Onsite Parental Involvement in a School-Based Health Promotion Program

PubMed Central

Garcia-Dominic, Oralia; Wray, Linda A.; Treviño, Roberto P.; Hernandez, Arthur E.; Yin, Zenong; Ulbrecht, Jan S.

2009-01-01

We investigated whether barriers to onsite parental involvement in the Bienestar Health Program Parent Component could be identified and whether participation rates could be increased by addressing these barriers. All nonparticipating parents of fourth-grade students of San Antonio Independent School District from 4 schools, which were selected randomly from 20 intervention schools in Bienestar, were invited to take part in this study. A total of 47 of 223 (21%) parents engaged in one of four focus groups offered. Parents identified barriers to their involvement in Bienestar that fit into five descriptive categories: (a) low value, (b) high cost, (c) competing family demands, (d) concerns about the program design, and (e) social role norms. The Bienestar Parent Component was then modified according to the focus group findings, which resulted in a marked increase in parental involvement from 17% to 37% overall. These findings suggest that even when parents are involved in the initial design of parent-friendly and culturally sensitive programs, as was the case for Bienestar, maximizing parental involvement may require additional assessment, identification, and remediation of barriers. PMID:19339644

The Hatch Amendment: A Primer for Counselors, Part I.

ERIC Educational Resources Information Center

Kaplan, Leslie S.; Geoffroy, Kevin

1987-01-01

Concerns the Hatch Amendment which required parental permission before students involved in certain federally funded programs could be psychologically or psychiatrically tested or treated. Describes the development and implementation of the amendment by conservative parent groups and briefly discusses educator opposition to the amendment. (NB)

Maternal Recollections of Schooling and Children's School Preparation

ERIC Educational Resources Information Center

Miller, Kyle; Dilworth-Bart, Janean; Hane, Amanda

2011-01-01

Parents are the primary managers of children's development during their early years and greatly influence how children are primed for school. Therefore, understanding children's school preparation should involve appreciation for the unique developmental histories and perspectives that parents bring to the relationship with the child, with the…

Patterns of parenting during adolescence: perceptions of adolescents and parents.

PubMed

Paulson, S E; Sputa, C L

1996-01-01

The purposes of this study were (1) to explore differences in maternal and paternal parenting style and parental involvement, (2) to examine the differences between parents' and adolescents' perceptions of parenting style and parental involvement, and (3) to explore the changes in parenting style and parental involvement between the adolescents' ninth and twelfth grade years. Subjects were 244 ninth graders recruited from several school districts in the Southeast and Midwest. Thirty-one subjects participated in a small longitudinal study three years later when they were in the twelfth grade. Measures of maternal and parental demandingness, responsiveness, values toward achievement, involvement in schoolwork, and involvement in school functions, designed for this program of research, were obtained from both adolescents and their parents. Results showed that both adolescents and parents perceived mothers to be more involved in parenting than were fathers during both ninth and twelfth grades. Mothers and fathers were not found to be different regarding their values toward achievement. Additionally, both mothers and fathers perceived themselves to be higher on all aspects of parenting than their adolescents perceived them to be during both ninth and twelfth grades. In the longitudinal study, both adolescents and parents perceived levels of parenting to drop between ninth and twelfth grades, except values toward achievement which did not change. Implications for interpretation of existing research and for considerations of future research are discussed.

The Impact of Elementary Teachers' Perceptions and Practices to Promote Parental Involvement

ERIC Educational Resources Information Center

Lattimore, Myra T.

2013-01-01

Parental involvement, defined as the educational engagement of parents in activities such as involvement in PTA, volunteering, and Science/Math night, promotes academic success. Lack of parental involvement is associated with lower academic performance. The purpose of this correlational study was to determine the relationship between parent…

Causes Underlying Minimal Parent Involvement in the Education of Their Children.

ERIC Educational Resources Information Center

Dwyer, David J.; Hecht, Jeffrey B.

In this document, recent literature on schools' attempts to involve parents in the education of their children and on the rationale for parent involvement is evaluated. Research reviewed concerns parent involvement programs designed to improve student academic performance, increase student attendance, decrease behaviors that leave students at…

Trust and Parents' Involvement in Schools of Choice

ERIC Educational Resources Information Center

Strier, Michal; Katz, Hagai

2016-01-01

Education researchers and policymakers have been focusing for the last three decades on increasing parental involvement in schools. Their work focused on the positive effects that parental involvement has on varied aspects of school quality and functioning. In this study we examined "trust," a known predictor of parental involvement in…

Relations of Parenting Style and Parental Involvement with Ninth-Grade Students' Achievement.

ERIC Educational Resources Information Center

Paulson, Sharon E.

1994-01-01

Compared adolescents' and parents' perceptions of maternal and paternal demandingness, responsiveness, and parental involvement with schooling. Found that adolescents' reports of parenting correlated only moderately with parents' reports. Adolescents', but not parents', reports of parenting predicted students' achievement outcome, with parental…

Parents as First Teacher

ERIC Educational Resources Information Center

Cordry, Sheila; Wilson, Janell D.

2004-01-01

Increased parental involvement of parents may well be the hope of every educator. However, many teachers report little if any constructive parental involvement in the education of the children in their classrooms. This paper reflects on the growing need for parents to increase their involvement with their children in the home as well as become…

Latino Parent Involvement: Seeing What Has Always Been There

ERIC Educational Resources Information Center

Guerra, Patricia L.; Nelson, Sarah W.

2013-01-01

This study reviews 20 years (1990-2010) of scholarly literature on parent involvement related to Latino parents. Parent involvement behaviors of Latino parents were identified and analyzed according to the dimensions of culture theoretical framework--specifically, the dimension of individualism-collectivism (Hofstede, 1984, 1997; Triandis, 1995;…

Conceptualizing Parent Involvement: Low-Income Mexican Immigrant Perspectives

ERIC Educational Resources Information Center

Crane, Thomas B.

2012-01-01

The purposes of this study were to (a) investigate the conceptualization of low-income Mexican immigrant parents about their parental involvement and the family-school connection, (b) identify the influences on low-income Mexican immigrant parents' approach to parent involvement, and (c) identify the ways that Mexican immigrant parents…

Family Economic Status and Parental Involvement: Influences of Parental Expectation and Perceived Barriers

ERIC Educational Resources Information Center

Wang, Yiji; Deng, Ciping; Yang, Xiangdong

2016-01-01

Parental involvement in children's education is a critical factor associated with children's socio-emotional and educational outcomes. However, low parental involvement occurs more often among economically disadvantaged families. It is unclear what mechanisms may explain the association between family economic status and parents' educational…

Obesity: a systematic review on parental involvement in long-term European childhood weight control interventions with a nutritional focus.

PubMed

van der Kruk, J J; Kortekaas, F; Lucas, C; Jager-Wittenaar, H

2013-09-01

In Europe, about 20% of children are overweight. Focus on parental responsibility is an effective method in weight control interventions in children. In this systematic review we describe the intensity of parental involvement and behaviour change aimed at parents in long-term European childhood weight control interventions. We include European Union studies targeting parents in order to improve children's weight status in multi-component (parental, behaviour change and nutrition) health promotion or lifestyle interventions. The included studies have at least one objectively measured anthropometric outcome in the weight status of the child. Parental involvement was described and categorized based on the intensity of parental involvement and coded using a validated behaviour change taxonomy specific to childhood obesity. Twenty-four studies were analysed. In effective long-term treatment studies, medium and high intensity parental involvement were identified most frequently; whereas in prevention studies low intensity parental involvement was identified most frequently. Parenting skills, generic and specific to lifestyle behaviour, scored frequently in effective weight control interventions. To list parental skills in generic and specific to lifestyle, descriptions of the included studies were summarized. We conclude that intensity of parental involvement and behaviour change techniques are important issues in the effectiveness of long-term childhood weight control interventions. © 2013 The Authors. obesity reviews © 2013 International Association for the Study of Obesity.

Investigating parental preferences regarding the development and implementation of a parent-directed drug-related educational intervention: an exploratory study.

PubMed

Beatty, Shelley E; Cross, Donna S

2006-07-01

Strengthening parents' capacity to reduce children's risk of alcohol, tobacco and other drug-related harm is recognised as an important public health strategy in Australia, but engaging parents' involvement in these training programs is known to be challenging. This study utilised a self-complete questionnaire and structured small group discussions with parents in order to identify their needs in terms of communicating with their children about drinking alcohol and smoking cigarettes. It also investigated their preferences regarding the nature of a parent drug education intervention as well as strategies to recruit and actively engage them in parent-directed interventions. Parents identified numerous barriers to their participation in such programs and reported any intervention targeting them should be able to be completed in their home, be non-judgemental, easy to read, time-efficient, easy to use, fun, colourful and interactive. Parents recommended practical communication skills (such as how to talk with children, how to raise the topic and what topics to talk about) be addressed in the intervention. They also recommended a range and combination of strategies to promote and maintain parent involvement, such as providing small rewards for the children of parents who participate. Despite some limitations, the findings of this study contribute important practical knowledge regarding how to recruit, engage and retain higher percentages of parents in parent training programs.

La participacion de padres y madres en programas de desarrollo infantil temprano (Participation of Fathers and Mothers in Early Childhood Development Programs).

ERIC Educational Resources Information Center

Moreno Garcia, Teresa, Ed.

2001-01-01

This Spanish- and Portuguese-language bulletin presents articles covering child development programs with varying degrees of parent involvement. As explained in the bulletin's opening editorial, the articles focus on the keys to good parenting, influences such as the programs environmental context, goals and methods on the degree and manner of…

The Effects of Parental Literacy Involvement and Child Reading Interest on the Development of Emergent Literacy Skills

ERIC Educational Resources Information Center

Carroll, Crystal

2013-01-01

Acquisition of literacy is best conceptualized as a developmental continuum, with its origins early in the life of a child, rather than an all-or-none phenomenon that begins when children start school. How parents expose their children to literacy even before they enter school is important for the later development of reading. The home environment…

Predictors of school engagement among same-sex and heterosexual adoptive parents of Kindergarteners.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2014-10-01

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents' self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child's good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child's behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent-teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children's schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents' relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children's schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Relationship of School-Based Parental Involvement with Student Achievement: A Comparison of Principal and Parent Survey Reports from PISA 2012

ERIC Educational Resources Information Center

Sebastian, James; Moon, Jeong-Mi; Cunningham, Matt

2017-01-01

This paper explores parental involvement using principal and parent survey reports to examine whether parents' involvement in their children's schools predicts academic achievement. Survey data from principals and parents of seven countries from the PISA 2012 database and hierarchical linear modelling were used to analyse between- and within-…

Feasibility of a parenting program to prevent substance use among Latino youth: a community-based participatory research study.

PubMed

Allen, Michele L; Hurtado, Ghaffar A; Yon, Kyu Jin; Okuyemi, Kola S; Davey, Cynthia S; Marczak, Mary S; Stoppa, Patricia; Svetaz, Veronica M

2013-01-01

Family-skills training programs prevent adolescent substance use, but few exist for immigrant Latino families. This study assesses the feasibility of a family-skills training intervention developed using a community-based participatory research framework, and explores parental traditional values as a modifier of preliminary effects. One-group pretest-posttest. Four Latino youth-serving sites (school, clinic, church, social-service agency). Immigrant Latino parents of adolescents aged 10 to 14 years (N  =  83). Eight-session program in Spanish to improve parenting practices and parent-youth interpersonal relations designed with Latino parents and staff from collaborating organizations. Feasibility was assessed through retention, program appropriateness, and group interaction quality. Preliminary outcomes evaluated were (1) parenting self-efficacy, discipline, harsh parenting, monitoring, conflict, attachment, acceptance, and involvement, and (2) parent perception of adolescent internalizing, externalizing, and substance use behaviors. Covariates included sociodemographics and parental endorsement of traditional values. Feasibility outcomes were assessed with descriptive statistics. Paired t-tests measured changes in parenting outcomes. Adjusted multiple regression models were conducted for change in each outcome, and t-tests compared mean changes in outcomes between parents with high and low traditional values scores. Program appropriateness and group interaction scores were positive. Improvement was noted for eight parenting outcomes. Parents perceived that adolescent internalizing behaviors decreased. Parents with lower endorsement of traditional values showed greater pretest-posttest change in attachment, acceptance, and involvement. This intervention is feasible and may influence parenting contributors to adolescent substance use.

Peer Mentoring in Child Welfare: A Motivational Framework.

PubMed

Rockhill, Anna; Furrer, Carrie J; Duong, Thuan M

2015-01-01

Peer mentoring interventions for parents with substance use disorders who are involved with the child welfare system are relatively new, complex, individualized interventions and thus need to be understood both in regard to program efficacy and the processes of how they work. This qualitative study of the experiences of parents involved in a parent mentoring program suggested that certain practices helped motivate parents to think and act in ways that supported their goals and child welfare case plans. The three key mentoring practices that emerged were building caring relationships, providing guidance, and putting parents in charge. These practices promoted parents'positive self-beliefs (e.g., worthy of connection, competence), which helped motivate them to participate in services, cope constructively with difficulties, and more effectively manage behaviors and emotions. Drawing on Self-Determination Theory and Basic Psychological Needs Theory (BPNT) in particular, we propose a motivational framework for understanding how peer mentoring facilitates, or undermines, parents'motivation and results in their making progress on various aspects of their child welfare case. Implications for using the motivational model in future program development and evaluation efforts are discussed.

Involving children in meal preparation. Effects on food intake.

PubMed

van der Horst, Klazine; Ferrage, Aurore; Rytz, Andreas

2014-08-01

The question of how to promote healthy eating habits in children is relevant because most children do not meet the recommended vegetable intake. Involving children in food preparation could be an opportunity to develop healthy eating behaviors and to increase vegetable consumption. The purpose of this study was to examine the effect of children's involvement in meal preparation on their food and vegetable intake. A between-subject experiment was conducted with 47 children aged 6 to 10 years. In condition 1 (n = 25), children prepared a lunch meal (pasta, breaded chicken, cauliflower, and salad) with the assistance of a parent. In condition 2 (n = 22), the meal was prepared by the parent alone. Independent samples t-tests were conducted to compare intake in the "child cooks" and "parent cooks" conditions. Children in the child cooks condition ate significantly more salad 41.7 g (76.1%), more chicken 21.8 g (27.0%), and more calories 84.6 kcal (24.4%) than children in the parent cooks condition. Between before cooking and directly after cooking the meal, children in the child cooks condition reported significantly increased feelings of valence (feeling positive) and dominance (feeling in control). This study confirms that involving children in meal preparation can increase vegetable intake. Because of the potential effect on energy intake, parents need to be made aware of appropriate portion sizes for their children. Taking this into account, encouraging parents to involve their children in the preparation of healthy and balanced meals could be a valuable intervention strategy to improve the diets and vegetable intake of children. Copyright © 2014 Elsevier Ltd. All rights reserved.

New Parents’ Psychological Adjustment and Trajectories of Early Parental Involvement

PubMed Central

Jia, Rongfang; Kotila, Letitia E.; Schoppe-Sullivan, Sarah J.; Kamp Dush, Claire M.

2016-01-01

Trajectories of parental involvement time (engagement and child care) across 3, 6, and 9 months postpartum and associations with parents’ own and their partners’ psychological adjustment (dysphoria, anxiety, and empathic personal distress) were examined using a sample of dual-earner couples experiencing first-time parenthood (N = 182 couples). Using time diary measures that captured intensive parenting moments, hierarchical linear modeling analyses revealed that patterns of associations between psychological adjustment and parental involvement time depended on the parenting domain, aspect of psychological adjustment, and parent gender. Psychological adjustment difficulties tended to bias the 2-parent system toward a gendered pattern of “mother step in” and “father step out,” as father involvement tended to decrease, and mother involvement either remained unchanged or increased, in response to their own and their partners’ psychological adjustment difficulties. In contrast, few significant effects were found in models using parental involvement to predict psychological adjustment. PMID:27397935

Parents' perspectives on a collaborative approach to the application of the Handwriting Without Tears(®) programme with children with Down syndrome.

PubMed

Patton, Sandra; Hutton, Eve

2016-08-01

The active involvement of parents and children in goal setting and intervention is integral to contemporary occupational therapy process models. However, parental perspectives on collaborative handwriting intervention are limited. This paper presents parental perspectives on a three-way collaboration involving teachers, parents and an occupational therapist in the application of Handwriting Without Tears(®) (HWT(®) ) with children with Down syndrome. Within a larger mixed methods study, 44 parents completed purpose-designed questionnaires and six parents participated in a focus group, post 8 months of programme implementation. Both methods gathered parent's perspectives on the usefulness and limitations of applying HWT(®) . The focus group explored collaboration in depth. Analysis involved triangulation of data from descriptive analysis of numerical data with content analysis of open-ended questions and focus group data. Enablers of parent-child engagement in HWT(®) were identified as; the parent-child-friendly aspects of HWT(®) , the teacher involvement ensuring continuity which eased demands on parents, the ongoing support/guidance of the occupational therapist and the child's involvement in HWT(®) group intervention. The occupational therapists' involvement was reported as essential to encouraging teacher/parent involvement. Barriers to child-parent engagement included fluctuations in child health, mood, attention span and time limitations including the child's involvement in other therapy programmes. Parents perceived the HWT(®) and the three-way collaborative approach as enabling active parent-child engagement in handwriting intervention. This approach warrants further investigation. Findings have the potential to inform practice guidelines and pre- and post-graduation education related to collaborative handwriting intervention with children with Down syndrome and their families. © 2016 Occupational Therapy Australia.

Racial discrimination experiences and African American youth adjustment: The role of parenting profiles based on racial socialization and involved-vigilant parenting.

PubMed

Varner, Fatima A; Hou, Yang; Hodzic, Tajma; Hurd, Noelle M; Butler-Barnes, Sheretta T; Rowley, Stephanie J

2018-04-01

The purpose of this study was to test whether parenting profiles based on racial socialization and involved-vigilant parenting would compensate for or moderate associations between racial discrimination experiences and academic outcomes and psychological well-being among African American adolescents. Participants were 1,363 African American adolescents (M age = 14.19; 52.3% female) from 3 Midwestern suburban school districts. Latent profile analysis was used to examine whether there were distinct combinations of parenting. The relationships among racial discrimination experiences, parenting profiles, and adjustment were examined using structural equation modeling (SEM). Three distinct parenting profiles were found: moderate positive (n = 767; moderately high involved-vigilant parenting and racial barrier, racial pride, behavioral, and egalitarian messages, and low negative messages), unengaged (n = 351; low racial socialization messages and moderately low involved-vigilant parenting), and high negative parenting (n = 242; high negative messages, moderate other racial socialization messages, and moderately low involved-vigilant parenting). Racial discrimination experiences were negatively associated with youth adjustment. Moderate positive parenting was related to the best academic outcomes and unengaged parenting was associated with more positive academic outcomes than high negative parenting. Moderate positive parenting was associated with better psychological well-being than unengaged or high negative parenting although the benefits were greater for adolescents with fewer racial discrimination experiences. Distinct patterns of racial socialization messages and involved-vigilant parenting contribute to differences in African American youth adjustment. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

An Australian survey of parent involvement in intervention for childhood speech sound disorders.

PubMed

Sugden, Eleanor; Baker, Elise; Munro, Natalie; Williams, A Lynn; Trivette, Carol M

2017-08-17

To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs' beliefs and motivations for involving parents in intervention, and to determine whether SLPs' characteristics are associated with their self-reported practice. An online survey of 288 SLPs working with SSD in Australia was conducted. The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10 min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs' place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective. Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.

Partnering with parents in interprofessional leadership graduate education to promote family-professional partnerships.

PubMed

Margolis, Lewis H; Fahje Steber, Kathryn; Rosenberg, Angela; Palmer, Ann; Rounds, Kathleen; Wells, Marlyn

2017-07-01

Evidence supports the benefits to families of relationships with professionals that build on the concept of partnership, but there are few studies in the literature of strategies involving joint education for parents and professionals to enhance the capacity of parents of children with special healthcare needs to be effective interprofessional partners. Since 2007, parents of children with special healthcare needs have participated alongside graduate students from five different profession-based training programmes in a structured interprofessional leadership programme. The aims of this summative evaluation study were to elicit the influences of this training model on parents' capacity to partner with both health professionals and other parents and explore features of the training that facilitated these partnership skills. Using qualitative analysis, a semi-structured interview, guided by sensitising concepts informing leadership development, was conducted with 17 of the 23 parents who participated in the training. Transcriptions of the interviews were used for creating codes and categories for analysis. Parents described how the programme enhanced abilities to see other points of view, skills in communicating across professions, skills in conflict management, and feelings of confidence and equality with providers that influenced their relationships with their own providers and their capacity to assist other parents in addressing challenges in the care of their children. Parents reported that building concrete skills, organised opportunities to hear other viewpoints, structured time for learning and self-reflection, and learning in the context of a trusting relationship facilitated the development of partnership skills. These findings suggest that the leaders of interprofessional training programmes should involve parents and graduate students as equal partners to enhance partnership skills.

Parent-Child Communication: Promoting Sexually Health Youth

ERIC Educational Resources Information Center

Lagina, Nicholas

2010-01-01

When young people feel unconnected to home, family, and school, they may become involved in activities that put their health at risk. However, when parents affirm the value of their children, young people more often develop positive, healthy attitudes about themselves. Although most adults want youth to know about abstinence, contraception, and…

Intergenerational Transmission of Neuropsychological Executive Functioning

ERIC Educational Resources Information Center

Jester, Jennifer M.; Nigg, Joel T.; Puttler, Leon I.; Long, Jeffrey C.; Fitzgerald, Hiram E.; Zucker, Robert A.

2009-01-01

Relationships between parent and child executive functioning were examined, controlling for the critical potential confound of IQ, in a family study involving 434 children (130 girls and 304 boys) and 376 parents from 204 community recruited families at high risk for the development of substance use disorder. Structural equation modeling found…

Issues Affecting the Efficacy of Programs for Children with Incarcerated Parents

ERIC Educational Resources Information Center

Merenstein, Beth; Tyson, Ben; Tilles, Brad; Keays, Aileen; Rufffolo, Lyndsay

2011-01-01

Research suggests that intervening in the lives of children with an incarcerated parent to preserve and strengthen positive family connections can yield constructive societal benefits in the form of reduced recidivism, less intergenerational criminal justice system involvement and the promotion of healthy child development (Christian, 2009). Since…

Developing Community-Empowered Schools.

ERIC Educational Resources Information Center

Burke, Mary Ann; Picus, Lawrence O.

A community-empowered school is one in which administrators, teachers, staff, students, parents, and members of the community at large feel that they have a stake in the success of that school. Despite common reservations about the involvement of parents and volunteers in the classroom, this book makes clear the long-term advantages of onsite…

Infant Developmental Outcomes: A Family Systems Perspective

ERIC Educational Resources Information Center

Parfitt, Ylva; Pike, Alison; Ayers, Susan

2014-01-01

The aim of the current study was to examine whether parental mental health, parent-infant relationship, infant characteristics and couple's relationship factors were associated with the infant's development. Forty-two families took part at three time points. The first, at 3?months postpartum, involved a video recorded observation (CARE-index) of…

Home-School Literacy Bags for Twenty-First Century Preschoolers

ERIC Educational Resources Information Center

Brand, Susan Trostle; Marchand, Jessica; Lilly, Elizabeth; Child, Martha

2014-01-01

Combining home-school literacy bags with preschool family literature circles provided a strong foundation for family involvement at home and school during this year-long Reading Partners project, and helped parents become essential partners in their children's literacy development. Using home-school literacy bags, children and parents learned…

Nutrition in Teenage Pregnancy. A Curriculum Guide.

ERIC Educational Resources Information Center

Gans, Dian

This package of nutrition lessons was developed for teaching pregnant teenagers and teenaged parents enrolled in School-Aged Maternity (SAM) Programs in Wisconsin about nutrition. This guide provides a set of flexible lessons and resources for the SAM teacher (and for any person involved in teaching pregnant teenagers or teenaged parents) to…

The Home-School Psychological Contract: Implications for Parental Involvement in Middle Schooling.

ERIC Educational Resources Information Center

Renihan, Patrick J.; Renihan, Frederick J.

1995-01-01

Contends that social change has created a need for parents and teachers to develop strategies to improve communication, mutual understanding, and effective ways to nurture and educate young adolescents. Addresses the psychological contract between school and home, strategies and stances, and considerations and strategies for strengthening the…

PALS: Parent Activities for Learning Basic Skills.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia.

Developed for K-3 teachers to send home with their students, this collection of learning activities and games is offered to help reinforce students' language arts and mathematics skills and to enhance parental involvement. Suggestions to the teacher include sending home only those pages containing activities for skills currently being studied and…

Montana Kindergarten Handbook: Self Concept through Developmentally Appropriate Practices. 1991 Edition.

ERIC Educational Resources Information Center

Malo, Eve; Bullard, Julie

This handbook was developed to assist educators and parents in fostering children's self-concept through developmentally appropriate kindergarten experiences. Guidelines for parental involvement, classroom volunteers, and families under stress are included. The handbook describes basic characteristics of children from ages 3-8 in terms of…

Parental Involvement and Public Schools: Disappearing Mothers in Labor and Politics

ERIC Educational Resources Information Center

Shuffelton, Amy

2017-01-01

In this article, I argue that the material and rhetorical connection between "parental involvement" and motherhood has the effect of making two important features of parental involvement disappear. Both of these features need to be taken into account to think through the positive and negative effects of parental involvement in public…

A Handbook for Involving Parents in Head Start.

ERIC Educational Resources Information Center

Associate Control, Research and Analysis, Inc., Washington, DC.

This handbook seeks to help Head Start parent involvement coordinators clarify their role and explore new ways to do their job well. In chapter one, a history of parent involvement in Head Start is presented. Chapter two focuses on roles, relationships, and duties of the parent involvement coordinator. Chapter three explores staff attitudes…

Middle Level Principals' Parent Involvement Practices

ERIC Educational Resources Information Center

Tomichek-Michalowski, Tracie V.

2017-01-01

The purpose of the exploratory research study was to identify middle level principals' parent involvement practices. Parent involvement impacts students in positive ways, and a principal must have the ability to involve parents. The job description of a principal can be difficult to place on paper. Principals multitask throughout the day and often…

Reframing Parent Involvement: What Should Urban School Leaders Do Differently?

ERIC Educational Resources Information Center

Watson, Terri Nicol; Bogotch, Ira

2015-01-01

In this article we critically examine how teachers and administrators in an urban high school identify and consider the challenges to parent involvement without either engaging in or disrupting normative constructions of the term parent involvement. It is in this unintentional misconstruction of the notion of parent involvement that school leaders…

Examining the Relationship Between Parental Involvement and Student Motivation

ERIC Educational Resources Information Center

Gonzalez-DeHass, Alyssa R.; Willems, Patricia P.; Holbein, Marie F. Doan

2005-01-01

Parent involvement has a sound research base attesting to the many potential benefits it can offer in education. However, student motivation as an academic outcome of parental involvement has only recently been investigated. The purpose of this article is to show how parent involvement is related to students' motivation. Studies of students from…

Child Characteristics, Parent Education and Depressive Symptoms, and Marital Conflict Predicting Trajectories of Parenting Behavior from Childhood Through Early Adolescence in Taiwan.

PubMed

Hsieh, Yi-Ping; Dopkins Stright, Anne; Yen, Lee-Lan

2017-09-01

The study examined how child and parent characteristics, and contextual sources of stress, such as marital conflict predict initial status and trajectories of parent involvement, support, and harsh control, over a 4-year period in families in Taiwan (n = 4,754). Based on Belsky's (1984) ecological model of parenting, three domains predicting parenting were tested, child characteristics (age cohort and gender), father and mother characteristics (education and depressive symptoms), and contextual sources of stress (marital conflict). The study followed two cohorts of children; the younger cohort was followed from first to fourth grade and the older cohort from fourth to seventh grade. Initially, fourth graders reported more parental involvement, support, and harsh control than first graders. However, involvement, support, and harsh control decreased across the 4 years for the older cohort as they transitioned to early adolescence. In the first year, girls reported more parental involvement and support and less harsh control than boys. Across the 4 years, involvement and support increased, and harsh control decreased for boys; whereas involvement stayed the same, support slightly decreased, and harsh control slightly increased for girls. Children whose parents were more educated reported more parent involvement, support, and harsh control in the first year. Children whose fathers were chronically depressed and whose parents were experiencing marital conflict reported decreasing parent involvement and support over the years. © 2016 Family Process Institute.

Parental satisfaction, involvement, and presence after pediatric intensive care unit admission.

PubMed

Ebrahim, Shanil; Singh, Simran; Parshuram, Christopher S

2013-02-01

To describe satisfaction, involvement, presence, and preferences of parents following their child's admission to an intensive care unit (ICU). A survey, administered 1 month after their child's ICU admission, described perceptions of parental satisfaction with their interaction with healthcare providers, their presence during resuscitation, involvement in treatment decision-making, and preferences if events were to be re-enacted. One hundred three parents of 91 patients were enrolled; 64 primary parents (70%) completed the survey at 1 month. The mean (SD) satisfaction rating was 87.6 (±14.8) and involvement rating was 70.2 (±34.4) on a scale from 0 (not satisfied/involved) to 100 (completely satisfied/involved). There were no differences in satisfaction (P = .46), involvement (P = .69) and change in preferences (P = .97) between parents who were present and not present. After adjusting for child's baseline illness, receipt of more ICU therapies was associated with worse parental satisfaction (P = .03). Twenty-four (38%) parents reported that if events were repeated, they would have changed their preferences. Overall, parental satisfaction ratings were high, lower in parents of children receiving more ICU therapies, and not associated with presence during resuscitation. These data contrast the American Heart Association's recommendation and suggestion of benefit from parental presence during periods of intensive therapies. Copyright © 2013 Elsevier Inc. All rights reserved.

Moderating Effect of Residential History on the Effects of a Fatherhood Program on Parenting Skills Satisfaction among Nonresident African American Fathers.

PubMed

Qian, Yiqing; De Loney, E Hill; Caldwell, Cleopatra Howard

2018-02-09

Nonresident African American (AA) fathers sometimes face challenges to achieving satisfaction with their parenting skills, which may inhibit their motivations for parenting. Studies have found that residential history of fathers is associated with parental involvement; however, current fatherhood programs rarely consider the influence of different residential history on fathering. In the current study, we examined whether nonresident AA fathers' residential history with their sons moderated their parenting skills satisfaction after participating in the Fathers and Sons Program. Our results indicated that after controlling for fathers' pretest parenting skills satisfaction, age, education, marital status, employment, and ever lived with their son's mother; there was a moderating effect of residential history on the intervention's effects on posttest parenting skills satisfaction. The regression analyses showed that fathers in the intervention group who had lived with their son increased their parenting skills satisfaction more at posttest compared with fathers who had never lived with their sons. However, fathers in the comparison group who had lived with their sons had lower posttest parenting skills satisfaction. Future fatherhood programs for nonresident AA fathers should develop more nuanced group-specific interventions that consider residential history as a critical factor to enhance their parenting skills satisfaction as a strategy for improving father involvement.

Moderating Effect of Residential History on the Effects of a Fatherhood Program on Parenting Skills Satisfaction among Nonresident African American Fathers

PubMed Central

De Loney, E. Hill; Caldwell, Cleopatra Howard

2018-01-01

Nonresident African American (AA) fathers sometimes face challenges to achieving satisfaction with their parenting skills, which may inhibit their motivations for parenting. Studies have found that residential history of fathers is associated with parental involvement; however, current fatherhood programs rarely consider the influence of different residential history on fathering. In the current study, we examined whether nonresident AA fathers’ residential history with their sons moderated their parenting skills satisfaction after participating in the Fathers and Sons Program. Our results indicated that after controlling for fathers’ pretest parenting skills satisfaction, age, education, marital status, employment, and ever lived with their son’s mother; there was a moderating effect of residential history on the intervention’s effects on posttest parenting skills satisfaction. The regression analyses showed that fathers in the intervention group who had lived with their son increased their parenting skills satisfaction more at posttest compared with fathers who had never lived with their sons. However, fathers in the comparison group who had lived with their sons had lower posttest parenting skills satisfaction. Future fatherhood programs for nonresident AA fathers should develop more nuanced group-specific interventions that consider residential history as a critical factor to enhance their parenting skills satisfaction as a strategy for improving father involvement. PMID:29425126

Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators

ERIC Educational Resources Information Center

McNeal, Ralph B., Jr.

2014-01-01

Previous research shows inconsistent relationships between parent involvement and academic achievement and often asks why such inconsistencies occur. The research proposes a theoretical model that separates parent involvement into those practices linking parents to children and those practices linking parents to other adults in the school…

Ecologies of Parental Engagement in Urban Education

ERIC Educational Resources Information Center

Barton, Angela Calabrese; Drake, Corey; Perez, Jose Gustavo; St. Louis, Kathleen; George, Magnia

2004-01-01

What we know about parental involvement in schools cuts across two areas: how and why parental involvement is important and the structural barriers that impede parental participation. However, it has been difficult to construct an account of parental involvement, grounded in everyday practice that goes beyond a laundry list of things that good…

Using a Web-Based Program to Increase Parental Involvement: Teachers' and Administrators' Perceptions

ERIC Educational Resources Information Center

del Valle, Grace B.

2011-01-01

Parental involvement is an important factor for improving academic performance. Communication between the school and parents constitutes one of the basic types of parental involvement. Schools struggle to find effective ways to communicate effectively with parents and are recently using technology to facilitate this communication. This qualitative…

A Multidimensional Examination of Parent Involvement across Child and Parent Characteristics

ERIC Educational Resources Information Center

Garbacz, S. Andrew; McDowall, Philippa S.; Schaughency, Elizabeth; Sheridan, Susan M.; Welch, Greg W.

2015-01-01

The purpose of this study was to clarify equivocal findings in the parent-involvement literature and examine novel interactions in a New Zealand context. Specifically, this study tested direct effects of school year, parent education, family structure, and child gender on parent involvement in elementary school. In addition, interactions between…

Parents Becoming Leaders: Getting Involved on Behalf of Children.

ERIC Educational Resources Information Center

Westheimer, Miriam

In order to assist professionals and policymakers more consistently engage parents in their work, this document uses the personal stories of several parents to illustrate how parents get involved in family programs and how some parents built on their natural leadership abilities to move from personal involvement to take on broader leadership…

Parent-child communication processes: preventing children's health-risk behavior.

PubMed

Riesch, Susan K; Anderson, Lori S; Krueger, Heather A

2006-01-01

Review individual, family, and environmental factors that predict health-risk behavior among children and to propose parent-child communication processes as a mechanism to mediate them. Improving parent-child communication processes may: reduce individual risk factors, such as poor academic achievement or self-esteem; modify parenting practices such as providing regulation and structure and acting as models of health behavior; and facilitate discussion about factors that lead to involvement in health-risk behaviors. Assessment strategies to identify youth at risk for health-risk behavior are recommended and community-based strategies to improve communication among parents and children need development.

Psychoeducation as a Mediator of Treatment Approach on Parent Engagement in Child Psychotherapy for Disruptive Behavior.

PubMed

Martinez, Jonathan I; Lau, Anna S; Chorpita, Bruce F; Weisz, John R

2017-01-01

Parent engagement in treatment for child disruptive behavior has been associated with improved child outcomes in care. However, many families who enter care do not receive an adequate dose of treatment, and parents are often not involved. We examined therapists' use of psychoeducation, a therapeutic practice used to present factual information about target problems and treatments, and its association with parent engagement in child psychotherapy. Participants were drawn from the Child System and Treatment Enhancement Projects' multisite trial contrasting standard evidence-based treatments, modular treatment, or usual care. We included an ethnically diverse sample of 46 youth (ages 7-13) who received treatment for disruptive behavior in modular treatment or usual care. A reliable observational coding system was developed to assess therapists' in-session use of psychoeducation strategies (e.g., discussing causes of misbehavior, describing and providing rationale for treatment, etc.), as well as other engagement strategies (e.g., collaborative goal setting, managing expectations, etc.), in the early phase of treatment. Findings revealed that modular treatment therapists provided more psychoeducation and other engagement strategies compared with usual care therapists. Furthermore, psychoeducation strategies employed by therapists early on uniquely predicted subsequent parent involvement in treatment, over and above the use of other engagement strategies. Finally, therapists' use of the psychoeducation strategy of discussing causes of child's misbehavior mediated the effect of treatment condition on parent involvement in their child's therapy. These findings suggest that the implementation of psychoeducation strategies upon entry into care promotes parent involvement in child psychotherapy for disruptive behavior.

Design of a breathing mattress based on the respiratory movement of kangaroo mother care for the development of neonates.

PubMed

Schets, M W M; Chen, W; Bambang Oetomo, S

2015-01-01

Kangaroo mother care (KMC) benefits the development of neonates. This paper focuses on the design and implementing the extension of KMC for infants at Neonatal Intensive Care Units (NICU). A breathing mattress is proposed to comfort infants and stimulate them to breathe regularly by mimicking the movement of the parent's chest during KMC. The incubator mattress simulates the breathing of the parent's chest with embedded electronics and pneumatic technology for mattress motion actuating systems. The stakeholders, including the child, parents and NICU staff, were directly involved during the concept development, prototyping and evaluation.

Parent-directed approaches to enrich the early language environments of children living in poverty.

PubMed

Leffel, Kristin; Suskind, Dana

2013-11-01

Children's early language environments are critical for their cognitive development, school readiness, and ultimate educational attainment. Significant disparities exist in these environments, with profound and lasting impacts upon children's ultimate outcomes. Children from backgrounds of low socioeconomic status experience diminished language inputs and enter school at a disadvantage, with disparities persisting throughout their educational careers. Parents are positioned as powerful agents of change in their children's lives, however, and evidence indicates that parent-directed intervention is effective in improving child outcomes. This article explores the efficacy of parent-directed interventions and their potential applicability to the wider educational achievement gap seen in typically developing populations of low socioeconomic status and then describes efforts to develop such interventions with the Thirty Million Words Project and Project ASPIRE (Achieving Superior Parental Involvement for Rehabilitative Excellence) curricula. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

[Parental Stress and psychopathological traits in children and adolescents. A controlled study].

PubMed

Gatta, Michela; Balottin, Laura; Mannarini, Stefania; Birocchi, Valentina; Del Col, Lara; Battistella, Pier Antonio

2016-01-01

Since parental stress and family empowerment were shown to influence children's and adolescents' outcome, especially in the case of psychotherapeutic treatments, the present study aims to deeply explore factors that are likely to impact on stress and empowerment in parents of children with a psychiatric diagnosis. Parenting stress and empowerment have been compared between 45 parents of children with a psychiatric disorder and 96 parents of children without psychiatric disorders. Parenting stress appeared to be higher in patients' parents and it varied according to disorder severity, while socio-demographic variables seemed to influence the stress levels only to a slight extent. Moreover parental stress and empowerment influenced each other within the parental couple. Developing interventions aimed to support parenting and to involve fathers in the parent-child relationship, focused on increasing parents empowerment and self-efficacy, could contribute to decrease stress and positively influence children's psychopathology.

Parent Training Interventions for Toddlers with Autism Spectrum Disorder

PubMed Central

Beaudoin, Audrée Jeanne; Sébire, Guillaume; Couture, Mélanie

2014-01-01

Background. Now that early identification of toddlers with autism spectrum disorder (ASD) is possible, efforts are being made to develop interventions for children under three years of age. Most studies on early intervention have focused on intensive and individual interventions. However, parent training interventions that help parents interact and communicate with their toddlers with ASD might be a good alternative to promote the development of their child's sociocommunicative skills. Objective. This review aims to systematically examine (1) the use of parent training interventions for children with ASD under three years of age and (2) their effects on children's development, parents' well-being and parent-child interactions. Methods. Systematic searches were conducted to retrieve studies in which at least one parent was trained to implement ASD-specific techniques with their toddlers (0–36 months old) with a diagnosis of or suspected ASD. Results. Fifteen studies, involving 484 children (mean age: 23.26 months), were included in this review. Only two of them met criteria for conclusive evidence. Results show that parents were able to implement newly learned strategies and were generally very satisfied with parent training programs. However, findings pertaining to the children's communication and socioemotional skills, parent-child interactions, and parental well-being were inconclusive. PMID:24895534

Finnish parental involvement ethos, health support, health education knowledge and participation: results from a 2-year school health intervention.

PubMed

Sormunen, Marjorita; Tossavainen, Kerttu; Turunen, Hannele

2013-04-01

A 2-year, participatory action research school health study focused on developing components for home-school partnerships to support children's health learning process. Two intervention schools implemented strengthened health and collaboration-orientated activities; two control schools followed the national core curriculum without extracurricular activities. The parents of fourth-grade pupils (10-11 years at baseline) completed questionnaires before intervention in spring 2008 (N = 348) and after intervention in spring 2010 (N = 358). A two-way analysis of variance was conducted to determine whether time (2008/2010) and group (intervention/control) influenced parents' perceptions and experiences of parental involvement, health education and health support received from the school. Compared with controls, the intervention schools' parents experienced greater involvement ethos (Cohen's d = 0.57, P < 0.001), increased knowledge of health education (Cohen's d = 0.60, P = 0.02) and health support (Cohen's d = 0.35, P = 0.02). Health education participation among parents increased only partially during the intervention (Cohen's d = -0.12, P = 0.193). School health interventions based on schools' needs may have the potential to influence positively the relationship between home and school and increase the visibility of health education. The study was undertaken within the Schools for Health in Europe program.

Parent Involvement and Student Performance: The Influence of School Context

ERIC Educational Resources Information Center

McNeal, Ralph B., Jr.

2015-01-01

Researchers focusing on parent involvement continue to concentrate their efforts on the relationship between involvement and student performance in isolation of the school context in which involvement occurs. This research outlines an ecology of involvement and how this social context affects parent involvement and student performance. Relying on…

[A PhD completed 7. Just add positivity? Dental caries, obesity and problem behaviour in children: the role of parents and family -relations].

PubMed

de Jong-Lenters, M

2016-11-01

In this doctoral research project the relationship between, on the one hand, parenting and the functioning of families, and, on the other, child dental health were measured on the basis of interviews, questionnaires and observations of parent-child interaction. The groups studied consisted of children with and without caries and a variety of socio-economic backgrounds. The analyses revealed a distinct and significant difference between children with and children without caries with respect to parenting style and parent-child interaction. Positive parenting skills, such as positive involvement, positive reinforcement and problem-solving ability, correlate less often with children with caries. The study also revealed that children of parents with a parenting style that involved coercion and strict type of discipline, combined with the expression of little warmth, had a greater likelihood of developing caries. No relationship was found between an unhealthy high Body Mass Index (BMI) and the presence of dental caries. There was a significant relationship between behavioural problems and the presence of dental caries, which may be explained by an underlying influence of the family factors that were measured.

Mothers' and fathers' involvement in intervention programs for deaf and hard of hearing children.

PubMed

Zaidman-Zait, Anat; Most, Tova; Tarrasch, Ricardo; Haddad, Eliana

2018-06-01

Parental involvement in the rehabilitation process of deaf and hard of hearing (DHH) children is considered vital to children's progress. Today, fathers are more likely to be involved in their children's care. Nevertheless, father involvement has been understudied and relatively little is known about their involvement in families with children who are deaf or hard of hearing. In addition, there are scant data on the correlates of parents' involvement. This study explored similarities and differences in parental involvement between mothers and fathers in intervention programs for their D/HH children and tested a set of personal and social contextual variables that posited to affect parental involvement in a unique socio-cultural group. Thirty Israeli-Arab couples (mothers and fathers) of young D/HH children took part. Each parent completed four self-report measures of parental involvement, parenting stress, parental self-efficacy, and social support. Mothers were significantly more involved than fathers in their child's intervention. Specifically, they report on higher interest and attendance and overall being more actively engaged with professionals in the child's intervention. Both mothers and fathers had a rather passive style of involvement in their child's intervention. Parental self-efficacy and informal and formal social support were associated with father involvement. For mothers, only formal social support was associated with involvement. For the Israeli-Arab population, the findings underscore the differences between mothers' and fathers' multiple dimensions of involvement in the intervention program of their D/HH children and their predictors. The results suggest important avenues for prevention and intervention activities when working with families of children who are D/HH. Implications for rehabilitation Parental involvement in intervention programs for children who are deaf or hard of hearing (D/HH) is vital to children's progress and an essential component of implementing family-centered service provision. Understanding of both mothers and fathers multiple dimensions of involvement and the factors that facilitate or hinder their parental involvement in their children's intervention programs, will equip professionals to better support parents of D/HH children aligned with the principles of family centered care service delivery. Mothers and fathers style of involvement reflects on gaps between the goals of family centered care and their implementation in the realities of everyday practice. The experiences and behaviors of mothers and fathers should not be seen as interchangeable.

Parent Engagement in Youth Drug Prevention in Chinese Families: Advancement in Program Development and Evaluation

PubMed Central

Tsang, Sandra K. M.

2011-01-01

The escalating youth drug abuse problem in Hong Kong has attracted intense attention from the government, schools, and youth service professionals. Most preventive efforts have focused directly on positive youth development, very often through school programs delivered to secondary school students. There have been limited efforts to engage parents even though it is obvious that the family is actually the primary context of children and youth development. This paper will assert the importance of parental engagement in youth drug-prevention work, discuss some barriers in such parental involvement, present some promising local attempts and their strengths and limitations, and propose that sustained efforts are needed to build up theory-driven and evidence-based resources for Chinese communities on the subject. PMID:22194665

Assessing Estonian Mothers' Involvement in Their Children's Education and Trust in Teachers

ERIC Educational Resources Information Center

Kikas, Eve; Peets, Katlin; Niilo, Airi

2011-01-01

Questionnaires assessing mothers' involvement in children's education and their trust in teachers were developed for the usage in Estonian kindergartens and elementary schools. The scales were adapted based on the questionnaires by Fantuzzo and colleagues (parental involvement) and Adams and Christenson (trust). Mothers of 454 kindergarten…

Grandparent Involvement in the Communication Development of Children Who Are Deafblind

ERIC Educational Resources Information Center

Shaw, Sherry L.

2005-01-01

The purpose of this study was to investigate the role of grandparents in the communication development of children who are deafblind. The two-tiered study was conducted through State Projects for Deafblind Children in Arkansas, Mississippi, and Tennessee with 143 parents and 80 grandparents. The grandparents identified as "most involved"…

Parent Involvement in Urban Charter Schools: A New Paradigm or the Status Quo?

ERIC Educational Resources Information Center

Smith, Joanna; Wohlstetter, Priscilla

2009-01-01

Decades of research point to the benefits of parent involvement in education. Research has also shown that white, middle-class parents are disproportionately involved. Charter schools, as schools of choice, have been assumed to have fewer involvement barriers for minority and low-income parents, but a 2007 survey of charter leaders found that…

Parent Involvement in Urban Charter Schools: New Strategies for Increasing Participation

ERIC Educational Resources Information Center

Smith, Joanna; Wohlstetter, Priscilla; Kuzin, Chuan Ally; De Pedro, Kris

2011-01-01

Decades of research point to the benefits of parent involvement in education. However, research has also shown that White, middle-class parents are disproportionately involved. Charter schools, as schools of choice, have been assumed to have fewer involvement barriers for minority and low-income parents, but a 2007 survey of charter leaders found…

Parental Involvement in Homework: Relations with Parent and Student Achievement-Related Motivational Beliefs and Achievement

ERIC Educational Resources Information Center

Gonida, Eleftheria N.; Cortina, Kai S.

2014-01-01

Background: Parental involvement in homework is a home-based type of involvement in children's education. Research and theory suggest that it is beneficial for learning and achievement under certain conditions and for particular groups of individuals. Aims: The study examined whether different types of parents' involvement in homework…

Parental Involvement, Is It Real? A Study of Viewpoints Promoting Parental Involvement That Enhances Student Performance

ERIC Educational Resources Information Center

Rucker, Lorretta Faye

2014-01-01

The purpose of this qualitative case study was to explore the motives, practices, attitudes, and barriers of parental involvement as recognized by administrators and teachers in southwest Tennessee in order to improve the school-home and community relationship in southwest Tennessee. This study investigated the benefits of parental involvement and…

An Examination of Parental Involvement Practices in Their Children's Schooling by Zimbabwean Immigrant Mothers in Cincinnati, Ohio

ERIC Educational Resources Information Center

Nyemba, Florence; Chitiyo, Rufaro A.

2018-01-01

This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children's academic success. We draw upon Epstein et al.'s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children's schooling…

The Relationship between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis

ERIC Educational Resources Information Center

Jeynes, William H.

2007-01-01

A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational…

The Micro-Politics of Parental Involvement in School Education in Hong Kong: Ethnocentrism, Utilitarianism or Policy Rhetoric!

ERIC Educational Resources Information Center

Ng, Shun-wing; Yuen, Wai Kwan Gail

2015-01-01

The impact of parental involvement on school management has been recognized by many education professionals and policy-makers. Thus parental involvement in school education becomes one of the prime focuses in the current education reform movement in Hong Kong. Particularly, specific guidelines and policies for involving parents at various levels…

School Involvement Leave: Providing Leave for Parental Involvement in School Activities. Policy Briefing Series. Issue 18

ERIC Educational Resources Information Center

Curlew, Mary; Weber, Julie

2009-01-01

One of the most important factors in school performance is parental involvement. However, many parents do not have the flexibility in their work schedules or the leave policies necessary to attend school functions. As a result, legislators are creating policies to address this issue. School involvement leave policies provide parents with…

The Impact of Socio-Economic Status on Parental Involvement in Turkish Primary Schools: Perspective of Teachers

ERIC Educational Resources Information Center

Bellibas, Mehmet Sukru; Gumus, Sedat

2013-01-01

This exploratory qualitative study investigates the effects of socio-economic status on parental involvement in public primary schools in Turkey. The study aims to examine how teachers in these schools present the scope of current parental involvement, to what factors teachers ascribe the barriers to parental involvement, and whether teachers'…

Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders

PubMed Central

Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

2016-01-01

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. PMID:27929318

Predictors of Parent Involvement and Their Impact on Access of Postsecondary Education Facilitators among White and American Indian Parents

ERIC Educational Resources Information Center

Bardhoshi, Gerta; Duncan, Kelly; Schweinle, Amy

2016-01-01

This study examined demographic factors as predictors of parent involvement (engagement with school, support of learning, support of child) among parents of children that attended a school implementing a college access program. The authors also examined whether involvement predicted access of postsecondary education facilitators in parents, when…

Parental Involvement with Special Needs Children in a Rural School District

ERIC Educational Resources Information Center

Lenda, Mary E. Helt

2009-01-01

Formalized education has been around for a long time and the role of the parents has been to facilitate their child's academic success. The quality of parenting can vary widely. This study will explore parental involvement in their special needs child's educational process. More specifically, parental involvement with special needs children in a…

Realizing the American Dream: A Parent Education Program Designed to Increase Latino Family Engagement in Children's Education

ERIC Educational Resources Information Center

Walker, Joan M. T.

2016-01-01

Grounded in Hoover-Dempsey and Sandler's parent involvement process model, the Realizing the American Dream (RAD) parent education program targets Latino parents' involvement beliefs and knowledge to enhance their involvement behaviors. Comparison of more than 2,000 parents' self-reported beliefs, knowledge, and behavior before and after RAD…

Parental Involvement in Education. Research Report.

ERIC Educational Resources Information Center

Williams, Bridget; Williams, Joel; Ullman, Anna

Parent involvement in their childrens education and school life was studied in England through a telephone survey of 2,109 households. Around 1 in 3 parents (29%) felt very involved in their childs school life, and primary school parents were more likely to feel this way than secondary school parents. Mothers were more likely to say that they were…

Investigation of Parental Involvement Tasks as Predictors of Primary Students' Turkish, Math, and Science & Technology Achievement

ERIC Educational Resources Information Center

Sad, Suleyman Nihat

2012-01-01

Problem statement: Parental involvement is used as an umbrella term to imply parents' efforts to take an active role in their children's education. In this sense it takes many forms ranging from parent-child communication to participating/volunteering in school activities. Although parental involvement is one condition for students' success, the…

Learning from Families: Pre-Service Teachers' First Interactions with Parents

ERIC Educational Resources Information Center

Brannon, Diana

2014-01-01

Parent involvement is essential to student success. However, it is also often a struggle for even the most experienced teacher to get parents involved. There are many barriers to parent involvement including issues related to parents finding the time, understanding its importance, and speaking a different language in the home. That is the reality…

Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation

ERIC Educational Resources Information Center

Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.

2012-01-01

This research examined the idea that children's parent-oriented motivation underlies the benefits of parents' involvement on children's engagement and ultimately achievement in school. Beginning in the fall of 7th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning as well as…

Building Bridges between Refugee Parents and Schools

ERIC Educational Resources Information Center

Rah, Yeonjai; Choi, Shangmin; Nguyen, Thu Suong Thi

2009-01-01

This interview study examines the way practitioners in Wisconsin public schools created conditions to facilitate refugee parent involvement. Practitioners' perceptions of barriers to refugee parents' school involvement are explored as well as the strategies used to promote meaningful parent involvement. Interviewees included nine school…

Dynamic Relationships Between Parental Monitoring, Peer Risk Involvement and Sexual Risk Behavior Among Bahamian Mid-Adolescents

PubMed Central

Wang, Bo; Stanton, Bonita; Deveaux, Lynette; Li, Xiaoming; Lunn, Sonja

2015-01-01

CONTEXT Considerable research has examined reciprocal relationships between parenting, peers and adolescent problem behavior; however, such studies have largely considered the influence of peers and parents separately. It is important to examine simultaneously the relationships between parental monitoring, peer risk involvement and adolescent sexual risk behavior, and whether increases in peer risk involvement and changes in parental monitoring longitudinally predict adolescent sexual risk behavior. METHODS Four waves of sexual behavior data were collected between 2008/2009 and 2011 from high school students aged 13–17 in the Bahamas. Structural equation and latent growth curve modeling were used to examine reciprocal relationships between parental monitoring, perceived peer risk involvement and adolescent sexual risk behavior. RESULTS For both male and female youth, greater perceived peer risk involvement predicted higher sexual risk behavior index scores, and greater parental monitoring predicted lower scores. Reciprocal relationships were found between parental monitoring and sexual risk behavior for males and between perceived peer risk involvement and sexual risk behavior for females. For males, greater sexual risk behavior predicted lower parental monitoring; for females, greater sexual risk behavior predicted higher perceived peer risk involvement. According to latent growth curve models, a higher initial level of parental monitoring predicted decreases in sexual risk behavior, whereas both a higher initial level and a higher growth rate of peer risk involvement predicted increases in sexual risk behavior. CONCLUSION Results highlight the important influence of peer risk involvement on youths’ sexual behavior and gender differences in reciprocal relationships between parental monitoring, peer influence and adolescent sexual risk behavior. PMID:26308261

Dynamic Relationships Between Parental Monitoring, Peer Risk Involvement and Sexual Risk Behavior Among Bahamian Mid-Adolescents.

PubMed

Wang, Bo; Stanton, Bonita; Deveaux, Lynette; Li, Xiaoming; Lunn, Sonja

2015-06-01

Considerable research has examined reciprocal relationships between parenting, peers and adolescent problem behavior; however, such studies have largely considered the influence of peers and parents separately. It is important to examine simultaneously the relationships between parental monitoring, peer risk involvement and adolescent sexual risk behavior, and whether increases in peer risk involvement and changes in parental monitoring longitudinally predict adolescent sexual risk behavior. Four waves of sexual behavior data were collected between 2008/2009 and 2011 from high school students aged 13-17 in the Bahamas. Structural equation and latent growth curve modeling were used to examine reciprocal relationships between parental monitoring, perceived peer risk involvement and adolescent sexual risk behavior. For both male and female youth, greater perceived peer risk involvement predicted higher sexual risk behavior index scores, and greater parental monitoring predicted lower scores. Reciprocal relationships were found between parental monitoring and sexual risk behavior for males and between perceived peer risk involvement and sexual risk behavior for females. For males, greater sexual risk behavior predicted lower parental monitoring; for females, greater sexual risk behavior predicted higher perceived peer risk involvement. According to latent growth curve models, a higher initial level of parental monitoring predicted decreases in sexual risk behavior, whereas both a higher initial level and a higher growth rate of peer risk involvement predicted increases in sexual risk behavior. Results highlight the important influence of peer risk involvement on youths' sexual behavior and gender differences in reciprocal relationships between parental monitoring, peer influence and adolescent sexual risk behavior.

The Advantages of Parental Involvement in Cognitive-Behavioral Treatment of Childhood Obsessive-Compulsive Disorder: A Single-Case Example.

PubMed

Oldham-Cooper, Rose; Glasman, David; Loades, Maria

2016-04-01

Interventions for the treatment of anxiety disorders in children have a growing evidence base. Cognitive-behavioral therapy for the treatment of specific anxiety disorders in children and adolescents, including obsessive-compulsive disorder, is now an established intervention. However, a question remains concerning the benefits of parental involvement in treatment. Some studies report limited or no benefit of including parents in treatment, whereas other studies have indicated additional advantages of parental involvement. The present case report describes the treatment of an 11-year-old girl with obsessive-compulsive disorder using cognitive-behavioral therapy derived largely from the treatment approaches outlined in Carr (2006), March and Mulle (1998), and Derisley, Heyman, Robinson, and Turner (2008). The child's mother attended all sessions and also a one-off parent-only session toward the end of treatment. The report considers the benefits of involving the child's mother in treatment and possible factors that could suggest parental involvement is indicated in future cases. Both child and mother, and the therapist, believed that parental involvement had been an important and useful element of treatment. Possible reasons for benefits of parental involvement were considered to be high parental anxiety at the outset of treatment, age of the client, and involvement of the parent in obsessions and compulsions. © 2016 Wiley Periodicals, Inc.

Stress, Psychosocial Mediators, and Cognitive Mediators in Parents of Child Cancer Patients and Cancer Survivors: Attention and Working Memory Pathway Perspectives.

PubMed

Vander Haegen, Marie; Luminet, Olivier

2015-01-01

This review examines stress and its consequences on attention and working memory, stress symptoms in parents of child cancer patients and survivors and long-term consequences of stress on cognitive processing in parents of child cancer survivors. Eligible studies were experimental, meta-analyses, and qualitative (2000-2013) from Pubmed, Medline, the Cochrane Library, PsycArticles, and Google Scholar. We identified 92 eligible papers. They showed that elevated stress can impede performances on tasks requiring attention and memory patterns. In pediatric oncology, parental stress increased shortly after diagnosis involving depression and anxiety. Consequences of stress on cognitive performances were observed mainly among depressed individuals. As regards parents of child cancer survivors, female gender, low Socioeconomic Status (SES), and innate traits of anxiety/anger predicted the development of PTSS. Evidence of stress on attention and working memory processes in parents of child cancer survivors is insufficiently developed.

Predicting Parents’ School Engagement Among Lesbian, Gay, and Heterosexual Adoptive Parents of Kindergarteners

PubMed Central

Goldberg, Abbie E.; Smith, JuliAnna Z.

2014-01-01

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents’ self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child’s good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child’s behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent–teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children’s schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents’ relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children’s schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. PMID:25267169

Factors Influencing Parental Involvement Among Minors Seeking an Abortion: A Qualitative Study

PubMed Central

Dekleva, Anna; Tristan, Sigrid; Gilliam, Melissa L.

2014-01-01

Objectives. We explored factors that influenced whether minors involved or excluded a parent when seeking an abortion. Methods. In the summer of 2010, we conducted interviews with 30 minors who sought an abortion in a state that did not require parental involvement at the time. Interviews were coded and analyzed following the principles of the grounded theory method. Results. The majority of minors involved a parent. Commonly cited factors were close or supportive parental relationships, a sense that disclosure was inevitable, a need for practical assistance, and compelled disclosure. Motivations for not wanting to involve a parent, although some minors ultimately did, included preservation of the parent–daughter relationship, fear or detachment, and preservation of autonomy. Conclusions. Minors were motivated to involve parents and other adults who were engaged in their lives at the time of the pregnancy, particularly those who supported them in obtaining an abortion. Motivations to exclude a parent were often based on particular family circumstances or experiences that suggested that involvement would not be helpful, might be harmful, or might restrict a minor’s ability to obtain an abortion. PMID:25211726

Parent Couples' Coping Resources and Involvement in their Children's Intervention Program.

PubMed

Brand, Devora; Zaidman-Zait, Anat; Most, Tova

2018-07-01

Parental involvement is vital to the implementation of intervention programs for deaf and hard-of-hearing (DHH) children. The current study examined the dyadic relationships between mothers' and fathers' coping resources and their involvement in their child's intervention program. In addition, the moderating roles of parent's gender and family religiosity on the associations between coping resources and involvement were examined. Seventy Jewish couples of parents of DHH children, representing various levels of religiosity, completed questionnaires regarding involvement in their child's intervention program, child acceptance, parental self-efficacy, and perceived social support. Multilevel modeling analyses were used to test actor-partner interdependence. The findings indicated significant actor effects for child acceptance, parental self-efficacy, and social support. All were positively associated with parental involvement. Gender was found to moderate the actor effect of child acceptance. Partner effects were found only for mothers, for child acceptance, and social support. Fathers' child acceptance and social support were negatively associated with mothers' involvement. Religiosity did not moderate neither actor nor partner effects. These results have important implications for planning intervention programs that are sensitive to each of the parent's needs.

The influence of sensation-seeking and parental and peer influences in early adolescence on risk involvement through middle adolescence: A structural equation modeling analysis.

PubMed

Wang, Bo; Deveaux, Lynette; Lunn, Sonja; Dinaj-Koci, Veronica; Li, Xiaoming; Stanton, Bonita

2016-03-01

This study examined the relationships between youth and parental sensation-seeking, peer influence, parental monitoring and youth risk involvement in adolescence using structural equation modeling. Beginning in grade-six, longitudinal data were collected from 543 students over three years. Youth sensation-seeking in grade six contributed to risk involvement in early adolescence (grades six and seven) indirectly through increased peer risk influence and decreased parental monitoring but did not have a direct contribution. It contributed directly and indirectly to risk involvement in middle adolescence (grades eight and nine). Parent sensation-seeking at baseline was positively associated with peer risk influence and negatively associated with parental monitoring; it had no direct effect on adolescent risk involvement. Parental monitoring buffers negative peer influence on adolescent risk involvement. Results highlight the need for intervention efforts to provide normative feedback about adolescent risky behaviors and to vary among families in which parents and/or youth have high sensation-seeking propensities.

Longitudinal Trajectories of Parental Involvement in Type 1 Diabetes and Adolescents’ Adherence

PubMed Central

King, Pamela S.; Berg, Cynthia A.; Butner, Jonathan; Butler, Jorie M.; Wiebe, Deborah J.

2016-01-01

Objective The purpose of this study was to examine longitudinal trajectories of parental involvement and adolescent adherence to the Type 1 diabetes regimen, to determine whether changes in multiple facets of parental involvement over time predicted subsequent changes in adolescents’ adherence, and to examine whether adolescent self-efficacy mediated the effect of parental involvement on adherence. Method Two hundred fifty-two adolescents (M age = 12.49 years, SD = 1.53; 53.6% females) diagnosed with Type 1 diabetes mellitus, their mothers, and 188 fathers were enrolled in a 2.5-year longitudinal study. Across 5 time points, up to 252 adolescents and their parents completed measures of adherence, parental involvement (diabetes monitoring, behavioral involvement in diabetes management, and acceptance), and adolescent diabetes self-efficacy. Results Using multilevel modeling, analyses indicated significant average declines over time in adherence and most indicators of parental involvement. Lagged multilevel models indicated that declines in mothers’ and fathers’ acceptance and diabetes monitoring predicted subsequent declines in adolescents’ adherence. Additional analyses revealed that longitudinal associations between both maternal acceptance and diabetes monitoring and subsequent adolescent adherence were mediated by adolescents’ self-efficacy. Conclusions Results of this study, which were largely consistent across reporters, highlight the importance of maintaining parental involvement in diabetes across adolescence and suggest that parental involvement is beneficial for adolescents’ adherence, in part, because it contributes to higher self-efficacy for diabetes management among adolescents. PMID:23795709

Involving Individuals with Disorders of Sex Development and Their Parents in Exploring New Models of Shared Learning: Proceedings from a DSDnet COST Action Workshop.

PubMed

Sanders, Caroline; Hall, Joanne; Sanders, Caroline; Dessens, Arianne; Bryce, Jillian; Callens, Nina; Cools, Martine; Kourime, Mariam; Kyriakou, Andreas; Springer, Alexander; Audi, Laura; Balsamo, Antonio; Iotova, Violeta; Mladenov, Vilhelm; Krawczynski, Maciej; Nordenskjöld, Agneta; Rozas, Marta; Claahsen-van der Grinten, Hedi; Hiort, Olaf; Riedl, Stefan; Ahmed, S Faisal

2018-06-23

The level of connection between health care professionals and people who experience a condition that affects sex development is variable. These people and associated support groups need to be included in discussions about research and healthcare delivery. The aim of this study was to understand the experiences of individuals with disorders of sexual development (DSD), their parents, health care providers, and support groups. Workshop planning, preparation, delivery, and evaluation involved members of working groups from the COST Action DSDnet. A coordinator, in collaboration with a support group representative, led the workshop design and delivery. Our successful, facilitated workshop involved 33 attendees from 8 EU countries. The workshop provided individuals with DSD, parents, advisory groups, and professionals with an opportunity for shared learning. Outputs focused on 7 key areas, including diagnosis, childhood, and transition to adult care as well as fostering discussion around registries, future research topics, consent processes, and information needs across the life course. The importance of trustworthy and knowledgeable providers, time to understand such rare conditions, and the place support groups have in a life course approach were valuable learning points for all attendees. In conclusion, workshops can be designed and delivered in meaningful ways for all those involved in care of individuals with rare conditions. © 2018 S. Karger AG, Basel.

Parental involvement, child effort, and the development of immigrant boys’ and girls’ reading and mathematics skills: A latent difference score growth model

PubMed Central

Moon, Ui Jeong; Hofferth, Sandra L.

2016-01-01

Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys’-and girls’ academic achievement from kindergarten through 5th-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort. Using a latent score growth model, this study found that parents’ involvement at home benefited boys’ reading and mathematics skills throughout all early elementary school years, but did not have the same benefit for girls. For both boys and girls, child effort in reading appears to be strongly linked to better reading and mathematics skills at kindergarten and to subsequent improvement between grades. The positive associations of parental involvement and child’s effort with test scores were greater during earlier years than during later years for boys, whereas there was no difference in the association over time for girls. PMID:26900304

Family and Teacher Characteristics as Predictors of Parent Involvement in Education during Early Childhood among Afro-Caribbean and Latino Immigrant Families

ERIC Educational Resources Information Center

Calzada, Esther J.; Huang, Keng-Yen; Hernandez, Miguel; Soriano, Erika; Acra, C. Francoise; Dawson-McClure, Spring; Kamboukos, Dimitra; Brotman, Laurie

2015-01-01

Parent involvement is a robust predictor of academic achievement, but little is known about school- and home-based involvement in immigrant families. Drawing on ecological theories, the present study examined contextual characteristics as predictors of parent involvement among Afro-Caribbean and Latino parents of young students in urban public…

Continuity and Variability in the Parental Involvement and Advocacy Beliefs of Latino Families of Young Children: Finding the Potential for a Collective Voice

ERIC Educational Resources Information Center

Durand, Tina M.; Perez, Nicole A.

2013-01-01

Parental involvement is an important component of children's school success. Although the literature on parental involvement among Latino families is growing and moving from deficit-based perspectives, very few studies have examined the parental involvement beliefs and practices of Latino families who vary across demographic and sociocultural…

Expectations of Parents of First-Year Students regarding Collegiate Teaching and Caring at a Public University

ERIC Educational Resources Information Center

Spearman, Christina J.

2010-01-01

Parental involvement in higher education has greatly increased, specifically in the last 30 years. Some parents are hyper-involved in their children's lives, and educational leaders often spend almost as much time working with parents as they do students. The body of literature on parental involvement in higher education is limited. Therefore, the…

Creating Programs to Help Latino Youth Thrive at School: The Influence of Latino Parent Involvement Programs

ERIC Educational Resources Information Center

Behnke, Andrew O.; Kelly, Christine

2011-01-01

Parent involvement programs can play an essential role in the academic success of Latino youth. This article reports the effectiveness and evaluation of two new Extension programs that help Latino parents become more involved in their youths' academics. The Latino Parent and Family Advocacy and Support Training (LPFAST) targets parents of K- 8th…

Feasibility of a Parenting Program to Prevent Substance Use Among Latino Youth: A Community-Based Participatory Research Study

PubMed Central

Allen, Michele L.; Hurtado, Ghaffar A.; Yon, Kyu Jin; Okuyemi, Kola S.; Davey, Cynthia S.; Marczak, Mary S.; Stoppa, Patricia; Svetaz, Veronica M.

2014-01-01

Purpose Family-skills training programs prevent adolescent substance use, but few exist for immigrant Latino families. This study assesses the feasibility of a family-skills training intervention developed using a community-based participatory research framework, and explores parental traditional values as a modifier of preliminary effects. Design One-group pretest-posttest. Setting Four Latino youth–serving sites (school, clinic, church, social-service agency). Subjects Immigrant Latino parents of adolescents aged 10 to 14 years (N = 83). Intervention Eight-session program in Spanish to improve parenting practices and parent-youth interpersonal relations designed with Latino parents and staff from collaborating organizations. Measures Feasibility was assessed through retention, program appropriateness, and group interaction quality. Preliminary outcomes evaluated were (1) parenting self-efficacy, discipline, harsh parenting, monitoring, conflict, attachment, acceptance, and involvement, and (2) parent perception of adolescent internalizing, externalizing, and substance use behaviors. Covariates included sociodemographics and parental endorsement of traditional values. Analysis Feasibility outcomes were assessed with descriptive statistics. Paired t-tests measured changes in parenting outcomes. Adjusted multiple regression models were conducted for change in each outcome, and t-tests compared mean changes in outcomes between parents with high and low traditional values scores. Results Program appropriateness and group interaction scores were positive. Improvement was noted for eight parenting outcomes. Parents perceived that adolescent internalizing behaviors decreased. Parents with lower endorsement of traditional values showed greater pretest-posttest change in attachment, acceptance, and involvement. Conclusion This intervention is feasible and may influence parenting contributors to adolescent substance use. (Am J Health Promot 2013;27[4]:240–244.) PMID:23448413

A Community-Based Rehabilitation Programme for Pre-School Disabled Children in Guyana.

ERIC Educational Resources Information Center

O'Toole, Brian

1988-01-01

The paper presents a rationale for and evaluation of community-based rehabilitation (CBR). A CBR program implemented with 53 preschool disabled children in rural areas of Guyana found that the children's development improved significantly; the parents were willing to be involved; and parents' attitudes toward their children, themselves, and their…

Information and Feedback: Parent Involvement in K-2 Reading Achievement

ERIC Educational Resources Information Center

Durkin, Mary Louise

2013-01-01

The role of the parent in a child's reading development requires consistent communication with educators about the child's individual needs and progress. National concern for declining reading scores throughout the country begins in the early childhood educational setting. This study, designed as an action research, explored one-way and two-way…

Tip Sheet for SEAs: Engaging Parents and Family Members in Postschool Outcome Stakeholder Groups

ERIC Educational Resources Information Center

National Post-School Outcomes Center, 2013

2013-01-01

Involving parents and other family representatives in the Indicator B-14 Post-School Outcomes (PSO) Survey activities can help State Education Agencies (SEAs) develop strategies to increase annual response rates, communicate results to stakeholders, and build support for program improvement and systems change. Perspectives expressed by families of…

The Games Children Play

ERIC Educational Resources Information Center

Padak, Nancy; Rasinski, Timothy

2008-01-01

The games that children play are not just for fun-they often lead to important skill development. Likewise, word games are fun opportunities for parents and children to spend time together and for children to learn a lot about sounds and words. In this Family Involvement column, the authors describe 12 easy-to-implement word games that parents and…

Parental Involvement Promotes Rural African American Youths Self-Pride and Sexual Self-Concepts

ERIC Educational Resources Information Center

McBride Murry, V.; Brody, Gene H.; McNair, Lily D.; Luo, Zupei; Gibbons, Frederick X.; Gerrard, Meg; Wills, Thomas Ashby

2005-01-01

This study, an evaluation of the Strong African American Families Program, was designed to determine whether intervention-induced changes in targeted parenting behaviors were associated with young adolescents development of racial pride, self-esteem, and sexual identity. Participants were 332 African American mothers and their 11-year-old children…

Family Therapy and Children of Alcoholics Implications for Continuing Education and Certification in Substance Abuse Practice

ERIC Educational Resources Information Center

Crespi, Tony D.; Rueckert, Quentin H.

2006-01-01

Clinicians involved in family therapy are increasingly concerned with the impact of parental alcoholism on individual development and family functioning. With more than 20 million adults raised within an alcoholic family, and with widespread problems associated with parental alcoholism, clinicians providing family treatment have a potentially…

Competent Children at Risk: Their Parents and Families. 1. Description of Study and Measures.

ERIC Educational Resources Information Center

Fisher, Lawrence; And Others

An investigation was conducted to assess parental and family characteristics of boys who displayed competence when exposed to a set of stressful circumstances expected to impair and/or retard their development. Participating children and families were involved in the University of Rochester Child and Family Study, a prospective developmental…

Scaling and Sustaining Effective Early Childhood Programs through School-Family-University Collaboration

ERIC Educational Resources Information Center

Reynolds, Arthur J.; Hayakawa, Momoko; Ou, Suh-Ruu; Mondi, Christina F.; Englund, Michelle M.; Candee, Allyson J.; Smerillo, Nicole E.

2017-01-01

We describe the development, implementation, and evaluation of a comprehensive preschool to third grade prevention program for the goals of sustaining services at a large scale. The Midwest Child-Parent Center (CPC) Expansion is a multilevel collaborative school reform model designed to improve school achievement and parental involvement from ages…

Parent Education: A Perspective on Involvement.

ERIC Educational Resources Information Center

Biro, Jean

1979-01-01

The article reviews ways in which parents of handicapped children can become involved with the schools, and two models (an oral program for deaf students in which parents are trained to provide language stimulation, and a program for autistic children involving parents in behavioral treatment) are described. (CL)

Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement

PubMed Central

Im, Myung Hee; Hughes, Jan N.; West, Stephen G.

2016-01-01

In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12–14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12–14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed. PMID:28239244

Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement.

PubMed

Im, Myung Hee; Hughes, Jan N; West, Stephen G

2016-12-01

In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12-14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12-14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.

Family involvement and parent-teacher relationships for students with autism spectrum disorders.

PubMed

Garbacz, S Andrew; McIntyre, Laura Lee; Santiago, Rachel T

2016-12-01

Family educational involvement and parent-teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and parent-teacher relationships. The present study examined child and family variables that may affect family involvement and parent-teacher relationships for families of children with ASD. Findings suggested (a) parents of children with higher developmental risk reported less family involvement and poorer relationships with their child's teacher and (b) family histories accessing services predicted family involvement and parent-teacher relationships. Limitations of the current study and implications for science and practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Confirmatory Factor Analyses Comparing Parental Involvement Frameworks with Secondary Students

ERIC Educational Resources Information Center

Duppong Hurley, Kristin; Lambert, Matthew C.; January, Stacy-Ann A.; Huscroft D'Angelo, Jacqueline

2017-01-01

Given the lack of research on measurement models used to operationalize parental involvement with secondary students, the goal of this research is to examine the measurement properties of the three-domain conceptualization of parental involvement including school-based involvement, home-based involvement, and academic socialization, compared to a…

Parent-Child Communication and Parental Involvement in Latino Adolescents

ERIC Educational Resources Information Center

Davidson, Tatiana M.; Cardemil, Esteban V.

2009-01-01

This study examines the associations among parent-child relationship characteristics, acculturation and enculturation, and child externalizing symptoms in a sample of 40 Latino parent-adolescent dyads. Specifically, the associations between parent-child relationship characteristics (i.e., communication and parental involvement) and adolescents'…

Choice, Empowerment, and Involvement: What Satisfies Parents?

ERIC Educational Resources Information Center

Goldring, Ellen B.; Shapira, Rina

1993-01-01

Questionnaire responses from 337 parents in Israel examine the nature of interrelationships between parent satisfaction with public schools of choice and parent empowerment, parent involvement, and the congruence of parental expectation with school programs. Findings indicate the importance of socioeconomic status as a factor in these…

Involving Divorced Parents.

ERIC Educational Resources Information Center

Tarriff, Harold M.; Levine, Valerie

1993-01-01

In divorced families, the noncustodial parent is usually as important to the child as the residential parent. Schools should avoid actions that cause parental conflict, place one parent in a sole decision-making role, or deny a parent's access to information or involvement. School responsibilities governing routine correspondence, cyclical and…

You are such a bad child! Appraisals as mechanisms of parental negative and positive affect.

PubMed

Gavita, Oana Alexandra; David, Daniel; DiGiuseppe, Raymond

2014-01-01

Although parent cognitions are considered important predictors that determine specific emotional reactions and parental practices, models on the cognitive strategies for regulating parental distress or positive emotions are not well developed. Our aim was to investigate the nature of cognitions involved in parental distress and satisfaction, in terms of their specificity (parental or general) and their processing levels (inferential or evaluative cognitions). We hypothesized that parent's specific evaluative cognitions will mediate the impact of more general and inferential cognitive structures on their affective reactions. We used bootstrapping procedures in order to test the mediation models proposed. Results obtained show indeed that rather specific evaluative parental cognitions are mediating the relationship between general cognitions and parental distress. In terms of the cognitive processing levels, it seems that when parents hold both low self-efficacy and parental negative global evaluations for the self/child, this adds significantly to their distress.

Pragmatic Language Outcomes of Children With Attention Deficit Hyperactivity Disorder After Therapist- and Parent-Delivered Play-Based Interventions: Two One-Group Pretest-Posttest Studies With a Longitudinal Component.

PubMed

Wilkes-Gillan, Sarah; Munro, Natalie; Cordier, Reinie; Cantrill, Alycia; Pearce, Wendy

The pragmatic language outcomes of children with attention deficit hyperactivity disorder (ADHD) were explored across two feasibility studies. Five children with ADHD (ages 6-11 yr), their parents, and 5 typically developing peers completed an assessment 18 mo after a therapist-delivered intervention (Study 1). Participants then completed a parent-delivered intervention (Study 2). Blinded ratings of peer-to-peer play interactions documented changes in children's pragmatic language 18 mo after the Study 1 intervention and before, immediately after, and 1 mo after the Study 2 intervention. Nonparametric statistics and Cohen's d were used to measure change. Children's pragmatic language outcomes were maintained 18 mo after the therapist-delivered intervention and significantly improved from before to 1 mo after the parent-delivered intervention. Interventions involving occupational therapist and speech-language pathologist collaboration, play, and parent and peer involvement may facilitate children's pragmatic language skills. Copyright © 2017 by the American Occupational Therapy Association, Inc.

Parental involvement and bullying among middle-school students in North Africa.

PubMed

Abdirahman, H; Fleming, L C; Jacobsen, K H

2013-03-01

Bullying, especially in developing countries, has not been much examined, especially the influence of parents on the risk of being bullied. The aim of this study was to determine whether active parenting is associated with reduced peer victimization among middle-school students in North Africa. A secondary analysis of data from more than 13,000 middle-school students who participated in the Global School-based Student Health Survey (GSHS) in Egypt, Libya, Morocco and Tunisia between 2006 and 2008, was conducted using multiple logistic regression models. About 60% of students in Egypt and one-third of students in Libya, Morocco and Tunisia reported having been bullied in the past month. In all 4 countries, boys reported more peer victimization than girls. In Egypt, Morocco and Tunisia, students who reported that their parents checked their homework, were understanding, and knew how the student spent free time had a reduced likelihood of peer victimization but this association was not significant in Libya. Interventions for reducing bullying should consider the positive impact of involved parents.

Child Temperament, Maternal Parenting Behavior, and Child Social Functioning

PubMed Central

Baer, Julie; Schreck, Meghan; Rettew, David C.; Harder, Valerie S.; Ayer, Lynsay; Albaugh, Matthew D.; Crehan, Eileen T.; Kuny-Slock, Ana V.; Hudziak, James J.

2014-01-01

We examined child temperament, maternal parenting, and the effects of their interactions with each other on child social functioning. A total of 355 children aged 5–18 years old (54% male; mean age=10.8) were evaluated. Regression equations were used to test models of the main and interactive effects of temperament and maternal parenting behavior on the Social Problems and Social Competence Subscales of the Child Behavior Checklist (CBCL), a questionnaire assessing internalizing and externalizing behavior problems in children ages 4 to 18. Higher levels of child Novelty Seeking and Harm Avoidance and lower levels of Persistence were significantly associated with poorer social functioning. When accounting for child temperament, neither maternal parenting nor the interaction between maternal parenting and child temperament were significantly associated with social functioning. However, the interaction between maternal positive involvement and harm avoidance trended toward significance, such that at higher levels of harm avoidance, more extreme levels of maternal positive involvement were related to lower levels of social functioning. Further research on the interplay between child temperament and parenting across different stages of development is warranted. PMID:26085784

Developing a classification system of social communication functioning of preschool children with autism spectrum disorder.

PubMed

Di Rezze, Briano; Rosenbaum, Peter; Zwaigenbaum, Lonnie; Hidecker, Mary Jo Cooley; Stratford, Paul; Cousins, Martha; Camden, Chantal; Law, Mary

2016-09-01

Impairments in social communication are the hallmark of autism spectrum disorder (ASD). Operationalizing 'severity' in ASD has been challenging; thus, stratifying by functioning has not been possible. The purpose of this study is to describe the development of the Autism Classification System of Functioning: Social Communication (ACSF:SC) and to evaluate its consistency within and between parent and professional ratings. (1) ACSF:SC development based on focus groups and surveys involving parents, educators, and clinicians familiar with preschoolers with ASD; and (2) evaluation of the intra- and interrater agreement of the ACSF:SC using weighted kappa (кw ). Seventy-six participants were involved in the development process. Core characteristics of social communication were ascertained: communicative intent; communicative skills and reciprocity; and impact of environment. Five ACSF:SC levels were created and content-validated across participants. Best capacity and typical performance agreement ratings varied as follows: intrarater agreement on 41 children was кw =0.61 to 0.69 for parents, and кw =0.71 to 0.95 for professionals; interrater agreement between professionals was кw =0.47 to 0.61, and between parents and professionals was кw =0.33 to 0.53. Perspectives from parents and professionals informed ACSF:SC development, providing common descriptions of the levels of everyday communicative abilities of children with ASD to complement the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Rater agreement demonstrates that the ACSF:SC can be used with acceptable consistency compared with other functional classification systems. © 2016 Mac Keith Press.

The development of children's inhibition: does parenting matter?

PubMed

Roskam, Isabelle; Stievenart, Marie; Meunier, Jean-Christophe; Noël, Marie-Pascale

2014-06-01

Whereas a large body of research has investigated the maturation of inhibition in relation to the prefrontal cortex, far less research has been devoted to environmental factors that could contribute to inhibition improvement. The aim of the current study was to test whether and to what extent parenting matters for inhibition development from 2 to 8years of age. Data were collected from 421 families, with 348 mother-child dyads and 342 father-child dyads participating. Children's inhibition capacities and parenting behaviors were assessed in a three-wave longitudinal data collection. The main analyses examined the impact of parenting on the development of children's inhibition capacities. They were conducted using a multilevel modeling (MLM) framework. The results lead to the conclusion that both mothers and fathers contribute through their child-rearing behavior to their children's executive functioning, even when controlling for age-related improvement (maturation) and important covariates such as gender, verbal IQ, and place of enrollment. More significant relations between children's inhibition development and parenting were displayed for mothers than for fathers. More precisely, parenting behaviors that involve higher monitoring, lower discipline, inconsistency and negative controlling, and a positive parenting style are associated with good development of inhibition capacities in children. Copyright © 2014 Elsevier Inc. All rights reserved.

Explaining Parents' School Involvement: The Role of Ethnicity and Gender in the Netherlands

ERIC Educational Resources Information Center

Fleischmann, Fenella; de Haas, Annabel

2016-01-01

Ethnic minority parents are often less involved with their children's schooling, and this may hamper their children's academic success, thus contributing to ethnic educational inequality. The authors aim to explain differences in parental involvement, using nationally representative survey data from the Netherlands of parents of primary…

African American Parental Involvement in Their Children's Middle School Experiences

ERIC Educational Resources Information Center

Archer-Banks, Diane A. M.; Behar-Horenstein, Linda S.

2008-01-01

The purpose of this study was to determine the factors that influence African American parents' involvement in their children's middle school experiences. Two focus group interviews were conducted with African American parents. While the participants viewed parent involvement as important, they reported that family structure and socioeconomic…

Parental Involvement in Children's Schooling: Different Meanings in Different Cultures

ERIC Educational Resources Information Center

Huntsinger, Carol S.; Jose, Paul E.

2009-01-01

Three types of parent involvement--communicating, volunteering at school, and learning at home--were explored in two cultures within the United States. Immigrant Chinese parents and European American parents of young children reflect their different traditions in the ways they involve themselves in their child's academic life. European American…

Immigrant Parent Involvement in U.S. Schools: Current Practices and Future Possibilities

ERIC Educational Resources Information Center

Aleixo, Marina Bandeira

2012-01-01

This dissertation examines how parent involvement expectations are communicated and enacted in interactions at one small urban high school. Through detailed descriptions of school interactions between supporting staff and immigrant parents, this study examines how parent involvement expectations are understood and perceived. Although scholarly…

Perceptions of Parent Involvement in Academic Achievement

ERIC Educational Resources Information Center

DePlanty, Jennifer; Coulter-Kern, Russell; Duchane, Kim A.

2007-01-01

The authors sought to understand the types of parent involvement that teachers, parents, and students believe affect the academic achievement of adolescent learners at the junior high school level. Research that included focus groups, interviews, and surveys indicated that teachers and students believed that parent involvement at school was…

Parental Involvement in U.S. Study Abroad: Helicopters or Helpers

ERIC Educational Resources Information Center

Dostal Dauer, Kevin Lorenz

2017-01-01

Parental involvement in higher education has received much attention since the 1990s, though mostly through mainstream media sources. The term "helicopter parents" is now used to describe over-involved parents who "hover" over their children, intent on ensuring that their children's needs are addressed. The perception within…

Caregiving for children with type 1 diabetes and clinical outcomes in central India: The IDREAM study.

PubMed

Friedemann-Sánchez, Greta; Capistrant, Benjamin D; Ron, James; Novak, Lindsey; Zuijdwijk, Caroline; Ogle, Graham D; Anderson, Barbara; Moran, Antoinette; Pendsey, Sharad

2018-05-01

Parental care influences outcomes for children's type 1 diabetes (T1D). There is little evidence about the impact of parental caregiving in developing countries, where fixed dose human insulin (conventional) therapy and limited self-monitoring of blood glucose are common. This article investigates whether performance of key T1D management tasks by children or their caregivers impacts hemoglobin A1c (HbA1c). We surveyed the caregivers of 179 children with T1D routinely treated in a specialized diabetes clinic in Maharashtra, India to determine who performs key diabetes care tasks: child or parent. We used linear regression to estimate the relationship between parental caregiving and HbA1c, and how this association varies by child age and time since diagnosis. Caregivers of older children were less involved in care tasks, though caregivers of 11- to 18-year olds performed more care for children diagnosed for a longer duration. Parental involvement in key insulin delivery tasks was associated with lower HbA1c levels for all children. These reductions were greatest among children 11 to 14 years old and diagnosed for less than 2 years: mean HbA1c levels were 8.5% (69 mmol/mol) if the caregiver, and 14.4% (134 mmol/mol) if the child, performed the tasks (P < .05). Parents of children diagnosed with T1D early in life remain involved in care throughout the child's adolescence. Parents of children diagnosed in late childhood and early adolescence are significantly less involved in care, and this is associated with worse glycemic control. Clinics must know who performs care tasks and tailor diabetes education appropriately. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

A Cognitive Therapy Approach to Increasing Father Involvement by Changing Restrictive Masculine Schemas

ERIC Educational Resources Information Center

Mahalik, James R.; Morrison, Jay A.

2006-01-01

Cognitive therapists may be able to help fathers increase their involvement with their children by identifying and changing restrictive masculine schemas that interfere with men's parenting roles. In this paper, we (a) discuss the development of restrictive masculine schemas, (b) explain how these schemas may affect men's involvement in fathering…

Impact of Incredible Years® on teacher perceptions of parental involvement: A latent transition analysis.

PubMed

Thompson, Aaron M; Herman, Keith C; Stormont, Melissa A; Reinke, Wendy M; Webster-Stratton, Carolyn

2017-06-01

The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n=19) or a control condition (n=23). Teachers rated parental involvement (i.e., bonding with teacher, parental involvement at school) for the families of 805 low income students (IY TCM=504, control=301). A latent profile transition analysis framework was used to model the effect of IY TCM on teacher perceptions of parental involvement from pre to posttest. Four profiles consisting of various patterns of high, medium, and low teacher perceptions of bonding with and involvement of parents emerged. Analyses of teacher profiles at baseline revealed teachers who felt parental involvement and bonding was low were also likely to rate students as having more externalizing behaviors, fewer social competencies, more attention deficit symptoms, and disruptive behaviors towards adults and peers compared to teachers with more adaptive profiles. Further analysis revealed that parents of teachers randomly assigned to IY TCM were more likely to transition to a more adaptive view of parental involvement at follow-up compared to teachers in the control condition. Because teacher perceptions of parental involvement may adversely impact teacher attitudes towards difficult students, findings from the present study support the promise of teacher training as an avenue for conferring protections for struggling students. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Training the Hippocampus and Amygdala of Preschool Children by Means of Priming Tasks: Should Parents Rather Focus on Learning of Facts than Reading Fairytales?

ERIC Educational Resources Information Center

Pretorius, E.; Naude, H.; Pretorius, U.

2005-01-01

One of the main functions of the human brain is memory, and this forms the basis of learning and is the cornerstone of IQ. One of the important aims for both parents and educators of preschool children is to improve or develop the child's self-application of intelligence in the classroom, which indirectly involves memory capability development.…

Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

PubMed

Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

2015-01-01

This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample

PubMed Central

Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

2015-01-01

This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood. PMID:26267439

Coparenting and the Transition to Parenthood: A Framework for Prevention

PubMed Central

Feinberg, Mark E.

2011-01-01

The way that parents work together in their roles as parents, the coparenting relationship, has been linked to parental adjustment, parenting, and child outcomes. The coparenting relationship offers a potentially modifiable, circumscribed risk factor that could be targeted in family-focused prevention. This paper briefly outlines an integrated and comprehensive view of coparenting, and suggests that the time around the birth of the first child is an opportune moment for coparenting intervention. To support the development of such prevention programs, an outline of the possible goals of coparenting intervention is presented with a description of the processes by which enhanced coparenting may have effects in each area. The paper discusses several issues involved in developing and disseminating effective coparenting interventions. PMID:12240706

Chinese Parents' Perceptions and Practices of Parental Involvement during School Transition

ERIC Educational Resources Information Center

Lau, Eva Yi Hung

2014-01-01

Parents' perceptions and practices of parental involvement during the transition from kindergarten to primary school were captured through individual interviews with 18 Chinese parents after their children had entered primary school. The responses revealed that in order to facilitate children's adjustment during school transition, parents tended…

School Achievement at the Secondary Level: Influence of Parenting Style and Parent Involvement in Schooling.

ERIC Educational Resources Information Center

Deslandes, R.; Royer, E.; Turcotte, D.; Bertrand, R.

1997-01-01

Studies the influence of parenting style and parental involvement in schooling on academic achievement at the secondary level. Finds that parental acceptance, affective support, supervision, and granting psychological autonomy contributed to school achievement. Indicates that parents retain substantial influence over their adolescent's school…

Types of parental involvement in CBT with anxious youth: a preliminary meta-analysis.

PubMed

Manassis, Katharina; Lee, Trevor Changgun; Bennett, Kathryn; Zhao, Xiu Yan; Mendlowitz, Sandra; Duda, Stephanie; Saini, Michael; Wilansky, Pamela; Baer, Susan; Barrett, Paula; Bodden, Denise; Cobham, Vanessa E; Dadds, Mark R; Flannery-Schroeder, Ellen; Ginsburg, Golda; Heyne, David; Hudson, Jennifer L; Kendall, Philip C; Liber, Juliette; Masia-Warner, Carrie; Nauta, Maaike H; Rapee, Ronald M; Silverman, Wendy; Siqueland, Lynne; Spence, Susan H; Utens, Elisabeth; Wood, Jeffrey J

2014-12-01

Meta-analytic studies have not confirmed that involving parents in cognitive behavior therapy (CBT) for anxious children is therapeutically beneficial. There is also great heterogeneity in the type of parental involvement included. We investigated parental involvement focused on contingency management (CM) and transfer of control (TC) as a potential outcome moderator using a meta-analysis with individual patient data. Investigators of randomized controlled trials (RCTs) of CBT for anxious children, identified systematically, were invited to submit their data. Conditions in each RCT were coded based on type of parental involvement in CBT (i.e., low involvement, active involvement without emphasis on CM or TC, active involvement with emphasis on CM or TC). Treatment outcomes were compared using a 1-stage meta-analysis. All cases involved in active treatment (894 of 1,618) were included for subgroup analyses. Across all CBT groups, means of clinical severity, anxiety, and internalizing symptoms significantly decreased posttreatment and were comparable across groups. The group without emphasis on CM or TC showed a higher proportion with posttreatment anxiety diagnoses than the low-involvement group. Between posttreatment and 1-year follow-up, the proportion with anxiety diagnoses significantly decreased in CBT with active parental involvement with emphasis on CM or TC, whereas treatment gains were merely maintained in the other 2 groups. CBT for anxious children is an effective treatment with or without active parental involvement. However, CBT with active parental involvement emphasizing CM or TC may support long-term maintenance of treatment gains. RESULTS should be replicated as additional RCTs are published.

Financial Strain, Major Family Life Events, and Parental Academic Involvement during Adolescence

PubMed Central

Camacho-Thompson, Daisy E.; Gillen-O’Neel, Cari; Gonzales, Nancy A.; Fuligni, Andrew J.

2017-01-01

Parental academic involvement—whether through school participation and communication, or supervision and assistance at home—often has been cited as a way to enhance academic achievement. Yet, little is known about how the financial and life pressures faced by families can compromise parents’ ability to become involved in their adolescents’ education. In the current study, these dynamics were examined among Mexican-origin families, who often may face challenging financial and familial circumstances, and whose students may have more difficulty in secondary school. Parents of Mexican-origin ninth and tenth grade students from two high schools in Los Angeles (N = 428; 49% female) completed quantitative interviews. The results revealed that financial strain predicted less involvement at school, and major family life events predicted less involvement at home, even after controlling for potentially confounding factors. Moreover, both of the associations between parental stress and parental academic involvement were mediated by lower levels of relationship quality between parents and adolescents, but not by conflict within the parent-adolescent dyad or parental depressive and somatic symptoms. The findings suggest that stress may limit parents’ ability to become involved their adolescents’ education, and highlight the importance of understanding family dynamics when examining parental academic involvement among Mexican-origin families. PMID:26951508

Do Parents Think It Takes a Village? Parents' Attitudes towards Nonparental Adults' Involvement in the Upbringing and Nurture of Children

ERIC Educational Resources Information Center

Kesselring, Marije; de Winter, Micha; Horjus, Bob; van de Schoot, Rens; van Yperen, Tom

2012-01-01

The current study explored parents' attitudes towards nonparental adults' involvement in childrearing practices. Parents' attitudes were operationalized in their willingness to share parenting responsibility and interest to participate in parenting activities. Data were collected through a quantitative survey with 1,090 parents from 17 Dutch…

[The Information for Parents Series: 11 Pamphlets in English and Spanish.

ERIC Educational Resources Information Center

National Committee for Citizens in Education, Columbia, MD.

Twelve pamphlets in a series for parents cover a variety of school-related information. The pamphlets are as follows: (1) Parent Involvement (how schools will benefit, why parents should be involved, and parent rights); (2) Parent/Teacher Conference (why conferences are important, how parents can prepare, what happens, and what to do afterwards);…

The influence of self-esteem, parental smoking, and living in a tobacco production region on adolescent smoking behaviors.

PubMed

Murphy, N T; Price, C J

1988-12-01

Selected antecedents of smoking initiation among 1,513 eighth grade students in an urban tobacco producing county of North Carolina were studied using the Tobacco Cigarette Smoking Questionnaire and the Rosenberg Self-Esteem Scale. Fifteen percent of students reported currently smoking, and 17.2% indicated an intention to smoke upon graduation from high school. Self-esteem and parental smoking behavior related significantly to adolescents' smoking behavior and future intention to smoke. Significantly more females intended to smoke and had lower self-esteem than males. Family involvement in the tobacco industry related significantly to adolescents' intention to smoke but not their smoking behavior. Overall, low self-esteem and parental smoking models may be important to developing the smoking habit among young adolescents. Prevention of smoking initiation should involve promotion of children's self-esteem and avoidance of parental smoking modeling prior to the eighth grade.

Teaching children with attention deficit hyperactivity disorder in remedial classes.

PubMed

Brodin, Jane; Ljusberg, Anna-Lena

2008-12-01

This article is based on data collected in the interdisciplinary project 'basic skills, social interaction and training of the working memory'. The trend in today's schools is to work for inclusion of all children based on the Convention on the Rights of the Child. The focus of this study is teachers' and parents' views on the education of children with attention deficit hyperactivity disorder and similar symptoms. The aim is to increase teachers' and parents' knowledge of the school context for this group of children. A questionnaire was developed and distributed to all teachers and parents involved in the project and data were compiled and reported in running text. Twenty-one teachers and school staff, and 41 parents (one dropped out) were involved. The results showed that problems in the classroom sometimes exceeded the genuine tasks of the school, and too much time was spent on reproving pupils' unacceptable behaviours.

Parenting Style and Parental Involvement: Relations with Adolescent Achievement.

ERIC Educational Resources Information Center

Paulson, Sharon E.

1994-01-01

Eighty ninth-grade students completed questionnaires regarding their parents' demandingness, responsiveness, school involvement, and commitment to achievement. Boys' reports of both maternal and paternal parenting significantly predicted their achievement, with parental values toward achievement significantly predicting achievement in boys above…

It Takes Two to Talk--The Hanen Program and families of children with motor disorders: a UK perspective.

PubMed

Pennington, L; Thomson, K

2007-11-01

Speech and language therapy for young children who have motor disorders targets both the children themselves and their parents. Therapy for parents often involves training about communication and how to foster children's development. It Takes Two to Talk--The Hanen Program for Parents has become popular in the UK, but has not been specifically evaluated for this client group. This study, which was part of a larger investigation of the acceptability and potential effects of the programme on the communication patterns of mothers and their young children with motor disorders, investigated therapists' experiences of providing the training in the National Health Service (NHS) and their views on its effectiveness. Four focus groups, which involved 16 speech and language therapists who provide It Takes Two to Talk in NHS Trusts in England, were analysed using qualitative methods. The themes indicated that therapists perceived the training programme to be effective in helping parents to develop a facilitative communication style. Therapists reported secondary outcomes of positive changes in parents' confidence and in relationships between parents and their children and between parents and therapists. Barriers to the provision and success of the programme were thought to relate to resources, parents' apprehensions about the programme's content and delivery and support from key stakeholders. Barriers were seen to be minimized in services where other members of the healthcare teams actively supported the training programme and where the intervention was integrated as part of a care pathway. The information from this study may assist service providers in the marketing, planning and delivery of new intervention methods, to ensure that they are seen as valuable and acceptable by parents.

Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment.

PubMed

Gómez-Ortiz, Olga; Romera, Eva María; Ortega-Ruiz, Rosario

2016-01-01

Studies concerning parenting styles and disciplinary practices have shown a relationship between both factors and bullying involvement in adolescence. The scarce available evidence suggests that abusive disciplinary practices increase teenagers' vulnerability to abuse in school or the likelihood of them becoming abusers of their peers in the same context. However, there is a lack of knowledge about the indirect effect of parenting styles in adolescents' bullying involvement through disciplinary practices, although a relationship between parenting styles and disciplinary practices has been shown. The aim of this research was to determine the mediating role of punitive parental discipline (physical punishment and psychological aggression) between the dimensions of parents' parenting styles and their children's involvement in bullying victimization and aggression. We used a sample comprising 2060 Spanish high school students (47.9% girls; mean age=14.34). Structural equation modeling was performed to analyze the data. The results confirmed the mediating role of parental discipline between the parenting practices analyzed and students' aggression and victimization. Significant gender-related differences were found for aggression involvement, where boys were for the most part linked to psychological aggression disciplinary practices and girls to physical punishment. Victimization directly correlated with parental psychological aggression discipline behavior across both sexes. In conclusion, the results seem to suggest that non-democratic parenting styles favor the use of punitive discipline, which increases the risk of adolescents' bullying involvement. Therefore, intervention programs must involve parents to make them aware about the important role they play in this process and to improve their parenting styles. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Parental Involvement in Elementary Children's Religious Education: A Phenomenological Approach

ERIC Educational Resources Information Center

Bunnell, Peter Wayne

2016-01-01

The issue of parental involvement in religious education is an important one for the family, the church, the Christian school, and society. The purpose of this phenomenological study was to describe parents' concepts and practices of involvement in their children's religious education as evangelical Christian parents in Midwestern communities.…

Transformative Parents: Facilitating Transformative Experiences and Interest with a Parent Involvement Intervention

ERIC Educational Resources Information Center

Heddy, Benjamin C.; Sinatra, Gale M.

2017-01-01

This study reports the implementation of a parental involvement intervention coupled with small group discussions aimed at facilitating transformative experiences (TEs) in science courses (biology and chemistry) in an all-girls middle and high school. Specifically, the goal was to generate parental involvement, TE, and interest. Analyses showed…

Why I'm Not Involved: Parental Involvement from a Parent's Perspective

ERIC Educational Resources Information Center

Choi, Jung-ah

2017-01-01

Among educational researchers and practitioners, parent involvement tends to be described as a wholly positive experience, benefitting parents, teachers, and children alike. However, the author--a university professor originally from South Korea--explains that her early interactions with her son's teachers have been one-sided and fraught with…

A Model of Parental Involvement in Adolescent Drinking and Driving.

ERIC Educational Resources Information Center

Beck, Kenneth H.; Lockhart, Susan J.

1992-01-01

A model of parental involvement in the prevention of teenage drinking and driving is presented. It is suggested that parents' effectiveness at intervening to prevent teenagers from drinking and driving depends on their stage of involvement. Parents are often unaware of the true extent and nature of teen drinking. (SLD)