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…

Parent Involvement, Business Partnerships Promote Student Achievement.

ERIC Educational Resources Information Center

Hunter, Danny D.

1994-01-01

To tap the resources, knowledge, and expertise of parents, a West Virginia middle school initiated a parent-involvement program in fall 1992. The parents created their own program, the Red Apple Corps, which planned and promoted a back-to-school day, a birthday bulletin board, a tutoring program, a school pride award, and the school newspaper.…

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…

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.

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…

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.

Family Night Out: An After School Program.

ERIC Educational Resources Information Center

Boileau, Penny L.

Discovering the value of after-school programs to school improvement initiatives and student achievement, one school district implemented a parent involvement component. Goals identified for the program were: to provide opportunities for parents and school staff to work as partners, and to share information about parent involvement and assets to…

Parents and Federal Education Programs. Volume 1: The Nature, Causes, and Consequences of Parental Involvement. The Study of Parental Involvement.

ERIC Educational Resources Information Center

Melaragno, Ralph J.; And Others

Intended to provide a comprehensive view of parental involvement in school districts receiving federal education funds, this study collected data on four federal programs in 57 projects across the country. Titles I and VII of the Elementary Secondary Education Act, the Emergency School Aid Act, and Follow Through were examined. The entire study is…

Mandatory Parent Education Programs Can Create Positive Youth Sport Experiences

ERIC Educational Resources Information Center

Christofferson, Jennifer; Strand, Bradford

2016-01-01

Youth sport leaders must not ignore the influence parents have on creating a positive developmental experience for young athletes. Therefore, expectations involving parental involvement and conduct must be addressed prior to athletes' participation. This article aims to examine the importance of creating mandatory parental training programs for…

Spring Into Reading: A Parent-Child Reading Participation Program.

ERIC Educational Resources Information Center

Fels, Cynthia; Langston, Barbara

Realizing the importance of parents in the educational process, several states have launched campaigns to involve parents with their children in home reading activities. Using these programs as examples, the Wentzville R-IV School District (Missouri) devised and initiated "Spring Into Reading," a plan for encouraging parental involvement in…

A 3-Year Study of a School-Based Parental Involvement Program in Early Literacy

ERIC Educational Resources Information Center

Crosby, Susan Ann; Rasinski, Timothy; Padak, Nancy; Yildirim, Kasim

2015-01-01

Although parental involvement in children's literacy development has been recognized for its potential in helping children develop early literacy achievement, studies of the effectiveness and sustainability of school-based parent involvement programs are not numerous. This study examines the effectiveness and durability of a school-based…

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…

A Phenomenological Exploration of Mandatory Parental or Guardian Involvement with an At-Risk Student Intervention Program

ERIC Educational Resources Information Center

Mason, Julia Christina

2010-01-01

The purpose of the qualitative phenomenological study was to explore the perception of parent or guardian involvement from a constructivist viewpoint during intervention programs located in Hampton 2 and Pickens counties. The current study involved 15 interviews via three sets of participants, six parents, five teachers and four administrators.…

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…

The Influence of an Early Childhood Program on Parental Involvement: Perceptions of Former Head Start Parents

ERIC Educational Resources Information Center

Croft, Stacey

2017-01-01

A key component of effective early childhood programs is collaborative relationships between schools, families, and the community (Fiese, Eckert, & Spagnola, 2005). One of these early childhood programs, Head Start, stands out among the others in its efforts to work with children, families, and communities to promote parental involvement. Some…

Examining Understandings of Parent Involvement in Early Childhood Programs

ERIC Educational Resources Information Center

Hilado, Aimee V.; Kallemeyn, Leanne; Phillips, Lauren

2013-01-01

The importance of parent involvement in children's development and learning is increasingly recognized in the research literature and in federal and state policies; however, no unified definition of parent involvement exists. This study examined different understandings and definitions of parent involvement in a sample of administrators of…

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…

Parents and Federal Education Programs. Volume 4: Title VII. The Study of Parental Involvement.

ERIC Educational Resources Information Center

Cadena-Munoz, Raquel; Keesling, J. Ward

This fourth volume in a seven-volume study is part of a larger study of parental involvement in four federal programs in selected school districts across the country. Presented here are results of an intensive examination of school district programs funded by Title VII of the Elementary and Secondary Education Act. Site studies of Title VII…

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…

"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,…

Involving and Responding to Parents: Opportunities and Challenges.

ERIC Educational Resources Information Center

Cuthbert, Bali

School counselors agree that for school counseling programs to be successful, parent participation is essential. Involving parents in designing a school counseling program increases the chances that the counseling objectives will be reinforced at home. One effective strategy used by the Dorchester School District in South Carolina is conducting a…

Parent and Family Involvement in Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-102

ERIC Educational Resources Information Center

McQuiggan, Meghan; Megra, Mahi

2017-01-01

This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2016 (NHES:2016). The Parent and Family Involvement in Education Survey collected data on children enrolled in public or private school for kindergarten through 12th grade or homeschooled for these grades.…

Parental Involvement and Home Environment in Music: Current and Former Students from Selected Community Music Programs in Brazil and the United States

ERIC Educational Resources Information Center

Barnes, Gail V.; DeFreitas, Aureo; Grego, John

2016-01-01

The purpose of this study was to determine whether individuals' perceptions of parental involvement and home environment in music vary with nationality (Brazil/United States) and time frame (past/current). Past and current students from selected community music programs in the United States and Brazil completed the PI-HEM (Parental Involvement and…

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…

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…

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…

Parents as Partners Program.

ERIC Educational Resources Information Center

Ryan, Thomas E.

1992-01-01

In September 1990, three programs (Family Study Institute, Saturday School Programs, and Evening Programs) to strengthen and improve parent-school partnerships and enhance communication were instituted in a racially integrated school district in Cook County, Illinois. Evaluation findings showed that parental involvement significantly enhanced…

Parents Sharing Books (PSB). Technical Report.

ERIC Educational Resources Information Center

Smith, Carl B.; Simic, Marjorie R.

Noting that family involvement in education is important, this report describes and evaluates the Parents Sharing Books (PSB) program which was designed to encourage parents to become involved with their middle-school children's education. The report notes that the program was implemented over a 2.5 year period and had the following goals:…

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…

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

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…

A Cost-Savings Analysis of a Statewide Parenting Education Program in Child Welfare

ERIC Educational Resources Information Center

Maher, Erin J.; Corwin, Tyler W.; Hodnett, Rhenda; Faulk, Karen

2012-01-01

Objectives: This article presents a cost-savings analysis of the statewide implementation of an evidence-informed parenting education program. Methods: Between the years 2005 and 2008, the state of Louisiana used the Nurturing Parenting Program (NPP) to impart parenting skills to child welfare-involved families. Following these families' outcomes…

School-Home Partnerships to Nurture Adolescent Literacy

ERIC Educational Resources Information Center

Bokhorst-Heng, Wendy D.

2008-01-01

Parental involvement comes in various forms and will differ as a child moves through primary and secondary school. Epstein's (2002) classic six-types model captures the potential scope of parental involvement: (1) basic obligations of parents as care-providers; (2) schools communicating with parents about school programs; (3) parent volunteering…

Parental Involvement in a School-Based Child Physical Activity and Nutrition Program in Southeastern United States: A Qualitative Analysis of Parenting Capacities.

PubMed

Ickes, Scott; Mahoney, Emily; Roberts, Alison; Dolan, Carrie

2016-03-01

Parent involvement varies widely in school-based programs designed to promote physical activity and healthy nutrition, yet the underlying factors that may limit parent's participation and support of learned behaviors at home are not well understood. We conducted a qualitative study that consisted of one focus group (n = 5) and 52 in-depth interviews among parents whose children participated in a school-based physical activity and nutrition (PAN) promotion program in Williamsburg, Virginia, United States. We sought to identify factors that enabled or constrained parent's support of and involvement in children's programs and to understand the underlying factors that contribute to family success in making dietary and physical activity changes at home. Parents identified their physical and mental health, self-confidence, time, and decision making as underlying "capacities" in the family health pattern. When strengthened, these capacities encourage healthful family behavior and support of school-based PAN programs. Families that succeeded in adopting lessons learned from school-based PAN programs identified four primary strategies for success: shared goals, meal planning, modeling of good behaviors, and collective activities. Interventions that aim to improve child nutrition and physical activity and the broader family health environment should consider underlying capacities of parents and the importance of joint goals and activities. © 2016 Society for Public Health Education.

Implementation of a Program To Actively Involve Parents in the Education of Their Fourth-Grade Children by Participating in School Activities.

ERIC Educational Resources Information Center

Chisom, Yvette L.

An elementary school teacher in an urban school serving economically disadvantaged and middle-class black students implemented a practicum designed to increase involvement of parents of intermediate grade students in their children's education. Parent participation was mandatory in preschool and primary programs. But when children entered the…

Engaging parents to increase youth physical activity a systematic review.

PubMed

O'Connor, Teresia M; Jago, Russell; Baranowski, Tom

2009-08-01

Parents are often involved in interventions to engage youth in physical activity, but it is not clear which methods for involving parents are effective. A systematic review was conducted of interventions with physical activity and parental components among healthy youth to identify how best to involve parents in physical activity interventions for children. Identified intervention studies were reviewed in 2008 for study design, description of family components, and physical activity outcomes. The quality of reporting was assessed using the CONSORT checklist for reporting on trials of nonpharmacologic treatments. The literature search identified 1227 articles, 35 of which met review criteria. Five of the 14 RCTs met > or =70% of CONSORT checklist items. Five general procedures for involving parents were identified: (1) face-to-face educational programs or parent training, (2) family participatory exercise programs, (3) telephone communication, (4) organized activities, and (5) educational materials sent home. Lack of uniformity in reporting trials, multiple pilot studies, and varied measurements of physical activity outcomes prohibited systematic conclusions. Interventions with educational or training programs during family visits or via telephone communication with parents appear to offer some promise. There is little evidence for effectiveness of family involvement methods in programs for promoting physical activity in children, because of the heterogeneity of study design, study quality, and outcome measures used. There is a need to build an evidence base of more-predictive models of child physical activity that include parent and child mediating variables and procedures that can effect changes in these variables for future family-based physical activity interventions.

The Salience of the Subtle Aspects of Parental Involvement and Encouraging that Involvement: Implications for School-Based Programs

ERIC Educational Resources Information Center

Jeynes, William H.

2010-01-01

Background/Context: For many years, educators, parents, and social scientists have conceptualized engaged parents as those who help their children with their homework, frequently attend school functions, and maintain household rules that dictate when their young engage in schoolwork and leisure. Recent meta-analyses on parental involvement confirm…

Evaluating Parent Involvement in the Behavior Analysis Model.

ERIC Educational Resources Information Center

Fueyo, Vivian; And Others

Parent involvement is an important goal in the Behavior Analysis Follow Through Program. A major form of parent participation in the Behavior Analysis model is the employment of parents as teacher aides in the classrooms. Another way the link between parents and the school is maintained is to insure that parents are informed of their children's…

Learning Together with Parents of Children with Disabilities: Bringing Parent-Professional Partnership Education to a New Level

ERIC Educational Resources Information Center

Murray, Mary M.; Curran, Erin M.

2008-01-01

Parent/professional partnerships have been credited with improving outcomes for children and enhancing satisfaction for both parents and professionals. Family involvement in preservice programs is minimal and often limited to parent panels or parent involvement in a class activity such as an interview. Preservice students who have had multiple…

Header: Do adult DTC programs prevent child maltreatment? Parental criminal justice involvement and children’s involvement with child protective services: Do adult drug treatment courts prevent child maltreatment?

PubMed Central

Eldred, Lindsey M.; Sloan, Frank A.; Evans, Kelly E.

2016-01-01

Background In light of evidence showing reduced criminal recidivism and cost savings, adult drug treatment courts have grown in popularity. However, the potential spillover benefits to family members are understudied. Objectives To examine: 1) the overlap between parents who were convicted of a substance-related offense and their children’s involvement with child protective services (CPS); and 2) whether parental participation in an adult drug treatment court program reduces children’s risk for CPS involvement. Methods Administrative data from North Carolina courts, birth records, and social services were linked at the child level. First, children of parents convicted of a substance-related offense were matched to (a) children of parents convicted of a non-substance-related offense and (b) those not convicted of any offense. Second, we compared children of parents who completed a DTC program with children of parents who were referred but did not enroll, who enrolled for <90 days but did not complete, and who enrolled for 90+ days but did not complete. Multivariate logistic regression was used to model group differences in the odds of being reported to CPS in the one to three years following parental criminal conviction or, alternatively, being referred to a DTC program. Results Children of parents convicted of a substance-related offense were at greater risk of CPS involvement than children whose parents were not convicted of any charge, but DTC participation did not mitigate this risk. Conclusion/Importance The role of specialty courts as a strategy for reducing children’s risk of maltreatment should be further explored. PMID:26789656

Breeding potential of elite Pee Dee germplasm in Upland cotton breeding programs

USDA-ARS?s Scientific Manuscript database

Successful plant breeding programs begin with parental line selection. Effective parental line selection is facilitated when the breeding potential of candidate parental lines is known. Using topcross families involving germplasm representing eight US public cotton breeding programs, we evaluated th...

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)

Parent Involvement with Children's Health Promotion: A One-Year Follow-up of the Minnesota Home Team.

ERIC Educational Resources Information Center

Perry, Cheryl L.; And Others

1989-01-01

Long-term outcomes of a school-based program (2,250 third-graders in 31 schools) were compared with an equivalent home-based program (1,000 families) involving parents. Students in the home-based program reported more behavior change in the reduction of fat and increase of carbohydrates in their diet. (SK)

Technology-Related Involvement: The Effect of the MASHOV System on Parent Involvement in Israeli Junior Highs

ERIC Educational Resources Information Center

Davidovitch, Nitza; Yavich, Roman

2015-01-01

The purpose of the study was to examine differences in parental involvement between two high schools that use the MASHOV program (an online learning management system) and one high school where parents receive updates regarding their children in other ways, with attention to parents' background variables: sex, income, and schooling. The study…

Getting Parents Involved: A Handbook of Ideas for Teachers, Schools and Communities. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Wittreich, Yvonne M.; Jacobi, Evelyn F.; Hogue, Iris E.

Intended as a guide for all educators associated with parent involvement--especially classroom teachers--this resource handbook addresses the issues and concerns of parents in school programs. Following an Introduction, chapters in the handbook are: (1) Why We Need Parent Involvement in Our Schools; (2) Diversity in Schools; (3) The ABC's of…

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.…

7 CFR 210.12 - Student, parent and community involvement.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 4 2011-01-01 2011-01-01 false Student, parent and community involvement. 210.12 Section 210.12 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for...

7 CFR 210.12 - Student, parent and community involvement.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 4 2014-01-01 2014-01-01 false Student, parent and community involvement. 210.12 Section 210.12 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for...

7 CFR 210.12 - Student, parent and community involvement.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 4 2013-01-01 2013-01-01 false Student, parent and community involvement. 210.12 Section 210.12 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for...

7 CFR 210.12 - Student, parent and community involvement.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 4 2012-01-01 2012-01-01 false Student, parent and community involvement. 210.12 Section 210.12 Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS NATIONAL SCHOOL LUNCH PROGRAM Requirements for...

Bullying Prevention and the Parent Involvement Model

ERIC Educational Resources Information Center

Kolbert, Jered B.; Schultz, Danielle; Crothers, Laura M.

2014-01-01

A recent meta-analysis of bullying prevention programs provides support for social-ecological theory, in which parent involvement addressing child bullying behaviors is seen as important in preventing school-based bullying. The purpose of this manuscript is to suggest how Epstein and colleagues' parent involvement model can be used as a…

Meeting the Challenge of Involving Parents in School. Newsletter

ERIC Educational Resources Information Center

Center for Comprehensive School Reform and Improvement, 2005

2005-01-01

Parent involvement continues to challenge practitioners engaged in school reform despite being a required component of many school improvement initiatives--from Title I Schoolwide Programs to federally mandated school improvement plans. The benefits of parent involvement are clear: A growing body of research shows that successful parent…

Parent Involvement in Early Intervention: What Role Does Setting Play?

ERIC Educational Resources Information Center

Kellar-Guenther, Yvonne; Rosenberg, Steven A.; Block, Stephen R.; Robinson, Cordelia C.

2014-01-01

This study compared levels of parent involvement in early intervention services for children under three which were delivered in community settings (children's homes and child care programs) and specialized settings (early intervention centers and provider offices) in the USA. Respondents reported the highest levels of parental involvement in the…

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…

Literacy Programs with Parent Involvement

ERIC Educational Resources Information Center

Montgomery, Joel R.

2008-01-01

The purpose of this working paper is to review current literature on literacy programs for parents of English language learners (ELLs). The paper includes a summary of five literacy programs for ELL parents throughout the United States of America. Four of these were system-wide interventions affecting more than one school or classroom. Each…

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.

Can parent training for parents with high levels of expressed emotion have a positive effect on their child's social anxiety improvement?

PubMed

Garcia-Lopez, Luis Joaquín; Díaz-Castela, Maria del Mar; Muela-Martinez, Jose Antonio; Espinosa-Fernandez, Lourdes

2014-12-01

The role that parents' involvement may play in improving their child's social anxiety is still under debate. This paper aimed to investigate whether training parents with high expressed emotion (EE) could improve outcomes for adolescent social anxiety intervention. Fifty-two socially anxious adolescents (aged 13-18 years), whose parents exhibited high levels of expressed emotion, were assigned to either (a) a school-based intervention with an added parent training component, or (b) a school-based program focused solely on intervening with the adolescent (no parental involvement). Post-treatment and 12-month follow-up findings showed that school-based intervention with parent training was superior to the adolescent-specific program, yielding significant reductions in diagnosis remission, social and depressive symptomatology, particularly when the EE status of parents changed. Overall, the findings suggest that high-EE parents of children with social anxiety need to be involved in their child's therapy. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.

What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action

ERIC Educational Resources Information Center

Pryor, Brandt W.; Pryor, Caroline R.

2009-01-01

Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how…

Parental Involvement in the Secondary Schools in Bangladesh: Challenges and a Way Forward

ERIC Educational Resources Information Center

Kabir, Ariful Haq; Akter, Farjana

2014-01-01

Parental involvement with secondary schools is a relatively new concept in the Bangladeshi education perspective. The formation of School Management Committee (SMC) and various programs carried out by the secondary schools have created opportunities for parents as community members to be involved in secondary schools in Bangladesh. This article…

Involving Parents in the Delivery of Services to Handicapped Children.

ERIC Educational Resources Information Center

Grogan, Marian; And Others

The state of the art in involving parents in the education of their handicapped children is reviewed, and model program approaches for increasing their participation are described. Background aspects considered include research findings that demonstrate the importance of parent involvement, and a review of legislative mandates on the topic. The…

Parent involvement with children's health promotion: the Minnesota Home Team.

PubMed Central

Perry, C L; Luepker, R V; Murray, D M; Kurth, C; Mullis, R; Crockett, S; Jacobs, D R

1988-01-01

This study compares the efficacy of a school-based program to an equivalent home-based program with 2,250 third grade students in 31 urban schools in Minnesota in order to detect changes in dietary fat and sodium consumption. The school-based program, Hearty Heart and Friends, involved 15 sessions over five weeks in the third grade classrooms. The home-based program, the Home Team, involved a five-week correspondence course with the third graders, where parental involvement was necessary in order to complete the activities. Outcome measures included anthropometric, psychosocial and behavioral assessments at school, and dietary recall, food shelf inventories, and urinary sodium data collected in the students' homes. Participation rates for all aspects of the study were notably high. Eighty-six per cent of the parents participated in the Home Team and 71 per cent (nearly 1,000 families) completed the five-week course. Students in the school-based program had gained more knowledge at posttest than students in the home-based program or controls. Students in the home-based program, however, reported more behavior change, had reduced the total fat, saturated fat, and monounsaturated fat in their diets, and had more of the encouraged foods on their food shelves. The data converge to suggest the feasibility and importance of parental involvement for health behavior changes with children of this age. PMID:3407811

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.

An Evaluation of Parent Aide Programs.

ERIC Educational Resources Information Center

Andrews, Mary P.; Swanson, Jane F.

A descriptive-comparative study was designed to document the service delivery functions and impacts of three different parent-aide programs ongoing in Michigan. The study took place over the period of summer 1978 to summer 1979. The programs involved in the study were the Genesee County Department of Social Services' Volunteer Services Parent-Aide…

Building Our Capacity to Forge Successful Home-School Partnerships: Programs That Support and Honor the Contributions of Families

ERIC Educational Resources Information Center

Hindin, Alisa; Steiner, Lilly M.; Dougherty, Susan

2017-01-01

This article focuses on two programs that were created to enhance parent involvement practices in literacy. The goal of both programs was to create for parents enjoyable and rich experiences around literacy in the home, while demonstrating for parents how teachers approach reading instruction in the classroom. Programs to increase and support…

Parents and Children through the School Years: The Effects of the Home Instruction Program for Preschool Youngsters.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Piotrkowski, Chaya S.

The Home Instruction Program for Preschool Youngsters (HIPPY) is a free 2-year family oriented early childhood education and parent involvement program for parents with limited formal education to help them provide educational enrichment for their 4-year-old and 5-year-old children. As of 1996, HIPPY programs serve over 15,000 economically…

Moon Watch: A Parental-Involvement Homework Activity.

ERIC Educational Resources Information Center

Rillero, Peter; Gonzalez-Jensen, Margarita; Moy, Tracy

2000-01-01

Presents the goals, philosophy, and methods of the SPLASH (Student-Parent Laboratories Achieving Science at Home) program. Describes an at-home, parental-involvement activity called Moon Watch in which students and their parents observe how the phases of the moon and the moon's position in the sky change over a two-week period. (WRM)

Parents and Schooling in the 1990s. Parent Involvement at the Middle School Level.

ERIC Educational Resources Information Center

ERIC Review, 1991

1991-01-01

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This theme issue is devoted to the topic of "Parent Involvement in Education" and contains three principal articles: "Parents and Schooling in the 1990s," by Erwin Flaxman and Morton Inger; "Parent…

Haitian Parents' Experiences with the IEP Process and Their Involvement in the Special Education Program

ERIC Educational Resources Information Center

Mahotiere, Margarette

2013-01-01

Current literature and recent legislation advocate parental involvement in education as "best subsequent reauthorizations practice." The Individuals with Disabilities Education Act (IDEA) Amendment of 1997 and its promote parental participation in the special education process by requiring schools to consider parents as equal partners in…

Parent Involvement and Views of School Success: The Role of Parents' Latino and White American Cultural Orientations

ERIC Educational Resources Information Center

Ryan, Carey S.; Casas, Juan F.; Kelly-Vance, Lisa; Ryalls, Brigette O.; Nero, Collette

2010-01-01

We examined ethnicity and cultural orientation as predictors of parents' views of and involvement in children's education, using data gathered from the Latino (n = 74) and non-Latino (17 White and 13 ethnic minority) parents of children in an elementary school's dual-language program. Parents completed a questionnaire that assessed Latino and…

Predictors of Substance Abuse Assessment and Treatment Completion for Parents Involved with Child Welfare: One State's Experience in Matching across Systems.

PubMed

Traube, Dorian E; He, Amy S; Zhu, Limei; Scalise, Christine; Richardson, Tyrone

2015-01-01

To date, few studies have examined the effect of interagency collaboration on substance abuse assessment ity of Southern California and treatment completion for parents who are involved in child welfare. The purpose of this paper is to: (1) describe a statewide, interagency collaborative program aimed at providing targeted substance abuse assessment and treatment to parents engaged in the child welfare system; (2) document the specialized assessment and treatment outcomes for parents engaged through this collaborative program; and (3) determine factors related to successful treatment completion for parents involved in the child welfare system. This is a retrospective study of an open cohort of 13,829 individuals admitted to the New Jersey Child Protection Substance Abuse Initiative (CPSAI) program from October 1, 2009, through September 30, 2010. Data were drawn from two unique administrative data sources. Multivariate Cox regression models were used to explore factors related to successfil treatment completion for parents involved in the child welfare system. Trend analysis for the total sample in the CPSAI program revealed that, of the 10,909 individuals who received a CPSAI assessment, 59% were referred to treatment. Of those referred to treatment, 40% enrolled in a treatment program. Once enrolled in a treatment program, 55% completed or were in the process of completing substance abuse treatment. These findings suggest that when adequate screening and treatment is available through a streamlined process, many of the ethnic and gender disparities present among other populations of individuals seeking treatment are minimized. Utilizing inherent child welfare case factors appears to be an important motivating element that aids parents during the assessment and treatment process.

Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.

PubMed

Herman, Keith C; Reinke, Wendy M

2017-03-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

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…

Final Year Faculty of Education Students' Views Concerning Parent Involvement

ERIC Educational Resources Information Center

Lindberg, E. Nihal

2014-01-01

This study has aimed to determine the knowledge, skills, and views held by pre-service teachers attending different teacher training programs about parent involvement. A total of 520 4th year students receiving education in primary school teaching and in branch teaching programs participated in the study. Data were collected by the "Parent…

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.

Getting Parents Involved.

ERIC Educational Resources Information Center

Butts, Vickie; Finch, Patty A.

1985-01-01

Describes a parental involvement program in reading, writing, and human education. The project consists of caring for Clifford, a stuffed toy dog, on a rotated basis by first grade students. Books and pet care items accompany Clifford and provide an opportunity for parent and child to work together. (ML)

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…

Parent and Family Involvement in Education, 2006-07 School Year, From the National Household Education Surveys Program of 2007. First Look. NCES 2008-050

ERIC Educational Resources Information Center

Herrold, Kathleen; O'Donnell, Kevin

2008-01-01

This report presents data on parents' and families' involvement in their children's education in the United States according to parents' reports for the 2006-07 school year. It also incorporates basic demographic information about children, parent/guardian characteristics, and household characteristics. The data come from the Parent and Family…

Interventions aimed at reducing obesity in early childhood: a meta-analysis of programs that involve parents.

PubMed

Yavuz, H Melis; van Ijzendoorn, Marinus H; Mesman, Judi; van der Veek, Shelley

2015-06-01

Obesity is a growing problem even in very young childhood, resulting in high costs for individuals and society. As a response, numerous obesity prevention and intervention programs have been developed. Previous research has shown that early intervention programs are more effective when parents are involved, but the effectiveness of specific aspects of programs with parental involvement has not been investigated. This meta-analysis aims to investigate the features related to the effectiveness of different types of obesity intervention programs involving parents and targeting young children (0-6-year-olds). The Web of Science, PubMed, PsycInfo, CINAHL, and ERIC databases were searched for childhood obesity prevention and intervention programs involving parents. Data were analyzed using the Comprehensive Meta-analysis (CMA) software. Fifty studies with effect sizes measured at short-term follow-up (within 3 months from the end of the intervention) and 26 studies with effect sizes measured at long-term follow-up (all reported in a total of 49 publications) were identified. The combined effect size of interventions was small but significant at short-term follow-up (d = .08, p < .01). The results suggested the presence of a potential publication bias in studies providing results at long-term follow-up, with a nonsignificant adjusted effect size (d = .02), which indicated that obesity interventions were not effective at long-term follow-up. Multivariate meta-regression analyses showed that interventions were more effective when including either interactive sessions or educational materials as opposed to those including both interactive sessions and noninteractive educational materials. No other moderators regarding sample characteristics, study design, or methodological quality were significant. Interventions targeting young children that require parental involvement are effective at short-term follow-up, specifically when interventions include one mode of intervention rather than two. However, results were not retained in the long run. © 2014 Association for Child and Adolescent Mental Health.

Increasing participation in prevention research: strategies for youths, parents, and schools.

PubMed

Hooven, Carole; Walsh, Elaine; Willgerodt, Mayumi; Salazar, Amy

2011-08-01

Subject participation is a critical concern for clinicians and researchers involved in prevention programs, especially for intensive interventions that require randomized assignment and lengthy youth and parent involvement. This article describes details of an integrated approach used to recruit and retain at-risk high school youths, their parents, and high schools to two different comprehensive, "indicated" prevention programs. Parent and youth recruitment and retention data for the two studies is provided in support of the approach described. A coordinated, multilevel approach, organized around cross-cutting issues, is described in detail as a response to the challenges of including vulnerable populations in intervention research. Methods are relevant to nurse clinicians who deliver prevention programs, and are important to clinical research that relies upon adequate participation in research programs. © 2011 Wiley Periodicals, Inc.

Organization and staffing barriers to parent involvement in teen pregnancy prevention programs: challenges for community partnerships.

PubMed

Flores, Janet E; Montgomery, Susanne; Lee, Jerry W

2005-09-01

To evaluate parent involvement in a Southern California teen pregnancy prevention community partnership project. Researchers expected to find parent and family-related participation barriers similar to those described in the family support literature, which they could address with program modifications. Three phases of qualitative evaluation occurred: key informant interviews and focus groups with youth and parents; focus groups with service providers; and key informant interviews with service providers, their supervisor, and the collaborative coordinator. Theory-based, open-ended question guides directed the interviews and focus groups, and transcriptions were coded and themed using grounded theory methods. Parents and youth sought ways to improve connections and communication with each other, and parents welcomed parenting education from the project. Unexpectedly, the major obstacles to parent participation identified in this project were largely organizational, and included the assignment of parent involvement tasks to agencies lacking capacities to work effectively with parents, inadequate administrative support for staff, and the absence of an effective system for communicating concerns and resolving conflicts among collaborative partners. Youth serving agencies may not be the best partners to implement effective parent involvement or family support interventions. Collaborative leadership must identify appropriate partners, engender their cooperation, and support their staff to further the overall goals of the collaborative.

Parents' experiences of their adolescent's mental health treatment: Helplessness or agency-based hope.

PubMed

Brown, Jenny

2018-06-01

This article explores some core findings from a qualitative investigation of parents' experiences of their child's treatment in an adolescent mental health service in Sydney, Australia. In particular, the research question was, "How does parents' involvement in the child/adolescent's treatment influence their perception of how they can be helpful in their child's recovery?" The theme of parent hope emerged from the broad qualitative exploration of parent's experience of their involvement in their adolescent's intensive treatment program. A purposive sample of 14 sets of parents participated, being interviewed at admission, discharge, and 6 months following their adolescent's discharge. A continuum of high, moderate, and low levels of hope were evident in this parent sample 6 months after their treatment involvement. The strongly emergent theme was the relationship between parents' hope and agency/self-efficacy. Parents who remained more passive in expecting expert helpers to fix their child experienced reduced hope months after finishing the program. When parents positively changed their interaction with their child, they felt a more sustained hopefulness. These findings generate the hypothesis that if parents are actively involved in changing themselves as part of their child's treatment, they experience increased hope and effectiveness in contributing to their child's recovery.

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

Parental Involvement in the Educational Process of Children with Special Needs. An Annotated Report. [Final Report] and Research Analysis.

ERIC Educational Resources Information Center

Kreger, Robert D.

A listing of resources is presented for parents of handicapped children. Resources are categorized according to the following types: programs, organizations, products, and additional resources; federally funded programs; national parent organizations; local parent training; and handbooks, book lists, and media. Entries are organized according to…

Child and Parental Outcomes Following Involvement in a Preventive Intervention: Efficacy of the PACE Program

ERIC Educational Resources Information Center

Begle, Angela Moreland; Dumas, Jean E.

2011-01-01

This study evaluated whether engagement (i.e., attendance and quality of participation) in the Parenting our Children to Excellence (PACE) program predicted positive child and parent outcomes. PACE in an 8-week preventive intervention aimed at parents of preschool children. The study investigated the relation of engagement to outcomes in an…

Head Start Program Quality: Examination of Classroom Quality and Parent Involvement in Predicting Children's Vocabulary, Literacy, and Mathematics Achievement Trajectories

ERIC Educational Resources Information Center

Wen, Xiaoli; Bulotsky-Shearer, Rebecca J.; Hahs-Vaughn, Debbie L.; Korfmacher, Jon

2012-01-01

Guided by a developmental-ecological framework and Head Start's two-generational approach, this study examined two dimensions of Head Start program quality, classroom quality and parent involvement and their unique and interactive contribution to children's vocabulary, literacy, and mathematics skills growth from the beginning of Head Start…

Early family-based intervention in the path to alcohol problems: rationale and relationship between treatment process characteristics and child and parenting outcomes.

PubMed

Nye, C L; Zucker, R A; Fitzgerald, H E

1999-03-01

Risk for subsequent development of alcohol problems is not uniform across the population of alcoholic families, but varies with parental comorbidity and family history. Recent studies have also identified disruptive child behavior problems in the preschool years as predictive of alcoholism in adulthood. Given the quality of risk structure in highest risk families, prevention programming is more appropriately family based rather than individual. A family-based intervention program for the prevention of conduct problems among preschool-age sons of alcoholic fathers was implemented to change this potential mediating risk structure. A population-based recruitment strategy enrolled 52 alcoholic families in a 10-month intervention involving parent training and marital problem solving. The study examined the interplay between parent treatment investment and parent and therapist expectations and satisfaction in predicting change in child behavior and authoritative parenting style during the program, and for 6 months afterward among the 29 families whose sustained involvement allowed these effects to be evaluated. Parent expectations at pretreatment influenced their early investment in the program, which in turn predicted child and parenting outcomes. Parent and therapist satisfaction ratings during treatment were associated with one another and with expectations that the program would continue to promote changes in their child. Parent investment was a particularly salient influence on outcome, as higher investment throughout the program was associated with improvement in child behavior and authoritative parenting at termination. Findings indicate that treatment process characteristics mediate the influence of baseline parent functioning on treatment success and that treatment changes themselves predict later child outcomes.

The Relationship Among Socioeconomic Status, Home Environment, Parent Involvement, Child Self Concept and Child Achievement.

ERIC Educational Resources Information Center

Revicki, Dennis A.

The relationship among socio-economic status, sibling variables, social-psychological home environment, parent involvement in intervention programs, and child self-concept and achievement were empirically investigated to determine the importance and kind of parent participation most closely related to childrens' cognitive and affective…

Improving Reading Skills through Parental Involvement.

ERIC Educational Resources Information Center

Clark, Kathryn; Pillion, Jennifer

This report describes a project for increasing parental involvement through the existing reading program. The targeted first and second grade students lived in growing rural, Midwestern, low to middle class communities located in north central Illinois. The problem was noted in literature by researchers who found that parents had a very limited…

Involving Parents in Children's Learning: A Strategy To Raise Standards in an Inner-City Primary School.

ERIC Educational Resources Information Center

Smart, Pat

1998-01-01

Describes a strategy to raise standards in a British inner-city school through parent involvement in learning and decision making and the recognition of religious and cultural diversity. Communication, particularly with language minority parents, is vital to the program's success. (SLD)

Parents Working Together: development and feasibility trial of a workplace-based program for parents that incorporates general parenting and health behaviour messages.

PubMed

Wilson, L; Lero, Donna; Smofsky, Allan; Gross, Deborah; Haines, Jess

2016-11-10

Parenting programs integrating general parenting and health behaviour messaging may be an effective childhood obesity prevention strategy. The current study explored workplaces as an alternate setting to deliver parenting programs. This study involved two phases. The objective of the first phase was to explore interest in and preferred delivery mode of a workplace program that addresses general parenting and health behaviours. The objective of the second phase was to adapt and test the feasibility and acceptability of a pre-existing program that has been successfully run in community settings for parents in their workplace. To achieve the first objective, we conducted 9 individual or small group qualitative interviews with 11 workplace representatives involved in employee wellness/wellness programming from 8 different organizations across Southwestern Ontario. To achieve the second objective, we adapted a pre-existing program incorporating workplace representatives' suggestions to create Parents Working Together (PWT). We then tested the program using a pre/post uncontrolled feasibility trial with 9 employees of a large manufacturing company located in Guelph, Ontario. Results from the qualitative phase showed that a workplace parenting program that addresses general parenting and health behaviour messages is of interest to workplaces. Results from the feasibility trial suggest that PWT is feasible and well received by participants; attendance rates were high with 89 % of the participants attending 5 or more sessions and 44 % attending all 7 sessions offered. All participants stated they would recommend the program to co-workers. Just over half of our parent participants were male (55.6 %), which is a unique finding as the majority of existing parenting programs engage primarily mothers. Impact evaluation results suggest that changes in children's and parents' weight-related behaviours, as well as parents' reports of family interfering with work were in the desired direction post-intervention; however, confidence intervals substantially overlapped zero. Contrary to expectations, parents also reported an increase in restrictive feeding practices. Our results indicate that a workplace-based program that addresses general parenting skills and weight-related behaviours may be a feasible way to engage and educate parents, including fathers. A full-scale trial is needed to examine the effectiveness of this approach.

Beyond Barriers: Involving Hispanic Families in the Education Process. Padres a la escuela (PAE).

ERIC Educational Resources Information Center

Lewis, Magdalena C.

The Padres a la escuela (PAE) or Parents in the School program in San Antonio (Texas) encouraged the participation of Hispanic parents in the education of their children. The successes of the PAE program are used in this guidebook to help parents, program staff, and policy makers in similar efforts. This handbook describes the history,…

Parental Voice and Involvement in Cultural Context: Understanding Rationales, Values, and Motivational Constructs in a Dual Immersion Setting

ERIC Educational Resources Information Center

Gerena, Linda

2011-01-01

In an attempt to operationalize an equitable educational program, a dual immersion program was established. After 2 years of field observations, a series of focus group interviews was conducted to examine the perceptions and viewpoints of parents whose children had participated in the program for 2 years. These interviews offered parents an…

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…

Cooperation, College Knowledge, and Strong Parent Communities in the L.A. Concrete Jungle: The Case for Family-Centered Outreach

ERIC Educational Resources Information Center

Smith, Michael J.

2012-01-01

Urban African American teens are unprepared to compete for jobs in the global marketplace, but higher education professionals could partner with parents to reverse this trend. After reviewing parent involvement literature, this paper shares findings from a study of urban African American parents involved in their children's outreach programs. It…

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…

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…

"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.…

Ethical Issues in Parent Training Programs.

ERIC Educational Resources Information Center

Sapon-Shevin, Mara

1982-01-01

Four areas of ethical concern are voiced in the training of parents of handicapped children: (1) selection of program goals, (2) problems involved with both positive reinforcement and punishment, (3) conflicts between experimentation and therapeutic intervention, and (4) level of parent training. Consideration of ethical issues at each step of…

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

45 CFR 308.3 - Optional program areas of review.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SUPPORT ENFORCEMENT PROGRAM), ADMINISTRATION FOR CHILDREN AND FAMILIES, DEPARTMENT OF HEALTH AND HUMAN... of analyzing the relationships between case results relating to program compliance areas, and... parents' involvement with the children and; (8) Efforts to engage non-custodial parents who owe overdue...

A Comparison of American Indian and Non-American Indian Parental Involvement in the IEP Process: Perceived Needs for Involvement and Training. Final Report.

ERIC Educational Resources Information Center

Gajar, Anna; Matuszny, Rose Marie

This final report discusses the activities and outcomes of a study that investigated the involvement of American Indian/Alaska Native (AI/AN) and non-American Indian/Alaska Native parents of children with disabilities in the general educational and Individualized Education Program (IEP) processes, and the specific needs of parents that would…

Can technology and the media help reduce dysfunctional parenting and increase engagement with preventative parenting interventions?

PubMed

Calam, Rachel; Sanders, Matthew R; Miller, Chloe; Sadhnani, Vaneeta; Carmont, Sue-Ann

2008-11-01

In an evaluation of the television series "Driving Mum and Dad Mad," 723 families participated and were randomly assigned to either a standard or technology enhanced viewing condition (included additional Web-support). Parents in both conditions reported significant improvements from pre- to postintervention in their child's behavior, dysfunctional parenting, parental anger, depression, and self-efficacy. Short-term improvements were maintained at 6-months follow-up. Regressions identified predictors of program outcomes and level of involvement. Parents who watched the entire series had more severe problems at preintervention and high sociodemographic risk than parents who did not watch the entire series. Few sociodemographic, child, or parent variables assessed at preintervention predicted program outcomes or program engagement, suggesting that a wide range of parents from diverse socioeconomic status benefited from the program. Media interventions depicting evidence-based parenting programs may be a useful means of reaching hard to engage families in population-level child maltreatment prevention programs.

The impact of parent involvement in an effective adolescent risk reduction intervention on sexual risk communication and adolescent outcomes

PubMed Central

Wang, Bo; Stanton, Bonita; Deveaux, Lynette; Li, Xiaoming; Koci, Veronica; Lunn, Sonja

2014-01-01

Parent involvement in prevention efforts targeting adolescents increases the impact of such programs. However, the majority of risk-reduction intervention programs that are implemented through schools do not include parents, in part because most existing parental interventions require significant time commitment by parents. We designed a brief parent-adolescent sexual risk communication intervention to be delivered with an effective HIV prevention intervention as part of a randomized, controlled trial among 2564 grade 10 students and their parents in The Bahamas. Mixed effects modeling analysis was conducted to evaluate the effect of the brief parent-adolescent communication intervention using four waves of longitudinal data. Results indicate that a brief parent-adolescent communication intervention is effective in improving parent-adolescent communication on sex-related issues and perceived parental monitoring as well as the youth's condom use skills and self-efficacy. There is a marginal effect on consistent condom use. In addition, there is an apparent dose effect of the brief parent intervention on perceived parent-adolescent sexual risk communication and adolescent outcomes. These findings suggest that adolescent risk reduction interventions should include a brief parent-adolescent communication intervention which should be reinforced by periodic boosters in order to enhance the impact of adolescent HIV prevention programs. PMID:25490732

The impact of parent involvement in an effective adolescent risk reduction intervention on sexual risk communication and adolescent outcomes.

PubMed

Wang, Bo; Stanton, Bonita; Deveaux, Lynette; Li, Xiaoming; Koci, Veronica; Lunn, Sonja

2014-12-01

Parent involvement in prevention efforts targeting adolescents increases the impact of such programs. However, the majority of risk-reduction intervention programs that are implemented through schools do not include parents, in part because most existing parental interventions require significant time commitment by parents. We designed a brief parent-adolescent sexual risk communication intervention to be delivered with an effective HIV prevention intervention as part of a randomized, controlled trial among 2,564 grade 10 students and their parents in the Bahamas. Mixed effects modeling analysis was conducted to evaluate the effect of the brief parent-adolescent communication intervention using four waves of longitudinal data. Results indicate that a brief parent-adolescent communication intervention is effective in improving parent-adolescent communication on sex-related issues and perceived parental monitoring as well as the youth's condom use skills and self-efficacy. There is a marginal effect on consistent condom use. In addition, there is an apparent dose effect of the brief parent intervention on perceived parent-adolescent sexual risk communication and adolescent outcomes. These findings suggest that adolescent risk reduction interventions should include a brief parent-adolescent communication intervention that should be reinforced by periodic boosters in order to enhance the impact of adolescent HIV prevention programs.

Socioeconomic and Institutional Factors that Facilitate and Prevent Low-Income African American Parents' Involvement in a Children's Savings Program

ERIC Educational Resources Information Center

Johnson, Toni

2011-01-01

National and international reports have established the legitimate use of child savings accounts (CSAs) as asset-building vehicles for youths. However, many U.S. programs report difficulty in recruiting parents for CSA programs and note the failure of some parents to take full advantage of the financial match available when they do participate.…

Increasing Parental Involvement in Speech-Sound Remediation

ERIC Educational Resources Information Center

Roberts, Micah Renee Ferguson

2014-01-01

Speech therapy homework is a key component of a successful speech therapy program, increasing carryover of learned speech sounds. Poor return rate of homework assigned, with a lack of parental involvement, is a problem. The purpose of this project study was to examine what may increase parental participation in speech therapy homework. Guided by…

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…

Not Just Academics: Paths of Longitudinal Effects From Parent Involvement to Substance Abuse in Emerging Adulthood.

PubMed

Hayakawa, Momoko; Giovanelli, Alison; Englund, Michelle M; Reynolds, Arthur J

2016-04-01

By the 12th grade, half of American adolescents have abused an illicit drug at least once (Johnston et al., 2015). Although many substance misuse prevention programs exist, we propose an alternative mechanism for reducing substance use. There is evidence that parent involvement is related to reductions in children's behavior problems which then predict later substance abuse. We examine the Child-Parent Center (CPC) program, an early childhood intervention, as a strategy to impact substance abuse. We conducted a path analysis from CPC to parent involvement through early adolescent problem behaviors and competencies to young adult substance abuse. Participants (N = 1,203; 51.5% female; 93.8% African-American) were assessed from age 3 to 26 years. CPC participation initiates a pathway to increased parent involvement and expectations, which positively impact adolescents' competencies and problem behaviors, lowering rates of substance abuse. Through early childhood education, increasing early parental involvement and expectations can alter life-course outcomes by providing children with a foundation for positive behaviors and encouraging adaptive functioning in adolescence. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

The Upside of Helicopter Parenting: Engaging Parents to Reduce First-Year Student Drinking

PubMed Central

Earle, Andrew M.; LaBrie, Joseph W.

2016-01-01

University personnel tend to view “helicopter” parents as problematic. This paper presents an alternative view in which these highly engaged parents can instead be utilized productively. We describe and assess the fidelity of a novel program in which involved parents were effectively leveraged to mitigate student alcohol-related risk. The feasibility of utilizing similar programs at other schools is discussed as are implications for alcohol risk prevention. PMID:27818727

The Upside of Helicopter Parenting: Engaging Parents to Reduce First-Year Student Drinking.

PubMed

Earle, Andrew M; LaBrie, Joseph W

2016-01-01

University personnel tend to view "helicopter" parents as problematic. This paper presents an alternative view in which these highly engaged parents can instead be utilized productively. We describe and assess the fidelity of a novel program in which involved parents were effectively leveraged to mitigate student alcohol-related risk. The feasibility of utilizing similar programs at other schools is discussed as are implications for alcohol risk prevention.

Parent-Child Parallel-Group Intervention for Childhood Aggression in Hong Kong

ERIC Educational Resources Information Center

Fung, Annis L. C.; Tsang, Sandra H. K. M.

2006-01-01

This article reports the original evidence-based outcome study on parent-child parallel group-designed Anger Coping Training (ACT) program for children aged 8-10 with reactive aggression and their parents in Hong Kong. This research program involved experimental and control groups with pre- and post-comparison. Quantitative data collection…

Engaging Students and Parents in Transition-Focused Individualized Education Programs

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David J.; Rediker, Eva

2017-01-01

The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in…

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…

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…

Question-Asking and Advocacy by African American Parents at Individualized Education Program Meetings: A Social and Cultural Capital Perspective

ERIC Educational Resources Information Center

Wilson, Natasha M.

2015-01-01

The Individuals with Disabilities Education Improvement Act of 2004 mandates parental involvement during Individualized Education Program (IEP) meetings. Several factors including previous IEP experiences, level of ongoing communication between parents and education professionals, or existence of social and cultural capital resources can impact…

Promoting Family-Centered Teaching: Can One Course Make a Difference?

ERIC Educational Resources Information Center

Bingham, Ann; Abernathy, Tammy V.

2007-01-01

Historically, preservice teacher education programs have not adequately prepared teachers in parent involvement or family-centered practices. Because teachers do not routinely encourage family involvement, and parents do not always participate when they are encouraged to do so, the importance of preservice training to involve family members in…

Hidden Treasure; Parents Search for Quality in Programs for Infants and Toddlers.

ERIC Educational Resources Information Center

Mazyck, Aurelia; And Others

The things that one can see in a child care program that identify it as a good program for babies and their families are described. The two main questions that are answered are: What is quality in an arrangement for infant care? and How is a parent to recognize it when it is found. The topics discussed are: (1) Involvement with Parents, Home, and…

The effectiveness of Family Science and Technology Workshops on parental involvement, student achievement, and student curiosity

NASA Astrophysics Data System (ADS)

Kosten, Lora Bechard

The literature suggests that parental involvement in schools results in positive changes in students and that schools need to provide opportunities for parents to share in the learning process. Workshops are an effective method of engaging parents in the education of their children. This dissertation studies the effects of voluntary Family Science and Technology Workshops on elementary children's science interest and achievement, as well as on parents' collaboration in their child's education. The study involved 35 second and third-grade students and their parents who volunteered to participate. The parental volunteers were randomly assigned to either the control group (children attending the workshops without a parent) or the treatment group (children attending the workshops with a parent). The study was conducted in the Fall of 1995 over a four-week period. The Analysis of Variance (ANOVA) and Kruskal-Wallis tests were used to determine the effects of the workshops on children's science achievement and science curiosity, as well as on parents' involvement with their child's education. The study revealed that there was no significant statistical difference at the.05 level between the treatment/control groups in children's science achievement or science curiosity, or in parent's involvement with their children's education. However, the study did focus parental attention on effective education and points the way to more extensive research in this critical learning area. This dual study, that is, the effects of teaching basic technology to young students with the support of their parents, reflects the focus of the Salve Regina University Ph.D. program in which technology is examined in its effects on humans. In essence, this program investigates what it means to be human in an age of advanced technology.

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.

Organizando Comites Consejeros de Padres Para Programas de Educacion Migrante (Organizing Parent Advisory Committees for Migrant Education Programs).

ERIC Educational Resources Information Center

Gonzalez, Ramon

In order to help parents and community members participate more effectively and better understand the importance of their involvement in the planning and administration of migrant education programs in Oregon, the English-Spanish booklet suggests general procedures for organizing, leading, and training Parent Advisory Committees (PACs), required…

Effective Partnerships in School Reform: Lessons Learned from the Midwest Child-Parent Center Expansion

ERIC Educational Resources Information Center

Hayakawa, Momoko; Englund, Michelle M.; Candee, Allyson; Lease, Erin; Sullivan, Molly; Warner-Richter, Mallory; Reynolds, Arthur J.

2015-01-01

The Midwest Expansion of the Child-Parent Center Education Program (MCPC) is a pre-K to 3rd grade intervention program aimed at improving economically disadvantaged children's school success by enhancing continuity in instruction and increasing parental involvement. Opened in Chicago in the 1960s, this school reform model has undergone significant…

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…

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.

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.

The Efficacy of Parent Counseling and Support Groups on the Stress Levels, Self-Esteem and Degree of Coping of Parents of Developmentally Delayed or Handicapped Children Who Are Involved in an Infant Intervention Program.

ERIC Educational Resources Information Center

La Fountain, Rebecca; Geoffroy, Kevin

This study was conducted to investigate the effect that a parent support group and a counseling group had on the stress levels, self-esteem, and degree of coping of parents (N=48) of developmentally delayed or handicapped infants enrolled in an infant intervention program. It was hypothesized that, compared to parents in the control group, parents…

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)

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.

Exploring a High School Community Relations and Parent Involvement Program

ERIC Educational Resources Information Center

Sink, Robert Corey

2010-01-01

There are few issues in education that get as much attention as the need for improvement of parental and community involvement in and support for local schools. School faculties want to know how to improve the way they work with families and community members to better meet the needs of their students and parents want to find how to best…

The Evaluation of a Pullout Program for Gifted Children in Israel.

ERIC Educational Resources Information Center

Rosemarin, Shoshana

2001-01-01

Students, peers, teachers, principals, and parents (total N=180) responded to a questionnaire concerning a pullout program for gifted students in Israel. The questionnaire focused on the identification of the gifted, the level of parent involvement, teaching styles in the program, problems related to separation from home schools, relationships…

Project Facilitate: An Inservice Education Program for Educators and Parents.

ERIC Educational Resources Information Center

Worthington, Lou Anne; Wortham, Joycelyn Foy; Smith, Cynthia Ruth Blocker; Patterson, David

1997-01-01

Describes "Project Facilitate," an inservice education program that provides educators and parents with a comprehensive overview of attention deficit hyperactivity disorder (AD/HD). The program involves the use of four self-instructional content manuals: AD/HD general knowledge base, legal issues and AD/HD, assessment of children with AD/HD, and…

A Parent Involvement Model for Use with Limited English Proficient High School Students. Teacher's Guide: The Vocationally Oriented Bilingual Curriculum.

ERIC Educational Resources Information Center

Trinity Coll., Washington, DC.

This teaching guide accompanying materials for parents to support the efforts of their limited-English-speaking high school children in a vocationally-oriented bilingual secondary program provides an explanation of the program and its objectives and suggests techniques for introducing and using the materials effectively with the parents. Steps to…

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.

Parent-Aided Homework: A Working Model for School Personnel.

ERIC Educational Resources Information Center

Harris, James R.

1983-01-01

Describes Parent-Aided Homework, a behavior modification program designed to encourage parent involvement in their child's homework. The PAH plan stresses positive reinforcement for successfully completed homework assignments. Parents enforce the agreed-on time limits and provide extra learning experiences and rewards. (JAC)

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

Fathers of Children in Public Preschool Programs: A Study of School Involvement and Satisfaction

ERIC Educational Resources Information Center

Noggle, Amy Kappel

2012-01-01

In this quantitative study, I examined the involvement levels of fathers of children attending public preschool programs using the Family Involvement Questionnaire; I also examined fathers' satisfaction with school contact and involvement experiences using the Parent Satisfaction with Educational Experiences scale. Additionally, I…

Adversity Across the Life Course of Incarcerated Parents: Gender Differences.

PubMed

Borja, Sharon; Nurius, Paula; Eddy, J Mark

More than half of the 1.6 million adults in U.S. prions are parents. Despite growing knowledge regarding the life course adversities of corrections-involved populations, less is known regarding incarcerated parents per se and the implications of cumulative adversities both on their needs and those of their children. Using a gender-balanced (41% minority) sample of incarcerated parents ( N =357) from a randomized controlled trial of an in-prison parent training program, this study examines differences between incarcerated mothers and fathers in their exposures to adversities across the life course. Mothers and fathers shared similar patterns of adversity exposure in their families of origin, but differed in their experiences of juvenile justice and child welfare systems involvement, as well as in their adult experiences of victimization and related adult social and mental health outcomes. Implications for gender-responsive parent support and prevention programs for their children of incarcerated mothers and fathers are discussed.

Adversity Across the Life Course of Incarcerated Parents: Gender Differences

PubMed Central

Borja, Sharon; Nurius, Paula; Eddy, J. Mark

2016-01-01

More than half of the 1.6 million adults in U.S. prions are parents. Despite growing knowledge regarding the life course adversities of corrections-involved populations, less is known regarding incarcerated parents per se and the implications of cumulative adversities both on their needs and those of their children. Using a gender-balanced (41% minority) sample of incarcerated parents (N=357) from a randomized controlled trial of an in-prison parent training program, this study examines differences between incarcerated mothers and fathers in their exposures to adversities across the life course. Mothers and fathers shared similar patterns of adversity exposure in their families of origin, but differed in their experiences of juvenile justice and child welfare systems involvement, as well as in their adult experiences of victimization and related adult social and mental health outcomes. Implications for gender-responsive parent support and prevention programs for their children of incarcerated mothers and fathers are discussed. PMID:26998189

The Upside of Helicopter Parenting: Engaging Parents to Reduce First-Year Student Drinking

ERIC Educational Resources Information Center

Earle, Andrew M.; LaBrie, Joseph W.

2016-01-01

University personnel tend to view "helicopter" parents as problematic. This article presents an alternative view in which these highly engaged parents can instead be utilized productively. The authors describe and assess the fidelity of a novel program in which involved parents were effectively leveraged to mitigate student…

High-Maintenance Parent or Parent Partner? Working with a Parent's Concern.

ERIC Educational Resources Information Center

Gonzalez-Mena, Janet; Stonehouse, Anne

2003-01-01

Discusses issues for child care professionals working in partnership with parents on a difficult issue. Considers establishing mutual trust and respect for each other's views, keeping in mind the needs of other students, and maintaining confidence in the program's goals. Includes example involving a parent's complaint about the admission of a…

Guidelines for Successful Parent Involvement: Working with Parents of Students with Disabilities

ERIC Educational Resources Information Center

Staples, Kelli E.; Diliberto, Jennifer A.

2010-01-01

According to the Individuals With Disabilities Education Improvement Act (IDEA), school systems must ensure that the individualized education program (IEP) team includes the parent of the child with a disability. Teachers often report the challenges of getting parents to attend IEP meetings often assuming parents' lack of interest with involvement…

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.

Relating engagement to outcomes in prevention: the case of a parenting program for couples.

PubMed

Brown, Louis D; Goslin, Megan C; Feinberg, Mark E

2012-09-01

Analyses of program engagement can provide critical insight into how program involvement leads to outcomes. This study examines the relation between participant engagement and program outcomes in Family Foundations (FF), a universal preventive intervention designed to help couples manage the transition to parenthood by improving coparenting relationship quality. Previous intent-to-treat outcome analyses from a randomized trial indicate FF improves parental adjustment, interparental relationships, and parenting. Analyses for the current study use the same sample, and yield statistically reliable relations between participant engagement and interparental relationships but not parental adjustment or parenting. Discussion considers implications for FF and the difficulties researchers face when examining the relation between engagement and outcomes in preventive interventions.

Relating Engagement to Outcomes in Prevention: The Case of a Parenting Program for Couples

PubMed Central

Brown, Louis D.; Goslin, Megan C.; Feinberg, Mark E.

2011-01-01

Analyses of program engagement can provide critical insight into how program involvement leads to outcomes. This study examines the relation between participant engagement and program outcomes in Family Foundations (FF), a universal preventive intervention designed to help couples manage the transition to parenthood by improving coparenting relationship quality. Previous intent-to-treat outcome analyses from a randomized trial indicate FF improves parental adjustment, interparental relationships, and parenting. Analyses for the current study use the same sample, and yield statistically reliable relations between participant engagement and interparental relationships but not parental adjustment or parenting. Discussion considers implications for FF and the difficulities researchers face when examining the relation between engagement and outcomes in preventive interventions. PMID:21826536

Parents Exhibit Children's Progress at a Poster Session.

ERIC Educational Resources Information Center

Donley, Corrine R.; Williams, Gladys

1997-01-01

Describes a program of New York's Keller School (a school for toddlers and preschoolers with communication, cognitive, and emotional disorders), which promotes meaningful family involvement through parent education. Activities to promote parent participation are described, including an annual poster session to present the parents' own data on…

Long-term Impact of Prevention Programs to Promote Effective Parenting: Lasting Effects but Uncertain Processes

PubMed Central

Sandler, Irwin; Schoenfelder, Erin; Wolchik, Sharlene; MacKinnon, David

2010-01-01

This chapter reviews findings from 46 randomized experimental trials of preventive parenting interventions. The findings of these trials provide evidence of effects to prevent a wide range of problem outcomes and to promote competencies from one to twenty years later. However, there is a paucity of evidence concerning the processes that account for program effects. Three alternative pathways are proposed as a framework for future research on the long-term effects of preventive parenting programs; 1) through program effects on parenting skills, perceptions of parental efficacy and reduction in barriers to effective parenting; 2) through program-induced reductions in short-term problems of youth that persist over time, improvements in youth adaptation to stress, and improvements in youth belief systems concerning the self and their relationships with others; and 3) through effects on contexts in which youth become involved and on youth-environment transactions. PMID:20822438

Does subsequent criminal justice involvement predict foster care and termination of parental rights for children born to incarcerated women?

PubMed

Kubiak, Sheryl Pimlott; Kasiborski, Natalie; Karim, Nidal; Schmittel, Emily

2012-01-01

This longitudinal study of 83 incarcerated women, who gave birth during incarceration and retained their parental rights through brief sentences, examines the intersection between subsequent criminal justice involvement postrelease and child welfare outcomes. Ten years of multiple state-level administrative data sets are used to determine if arrest or conviction predict foster care and/or termination of parental rights. Findings indicate that only felony arrest is a significant predictor of foster care involvement. Additionally, 69% of mothers retained legal custody, despite subsequent criminal involvement for many, suggesting supportive parenting programs and resources need to be available to these women throughout and after incarceration.

Involving Parents in the IEP Process. ERIC Digest E611.

ERIC Educational Resources Information Center

Smith, Stephen W.

This digest paper examines the special roles of parents of children with disabilities in planning for the education of their children and discusses how educators can work effectively with parents to create meaningful individualized education programs (IEPs). Barriers to parental participation in the IEP process are identified, including…

Holding on to Parent Voices

ERIC Educational Resources Information Center

Finkel, Ed

2011-01-01

Under No Child Left Behind, the federal government requires school districts to use 1 percent of Title I money to fund programs that involve parents in the schools and provides another $39 million annually for 62 Parental Information and Resource Centers (PIRCs) that provide training and information for both parents and district personnel to…

Understanding Motivators and Challenges to Involving Urban Parents as Collaborators in HIV Prevention Research Efforts.

PubMed

McKay, Mary M; Pinto, Rogério M; Bannon, William M; Guilamo-Ramos, Vincent

2007-01-01

This study was designed to explore the experiences of urban parents in their role as Collaborative Board members as part of the CHAMP (Collaborative HIV prevention and Adolescent Mental health Project) Family Program Study. The CHAMP Collaborative Board is comprised of urban parents, representatives from schools and community-based agencies and university-based researchers and is charged with overseeing the design, delivery and testing of a family-based HIV prevention program for pre and early adolescent youth. The current qualitative study, guided by the Theory of Unified Behavior Change, is meant to elucidate: (1) pathways to involvement by urban parents; (2) benefits and costs of participating in this collaborative HIV prevention research effort; and (3) the role of social relationships in influencing initial and ongoing participation by parent participants. Twenty-nine parent Collaborative Board members were interviewed for this study. In-depth interviews were audio recorded and ranged from 30 to 90 minutes in length. Transcripts were coded and analyzed using NUD*IST, computerized software used for examining narratives. Findings include community parent members identifying social support and learning opportunities as major reasons for involvement with the Collaborative Board. Prior involvement with other community-based projects and knowledge of at least one other person on the Board also influenced members to join the Board and remain involved over time. Further, recommendations for future collaborative partnerships are made. Findings have direct implication for participatory HIV prevention research activities.

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

Attitudes toward Family Life Education: A Survey of Israeli Arab Teachers.

ERIC Educational Resources Information Center

Oz, Sheri

1991-01-01

Investigated Israeli Arab teachers' attitudes toward inclusion of family life education program in schools, possible subject areas for instruction, and parent involvement. Results indicated high degree of support for family life education and narrow range of subject areas considered appropriate for Arab classes. Parent involvement was considered…

Involving Working Parents in Child Care.

ERIC Educational Resources Information Center

Lombardi, Joan

1995-01-01

Notes that working parents of preschoolers find it difficult to schedule time for direct involvement in their child's education or care program without special arrangements with employers, who frequently are unwilling to make arrangements. Presents ways schools or centers can create a community climate in which employers are encouraged and…

Annual Conference on Parent Education Proceedings (4th, Denton, Texas, February 9-10, 1996).

ERIC Educational Resources Information Center

Jacobson, Arminta, Ed.; And Others

The goals of the 2-day interdisciplinary conference covered in these proceedings were to: (1) present a spectrum of program models, curriculum, and knowledge related to parent education, parent involvement, and parenting; (2) provide in-depth training in parent education; and (3) promote interaction and exchange of ideas. Included in the…

Involvement of Fathers in Pediatric Obesity Treatment and Prevention Trials: A Systematic Review.

PubMed

Morgan, Philip J; Young, Myles D; Lloyd, Adam B; Wang, Monica L; Eather, Narelle; Miller, Andrew; Murtagh, Elaine M; Barnes, Alyce T; Pagoto, Sherry L

2017-02-01

Despite their important influence on child health, it is assumed that fathers are less likely than mothers to participate in pediatric obesity treatment and prevention research. This review investigated the involvement of fathers in obesity treatment and prevention programs targeting children and adolescents (0-18 years). A systematic review of English, peer-reviewed articles across 7 databases. Retrieved records included at least 1 search term from 2 groups: "participants" (eg, child*, parent*) and "outcomes": (eg, obes*, diet*). Randomized controlled trials (RCTs) assessing behavioral interventions to prevent or treat obesity in pediatric samples were eligible. Parents must have "actively participated" in the study. Two authors independently extracted data using a predefined template. The search retrieved 213 eligible RCTs. Of the RCTs that limited participation to 1 parent only (n = 80), fathers represented only 6% of parents. In RCTs in which participation was open to both parents (n = 133), 92% did not report objective data on father involvement. No study characteristics moderated the level of father involvement, with fathers underrepresented across all study types. Only 4 studies (2%) suggested that a lack of fathers was a possible limitation. Two studies (1%) reported explicit attempts to increase father involvement. The review was limited to RCTs published in English peer-reviewed journals over a 10-year period. Existing pediatric obesity treatment or prevention programs with parent involvement have not engaged fathers. Innovative strategies are needed to make participation more accessible and engaging for fathers. Copyright © 2017 by the American Academy of Pediatrics.

Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028.Rev

ERIC Educational Resources Information Center

Noel, Amber; Stark, Patrick; Redford, Jeremy

2015-01-01

This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parent and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in selected family…

Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028

ERIC Educational Resources Information Center

Noel, Amber; Stark, Patrick; Redford, Jeremy

2013-01-01

This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parent and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in family activities, as…

Uptake and effectiveness of the Children's Fitness Tax Credit in Canada: the rich get richer.

PubMed

Spence, John C; Holt, Nicholas L; Dutove, Julia K; Carson, Valerie

2010-06-21

The Government of Canada implemented a Children's Fitness Tax Credit (CFTC) in 2007 which allows a non-refundable tax credit of up to $500 to register a child in an eligible physical activity (PA) program. The purposes of this study were to assess whether the awareness, uptake, and perceived effectiveness of this tax credit varied by household income among Canadian parents. An internet-based panel survey was conducted in March 2009 with a representative sample of 2135 Canadians. Of those, parents with children aged 2 to 18 years of age (n = 1004) were asked if their child was involved in organized PA programs (including dance and sports), the associated costs to register their child in these programs, awareness of the CFTC, if they had claimed the CFTC for the tax year 2007, and whether they planned to claim it in the upcoming year. Parents were also asked if they believed the CFTC has lead to their child being more involved in PA programs. Among parents, 54.4% stated their child was in organized PA and 55.5% were aware of the CFTC. Parents in the lowest income quartile were significantly less aware and less likely to claim the CFTC than other income groups. Among parents who had claimed the CFTC, few (15.6%) believed it had increased their child's participation in PA programs. More than half of Canadian parents with children have claimed the CFTC. However, the tax credit appears to benefit the wealthier families in Canada.

Classroom Programming: What Should Be Taught? Book 2. The Parent/Professional Partnership.

ERIC Educational Resources Information Center

National Association for Retarded Citizens, Arlington, TX.

The second of three books written for parents, professionals, and others involved in educating severely and profoundly retarded children offers detailed information regarding educational programing in the public schools. Two chapters on the public schools and one chapter on residential institutions contain sections which address the following…

School personnel experiences in notifying parents about their child’s risk for suicide: lessons learned

PubMed Central

Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H.; Chang, Vickie Y.; Stein, Bradley D.

2015-01-01

BACKGROUND Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. METHODS This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. RESULTS Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. CONCLUSIONS Our study suggests that systematic post-crisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context. PMID:26645415

School Personnel Experiences in Notifying Parents About Their Child's Risk for Suicide: Lessons Learned.

PubMed

Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H; Chang, Vickie Y; Stein, Bradley D

2016-01-01

Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. This qualitative study examined school staff perspectives on parent involvement in the implementation of a district-wide suicide prevention program by analyzing focus group and interview data gathered on the program implementation processes. Participants included middle school teachers, administrators, and other school personnel. Study results revealed that in the immediate wake of a crisis or concern about suicide, school staff routinely contacted parents. However, substantial barriers prevent some students from receiving needed follow-up care (eg, lack of consistent follow-up, financial strain, parental stress, availability of appropriate services). Despite these challenges, school staff identified strategies that could better support parents before, during, and after the crisis. In particular, school-based services increased the success of mental health referrals. Our study suggests that systematic postcrisis follow-up procedures are needed to improve the likelihood that students and families receive ongoing support. In particular, school-based services and home visits, training and outreach for parents, and formal training for school mental health staff on parent engagement may be beneficial in this context. © 2015, American School Health Association.

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

Case Study of the Voluntary Student Transfer Program: The Perspectives of African American Students and Parent Participants in One Midwestern School District

ERIC Educational Resources Information Center

Goodwin, Rosalyn Harper

2013-01-01

This study investigated the perspectives of four students and 6 parent participants of the Voluntary Student Transfer program, an inter-district desegregation program that involves transporting African American students from urban area schools to surrounding county schools. Due to limited and dated research related to the Voluntary Student…

Promoting healthful diets and exercise: efficacy of a 12-week after-school program in urban African Americans.

PubMed

Engels, Hermann-J; Gretebeck, Randall J; Gretebeck, Kimberlee A; Jiménez, Linda

2005-03-01

This study examined the effectiveness of a unique extracurricular after-school initiative designed to promote healthy diets and exercise in urban African Americans. The Students and Parents Actively Involved in Being Fit after-school program was offered for 12 weeks to students and their parents/guardians at an urban middle school. Specific aims of the intervention were to increase participants' vegetable and fruit intake by using established 5 A Day for Better Health educational resource materials/activities and to affect their health-related fitness through dance, games, and fitness activities. Fifty-six children and 25 parents/guardians completed a standard battery of evaluations before and after the program. Pre-post pairwise t test revealed that both children and their parents/guardians showed an increase in fruit consumption and a reduction in diastolic blood pressure (P <.05). Moreover, children showed improvements in systolic blood pressure and fruit juice, salad, and nonfried potato consumption while parents/guardians showed a decrease in body fat, body mass index, and endurance walk/run time (P <.05). Overall, findings indicate that children tended to gain more diet-related benefits while parents/guardians tended to derive more fitness-related benefits. After-school programs like the Students and Parents Actively Involved in Being Fit initiative can potentially contribute to improved health levels in urban African Americans.

Parents Plus Systemic, Solution-Focused Parent Training Programs: Description, Review of the Evidence Base, and Meta-Analysis.

PubMed

Carr, Alan; Hartnett, Dan; Brosnan, Eileen; Sharry, John

2017-09-01

Parents Plus (PP) programs are systemic, solution-focused, group-based interventions. They are designed for delivery in clinical and community settings as treatment programs for families with child-focused problems, such as behavioral difficulties, disruptive behavior disorders, and emotional disorders in young people with and without developmental disabilities. PP programs have been developed for families of preschoolers, preadolescent children, and teenagers, as well as for separated or divorced families. Seventeen evaluation studies involving over 1,000 families have shown that PP programs have a significant impact on child behavior problems, goal attainment, and parental satisfaction and stress. The effect size of 0.57 (p < .001) from a meta-analysis of 10 controlled studies for child behavior problems compares favorably with those of meta-analyses of other well-established parent training programs with large evidence bases. In controlled studies, PP programs yielded significant (p < .001) effect sizes for goal attainment (d = 1.51), parental satisfaction (d = 0.78), and parental stress reduction (d = 0.54). PP programs may be facilitated by trained front-line mental health and educational professionals. © 2016 Family Process Institute.

The Impact of a School-Based Weight Management Program Involving Parents via mHealth for Overweight and Obese Children and Adolescents with Intellectual Disability: A Randomized Controlled Trial

PubMed Central

Leung, Cynthia; Chen, Hong; Brown, Michael; Chen, Jyu-Lin; Cheung, Gordon; Lee, Paul H.

2017-01-01

There is a scarcity of resources and studies that utilize targeted weight management interventions to engage parents via mHealth tools targeting obese children and adolescents with mild intellectual disabilities (MIDs) extended from school to a home setting. To test the feasibility and acceptability of a school-based weight program (SBWMP) involving parents via mHealth tools designed to reduce weight, enhance knowledge and adopt healthy lifestyles, and thereby achieve better psychosocial well-being among children and adolescents with MIDs. Four special schools were randomly assigned as intervention or control schools. Students from the intervention group (n = 63) were compared to those in the control group (n = 52), which comprised those with usual school planned activities and no parental involvement. Demographics were considered as covariates in a general linear model, an ordinal regression model and a binary logistic regression model analyzing the relationships between the SBWMP and the outcome variables at baseline (T0) and six months later (T1). Body weight, body mass index, and triceps and subscapular skinfold thickness were lower in the intervention group compared to the control group, although the differences were not statistically significant. There was a positive and direct impact of the SBWMP on students’ health knowledge and psychological impacts in the intervention group. The SBWMP extended to the home involving parents via mHealth tools is a feasible and acceptable program for this group with MIDs and their parents. PMID:28981460

Selected Childrearing Tasks and Problems of Mothers and Fathers

ERIC Educational Resources Information Center

Bartz, Karen W.

1978-01-01

Interviews with parents at two stages of the family life cycle provide comparable data on some tasks and problems of parenting. Differences in involvement and perception of problems are identified between mothers and fathers and parents in school-age and teen-age stages. Implications are drawn for parent education programs. (Author)

Project Parents: Awareness, Education, and Involvement. O.E.E. Evaluation Report, 1982-1983.

ERIC Educational Resources Information Center

Collazo-Levy, Dora; Villegas, Jose

Project Parents was a three-year program designed to increase parental participation in the educational process. Originally implemented in two community school districts at four school sites, the project focused on parents of Spanish-, French/Creole-, Greek -and Italian-speaking primary level students with limited English language skills. Parents…

Key Constituency: How a Medium-Sized Public University Started Its Parents Program

ERIC Educational Resources Information Center

Crabtree, Polly

2011-01-01

Parents present something of a conundrum to higher education administrators. They know that parents play a very important role in student success, especially during the first year, but institutions are also committed to ensuring that students successfully transition from childhood to adulthood. While they want to encourage parent involvement in…

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.

An Assessment of Factors Relating to High School Students' Science Self-Efficacy

NASA Astrophysics Data System (ADS)

Gibson, Jakeisha Jamice

This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student's interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.

Educational and Mothering Discourses and Learner Goals: Mexican Immigrant Women Enacting Agency in a Family Literacy Program. Research Brief #8

ERIC Educational Resources Information Center

Toso, Blaire Willson

2012-01-01

Family literacy programs promote certain ideas about literacy and parenting. This study examined how Mexican immigrant women in a family literacy program used mainstream ideas, or discourses, of mothering and parent involvement in education to pursue their own personal and academic goals. The findings revealed that women were at times faced with…

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…

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...

Protective effects of middle school comprehensive sex education with family involvement.

PubMed

Grossman, Jennifer M; Tracy, Allison J; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru

2014-11-01

School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its effectiveness. This longitudinal evaluation followed a cohort of 6th graders (N = 2453) through the end of 8th grade. The design used random assignment of 24 schools into treatment and comparison conditions. The analysis included multiple-group logistic regression to assess differences in delay of sex between intervention and comparison groups. In schools where the program was taught, 16% fewer boys and 15% fewer girls had had sex by the end of 8th grade compared to boys and girls at comparison schools. Completing family activities during the first year of the program predicted delayed sexual debut for boys. Theory-based, developmentally appropriate, comprehensive sex education programs that include parent involvement can be effective in delaying vaginal sex for middle school students. Parent involvement is particularly important for boys, as family activities may encourage parents to talk with their sons earlier and more frequently. © 2014, American School Health Association.

Navigating Gay Fatherhood: The Experiences of Four Sets of Gay Fathers with Their Children's Education

ERIC Educational Resources Information Center

Leland, Andrew S.

2017-01-01

Studies have consistently shown that parental involvement and family engagement programs can positively affect the social, emotional, cognitive, and academic well-being of children. Nevertheless, research has also indicated that many programs are school-based (e.g. back-to-school night, parent-teacher conferences), and have historically…

EPIC: Helping School Life and Family Support Each Other.

ERIC Educational Resources Information Center

Montgomery, David

1992-01-01

Born out of a 1981 murder, Buffalo (New York) Public Schools' EPIC (Effective Parenting Information for Children) program successfully combines parenting, effective teaching, and community programs to help family and school life support each other. Under EPIC, teachers are advised to help students acquire 23 skills involving self-esteem, rules,…

The Ecology of Substance Use: Family Characteristics of High-Risk Teens.

ERIC Educational Resources Information Center

Harkins, Christine M.; And Others

The most recent prescriptions for substance abuse prevention call for parent involvement in all phases of school and community programs, in addition to parent education programs. However, surprisingly little is known about the ways in which family variables influence patterns of adolescent substance use. This study examined a sample of families…

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…

Cooperation, conflict, or disengagement? Coparenting styles and father involvement in fragile families.

PubMed

Waller, Maureen R

2012-09-01

This paper draws on information from the Fragile Families Study (N = 2,695) to examine how different coparenting styles emerge and are related to fathers' involvement with young children in a representative sample of unmarried parents. The results show that the quantity and quality of paternal involvement is significantly higher when unmarried parents establish a cooperative as opposed to a disengaged or conflicted coparenting style. Cooperative coparenting is less likely, however, when unmarried parents have separated after the birth or were never together as a couple, when fathers are unemployed or have other risk factors, when the child has a more difficult temperament, and when parents have fewer children together. This analysis also helps clarify previously equivocal findings concerning the relationship between coparenting conflict and paternal involvement. Regression results show that paternal involvement is not significantly different among parents with cooperative and mixed coparenting styles, indicating that when unmarried parents can work together and support each other's parenting efforts, even if they argue frequently while doing so, fathers remain more involved. At the same time, conflicted coparenting leads to a larger decrease in father involvement than disengaged coparenting. In the context of poorer-quality coparenting relationships, it was conflict that mattered for fathering, not just parents' inability to cooperate. Implications of these findings for parenting education programs are discussed. © FPI, Inc.

Process evaluation of the Living Green, Healthy and Thrifty (LiGHT) web-based child obesity management program: combining health promotion with ecology and economy.

PubMed

Jogova, Maria; Song, Joshua Eun-Soo; Campbell, Audrey Clare; Warbuton, Darren; Warshawski, Tom; Chanoine, Jean-Pierre

2013-04-01

To conduct a process evaluation of the Living Green, Healthy and Thrifty (LiGHT) program, a novel virtual child obesity management program that combines health promotion with ecology and economy (Phase 1). We carried out a mixed methods process evaluation involving qualitative and quantitative data collection in 3 phases: among 3 child-parent units, (group 1) that informed program development; 9 child-parent units (group 2) that tested the draft program and further aided program refinement; and 17 child-parent units (group 3) for a 4-week pilot of the program. In the program pilot, we assessed participants' knowledge and readiness to change pre- and postintervention and explored perceptions of the program. Participants generally felt that the online format for program delivery was convenient and accessible, the content was practical, and the integration of health-environment-economy was well received. Many parents also appreciated the involvement of the family. However, the lack of visual appeal and overabundance of text was identified as a challenge, and children/youth in particular requested assurance that their personal information (e.g. weight) was not seen by their parents. The online method of program delivery holds the unique challenge of requiring special efforts to create a sense of personal connection and community. The presence of a "Way-finder" to assist participants and discussion boards/forums are potential solutions. The LiGHT online weight management program offers an accessible, convenient weight management resource that children and families appreciate for its availability, broader educational scope, and practicality. Outcome evaluation of LiGHT will be carried out in Phase 2 of the project. Copyright © 2013 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

How to motivate newborn hearing screening in the absence of a national programme: a collaboration between parents and professionals.

PubMed

Cutler, Jodi; Lenzi, Giovanni; Berrettini, Stefano; Martini, Alessandro; Martinelli, Stefano

2012-10-01

The establishment of the Italian Pediatric Federation Newborn Hearing Screening Network and the Italian Society of Neonatology Infant Hearing Study Group is the result of an international collaboration between Parents and Medical Professionals in order to promote an effective model in developing Early Hearing Detection Intervention Programs that recognize the role of parents as partners in the process. Among other factors, one important component frequently underestimated in most early intervention programs, both in the USA and other countries, involves the role of parental involvement within the Early Hearing Detection Intervention (EHDI) process. When a parent receives the news of their child's hearing loss, reactions may include, but are not limited to denial, grief, guilt, shame, fear and impotency. A parent may begin to ask certain questions: How do we know if the professionals in our children's lives are capable, educated, trained, up to date in their chosen fields of expertise? Do they respect our children and us as parents? Do they understand the needs of children who are deaf or hard of hearing? A life-long health professional - parental collaboration begins at the moment of the diagnosis of that child. When analyzing the habilitation process of a deaf child, the relationship between health professionals and the crucial role of parents in raising that child is a 50-50 shared responsibility. An objective of EHDI programs must be to empower parents by providing support from the beginning of the process. Distributing informative literature regarding the newborn hearing screening process and providing parents with access to resources such as parental support groups upon diagnosis equips parents with the tools necessary to immediately begin advocating for their children. The Italian Federation Pediatric Audiology Network was created by combining the parental perspective and medical protocols in order to establish the roots for stronger EHDI programs.

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)…

Prevention of Child Sexual Abuse in China: Knowledge, Attitudes, and Communication Practices of Parents of Elementary School Children

ERIC Educational Resources Information Center

Chen, JingQi; Dunne, Michael P.; Han, Ping

2007-01-01

Objective: Active involvement by parents may contribute substantially to the success of school-based programs to prevent child sexual abuse (CSA). In China, little is known about parental understanding of CSA. This study investigated Chinese parents' knowledge, attitudes, and communication practices with their children about CSA. Method: Six…

A Family Math Program To Increase Parent Participation in Math Homework in a Primary Multi-Age Classroom.

ERIC Educational Resources Information Center

Hradnansky, Terre A.

This practicum was designed to increase parental involvement and parental support in the area of interactive mathematics homework by helping parents to better understand their role and responsibilities towards helping their child with the interactive math homework that reinforces the curriculum. Family math meetings were offered and follow-up…

Let's Get Parents Ready for Their Initial IEP Meeting

ERIC Educational Resources Information Center

Hammond, Helen; Ingalls, Lawrence

2017-01-01

Parental participation in the initial Individual Education Program (IEP) meeting is a critical component of the process. Even though parents have rights to be equally involved in making decisions at the IEP meetings, frequently parents aren't prepared to be equal members on the team with school personnel. This study focused on a preparation…

Uptake and effectiveness of the Children's Fitness Tax Credit in Canada: the rich get richer

PubMed Central

2010-01-01

Background The Government of Canada implemented a Children's Fitness Tax Credit (CFTC) in 2007 which allows a non-refundable tax credit of up to $500 to register a child in an eligible physical activity (PA) program. The purposes of this study were to assess whether the awareness, uptake, and perceived effectiveness of this tax credit varied by household income among Canadian parents. Methods An internet-based panel survey was conducted in March 2009 with a representative sample of 2135 Canadians. Of those, parents with children aged 2 to 18 years of age (n = 1004) were asked if their child was involved in organized PA programs (including dance and sports), the associated costs to register their child in these programs, awareness of the CFTC, if they had claimed the CFTC for the tax year 2007, and whether they planned to claim it in the upcoming year. Parents were also asked if they believed the CFTC has lead to their child being more involved in PA programs. Results Among parents, 54.4% stated their child was in organized PA and 55.5% were aware of the CFTC. Parents in the lowest income quartile were significantly less aware and less likely to claim the CFTC than other income groups. Among parents who had claimed the CFTC, few (15.6%) believed it had increased their child's participation in PA programs. Conclusions More than half of Canadian parents with children have claimed the CFTC. However, the tax credit appears to benefit the wealthier families in Canada. PMID:20565963

Conferencing the SMART Way

ERIC Educational Resources Information Center

Akers, Pamela

2005-01-01

As schools across the nation strive to eliminate student achievement gaps, it has become more crucial than ever for parents to be involved, especially parents of children achieving below grade level. In Maryland's Howard County Public Schools, a parent-teacher conferencing program called SMART, focused on Specific, Measurable, Achievable,…

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.

Effects on Parental Mental Health of an Education and Skills Training Program for Parents of Young Children with Autism: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Tonge, Bruce; Brereton, Avril; Kiomall, Melissa; MacKinnon, Andrew; King, Neville; Rinehart, Nicole

2006-01-01

Objective: To determine the impact of a parent education and behavior management intervention (PEBM) on the mental health and adjustment of parents with preschool children with autism. Method: A randomized, group-comparison design involving a parent education and counseling intervention to control for nonspecific therapist effects and a control…

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…

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.

Understanding Barriers to Parent Involvement in Head Start: A Research-Community Partnership.

ERIC Educational Resources Information Center

Lamb-Parker, Faith; Piotrkowski, Chaya S.; Baker, Amy J. L.; Kessler-Sklar, Susan; Clark, Beryl; Peay, Lenore

2001-01-01

This collaborative study examined barriers to parent involvement in the Head Start program among 68 mothers in New York City. Results revealed the presence of many difficult life experiences for mothers, but few were reported as barriers by many mothers. Five out of 20 experiences were associated with staff ratings of mothers' participation level.…

Parental Involvement in Title I ESEA.

ERIC Educational Resources Information Center

Office of Education (DHEW), Washington, DC.

Title I of the Elementary and Secondary Education Act, passed in 1965 to improve the educational opportunities of educationally deprived children, is the largest Federal aid to education program. One of the things they hoped for was the involvement of parents and other citizens in Title I projects. This manual was written as a guide for local and…

Improving Student Performance through Parent Involvement.

ERIC Educational Resources Information Center

Steventon, Candace E.

A personalized parenting program was implemented to address poor academic performance and low self-esteem of high school students. Student records, the Coopersmith Self-Esteem Inventory, the Behavior Evaluation Scale, and teacher surveys were employed to identify and measure academic and/or self-perception growth. Parents participated in an 8-week…

The Relations among Cumulative Risk, Parenting, and Behavior Problems during Early Childhood

ERIC Educational Resources Information Center

Trentacosta, Christopher J.; Hyde, Luke W.; Shaw, Daniel S.; Dishion, Thomas J.; Gardner, Frances; Wilson, Melvin

2008-01-01

Background: This study examined relations among cumulative risk, nurturant and involved parenting, and behavior problems across early childhood. Methods: Cumulative risk, parenting, and behavior problems were measured in a sample of low-income toddlers participating in a family-centered program to prevent conduct problems. Results: Path analysis…

But I've Tried Everything! A Special Educator's Guide to Working with Parents.

ERIC Educational Resources Information Center

Lynch, Eleanor W.

Intended for special education teachers, the idea book for involving parents in the individualized education program process is presented. Barriers interferring with parent participation and suggestions for overcoming them are addressed in nine areas: communication problems, transportation problems, babysitting problems, lack of time, lack of…

Using a Preventive Social Work Program for Reducing School Refusal

ERIC Educational Resources Information Center

Elsherbiny, Mohamed Mohamed

2017-01-01

This article describes a study aimed at solving the problem of school refusal by implementing a preventive program and raising the awareness of parents, social workers, and school personnel. The school children involved in this study were reported by their parents and school social workers to refuse to go to school, and according to the children's…

Effective Schools. What Makes a Public School Work Well?

ERIC Educational Resources Information Center

Our Children, 1998

1998-01-01

Most effective schools share a number of key characteristics, including clear-cut goals and objectives, adequate funding and financial management, quality academic programs, valid assessment programs, parent and family involvement, teacher and staff development, high expectations for students, community involvement, comprehensive support services,…

Parents' perspectives on transition and postsecondary outcomes for their children who are d/Deaf or hard of hearing.

PubMed

Cawthon, Stephanie W; Caemmerer, Jacqueline M

2014-01-01

Parent involvement and parent expectations are important factors in successful academic and career outcomes for students who are d/Deaf or hard of hearing. Parental roles are particularly important during the transition planning process for students with disabilities. Results are presented from an exploratory study of 56 parents that measured their involvement, perceptions, and expectations during the transition process. Parents positively rated their experiences with the individualized education program (IEP) process and held high expectations for both their child's educational attainment and employment. However, differences in expectations and perceptions emerged among parents whose children had co-occurring disabilities. Future directions for research and practice are discussed, including the implications of the demographics of the study sample and the relationship between parental demographics and parents' expectations for their children.

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…

Direct and Indirect Psychosocial Outcomes for Children with Autism Spectrum Disorder and their Parents Following a Parent-involved Social Skills Group Intervention.

PubMed

Weiss, Jonathan A; Viecili, Michelle A; Sloman, Leon; Lunsky, Yona

2013-11-01

This study examined the direct and indirect outcomes of a social skills group intervention for children with high functioning autism spectrum disorders and their parents. Thirty-five children and their parents participated in the program evaluation. Children and parents completed measures of child social skills and problem behaviors. Children reported on their self-concept, and parents reported on their psychological acceptance and empowerment. Results indicate significant increases in overall child social skills according to parent and child report, in child general self-worth, and in parent service empowerment and psychological acceptance. While past program evaluations of social skills groups highlight changes in social competence, taking a broader perspective on the types of positive outcomes suggests potential benefits for both child and parent.

Exploring the Role of Elementary Parent Involvement Coordinators in a North Georgia Title I Charter School District

ERIC Educational Resources Information Center

Elrod, Philip

2015-01-01

This study explored the role of elementary parent involvement coordinators (EPIC) in a Northeast Georgia Title I Charter School District. EPICs were charged with facilitating programs designed to build social capital and network closure for families. This nested case study explored the experiences of five EPICs, each located in one of the five…

African-American and Latino Parents' Attitudes and Beliefs Regarding Adolescent Fighting and Its Prevention.

PubMed

Chen, RuiJun; Flores, Glenn; Shetgiri, Rashmi

2016-06-01

Adolescent fighting affects 25% of youth, with the highest rates among African-Americans and Latinos but little is known about parental views on youth fighting. The purpose of this study was to examine African-American and Latino parents' perspectives on adolescent fighting and methods to prevent fighting. We conducted four focus groups with parents of African-American and Latino urban adolescents. Focus groups were stratified by race/ethnicity and fighting status. Groups were audiotaped, transcribed, and analyzed by three independent coders using thematic content analysis. Seventy-six percent of the 17 participants were female. Latino parents condoned fighting only as a last resort, and taught children about consequences of fighting, emotional regulation, and non-violent conflict-resolution strategies. African-American parents endorsed teaching non-violent strategies, but expressed some doubts about their effectiveness. African-American parents also suggested corporal punishment, but acknowledged that this may not be an optimal long-term strategy. Positive role modeling and involvement by teachers and other adults were cited as having important roles in fighting prevention. Suggested interventions included teaching adolescents non-violent conflict-resolution skills, anger management, and alternatives to fighting. Parents recommended that violence prevention programs incorporate the experiences of former fighters and be tailored to community needs. Study findings suggest that youth violence-prevention programs may benefit from addressing parental attitudes towards fighting and parent-child communication about fighting, teaching adolescents non-violent conflict-resolution skills, and tailoring programs by race/ethnicity. Promoting positive modeling and involvement by teachers and other adults also may be beneficial.

Science for Kids Outreach Programs: College Students Teaching Science to Elementary Students and Their Parents

NASA Astrophysics Data System (ADS)

Koehler, Birgit G.; Park, Lee Y.; Kaplan, Lawrence J.

1999-11-01

For a number of years we have been organizing and teaching a special outreach course during our Winter Study Program (the month of January). College students plan, develop, and present hands-on workshops to fourth-grade students and their parents, with faculty providing logistical support and pedagogical advice. Recent topics have been "Forensic Science", "Electricity and Magnetism", "Chemistry and Cooking", "Waves", "Natural Disasters", "Liquids", "Pressure", "Color and Light", "Momentum and Inertia", "Illusions", and "The Senses". The two-hour workshops, held one weekend on campus, emphasize hands-on experiments involving both the kids and the parents. Handouts for each workshop give instructions for doing several experiments at home. This program has been a great success for all involved: the college students gain insight into an aspect of science and what it takes to develop and teach that topic, the elementary school students participate in an exciting and challenging scientific exploration, and the parents have a chance to learn some science while spending time working on projects with their children. We provide an overview of the pedagogical aims of our current approach and a sense of the time-line for putting together such a program in a month.

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David

2018-01-01

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

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…

Project Eagle: Techniques for Multi-Family Psycho-Educational Group Therapy with Gifted American Indian Adolescents and Their Parents.

ERIC Educational Resources Information Center

Robbins, Rockey; Tonemah, Stuart; Robbins, Sharla

2002-01-01

A culturally relevant group therapy model for gifted American Indian students and their parents uses non-didactic facilitation to focus on cultural identity, play, self-disclosure, parental involvement, silence, cognitive processing, emotional expression, and social responsibility. Evaluation results indicate the program builds self-esteem, pride…

Parent Expectations and Planning for College. Statistical Analysis Report. NCES 2008-079

ERIC Educational Resources Information Center

Lippman, Laura; Guzman, Lina; Keith, Julie Dombrowski; Kinukawa, Akemi; Shwalb, Rebecca; Tice, Peter

2008-01-01

This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary education planning practices families and schools engaged in. The results presented in…

What Is the Role of Group Parent Training in the Treatment of ADD Children?

ERIC Educational Resources Information Center

Barkley, Russell A.

1986-01-01

The nature of behavioral deficiencies in children with Attention Deficit Disorders are briefly described. The use of group parent training is recommended as the most cost-effective method for helping parents. Steps involved in implementing such a program and a case example are provided. (Author/DB)

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…

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…

A Pilot Study of Collective Parent Engagement and Children's Academic Achievement

ERIC Educational Resources Information Center

Alameda-Lawson, Tania

2014-01-01

Parent involvement (PI) programs typically represent an important improvement strategy for schools serving low-income children of color. This pilot study offers an alternative to conventional PI approaches, collective parent engagement (CPE). The study relied on a post hoc, quasiexperimental design, and data were collected from 32 low-income,…

Targeting students, teachers and parents in a wellness-based prevention program in schools.

PubMed

Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

2007-01-01

This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.

The effects and costs of the universal parent group program - all children in focus: a study protocol for a randomized wait-list controlled trial.

PubMed

Lindberg, Lene; Ulfsdotter, Malin; Jalling, Camilla; Skärstrand, Eva; Lalouni, Maria; Lönn Rhodin, Kajsa; Månsdotter, Anna; Enebrink, Pia

2013-07-29

In recent decades, parents have been involved in programs that aim to improve parenting style and reduce child behavior problems. Research of preventive parenting programs has shown that these interventions generally have a positive influence on both parents and children. However, to our knowledge there is a gap in the scientific literature when it comes to randomized controlled trials of brief, manual-based structured programs which address general parenting among the population, and focus on promoting health. A four-session universal health promotion parent group program named All Children in Focus was developed. It aims at promoting parental competence and children's positive development with the parent-child relationship as the target. There is currently no randomized controlled trial existing of the program. A prospective multicenter randomized wait-list controlled trial is being conducted. Approximately 600 parents with children ranging in age from 3-12 years have been recruited in eleven municipalities and city districts in the County of Stockholm, Sweden. Parents are randomized at baseline to an intervention group, which receives the program directly, or to a waiting-list control group, which participates in the program six months later. Changes in parenting and child health and development are assessed with measures immediately post-intervention and six months after the baseline. Observations of a minor group of parents and children are conducted to explore possible relations between parental reports and observed behaviors, as well as changes in the interaction between parent and child. Further, data collected within the evaluation will also be applied to evaluate the possible cost-effectiveness of the program. This paper describes a study protocol of a randomized controlled trial. Except for the quantitative outcome measures to evaluate the effectiveness of All Children in Focus, this protocol also describes health economic and qualitative analyses to deepen the knowledge of the program. We further discuss some issues regarding the implementation of the program in municipalities and city districts. Current Controlled Trials ISRCTN70202532.

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…

Educating Parents About Pediatric Research: Children and Clinical Studies Website Qualitative Evaluation.

PubMed

Marceau, Lisa D; Welch, Lisa C; Pemberton, Victoria L; Pearson, Gail D

2016-07-01

A gap in information about pediatric clinical trials exists, and parents remain uncertain about what is involved in research studies involving children. We aimed to understand parent perspectives about pediatric clinical research after viewing the online Children and Clinical Studies (CaCS) program. Using a qualitative descriptive study design, we conducted focus groups with parents and phone interviews with physicians. Three themes emerged providing approaches to improve parent's understanding of clinical research by including strategies where parents (a) hear from parents like themselves to learn about pediatric research, (b) receive general clinical research information to complement study-specific details, and (c) are provided more information about the role of healthy child volunteers. Parents found the website a valuable tool that would help them make a decision about what it means to participate in research. This tool can assist parents, providers, and researchers by connecting general information with study-specific information. © The Author(s) 2015.

Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting

PubMed Central

Stahmer, Aubyn C; Brookman-Frazee, Lauren; Rieth, Sarah R; Stoner, Julia Trigeiro; Feder, Joshua D; Searcy, Karyn; Wang, Tiffany

2016-01-01

Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed. PMID:27121242

Residential family treatment for parents with substance use disorders who are involved with child welfare: two perspectives on program design, collaboration, and sustainability.

PubMed

Hammond, Gretchen Clark; McGlone, Amanda

2013-01-01

This article discusses the service design, implementation, and evaluation findings of two residential family treatment programs: Wayside House (MN) and OnTrack (OR). Both programs specialize in family-centered services for adults with substance use disorders (SUD) who are involved with child welfare. Information on program design, services offered, and key collaborations are detailed. Implications for program sustainability are provided.

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.

Family science: What is it?

DOE Office of Scientific and Technical Information (OSTI.GOV)

Whitlow, B.

Family science is an informal science education program designed to teach science skills by having children and parents learn and enjoy science together. Aimed at addressing the underrepresentation of women and ethnic and racial minorities in science-based careers, FAMILY SCIENCE involves parents and children in kindergarten through eighth grade in science activities that demonstrate the role science plays in their daily life and future. Family involvement is the key to the program`s effectiveness. Family classes are usually offered in a series of one- to two-hour class meetings for parents and their children after school, evenings, and weekends. During classes, parentsmore » and children work in pairs and small groups to solve problems, work cooperatively, and talk science. The activities provide experiences for the entire family that build skills, confidence, and interest in science. In addition, guest speakers and career activities illustrate for parents in the workforce the significance of math and science in their own jobs, and for kids, it highlights the diversity of jobs and the relevance of math and science.« less

Father-Inclusive Perinatal Parent Education Programs: A Systematic Review.

PubMed

Lee, Joyce Y; Knauer, Heather A; Lee, Shawna J; MacEachern, Mark P; Garfield, Craig F

2018-06-14

Fathers contribute to their children's health starting at the beginning of life. Few parent education programs include fathers. Among those that do, there is little effort to report program effects on father outcomes. In this systematic review, we examined father-inclusive perinatal parent education programs in the United States as they relate to a range of father outcomes. The databases searched were PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Ovid Medline, Cochrane Central Register of Controlled Trials, and PsycINFO. Studies were included if they included an evaluation of a parent education program and a report of father outcomes measured within 1 year of the child's birth and were conducted within the United States. Of 1353 total articles, 21 met study criteria. The overall state of the father-inclusive perinatal parent education program literature was poor, with few interventions available to fathers. Available programs were associated with increased father involvement, coparenting relationship, partner relationship quality, father's mental health, and father's supportive behaviors. Program effects on father-infant interaction, parenting knowledge, and attitudes and parenting self-efficacy were inconclusive. Three programs emerged as best evidence-based interventions. Risk of bias was high for many studies. Outcome variability, small sample size, and publication bias contributed to the weak evidence base. There is a need for more evidence-based interventions to support fathers. Clinicians play a key role in engaging fathers in early parent education programs and health care settings. PROSPERO registration number: CRD42017050099. Copyright © 2018 by the American Academy of Pediatrics.

Where is the F in MCH? Father involvement in African American families.

PubMed

Lu, Michael C; Jones, Loretta; Bond, Melton J; Wright, Kynna; Pumpuang, Maiteeny; Maidenberg, Molly; Jones, Drew; Garfield, Craig; Rowley, Diane L

2010-01-01

To: 1) review the historical contexts and current profiles of father involvement in African American families; 2) identify barriers to, and supports of, involvement; 3) evaluate the effectiveness of father involvement programs; and 4) recommend directions for future research, programs, and public policies. Review of observational and interventional studies on father involvement. Several historical developments (slavery, declining employment for Black men and increasing workforce participation for Black women, and welfare policies that favored single mothers) led to father absence from African American families. Today, more than two thirds of Black infants are born to unmarried mothers. Even if unmarried fathers are actively involved initially, their involvement over time declines. We identified multiple barriers to, and supports of, father involvement at multiple levels. These levels include intrapersonal (eg, human capital, attitudes and beliefs about parenting), interpersonal (eg, the father's relationships with the mother and maternal grandmother), neighborhoods and communities (eg, high unemployment and incarceration rates), cultural or societal (eg, popular cultural perceptions of Black fathers as expendable and irresponsible, racial stratification and institutionalized racism), policy (eg, Earned Income Tax Credit, Temporary Assistance for Needy Families, child support enforcement), and life-course factors (eg, father involvement by the father's father). We found strong evidence of success for several intervention programs (eg, Reducing the Risk, Teen Outreach Program, and Children's Aid Society - Carrera Program) designed to prevent formation of father-absent families, but less is known about the effectiveness of programs to encourage greater father involvement because of a lack of rigorous research design and evaluation for most programs. A multi-level, life-course approach is needed to strengthen the capacity of African American men to promote greater involvement in pregnancy and parenting as they become fathers.

A Comparative Study of Parental Involvement and Its Effect on African-American Male and Overall Student Achievement at Single Gender and Coeducational Middle Schools

ERIC Educational Resources Information Center

Nellums, Michael W.

2011-01-01

The purpose of this study was to determine if Parental Involvement influenced academic performance at single gender and co-educational schools. This study also compared African American male academic achievement with all students enrolled in two single gender, and one coeducational, middle school programs. Although all three schools reflected a…

The effects and costs of the universal parent group program – all children in focus: a study protocol for a randomized wait-list controlled trial

PubMed Central

2013-01-01

Background In recent decades, parents have been involved in programs that aim to improve parenting style and reduce child behavior problems. Research of preventive parenting programs has shown that these interventions generally have a positive influence on both parents and children. However, to our knowledge there is a gap in the scientific literature when it comes to randomized controlled trials of brief, manual-based structured programs which address general parenting among the population, and focus on promoting health. A four-session universal health promotion parent group program named All Children in Focus was developed. It aims at promoting parental competence and children’s positive development with the parent–child relationship as the target. There is currently no randomized controlled trial existing of the program. Methods/Design A prospective multicenter randomized wait-list controlled trial is being conducted. Approximately 600 parents with children ranging in age from 3–12 years have been recruited in eleven municipalities and city districts in the County of Stockholm, Sweden. Parents are randomized at baseline to an intervention group, which receives the program directly, or to a waiting-list control group, which participates in the program six months later. Changes in parenting and child health and development are assessed with measures immediately post-intervention and six months after the baseline. Observations of a minor group of parents and children are conducted to explore possible relations between parental reports and observed behaviors, as well as changes in the interaction between parent and child. Further, data collected within the evaluation will also be applied to evaluate the possible cost-effectiveness of the program. Discussion This paper describes a study protocol of a randomized controlled trial. Except for the quantitative outcome measures to evaluate the effectiveness of All Children in Focus, this protocol also describes health economic and qualitative analyses to deepen the knowledge of the program. We further discuss some issues regarding the implementation of the program in municipalities and city districts. Trial registration Current Controlled Trials ISRCTN70202532 PMID:23890316

Cost of Talking Parents, Healthy Teens: a Worksite-based Intervention to Promote Parent-Adolescent Sexual Health Communication

PubMed Central

Ladapo, Joseph A.; Elliott, Marc N.; Bogart, Laura M.; Kanouse, David E.; Vestal, Katherine D.; Klein, David J.; Ratner, Jessica A.; Schuster, Mark A.

2015-01-01

Purpose To examine the cost and cost-effectiveness of implementing Talking Parents, Healthy Teens, a worksite-based parenting program designed to help parents address sexual health with their adolescent children. Methods We enrolled 535 parents with adolescent children at 13 worksites in southern California in a randomized trial. Time and wage data from employees involved in implementing the program were used to estimate fixed and variable costs. Cost-effectiveness was determined with nonparametric bootstrap analysis. For the intervention, parents participated in eight weekly one-hour teaching sessions at lunchtime. The program included games, discussions, role plays, and videotaped role plays to help parents learn to communicate with their children about sex-related topics, teach their children assertiveness and decision-making skills, and supervise and interact with their children more effectively. Results Implementing the program cost $543.03 (SD=$289.98) per worksite in fixed costs, and $28.05 per parent (SD=$4.08) in variable costs. At 9 months, this $28.05 investment per parent yielded improvements in number of sexual health topics discussed, condom teaching, and communication quality and openness. The cost-effectiveness was $7.42 per new topic discussed using parental responses and $9.18 using adolescent responses. Other efficacy outcomes also yielded favorable cost-effectiveness ratios. Conclusions Talking Parents, Healthy Teens demonstrated the feasibility and cost-effectiveness of a worksite-based parenting program to promote parent-adolescent communication about sexual health. Its cost is reasonable and unlikely to be a significant barrier to adoption and diffusion for most worksites considering its implementation. PMID:23406890

Parent training education program: a pilot study, involving families of children with Prader-Willi syndrome.

PubMed

Kodra, Yllka; Kondili, Loreta A; Ferraroni, Alessia; Serra, Maria Antonietta; Caretto, Flavia; Ricci, Maria Antonietta; Taruscio, Domenica

2016-01-01

Prader-Willi syndrome (PWS) is a rare genetic disorder characterized by severe hypotonia during the neonatal period and the first two years of life, the onset of hyperphagia with a risk of obesity during infancy and adulthood, learning difficulties and behavioral or severe psychiatric problems. This complex disease has severe consequences and difficult management issues also for patients' families. Parents of children with PWS need appropriate psychoeducational intervention in order to better manage their children with PWS. The purpose of this study was the implementation and evaluation of a PWS psychoeducational parent training program. The Italian National Center for Rare Diseases implemented a pilot parent training program offered to parents of children with PWS. The intervention's effects was evaluated using questionnaires comprised of 11 items rated on a 7 point Likert scale. The intervention was offered to 43 parents. The behavior problems management, dietary restrictions, autonomy and relationships were indicated by parents as the priority topics which needed to be addressed. Evaluations, immediately post-intervention and after 6 months, were reported by parents, fulfilling specific questionnaires. 90% of parents involved in the study, appreciated the methodology, 86% felt more informed about PWS, 47-62% felt more capable to better approach behaviour's problems, 20-25% felt better about the child's health situation and future expectations. Feeling more capable to help the child autonomy and relationships were reported in 62% and 63% of parents respectively, which decreased significantly (p < 0.05) according to the evaluation 6 months after the intervention. Younger age of parents (< 44 years of age) was significantly correlated with better understanding on how to help the child's autonomy (OR: 0.05; CI: 0.04-0.8) and to better collaborate with the child's teachers (OR: 0.02; CI: 0.001-0.9). Parent training is a promising intervention for parents of children with behavior's problems. Interventions with a behaviorally oriented program, addressed to parents of PWS affected children, is a useful tool in increasing their ability to manage the problems related to the disease.

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.

Engaging High-Risk Young Mothers into Effective Programming: The Importance of Relationships and Relentlessness

ERIC Educational Resources Information Center

Chablani, Anisha; Spinney, Elizabeth R.

2011-01-01

This article describes a model designed to engage very high-risk pregnant and parenting young mothers who are not traditionally served by home visiting or other young parent programs. These disengaged young mothers do not live in stable environments: they are street or gang involved, in danger of dropping out of school or have already dropped out,…

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…

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…

A Multilevel Perspective on the Climate of Bullying: Discrepancies among Students, School Staff, and Parents

ERIC Educational Resources Information Center

Waasdorp, Tracy Evian; Pas, Elise T.; O'Brennan, Lindsey M.; Bradshaw, Catherine P.

2011-01-01

Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the…

TV Tips for Parents: Using Television To Help Your Child Learn.

ERIC Educational Resources Information Center

Corporation for Public Broadcasting, Washington, DC.

Recognizing that children watch an average of 25 hours of television per week, this booklet is designed to help parents redirect their children's television viewing to higher quality programs. Ten "tips" are provided to help parents guide their children's television (TV) viewing: (1) set your child's TV schedule; (2) get involved (in the child's…

Modeling the Effects of Early Childhood Intervention Variables on Parent and Family Well-Being

ERIC Educational Resources Information Center

Dunst, Carl J.; Hamby, Deborah W.; Brookfield, Jeffri

2007-01-01

Structural equation modeling was used to evaluate the effects of family, child, and both early childhood intervention process and structural variables on parent and family well-being in a sample of 250 parents involved in birth to age three early childhood intervention programs. Family SES and income had direct positive effects, family-centered…

Teachers Make the Critical Difference in Dropout Prevention.

ERIC Educational Resources Information Center

Bucci, John A.; Reitzammer, Ann F.

1992-01-01

Teachers' daily interaction is a powerful influence on at-risk students. Effective dropout prevention components include positive instructional environment, enhancement of self-esteem, alternative education, absence monitoring, mentoring, parent involvement, social and health services, teen parent programs, and transition strategies. (SK)

Tuning in to Kids: an effectiveness trial of a parenting program targeting emotion socialization of preschoolers.

PubMed

Wilson, Katherine R; Havighurst, Sophie S; Harley, Ann E

2012-02-01

This article reports on an effectiveness trial of the Tuning in to Kids (TIK) parenting program. TIK aims to improve emotion socialization practices in parents of preschool children; it is a universal prevention program that teaches parents the skills of emotion coaching and also targets parents' own emotion awareness and regulation. The present study followed a 2 × 2 (Treatment Condition × Time) design. One hundred twenty-eight parents of children ages 4.0-5.11 years were recruited from preschools and randomized into intervention and waitlist conditions. Parents in the intervention condition (n = 62) attended a six-session group parenting program delivered by community practitioners who followed intervention fidelity protocols. Parents and preschool teachers completed questionnaires twice during the preschool year: at preintervention and at follow-up (approximately 7 months later). Parents reported on their emotion socialization beliefs and practices, other parenting practices, and on child behavior. Teachers reported on child behavior (Social Competence and Anger-Aggression). Data were analyzed using multilevel modeling. At follow-up, compared to the control group, intervention parents were significantly less emotionally dismissive in their beliefs, less dismissive and more coaching in their practices in response to children's negative emotions, and more positively involved. Although there were improvements in both conditions over time for parent-reported child behavior and teacher-reported social competence, compared to the waitlist group, intervention parents reported a significantly greater reduction in number of behavior problems. This trial demonstrates the potential for community agencies and practitioners in real-world settings to deliver a new parenting program that targets emotional communication in parent-child relationships.

Jewish Day Schools and Afrocentric Programs as Models for Educating African American Youth.

ERIC Educational Resources Information Center

Gill, Walter

1991-01-01

Examines the success of Jewish Day schools (in terms of curriculum, parent involvement, and societal implications) in the United States and Afrocentric educational programs (in terms of arguments for, focus on male students, transition to adulthood, and community involvement) in developing positive self-concepts and academic success among…

Parent Education for Migrant Mothers of Left-Behind Children in China: A Pilot Randomized Controlled Trial.

PubMed

To, Siu-Ming; Kwok, Ching-Man; So, Yuk-Yan; Yan, Ming-Wai

2018-06-13

Although numerous studies have indicated the significance of parental support and parent-child communication in alleviating the adverse effects of parental departure on left-behind children, researchers have rarely addressed the impact of parent education on migrant parents. On the basis of the results of a pilot randomized controlled trial, the study reported here involved examining the possible outcomes and feasibility of a parent education program for rural-to-urban migrant mothers of left-behind children in China. Informed by an existential-narrative approach to parent education, the program was composed of six 2.5-hour sessions. The sample included 56 migrant mothers recruited from a social service center in Shenzhen, China, who were randomly assigned to either the immediate group (n = 28, M = 34.82 years, SD = 4.12, aged 23-43) or the waitlist control group (n = 28, M = 34.68 years, SD = 4.53, aged 28-43). The hypotheses of the trial were twofold: that the program would positively affect participants' parental identity and that it would improve mother-child relationships and parenting practices. The results revealed no significant difference in parental identity between the intervention group and the waitlist control group at the post-test assessment after ruling out the effects of pretest survey scores. However, significant differences did emerge in parent-child relationships and parenting practices. Overall, the results corroborate the feasibility of examining the current program for migrant mothers in China in a full trial. The findings also offer insights into developing empirically supported parent education programs for migrant parents. © 2018 Family Process Institute.

The parent-adolescent relationship education (PARE) program: a curriculum for prevention of STDs and pregnancy in middle school youth.

PubMed

Lederman, Regina P; Mian, Tahir S

2003-01-01

The Parent-Adolescent Relationship Education (PARE) Program, designed for parents and middle school students, focuses on strengthening family communication about sexual issues and behaviors to help prevent teen pregnancy, human immunodeficiency virus (HIV), and other sexually transmitted diseases (STDs). The program includes content about reproduction, STDs and Acquired Immune Deficiency Syndrome (AIDS), contraception, sex risks, and safe-sex behaviors. The course uses social learning and cognitive behavioral concepts to enhance decision-making, refusal, and resistance skills. A randomized treatment or control group design is used to assign parent-child dyads to an experimental education group (social learning) or an attention-control group (traditional didactic teaching). Three post-program maintenance or booster sessions are held at 6-month intervals and at times prior to peak teen conception periods to reinforce the knowledge and skills learned. Pre- and posttests for parents and students assess group differences in parental involvement and communication, contraception, sex attitudes and intentions, sex behaviors (initiation of sexual intercourse, frequency, number of partners, contraceptive practices, refusal skills), and the incidence of pregnancy.

The Strong African American Families Program: translating research into prevention programming.

PubMed

Brody, Gene H; Murry, Velma McBride; Gerrard, Meg; Gibbons, Frederick X; Molgaard, Virginia; McNair, Lily; Brown, Anita C; Wills, Thomas A; Spoth, Richard L; Luo, Zupei; Chen, Yi-Fu; Neubaum-Carlan, Eileen

2004-01-01

A randomized prevention trial contrasted families who took part in the Strong African American Families Program (SAAF), a preventive intervention for rural African American mothers and their 11-year-olds, with control families. SAAF is based on a contextual model positing that regulated, communicative parenting causes changes in factors protecting youths from early alcohol use and sexual activity. Parenting variables included involvement-vigilance, racial socialization, communication about sex, and clear expectations for alcohol use. Youth protective factors included negative attitudes about early alcohol use and sexual activity, negative images of drinking youths, resistance efficacy, a goal-directed future orientation, and acceptance of parental influence. Intervention-induced changes in parenting mediated the effect of intervention group influences on changes in protective factors over a 7-month period.

Changes in parents' spanking and reading as mechanisms for Head Start impacts on children.

PubMed

Gershoff, Elizabeth T; Ansari, Arya; Purtell, Kelly M; Sexton, Holly R

2016-06-01

This study examined whether Head Start, the nation's main two-generation program for low-income families, benefits children in part through positive changes in parents' use of spanking and reading to children. Data were drawn from the 3-year-old cohort of the national evaluation of the Head Start program known as the Head Start Impact Study (N = 2,063). Results indicated that Head Start had small, indirect effects on children's spelling ability at Age 4 and their aggression at Age 4 through an increase in parents' reading to their children. Taken together, the results suggest that parents play a role in sustaining positive benefits of the Head Start program for children's behavior and literacy skills, one that could be enhanced with a greater emphasis on parent involvement and education. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Effectiveness of Parent-Child Mediation in Improving Family Functioning and Reducing Adolescent Problem Behavior: Results from a Pilot Randomized Controlled Trial.

PubMed

Tucker, Joan S; Edelen, Maria Orlando; Huang, Wenjing

2017-03-01

Parent-child mediation programs are intended to resolve or manage disputes and improve family functioning, but rigorous evaluations of their effectiveness are lacking. Families referred to a community-based mediation program (N = 111) were randomized to an intervention or wait-list control group, and completed three surveys over a 12-week period. With the exception of parent-reported child delinquency (which decreased more in the intervention group), this evaluation provides little support for the short-term effectiveness of parent-child mediation for improving family functioning and reducing child problem behaviors in general. Given that this is the first randomized controlled trial of a parent-child mediation program, additional evaluations involving larger samples and longer follow-ups are needed before firm conclusions can be drawn about the effectiveness of this intervention.

Effectiveness of Parent-Child Mediation in Improving Family Functioning and Reducing Adolescent Problem Behavior: Results from a Pilot Randomized Controlled Trial

PubMed Central

Tucker, Joan S.; Edelen, Maria Orlando; Huang, Wenjing

2016-01-01

Parent-child mediation programs are intended to resolve or manage disputes and improve family functioning, but rigorous evaluations of their effectiveness are lacking. Families referred to a community-based mediation program (N=111) were randomized to an intervention or wait-list control group, and completed three surveys over a 12-week period. With the exception of parent-reported child delinquency (which decreased more in the intervention group), this evaluation provides little support for the short-term effectiveness of parent-child mediation for improving family functioning and reducing child problem behaviors in general. Given that this is the first randomized controlled trial of a parent-child mediation program, additional evaluations involving larger samples and longer follow-ups are needed before firm conclusions can be drawn about the effectiveness of this intervention. PMID:26762375

Bringing the Community into the Process: Issues and Promising Practices for Involving Parents & Business in Local Smart Start Partnerships. UNC Smart Start Evaluation Report.

ERIC Educational Resources Information Center

Cornish, Mary; Noblit, George

Smart Start is North Carolina's partnership between state government and local leaders, service providers, and families to better serve children under age 6 and their families. The aim of the program is ensuring that all children enter school healthy and ready to learn. This study examined parent and business involvement in local Smart Start…

African-American and Latino Parents’ Attitudes and Beliefs Regarding Adolescent Fighting and Its Prevention

PubMed Central

Chen, RuiJun; Flores, Glenn; Shetgiri, Rashmi

2015-01-01

Adolescent fighting affects 25% of youth, with the highest rates among African-Americans and Latinos but little is known about parental views on youth fighting. The purpose of this study was to examine African-American and Latino parents’ perspectives on adolescent fighting and methods to prevent fighting. We conducted four focus groups with parents of African-American and Latino urban adolescents. Focus groups were stratified by race/ethnicity and fighting status. Groups were audiotaped, transcribed, and analyzed by three independent coders using thematic content analysis. Seventy-six percent of the 17 participants were female. Latino parents condoned fighting only as a last resort, and taught children about consequences of fighting, emotional regulation, and non-violent conflict-resolution strategies. African-American parents endorsed teaching non-violent strategies, but expressed some doubts about their effectiveness. African-American parents also suggested corporal punishment, but acknowledged that this may not be an optimal long-term strategy. Positive role modeling and involvement by teachers and other adults were cited as having important roles in fighting prevention. Suggested interventions included teaching adolescents non-violent conflict-resolution skills, anger management, and alternatives to fighting. Parents recommended that violence prevention programs incorporate the experiences of former fighters and be tailored to community needs. Study findings suggest that youth violence-prevention programs may benefit from addressing parental attitudes towards fighting and parent-child communication about fighting, teaching adolescents non-violent conflict-resolution skills, and tailoring programs by race/ethnicity. Promoting positive modeling and involvement by teachers and other adults also may be beneficial. PMID:27186064

Parenting program versus telephone support for Mexican parents of children with acquired brain injury: A blind randomized controlled trial.

PubMed

Chávez, Clara; Catroppa, Cathy; Hearps, Stephen J C; Yáñez-Téllez, Guillermina; Prieto-Corona, Belén; de León, Miguel A; García, Antonio; Sandoval-Lira, Lucero; Anderson, Vicki

2017-09-01

Acquired brain injury (ABI) during childhood typically causes behavior problems in the child and high levels of stress in the family. The aims of this study are: (1) to investigate the effectiveness and feasibility of a parenting intervention in improving behavior and self-regulation in Mexican children with ABI compared to telephone support; (2) to investigate the effectiveness and feasibility of a parenting intervention in improving parenting skills, parent self-efficacy and decreasing parental stress in parents of children with ABI compared to telephone support. Our secondary aims are (1) to explore the impact that parent characteristics have on the intervention outcomes; (2) to investigate if changes are maintained 3 months after the intervention. The research design is a blind randomized controlled trial (RCT). Eligible participants include children with a diagnosis of ABI, between 6 and 12 years of age, and their parents. Sixty-six children and their parents will be randomly allocated to either a parenting program group or telephone support group. The parenting program involves six face-to-face weekly group sessions of 2.5 h each. Participants in the control group receive an information sheet with behavioral strategies, and six weekly phone calls, in which strategies to improve academic skills are provided. Children and their parents are evaluated by blind assessors before the intervention, immediately after the intervention and 3-months post-intervention. This study will be the first to evaluate the efficacy and feasibility of a parenting program for Mexican parents of children with ABI. ACTRN12617000360314.

Alternative Education: Evaluation and Implementation of EBCE.

ERIC Educational Resources Information Center

Shively, Joe E.; Sanders, Jack

Increasing student disenchantment with traditional schooling prompted the development of an alternative educational program: Experience-Based Career Education (EBCE). During three years of development, evaluation provided student, parent, and employer data on program impact and effectiveness. Stakeholders' involvement in program development and…

Involving Parents in Paired Reading with Preschoolers: Results from a Randomized Controlled Trial

ERIC Educational Resources Information Center

Lam, Shui-fong; Chow-Yeung, Kamfung; Wong, Bernard P. H.; Lau, Kwok Kiu; Tse, Shuk In

2013-01-01

A paired reading program was implemented for 195 Hong Kong preschoolers (mean age = 4.7 years) and their parents from families with a wide range of family income. The preschoolers were randomly assigned to experimental or waitlist control groups. The parents in the experimental group received 12 sessions of school-based training on paired reading…

The Role of Parental Leadership in Academic Performance: A Case of Pupils in the Free Primary Education Program in Kenya

ERIC Educational Resources Information Center

Bellon, Emmanuel O.; Ngware, Moses Waithanji; Admassu, Kassahun

2017-01-01

The study examines the combined effects of key elements in parental leadership on academic performance. In the wake of inadequate learning resources, parental leadership becomes an indispensable learning input for children's academic performance. The discourse utilized data collected from 2005 to 2010 in a longitudinal study involving 1,549…

Cost of talking parents, healthy teens: a worksite-based intervention to promote parent-adolescent sexual health communication.

PubMed

Ladapo, Joseph A; Elliott, Marc N; Bogart, Laura M; Kanouse, David E; Vestal, Katherine D; Klein, David J; Ratner, Jessica A; Schuster, Mark A

2013-11-01

To examine the cost and cost-effectiveness of implementing Talking Parents, Healthy Teens, a worksite-based parenting program designed to help parents address sexual health with their adolescent children. We enrolled 535 parents with adolescent children at 13 worksites in southern California in a randomized trial. We used time and wage data from employees involved in implementing the program to estimate fixed and variable costs. We determined cost-effectiveness with nonparametric bootstrap analysis. For the intervention, parents participated in eight weekly 1-hour teaching sessions at lunchtime. The program included games, discussions, role plays, and videotaped role plays to help parents learn to communicate with their children about sex-related topics, teach their children assertiveness and decision-making skills, and supervise and interact with their children more effectively. Implementing the program cost $543.03 (standard deviation, $289.98) per worksite in fixed costs, and $28.05 per parent (standard deviation, $4.08) in variable costs. At 9 months, this $28.05 investment per parent yielded improvements in number of sexual health topics discussed, condom teaching, and communication quality and openness. The cost-effectiveness was $7.42 per new topic discussed using parental responses and $9.18 using adolescent responses. Other efficacy outcomes also yielded favorable cost-effectiveness ratios. Talking Parents, Healthy Teens demonstrated the feasibility and cost-effectiveness of a worksite-based parenting program to promote parent-adolescent communication about sexual health. Its cost is reasonable and is unlikely to be a significant barrier to adoption and diffusion for most worksites considering its implementation. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Effects of a Workplace Intervention on Parent-Child Relationships

PubMed Central

McHale, Susan M.; Davis, Kelly D.; Green, Kaylin; Casper, Lynne; Kan, Marni L.; Kelly, Erin L.; King, Rosalind Berkowitz; Okechukwu, Cassandra

2015-01-01

This study tested whether effects of a workplace intervention, aimed at promoting employees’ schedule control and supervisor support for personal and family life, had implications for parent-adolescent relationships; we also tested whether parent-child relationships differed as a function of how many intervention program sessions participants attended. Data came from a group randomized trial of a workplace intervention, delivered in the information technology division of a Fortune 500 company. Analyses focused on 125 parent-adolescent dyads that completed baseline and 12-month follow-up home interviews. Results revealed no main effects of the intervention, but children of employees who attended 75% or more program sessions reported more time with their parent and more parent education involvement compared to adolescents whose parents attended less than 75% of sessions, and they tended to report more time with parent and more parental solicitation of information about their experiences compared to adolescents whose parents were randomly assigned to the usual practice condition. PMID:26957897

Effects of two distinct group motor skill interventions in psychological and motor skills of children with Developmental Coordination Disorder: A pilot study.

PubMed

Caçola, Priscila; Romero, Michael; Ibana, Melvin; Chuang, Jennifer

2016-01-01

Children with Developmental Coordination Disorder (DCD) have an increased risk for mental health difficulties. The present pilot study aimed to determine whether distinct group intervention programs improved several psychological variables (anxiety; adequacy and predilection for physical activity; participation, preferences, and enjoyment for activities) and motor skills from the perspective of a child with DCD as well as parental perceptions of motor skills, rate of function, and strengths and difficulties. Eleven children participated in Program A and thirteen in Program B. Both involved 10 sessions of 1 h each. Program A focused on task-oriented activities in a large group involving motor skill training and collaboration and cooperation among children, while Program B was composed of three groups with a direct goal-oriented approach for training of skills chosen by the children. Results indicated that children improved motor skills after both programs, but showed distinct results in regards to other variables - after Program A, children showed higher anxiety and lower levels of enjoyment, even though parents detected an improvement in rate of function and a decrease in peer problems. With Program B, children decreased anxiety levels, and parents noted a higher control of movement of their children. Regardless of the group approach, children were able to improve motor skills. However, it is possible that the differences between groups may have influenced parents' perception of their children's motor and psychological skills, as well as children's perception of anxiety. Copyright © 2016 Elsevier Inc. All rights reserved.

Improving implementation of mental health services for trauma in multicultural elementary schools: stakeholder perspectives on parent and educator engagement.

PubMed

Langley, Audra; Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

2013-07-01

Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community-partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement, both at the pre-implementation phase and during implementation of the program. Implications for next steps of this community-partnered approach are described.

Improving Implementation of Mental Health Services for Trauma in Multicultural Elementary Schools: Stakeholder Perspectives on Parent and Educator Engagement

PubMed Central

Santiago, Catherine DeCarlo; Rodríguez, Adriana; Zelaya, Jennifer

2013-01-01

Although more schools are offering mental health programs, few studies have involved the school community in research to improve their successful implementation. In this community partnered study, focus groups were conducted with school staff and parents to explore issues related to community engagement and feasibility of a mental health intervention for elementary school students exposed to trauma. Four educator focus groups, including 23 participants, and 2 parent focus groups, consisting of 9 Spanish-speaking and 7 English-speaking parents were conducted. Participants discussed facilitators and barriers to successful implementation of the program. Participants identified the importance of pre-implementation parent education, raising awareness of the impact of student mental health among educators, maintaining ongoing communication during the intervention, and addressing logistical concerns. Participants described clear considerations for parent and educator engagement both at the pre implementation phase and during implementation of the program. Implications for next steps of this community partnered approach are described. PMID:23576136

Technology Programs...for All or for Some?

NASA Astrophysics Data System (ADS)

Giancola, Susan P.

2001-12-01

The 1990s have been a decade of great spending and great introspection, particularly when it comes to educational allocations. Citizens, corporations, and public officials are becoming increasingly inquisitive about where their money is going and if the dollars spent are making a difference. For 5 years, the multimillion-dollar Delaware Technology Innovation Challenge project has implemented LightspanTM educational software in the classrooms and homes of elementary school students. Program goals are to increase parent involvement, generate more time for learning, and improve student achievement. On the surface, the program seems to have met its goals. Parents report being more involved in their child's education. Students and parents describe the time spent on the software at home as not replacing traditional homework, but rather television watching. And, student achievement in both reading and mathematics has increased at rates higher than would be expected. However, a closer examination of evaluation results reveals the program has worked best for lower achieving students; students who scored below the 50th percentile in fall testing had much greater achievement gains than their higher scoring peers. This paper investigates whether evaluation findings are reflective of the program's implementation or rather reveal a limitation of the technology.

A study protocol testing the implementation, efficacy, and cost effectiveness of the ezParent program in pediatric primary care

PubMed Central

Schoeny, Michael; Risser, Heather; Johnson, Tricia

2016-01-01

Introduction Up to 20% of children demonstrate behavior problems that interfere with relationship development and academic achievement. Parent participation in behavioral parent training programs has been shown to decrease child problem behaviors and promote positive parent-child relationships. However, attendance and parent involvement in face-to-face parent training remain low. Testing the implementation, efficacy, and cost of alternative delivery models is needed to (a) increase the reach and sustainability of parent training interventions and (b) address the barriers to parent participation and implementation of such programs, specifically in primary health care settings. The purpose of this paper is to describe the study protocol evaluating the implementation, efficacy, and cost-effectiveness of delivering the tablet-based ezParent program in pediatric primary care sites. Methods The implementation of the ezParent in four pediatric primary care sites will be evaluated using a descriptive design and cost-effectiveness analysis. The efficacy of the ezParent will be tested using a randomized controlled trial design with 312 parents of 2 to 5 year old children from pediatric primary care settings. Data on parenting and child behavior outcomes will be obtained from all participants at baseline, and 3, 6, and 12 months post baseline. Discussion Integrating and evaluating the implementation of the ezParent in pediatric primary care is an innovative opportunity to promote positive parenting with potential for universal access to the preschool population and for low cost by building on existing infrastructure in pediatric primary care. PMID:27592122

Speech-language pathology teletherapy in rural and remote educational settings: Decreasing service inequities.

PubMed

Fairweather, Glenn Craig; Lincoln, Michelle Ann; Ramsden, Robyn

2016-12-01

The objectives of this study were to investigate the efficacy of a speech-language pathology teletherapy program for children attending schools and early childcare settings in rural New South Wales, Australia, and their parents' views on the program's feasibility and acceptability. Nineteen children received speech-language pathology sessions delivered via Adobe Connect®, Facetime © or Skype © web-conferencing software. During semi-structured interviews, parents (n = 5) described factors that promoted or threatened the program's feasibility and acceptability. Participation in a speech-language pathology teletherapy program using low-bandwidth videoconferencing improved the speech and language skills of children in both early childhood settings and primary school. Emergent themes related to (a) practicality and convenience, (b) learning, (c) difficulties and (d) communication. Treatment outcome data and parental reports verified that the teletherapy service delivery was feasible and acceptable. However, it was also evident that regular discussion and communication between the various stakeholders involved in teletherapy programs may promote increased parental engagement and acceptability.

Decision-Making Style and Response to Parental Involvement in Brief Interventions for Adolescent Substance Use

PubMed Central

Piehler, Timothy F.; Winters, Ken C.

2016-01-01

Adolescent decision making has been previously identified as risk factor for substance abuse as well as a proximal intervention target. The study sought to extend this research by evaluating the role of decision-making style in response to parent involvement in brief substance abuse interventions. Adolescents (aged 12–18 years; n= 259) identified in a school setting as abusing alcohol and marijuana were randomly assigned to complete one of two brief interventions (BIs): either a 2-session adolescent-only program (BI-A) or the 2-session adolescent program with an additional parent session (BI-AP). Interventions were manualized and delivered in a school setting by trained counselors. Adolescent decision-making style was evaluated at intake, and alcohol and marijuana use were evaluated at intake and at a 6-month follow-up assessment. Supporting past research with these interventions, BI-AP demonstrated overall stronger outcomes for marijuana when compared to BI-A. Across both intervention models, an adaptive decision-making style (i.e., constructive, rational) assessed at intake predicted greater reductions in marijuana use. A significant moderation effect emerged for alcohol outcomes. Adolescents with maladaptive decision making tendencies (i.e., impulsive/careless, avoidant) demonstrated the largest benefit from the parental involvement in BI-AP, whereas those with a less impulsive style derived little additional benefit from parental involvement in regard to alcohol use outcomes. Implications for the tailoring of brief interventions for adolescent substance abuse are discussed. PMID:27929312

Decision-making style and response to parental involvement in brief interventions for adolescent substance use.

PubMed

Piehler, Timothy F; Winters, Ken C

2017-04-01

Adolescent decision making has been previously identified as risk factor for substance abuse as well as a proximal intervention target. The study sought to extend this research by evaluating the role of decision-making style in response to parent involvement in brief substance abuse interventions. Adolescents (aged 12 to 18 years; n = 259) identified in a school setting as abusing alcohol and marijuana were randomly assigned to complete 1 of 2 brief interventions (BIs), either a 2-session adolescent-only program (BI-A) or the 2-session adolescent program with an additional parent session (BI-AP). Interventions were manualized and delivered in a school setting by trained counselors. Adolescent decision-making style was evaluated at intake, and alcohol and marijuana use were evaluated at intake and at a 6-month follow-up assessment. Supporting past research with these interventions, BI-AP demonstrated overall stronger outcomes for marijuana when compared with BI-A. Across both intervention models, an adaptive decision-making style (i.e., constructive, rational) assessed at intake predicted greater reductions in marijuana use. A significant moderation effect emerged for alcohol outcomes. Adolescents with maladaptive decision-making tendencies (i.e., impulsive/careless, avoidant) demonstrated the largest benefit from the parental involvement in BI-AP, whereas those with a less impulsive style derived little additional benefit from parental involvement in regard to alcohol use outcomes. Implications for the tailoring of brief interventions for adolescent substance abuse are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Engaging Parents in Early Head Start Home-Based Programs: How Do Home Visitors Do This?

PubMed

Shanti, Caroline

2017-01-01

Parental engagement is considered elemental to successful outcomes for parents and their children in early childhood home visiting programs. Engagement is that piece of parental involvement that refers to the working relationship between the parent and the home visitor. Multiple papers have called for research to pinpoint the ways in which home visitors work with parents to form these working relationships, and form partnerships to achieve positive outcomes. Analysis revealed that in individualizing their efforts to each family, home visitors follow semi-sequential steps in implementing engagement. This article presents a model of the process home visitors describe that resulted from analysis. Grounded theory techniques were used to analyze 29 interviews with Early Head Start (EHS) home visitors and 11 supervisors across four EHS programs in one region of the United States. The process of engagement as described emerges in three phases: (1) learning the parent's culture and style; (2) deepening the working partnership; and (3) balancing the ongoing work. Analysis further revealed specific strategies and goals that guide the work of home visitors in each of these three phases. This not only adds rich detail to the literature, but also provides a useful guide for programs and policy makers through identifying the areas where training and support will increase home visitor ability to engage parents.

Final Evaluation Report. 1976-1977. Title I Migrant Program. Publication Number: 76.59.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

The final evaluation of the Elementary and Secondary Education Act Title I Migrant Program in the Austin, Texas Independent School District is reported. The program consisted of instructional, student recruitment, parental involvement, health services, and clothing components. The instructional component included programs for pre-kindergarten…

College Summer Programs for High School Students: Outreach, Recruitment, Enrichment.

ERIC Educational Resources Information Center

Nusbaum, Kenneth E.

1998-01-01

Describes an Auburn University (Alabama) summer program that brings high school students into the veterinary medicine and molecular biology programs, focusing on recruitment and selection of students, aspects of faculty participation, parent involvement, orientation, laboratory work, and student grouping and mentoring. Results of the program to…

School-Home-Community Services for 3-5 Year Old Hearing Impaired Children.

ERIC Educational Resources Information Center

Texarkana School District 7, AR.

The final report discusses achievements of a 3 year program for hearing impaired preschoolers. The following topics are addressed in the report: program objectives (involving the community, improving student skills, and training parents); program variables (personnel, process of conducting program activities, and student behavioral changes); the…

Characteristics, Similarities, and Differences among Four-Year Cooperative Engineering Programs in the United States

ERIC Educational Resources Information Center

Egbert, Robert I.; Stone, Lorene H.; Adams, David L.

2011-01-01

Four-year cooperative engineering programs are becoming more common in the United States. Cooperative engineering programs typically involve a "parent" institution with an established engineering program and one or more "satellite" institutions which typically have few or no engineering programs and are located in an area where…

Randomized control trial: Online parent program and waiting period for unmarried parents in Title IV-D court.

PubMed

Rudd, Brittany N; Holtzworth-Munroe, Amy; Reyome, Jason G; Applegate, Amy G; D'Onofrio, Brian M

2015-10-01

Despite a lack of research on parent education programs for unmarried parents, many judicial officers mandate participation. We recruited an understudied sample likely at high risk for negative outcomes-182 court cases involving unmarried parents on government assistance in which paternity was contested and then established via genetic testing ordered by the court. This 2 × 2 randomized controlled trial evaluated the impact on initial litigation outcomes of two factors: (a) participation in an online parent education program or not and (b) having a waiting period between the establishment of paternity and the court hearing concerning child-related issues or not. Using an intent-to-treat framework, we found that among cases not assigned to the program, there was no difference in the rate of full agreement on child-related issues (e.g., child support, custody, parenting time) when comparing cases assigned to a waiting period and cases not assigned to a waiting period. In contrast, for cases assigned to the program, cases also assigned a waiting period were less likely to reach a full agreement than cases that had their hearing on the same day. In addition, cases in the "program and waiting period" condition were less likely to return to court for their hearing than cases in the "no program and waiting period" condition. In exploratory analyses of the subsample of cases in which both parents were present at the court hearing, the pattern of results remained the same, although the findings were no longer statistically significant. (c) 2015 APA, all rights reserved).

Nutrition Interventions for Prevention and Management of Childhood Obesity: What Do Parents Want from an eHealth Program?

PubMed

Burrows, Tracy; Hutchesson, Melinda; Chai, Li Kheng; Rollo, Megan; Skinner, Geoff; Collins, Clare

2015-12-15

With the growth of Internet technologies, offering interventions for child and family weight management in an online format may address barriers to accessing services. This study aimed to investigate (i) whether an eHealth family healthy lifestyle program would be of interest to parents; and (ii) preferences and/or expectations for program components and features. Parents of children aged four to18 years were recruited through social media and completed an online survey (54 items) including closed and open-ended questions. Responses were collated using descriptive statistics and thematic analysis. Seventy-five participants were included (92% mothers, mean age 39.1 ± 8.6 years, mean BMI 27.6 ± 6.3 kg/m²). The index child had a mean age of 11 ± 6.2 years with 24% overweight/obese. The majority of parents (90.3%) reported interest in an online program, with preference expressed for a non-structured program to allow flexibility users to log-on and off as desired. Parents wanted a program that was easy to use, practical, engaging, endorsed by a reputable source, and able to provide individual tailoring and for their children to be directly involved. The current study supports the need for online delivery of a healthy lifestyle program that targets greater parental concerns of diet rather than child weight.

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)

The Great Poetry Race

ERIC Educational Resources Information Center

Pitcher, Sharon M.

2009-01-01

Research suggests that parent involvement improves academic achievement, but in the busy world in which we live it is often difficult to promote. Many researchers suggest that successful programs value parents' limited time constraints, diversity of literacy skills, and availability of materials. The Great Poetry Race provides an easy vehicle to…

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,…

Involving Building Administrators in Planning for Inclusive Educational Programs.

ERIC Educational Resources Information Center

Morgan, Carl R.; Demchak, Mary Ann

1998-01-01

School administrators must provide leadership in implementing inclusive education by taking ownership of inclusive programs; becoming informed; and promoting open communication between parents, teachers, and board members. Strategies for implementing inclusive programs must consider roles of general- and special-education teachers, administrators,…

Effects of a Parent-Child Interactive Program for Families on Reducing the Exposure of School-Aged Children to Household Smoking.

PubMed

Chen, Yu-Ting; Hsiao, Fei-Hsiu; Lee, Ching-Mei; Wang, Ruey-Hsia; Chen, Ping-Ling

2016-03-01

Parental smoking has been identified as the major source of children's exposure to environmental tobacco smoke (ETS). Therefore, parental involvement is critical in ETS exposure prevention programs. This study examined the effects of a parent-child interactive program on reducing children's exposure to ETS at home and enhancing parents' and children's prevention strategies. A clustered randomized controlled trial was administered to 75 families of school-aged children from six primary schools in New Taipei City, Taiwan. Families in the intervention group received a parent-child interactive intervention, and parents in the control group received written materials on tobacco hazards. Data on children's exposure and the prevention of children's exposure to ETS at home were obtained at baseline, 8-week, and 20-week or 6-month assessments. The percentage of children with urine cotinine levels greater than or equal to 6 ng/ml was significantly lower in the intervention group than it was in the control group at both the 8-week and 6-month assessments. The intervention significantly reduced parental smoking in the presence of children and increased parents' prevention of children's ETS exposure and children's ETS avoidance behavior from the baseline to the 20-week assessment. This is a preliminary study design aimed at creating a program for reducing children's ETS exposure at home. Further research to produce evidence supporting the application of the parent-child interactive program in primary schools is suggested. The theoretical basis of the intervention design can serve as a reference for nursing education and the design of health education programs. © The Author 2015. Published by Oxford University Press on behalf of the Society for Research on Nicotine and Tobacco. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Parents' views on engaging families of middle school students in obesity prevention and control in a multiethnic population.

PubMed

Cowgill, Burton O; Chung, Paul J; Thompson, Lindsey R; Elijah, Jacinta; Lamb, Sheila; Garcia, Vanessa P; Bastani, Roshan

2014-04-04

Overweight and obesity remain significant public health risks for youth in the United States, particularly among racial/ethnic minority groups. Efforts at obesity prevention and control have targeted youth and family members in diverse settings. Although involving parents in obesity prevention programs for youth may improve the potential of these programs, less is known about parents' preferred methods of engagement, especially among racial/ethnic minority parents and parents whose primary language is not English. In this qualitative study, parents of middle-school-aged children were asked how best to engage their children in obesity prevention and control efforts. We recruited 38 parents whose children attended Los Angeles middle schools to participate in focus groups. Two English-language focus groups with 14 parents of different racial/ethnic backgrounds and 2 Spanish language groups with 24 Latino parents were conducted from 2010 through 2011. We analyzed focus group transcripts by using content analysis using inductive and deductive techniques. Findings from focus groups confirmed that parents want to help their children avoid obesity but feel constrained in their ability to take action. Participants identified an overarching desire to become better parents as a potential incentive to engage in obesity prevention efforts. Parents advocated for family-focused approaches in obesity prevention programs, including family sports leagues and cooking classes. Most findings were consistent between language groups, but parents in the Spanish language groups cited language-related barriers. The development and testing of simple programs that are sustainable, community-based, and family-focused may empower families to address obesity prevention and control.

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…

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…

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...

If You Have a Handicapped Child.

ERIC Educational Resources Information Center

Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.

Written for parents who have recently learned that their child is handicapped, the pamphlet introduces parents to the general prevalence of handicaps among children, the concept of special education, the importance of early diagnosis, the existence of many facilities and programs involved in the diagnosis and education of handicapped children, the…

Involvement in Childrearing and Firm Control Parenting by Male Cohabiting Partners in Black Low-income Stepfamilies: Forecasting Adolescent Problem Behaviors

PubMed Central

Forehand, Rex; Parent, Justin; Golub, Andrew; Reid, Megan; Lafko, Nicole

2018-01-01

Cohabitation is a family structure that is rapidly increasing in the United States. The current longitudinal study examined the interplay of involvement in a youth’s daily activities and firm control parenting by male cohabiting partners (MCPs) on change in adolescents’ internalizing and externalizing problems. In a sample of 111 inner-city African American families, adolescents reported on involvement and parenting by MCPs at wave 1 and biological mothers reported on adolescent problem behaviors at waves 1 and 2. A significant interaction indicated that low involvement and low firm control by MCPs at wave 1 were associated with the highest level of internalizing problems at wave 2. An interaction did not emerge when externalizing problems served as the outcome. The findings indicate that male partners play an important role in parenting adolescents in cohabiting families and should be considered as potential participants in prevention and intervention programs. PMID:26007695

Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make It Happen

ERIC Educational Resources Information Center

DeVries Guth, Nancy; Pettengill, Stephanie

2005-01-01

What's involved in establishing a high-quality literacy program? This book outlines elements such as a schoolwide literacy vision, an involved staff, a strong sense of community, a top-notch resource collection, a plan for monitoring progress, and the right tools to work effectively with students and parents. Here the reader will find: suggestions…

Comparison of methods for recruiting and engaging parents in online interventions: study protocol for the Cry Baby infant sleep and settling program.

PubMed

Cook, Fallon; Seymour, Monique; Giallo, Rebecca; Cann, Warren; Nicholson, Jan M; Green, Julie; Hiscock, Harriet

2015-11-10

Anticipatory guidance around the management of sleep and crying problems in early infancy has been shown to improve both infant behaviour and parent symptoms of postnatal depression. Digital technology offers platforms for making such programs widely available in a cost-efficient manner. However, it remains unclear who accesses online parenting advice and in particular, whether the parents who would most benefit are represented amongst users. It is also unknown whether the uptake of online programs can be improved by health professional recommendations, or whether parents require additional prompts and reminders to use the program. In this study we aim to: (1) determine whether weekly email prompts increase engagement with and use of a brief online program about infant sleeping and crying, (2) determine whether encouragement from a maternal and child health nurse promotes greater engagement with and use of the program, (3) examine who uses a brief online program about infant sleeping and crying; and, (4) examine the psychosocial characteristics of participants. This study is a randomised, parallel group, superiority trial, with all participating primary carers of infants aged 2 to 12 weeks, receiving access to the online program. Two modes of recruitment will be compared: recruitment via an online notice published on a non-commercial, highly credible and evidence-based website for parents and carers and via the parent's Maternal and Child Health nurse. After baseline assessment, parents will be randomised to one of two support conditions: online program alone or online program plus weekly email prompts. Follow up data will be collected at 4 months of infant age. Results from this trial will indicate whether involvement from a health professional, and/or ongoing email contact is necessary to engage parents in a brief online intervention, and promote parental use of strategies suggested within the program. Results of this trial will inform the development of recruitment and engagement strategies for other online interventions. Australian New Zealand Clinical Trials Registry: ACTRN12613001098729. Registered 01 October 2013.

Promising Practices for Home/School Partnerships.

ERIC Educational Resources Information Center

Salerno, Anne; Fink, Mary

This report contains profiles of 18 innovative and successful parent involvement programs for migrant families. The programs were selected based on recommendations from State Directors of Migrant Education and migrant educators and on a search of the ERIC database. Each profile includes sponsoring institution or agency, program format, program…

Prevention, Not Punishment.

ERIC Educational Resources Information Center

DuPont Robert L.

2003-01-01

Describes eight suggestions for implementing a drug-testing program based on study of nine successful programs: Stress student health and safety, make it part of comprehensive education and prevention program, get it in writing, protect student privacy, focus on prevention, not punishment, involve parents and community from the start, evaluate and…

This Straightforward Program Can Improve Student Writing Skills.

ERIC Educational Resources Information Center

Terrill, Robert E.

1983-01-01

Working with teachers, parents, and the school board, the East Hampton (Connecticut) Public Schools developed a program that improved students' paragraph writing within one year. The program involved setting objectives on paragraph construction and use of supporting information, giving teachers inservice training, specifying students' problems,…

An Evaluative Overview of the Gloria Floyd Community School Academic Excellence Program.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Office of Educational Accountability.

The Gloria Floyd Academic Excellence Program (AEP) was designed as a school-based enrichment program for average and above-average students in grades one through six. The evaluation of this program involved discussions with the school administrator and program teacher, as well as a questionnaire-survey of AEP students, their parents, and regular…

Pennsylvania's Family Literacy Programs: Results of a Statewide Evaluation, 1999-2000.

ERIC Educational Resources Information Center

Van Horn, Barbara; Kassab, Cathy; Grinder, Elisabeth

Pennsylvania's family literacy programs were subjected to a statewide evaluation in 1999-2000. Data were collected through focus groups with parents, a survey of staff in community agencies and organizations, and analyses of program data and the findings of selected assessments administered to adults and children involved in the program.…

Effect of Instructing Care Program Through Group Discussion on the Quality of Life of the Parents of the Children Afflicted With Leukemia.

PubMed

Asadi Noughabi, Fariba; Iranpoor, Daryoush; Yousefi, Hadi; Abrakht, Hakimeh; Ghani Dehkordi, Fatemeh

2015-10-20

Children long-term involvement with cancer may have a negative impact on the quality of life their parents. Design and implementation of training programs for parents whose children have been diagnosed with leukemia, as the primary caregivers of children, will have a special significance and can contribute to better taking care of such children. The main purpose of the present study was to examine the impact of conducting group discussion, as care program training, on the quality of life parents whose children were suffering from leukemia. This quasi-experimental before-after intervention study encompassed two groups of parents (in total 41) of leukemia children. To collect data, a demographic questionnaire and the shortened version of SF-36 questionnaire were used to determine the quality of life of parents. Both groups completed the quality of life questionnaires before and two months after the intervention. Comparison of the parents' quality of life mean scores, obtained before and two months after training, showed that promotion in 6 domains of bodily pain, general health, emotional health, role limitation due to emotional problems, social functioning, and vitality were occurred. (P <0.05). Considering the important role of parents in taking care of children suffering from leukemia, introduction of care program training can be a positive step to help these parents and empower them to manage their children's problems more systematically and will ultimately lead to improved quality of life of parents.

[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.

Meeting the complex needs of urban youth and their families through the 4Rs 2Ss Family Strengthening Program: The “real world” meets evidence-informed care

PubMed Central

Small, Latoya; Jackson, Jerrold; Gopalan, Geetha; McKay, Mary McKernan

2014-01-01

Youth living in poverty face compounding familial and environmental challenges in utilizing effective community mental health services. They have ongoing stressors that increase their dropout rate in mental health service use. Difficulties also exist in staying engaged in services when they are involved with the child welfare system. This study examines the 4Rs 2Ss Family Strengthening Program, developed across four broad conceptual categories related to parenting skills and family processes that form a multiple family group service delivery approach. A total of 321 families were enrolled in this randomized intervention study, assigned to either the 4Rs 2Ss Family Strengthening Program or standard care services. Caregivers and their children randomly assigned to the experimental condition received a 16 week multiple family group intervention through their respective outpatient community mental health clinic. Data was collected at baseline, midtest (8 weeks), posttest (16 weeks), and 6 month follow-up. Major findings include high engagement in the 4Rs 2Ss Family Strengthening Program, compared to standard services. Although child welfare status is not related to attendance, family stress and parental depression are also related to participant engagement in this multiple family group intervention. Involvement in the 4Rs 2Ss Family Strengthening Program resulted in improved effects for child behaviors. Lastly, no evidence of moderation effects on family stress, child welfare involvement, or parental needs were found. The 4Rs 2Ss Family Strengthening Program appeared able to engage families with more complex “real world” needs. PMID:26523115

Meeting the complex needs of urban youth and their families through the 4Rs 2Ss Family Strengthening Program: The "real world" meets evidence-informed care.

PubMed

Small, Latoya; Jackson, Jerrold; Gopalan, Geetha; McKay, Mary McKernan

2015-07-01

Youth living in poverty face compounding familial and environmental challenges in utilizing effective community mental health services. They have ongoing stressors that increase their dropout rate in mental health service use. Difficulties also exist in staying engaged in services when they are involved with the child welfare system. This study examines the 4Rs 2Ss Family Strengthening Program, developed across four broad conceptual categories related to parenting skills and family processes that form a multiple family group service delivery approach. A total of 321 families were enrolled in this randomized intervention study, assigned to either the 4Rs 2Ss Family Strengthening Program or standard care services. Caregivers and their children randomly assigned to the experimental condition received a 16 week multiple family group intervention through their respective outpatient community mental health clinic. Data was collected at baseline, midtest (8 weeks), posttest (16 weeks), and 6 month follow-up. Major findings include high engagement in the 4Rs 2Ss Family Strengthening Program, compared to standard services. Although child welfare status is not related to attendance, family stress and parental depression are also related to participant engagement in this multiple family group intervention. Involvement in the 4Rs 2Ss Family Strengthening Program resulted in improved effects for child behaviors. Lastly, no evidence of moderation effects on family stress, child welfare involvement, or parental needs were found. The 4Rs 2Ss Family Strengthening Program appeared able to engage families with more complex "real world" needs.

[Families Involved in Learning.

ERIC Educational Resources Information Center

Ashby, Nicole, Ed.

2001-01-01

This issue of "Community Update" focuses on families involved in learning. The first article briefly discusses the "Ready to Read, Ready to Learn" White House summit that highlighted new research on early childhood learning. The center spread of this issue offers "Priming the Primary Educator: A Look at L. A. County's Parent Involvement Programs"…

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…

Connecting families and high schools through interactive homework

NASA Astrophysics Data System (ADS)

Pandya, Katrina

2008-10-01

The current study analyzed the effectiveness of integrating parents in the education of their children through interactive homework (IH). More specifically, the research questions of the study examined the effectiveness, feasibility, and usefulness of parental involvement in increasing academic performance within high school science classes. Using a mixed method design with a single IH treatment group, a convenience sample of 84 anatomy and biology students was assessed over a 6-week period. Although Spearman correlations failed to reveal any associations linking hours of parental IH involvement with student outcomes, related-samples t tests of pre/post student performance indicated significant increases in homework, test scores and overall grades, with greatest improvement observed in test scores. Exit questionnaires, focus groups, and interviews were coded for emergent themes that in turn were analyzed for common patterns. These qualitative data revealed positive feedback related to specific program components and a general interest for program continuation. The results indicated that it is possible to successfully incorporate parents at the high school level, even in technical subject areas. The research may be of particular interest to families and educators due to the positive scholastic effects of incorporating parents in high school academics. Social change is generated by incorporating parents into the educational process which strengthens the school-home bond and contributes to student achievement and motivation.

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.

Factors Associated with Infant Feeding Choices in the Adolescent Population.

PubMed

Godbout, Jennifer M; Goldsberry, Whitney N; Franklin, Tanya E

2016-11-01

Strong recommendations have been made for exclusive breastfeeding of infants for the first 6 months of life, with continuation throughout the first year. In an attempt to optimize support for breastfeeding, particular barriers in populations with decreased rates need to be analyzed. This study aimed to determine if participation in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) food voucher program, involvement of the infant's father, involvement of the adolescent mother's parents or other caregivers, and participation in early skin-to-skin contact after birth are associated with the decision to breastfeed or bottle feed among this adolescent population. A retrospective chart review of 457 adolescent patients who delivered January 2010 through May 2013 at the University of Louisville Hospital was conducted. Nursing documentation was used to determine the patient's intention to breastfeed or bottle feed, participation in WIC, involvement of the infant's father, involvement of the patient's parents, and participation in early skin-to-skin contact after delivery. These factors were compared using Fisher exact test. Three hundred one adolescents reported a plan to breastfeed (65.9%) and 156 reported a plan to bottle feed (34.1%) when questioned pre-delivery. There was no significant difference between the groups with respect to WIC participation or involvement of the infant's father. The bottle-feeding group had a significantly higher percentage who reported parental involvement (80.1% vs 67.8%, P = .0059). The breastfeeding group had a significantly higher percentage who participated in early skin-to-skin contact after birth (74.5% vs 58.1%, P = .0064). Involvement of the adolescent mothers' parents or caregivers was associated with the decision to bottle feed. Participation in early skin-to-skin contact after birth was associated with the decision to breastfeed.

Predicting Child Protective Services (CPS) Involvement among Low-Income U.S. Families with Young Children Receiving Nutritional Assistance.

PubMed

Slack, Kristen S; Font, Sarah; Maguire-Jack, Kathryn; Berger, Lawrence M

2017-10-11

This exploratory study examines combinations of income-tested welfare benefits and earnings, as they relate to the likelihood of child maltreatment investigations among low-income families with young children participating in a nutritional assistance program in one U.S. state (Wisconsin). Using a sample of 1065 parents who received the Special Supplemental Nutrition Assistance Program for Women, Infants, and Children (WIC) benefits in late 2010 and early 2011, we find that relying on either work in the absence of other means-tested welfare benefits, or a combination of work and welfare benefits, reduces the likelihood of CPS involvement compared to parents who rely on welfare benefits in the absence of work. Additionally, we find that housing instability increases the risk of CPS involvement in this population. The findings from this investigation may be useful to programs serving low-income families with young children, as they attempt to identify safety net resources for their clientele.

Parent Involvement in Compensatory Education.

ERIC Educational Resources Information Center

Gordon, Ira J.

This monograph considers the effects of the family on the intellectual and personal development of the child, and the effects of culture upon the family's way of life, and thus, on the child. In a survey of early compensatory education projects, university based programs, and school and community programs are described. Program organizational…

The Relationship between Preschool Programming and School Readiness for Rural Children Entering Kindergarten

ERIC Educational Resources Information Center

Conway, Donna M.

2010-01-01

Children in the researcher's rural school district have limited opportunities for a high quality preschool programming that prepares them for school readiness. Quality preschool programming is defined as teachers with proper qualifications and training, small class size, stimulating curriculum, and parent involvement. The theoretical foundation…

Approaching the adolescent-headed family: a review of teen parenting.

PubMed

Savio Beers, Lee A; Hollo, Ruth E

2009-10-01

In the USA, as many as 1 in 6 women nationwide become adolescent mothers, making adolescent pregnancy and childbearing issues a frequently encountered occurrence by pediatricians and adolescent medicine health care providers. Both social and medical programs focus on prevention and management of adolescent pregnancies; however, caring for the adolescent-headed family is less well understood. For many teen parents, various environmental and behavioral risks contributed to early childbearing and parenting. Following delivery of the infant, many of these same psycho-social, environmental, and educational factors continue to play a role in the teen's ability to parent effectively. This review explores these factors in relation to teen parenting as well as describes the limited data available on outcomes of adolescent mothers and their infants. Despite negative social stereotypes regarding adolescent fathers, research suggesting that most fathers desire involvement with their infants and the impact of and factors influencing father involvement is explored. Understanding the dynamics of the coparenting relationship, an expanding field of study, will aid practitioners in strengthening and supporting teen parenting by both mothers and fathers. As most teen parents continue to reside with their families, teen parenting has an important impact on the multi-generational family structure. These relationships can serve both to support and at times to hinder the adolescent parents' development as an individual and as a parent. Successful interventions and programs to support the adolescent-headed family take on various forms but are usually comprehensive and multidisciplinary and consider the developmental status of both the parent and the child. To best care for adolescent-headed families, pediatricians and adolescent medicine providers should understand the psychosocial, developmental, educational, and relationship issues that influence adolescent parenting.

The Relation of Parental Guilt Induction to Child Internalizing Problems When a Caregiver Has a History of Depression

PubMed Central

Rakow, Aaron; McKee, Laura; Coffelt, Nicole; Champion, Jennifer; Fear, Jessica; Compas, Bruce

2009-01-01

The purpose of this study was to examine the relation between parental guilt induction and child internalizing problems in families where a caregiver had experienced depression. A total of 107 families, including 146 children (age 9–15), participated. Child-reported parental guilt induction, as well as three more traditionally studied parenting behaviors (warmth/involvement, monitoring, and discipline), were assessed, as was parent-report of child internalizing problem behavior. Linear Mixed Models Analysis indicated parental guilt induction was positively related to child internalizing problems in the context of the remaining three parenting behaviors. Implications of the findings for prevention and intervention parenting programs are considered. PMID:20090863

Risky sexual behaviors of adolescents in rural Malawi: evidence from focus groups.

PubMed

Dancy, Barbara L; Kaponda, Chrissie P N; Kachingwe, Sitingawawo I; Norr, Kathleen F

2006-07-01

Little is known about rural Malawian adolescents' perceptions of their sexual behavior and what would constitute an effective HIV risk-reduction program. This study explored the perceptions of Malawain adolescents using qualitative description research with focus groups. A purposive sample of 144 adolescents, ranging from 10 to 19 years of age was obtained. Subjects were then placed in focus groups separated by gender Qualitative content analysis revealed that adolescents were at risk for HIV based on the select behaviors These included early sexual debut, multiple partners, non-use of condoms and among girls older partners These adolescents acknowledged peer pressure and lack of parental supervision as factors that perpetuated these behaviors and identified two components of HIV prevention programs. For example, parental involvement and support for sexual abstinence were among the issues discussed. It is essential that HIV risk-reduction programs create ways of involving parents and of enhancing adolescents' HIV risk-reduction skills by helping them to change peer norms and to develop negotiation and assertiveness skills to in order to resist peer pressure.

Preventing child abuse and neglect with parent training: evidence and opportunities.

PubMed

Barth, Richard P

2009-01-01

Researchers have identified four common co-occurring parental risk factors-substance abuse, mental illness, domestic violence, and child conduct problems-that lead to child maltreatment. The extent to which maltreatment prevention programs must directly address these risk factors to improve responsiveness to parenting programs or can directly focus on improving parenting skills, says Richard Barth, remains uncertain. Barth begins by describing how each of the four parental issues is related to child maltreatment. He then examines a variety of parent education interventions aimed at preventing child abuse. He cautions that many of the interventions have not been carefully evaluated and those that have been have shown little effect on child maltreatment or its risk factors. Although some argue that parent education cannot succeed unless family problems are also addressed, much evidence suggests that first helping parents to be more effective with their children can address mental health needs and improve the chances of substance abuse recovery. Barth recommends increased public support for research trials to compare the effectiveness of programs focused on parenting education and those aiming to reduce related risk factors. Child welfare services and evidence-based parent training, says Barth, are in a period of transformation. Evidence-based methods are rapidly emerging from a development phase that has primarily involved local and highly controlled studies into more national implementation and greater engagement with the child welfare system. The next step is effectiveness trials. Citing the importance and success of multifaceted campaigns in public health policy, Barth discusses a multifaceted parenting campaign that has demonstrated substantial promise in several large trials. The goal of the Triple P-Positive Parenting Program is to help parents deal with the full gamut of children's health and behavioral issues. The campaign includes five levels of intervention, each featuring a different means of delivery and intensity of service. More broadly, Barth suggests that the evidence-based Triple P approach offers a general framework that could be used to guide the future evolution of parenting programs.

Sexual risk attitudes and intentions of youth aged 12-14 years: survey comparisons of parent-teen prevention and control groups.

PubMed

Lederman, Regina P; Chan, Wenyaw; Roberts-Gray, Cynthia

2004-01-01

In this study, the authors compared differences in sexual risk attitudes and intentions for three groups of youth (experimental program, n = 90; attention control, n = 80; and nonparticipant control, n = 634) aged 12-14 years. Two student groups participated with their parents in programs focused on strengthening family interaction and prevention of sexual risks, HIV, and adolescent pregnancy. Surveys assessed students' attitudes and intentions regarding early sexual and other health-risk behaviors, family interactions, and perceived parental disapproval of risk behaviors. The authors used general linear modeling to compare results. The experimental prevention program differentiated the total scores of the 3 groups (p < .05). A similar result was obtained for student intentions to avoid sex (p < .01). Pairwise comparisons showed the experimental program group scored higher than the nonparticipant group on total scores (p < .01) and on students' intention to avoid sex (p < .01). The results suggest this novel educational program involving both parents and students offers a promising approach to HIV and teen pregnancy prevention.

The Indirect Effect of Positive Parenting on the Relationship Between Parent and Sibling Bereavement Outcomes After the Death of a Child.

PubMed

Morris, Adam T; Gabert-Quillen, Crystal; Friebert, Sarah; Carst, Nancy; Delahanty, Douglas L

2016-01-01

Families are referred to pediatric palliative care (PPC) programs when a child is diagnosed with a medical condition associated with less than a full life expectancy. When a child dies, PPC programs typically offer a range of bereavement interventions to these families, often focusing on parents. Currently, it is unclear which factors increase the likelihood that bereaved siblings will experience negative outcomes, limiting the development of empirically supported interventions that can be delivered in PPC programs. The present study explored the relationship between parents' and surviving sibling's mental health symptoms (i.e., post-traumatic stress disorder [PTSD], prolonged grief disorder (PGD), and depression symptoms) after a child's death. Additionally, the extent to which parent functioning indirectly impacted sibling functioning through parenting behaviors (i.e., positive parenting and parent involvement) was also examined, with a specific focus on differences based on parent gender. Sixty bereaved parents and siblings (aged 8-18) who enrolled in a PPC program from 2008 to 2013 completed measures of PTSD, PGD, and depression related to the loss of a child/sibling. Siblings also completed a measure of general parenting behaviors. Maternal, but not paternal, symptoms of PTSD and PGD were directly associated with sibling outcomes. Paternal symptoms were associated with sibling symptoms indirectly, through parenting behaviors (i.e., via decreasing positive parenting). These results underscore the importance of examining both maternal and paternal influences after the death of a child, demonstrate differential impact of maternal vs. paternal symptoms on siblings, and stress the importance of addressing postloss symptoms from a family systems perspective. Copyright © 2016 American Academy of Hospice and Palliative Medicine. Published by Elsevier Inc. All rights reserved.

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…

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…

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…

An Oral Health Education Program for Latino Immigrant Parents

ERIC Educational Resources Information Center

Brown, Ruth M.; Canham, Daryl; Cureton, Virginia Young

2005-01-01

A high prevalence of dental caries in the pediatric population is a major health problem. At highest risk are low-income minority groups, including refugee and immigrant populations. Consequences of oral disease include pain, difficulty eating and speaking, poor school performance, and poor self-esteem. Parent involvement in oral health education…

School Personnel Experiences in Notifying Parents about Their Child's Risk for Suicide: Lessons Learned

ERIC Educational Resources Information Center

Nadeem, Erum; Santiago, Catherine DeCarlo; Kataoka, Sheryl H.; Chang, Vickie Y.; Stein, Bradley D.

2016-01-01

Background: Schools across the nation are increasingly implementing suicide prevention programs that involve training school staff and connecting students and their families to appropriate services. However, little is known about how parents are engaged in such efforts. Methods: This qualitative study examined school staff perspectives on parent…

Establishing and Assessing Two-Way Communication Between Parents and School.

ERIC Educational Resources Information Center

Lordeman, Ann; And Others

The purpose of this study was to determine whether or not a written, two-way home-school feedback program could be established on a regular basis. The study assessed the effectiveness of three feedback procedures for improvement of communication between parents of 600 middle school students involved in a Preparation through Responsive Educational…

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…

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).

Behavioral Parenting Interventions for Child Disruptive Behaviors and Anxiety: What’s Different and What’s the Same

PubMed Central

Forehand, Rex; Jones, Deborah J.; Parent, Justin

2012-01-01

This paper reviews the role of parents in behavioral interventions with children’s disruptive and anxiety problems. The evolution of interventions for these two types of problems differs, as has the role of parents in these interventions. In contrast to the central role of parents in the conceptualization and treatment of disruptive behaviors, parents have played a more varied and less prominent role in the conceptualization and treatment of children’s anxiety. Furthermore, the literature involving parents in the treatment of children’s anxiety indicates these interventions are more efficacious than control groups but not more efficacious than intervening with the child alone. Some limited evidence emerges for parenting as a mediator in the treatment of disruptive behaviors, but not of anxiety, where the role of parenting has rarely been measured. Implications for conceptualizing the role of parents in intervention programs for youth are discussed and directions for future research are delineated (e.g., collecting long term follow-up data, examine moderators of treatment response, develop programs for comorbid diagnoses). PMID:23178234

A Study in Child Care (Case Study from Volume II-A): "All Kinds of Love--in a Chinese Restaurant." Day Care Programs Reprint Series.

ERIC Educational Resources Information Center

Rowe, Mary

The West 80th Street Day Care Center represents a community effort to meet the needs of the children and parents in the New York ghetto area it serves. The heart of the program and a major reason for its success is the fact that the center is community-controlled, with an unusually high degree of parent involvement. To help improve the lives of…

Duval County Follow Through Final Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Wagoner, Valerie J.

Follow Through is an early childhood program (kindergarten through third grade) established in 1967. The intent of the program is to sustain and expand on the gains made by children in Head Start or similar preschool programs. It is an educational program with a strong emphasis on community and parental involvement, as well as comprehensive…

Outcomes of group-based treatment program with parental involvement for the management of childhood and adolescent obesity.

PubMed

Santiprabhob, Jeerunda; Leewanun, Chanin; Limprayoon, Kawewan; Kiattisakthavee, Pornpimol; Wongarn, Renu; Aanpreung, Prapun; Likitmaskul, Supawadee

2014-10-01

An uncontrolled study was conducted to evaluate the effects of a group-based program on weight control, metabolic profiles, and obesity-related complications in obese youth. The program consisted of an initial in-patient session and five group sessions, one, two, three, six, and nine months into the study, providing participants and their parents with information about the consequences of obesity and lifestyle modifications. The severity of obesity and obesity-related complications were evaluated at baseline and 12 months after the intervention. The participants' and their parents' perceptions of the program were assessed. Of the obese youth recruited (n=126), 115 completed the study. Their percentage weight for height and percentage body fat decreased significantly (both p<0.001), and their insulin resistance, lipid profiles, and transaminases levels improved (all p<0.01). The prevalence of prediabetes, dyslipidemia, and elevated transaminases decreased significantly (all p<0.05). The participants and their parents perceived the program as valuable. A group-based program is effective in managing childhood obesity, improving metabolic profiles, and alleviating certain obesity-related complications. A group-based program that provides education and raises the awareness of obese children and their parents about the consequences of obesity is an effective model for treating childhood obesity. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

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…

Adding Families to the Homework Equation: A Longitudinal Study of Mathematics Achievement

ERIC Educational Resources Information Center

Van Voorhis, Frances L.

2011-01-01

Families, whether guided or instructed to, often become involved in their children's homework. This study examined the effects of a weekly interactive mathematics program (Teachers Involve Parents in Schoolwork-TIPS) on family involvement, emotions and attitudes, and student achievement. Students and families (N=153) from four urban elementary…

Parenting Resilient Kids (PaRK), an online parenting program to prevent anxiety and depression problems in primary school-aged children: Study protocol for a randomised controlled trial.

PubMed

Fernando, Luwishennadige Madhawee N; Sim, Wan Hua; Jorm, Anthony F; Rapee, Ron; Lawrence, Katherine A; Yap, Marie B H

2018-04-19

Preventive efforts targeting childhood anxiety and depression symptoms have the potential to alter the developmental trajectory of depression and anxiety disorders across the lifespan. Substantial previous research suggests that modifiable parenting factors such as parental aversiveness and over-involvement are associated with childhood anxiety, depressive and internalising symptoms, indicating that parents can play a critical role in prevention. The Parenting Resilient Kids study is a new evidence-based online parenting program designed to prevent anxiety and depression problems in primary school-aged children by reducing family-based risk factors and enhancing protective factors through increased positive interactions between parent and child. The current study is a parallel group superiority randomised controlled trial with parent-child dyads randomised to the intervention or active-control group in a 1:1 ratio. The intervention group will receive the Parenting Resilient Kids program consisting of a feedback report on parenting behaviours and up to 12 interactive online modules personalised based on responses to the parent survey. The active-control group will receive a standardised package of online educational materials about child development and wellbeing. The trial website is programmed to run a stratified random allocation sequence (based on parent gender) to determine group membership. We aim to recruit 340 parent-child dyads (170 dyads per group). We hypothesise that the intervention group will show greater improvement in parenting risk and protective factors from baseline to 3-month follow-up (primary outcome), which will in turn mediate changes in child depressive and anxiety symptoms from baseline to 12 and 24 months (co-primary outcomes). We also hypothesise that the intervention group will show greater benefits from baseline to 3-, 12- and 24-month follow-up, with regard to: child depressive and anxiety symptoms (co-primary outcomes); and child and parent health-related quality of life, and overall family functioning (secondary outcomes). This randomised controlled trial will examine the efficacy of the Parenting Resilient Kids program as a preventive intervention for anxiety and depression symptoms in primary school-aged children, as well as changes in child and parent health-related quality of life. Findings from this study will examine design features that render web-based prevention programs effective and the extent to which parents can be engaged and motivated to change through a minimally guided parenting program. Australian New Zealand Clinical Trials Registry (ANZCTR): Trial ID ACTRN12616000621415 Registered on 13 May 2016. Updated on 3 March 2017.

Predicting success in an online parenting intervention: the role of child, parent, and family factors.

PubMed

Dittman, Cassandra K; Farruggia, Susan P; Palmer, Melanie L; Sanders, Matthew R; Keown, Louise J

2014-04-01

The present study involved an examination of the extent to which a wide range of child, parent, family, and program-related factors predicted child behavior and parenting outcomes after participation in an 8-session online version of the Triple P-Positive Parenting Program. Participants were mothers and fathers of 97 children aged between 3 and 8 years displaying elevated levels of disruptive behavior problems. For both mothers and fathers, poorer child behavior outcomes at postintervention were predicted by the number of sessions of the intervention completed by the family. For mothers, postintervention child behavior was also predicted by the quality of the mother-child relationship at baseline; for fathers, baseline child behavior severity was an additional predictor. Mothers' postintervention ineffective parenting was predicted by session completion and preintervention levels of ineffective parenting, whereas the only predictor of fathers' ineffective parenting at postintervention was preintervention levels of ineffective parenting. Socioeconomic risk, parental adjustment, and father participation in the intervention were not significant predictors of mother- or father-reported treatment outcomes. The implications of the findings for the provision of online parenting support are discussed. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Parental Perspectives of a 4-Week Family-Based Lifestyle Intervention for Children with Obesity

PubMed Central

Pearson, Erin S.; Irwin, Jennifer D.; Burke, Shauna M.; Shapiro, Sheree

2013-01-01

Objectives: The childhood obesity epidemic is now recognized as one of the most serious public health challenges of the 21st century. Community-based behaviour modification treatment programs involving both children and their families are warranted. The purpose of this study was to explore the experiences of parents whose children participated in the Children's Health and Activity Modification Program (C.H.A.M.P.): a 4-week lifestyle program delivered as a day-camp for obese children at risk for type II diabetes and their families. Parents were required to attend four half-day education sessions during the intervention period. Methods: Seven focus groups were conducted immediately following the 4-week interventions offered in August 2008 and 2009. The perspectives of 38 parents representing 32 children aged 8-14 with obesity (i.e., body mass index > the 95th percentile) were shared. Results: Overall, parents were pleased with the impact of the program and proud of their children's accomplishments (e.g., increased physical activity levels, enhanced self-esteem, weight loss). Several facilitators to success (e.g., social support; a positive environment) and barriers to its maintenance (e.g., time management; unsupportive family members) were identified, and recommendations were made for future programs. Although parents found the half-day sessions valuable, post-programmatic bi-monthly booster session adherence declined over the one-year follow-up period. Conclusion: Delivered as a 4-week day-camp, C.H.A.M.P. represents a unique approach to the treatment of childhood obesity. Future family-based interventions should consider avenues for intensifying the parental program component whilst employing strategies to promote parental adherence in service of enhancing long-term sustainability of health behaviour changes. PMID:23445699

Children of Divorce: Relearning Happiness.

ERIC Educational Resources Information Center

Prokop, Michael S.

1990-01-01

Describes St. Mary's Middle School's Divorce Group Counseling Program for fifth through eighth grade students whose parents are involved in a separation or divorce. The program uses a multimodality approach to teach divorce concepts, coping skills, relaxation techniques, and appreciation for the needs of others. (DMM)

Parenting and the Young Driver Problem

PubMed Central

Simons-Morton, Bruce G.; Ouimet, Marie Claude; Catalano, Richard F.

2008-01-01

Crash rates increase sharply at the age teenagers begin to drive and remain elevated relative to adult levels well into the twenties. Parents have important roles to play in managing the risk for teenage drivers before and after licensure. Parents can be involved in their teenagers’ driving, allowing them to test for permit and licensure, supervising practice driving, providing access to a vehicle, and setting and enforcing limits on driving privileges after licensure. However, the management practices of many parents may not be sufficient to provide safety effects. The literature indicates that the two most important decisions parents can make to reduce teenagers driving risk is to delay licensure and impose limits on high-risk driving conditions (such as driving at night and with teenage passengers) during the first year of licensure. Two intervention programs have been shown to increase parent limit setting as a means of reducing risky driving behaviors and improving driving performance among novice teenage drivers. This article describes the contexts of and opportunities for parent involvement in teenage driving and the efficacy of interventions to increase and improve parental management of young drivers. PMID:18702985

WHO WINS THE GAME, SUCCESSFUL PROGRAMS FOR THE DISADVANTAGED.

ERIC Educational Resources Information Center

HAUBRICH, VERNON F.

THE BACKGROUND OF THE FAILURE OF RURAL AND URBAN SLUM SCHOOLS TO PROVIDE SUCCESSFUL PROGRAMS FOR DISADVANTAGED YOUTH IS REVIEWED. A DISCUSSION OF THE SOCIAL-PSYCHOLOGICAL CONDITIONS FOR SUCCESSFUL EFFORTS SHOWS THE IMPORTANCE OF THE INVOLVEMENT OF THE TEACHER, THE PARENT, AND THE COMMUNITY IN THESE PROGRAMS. IT IS FELT THAT ACTIVE TEACHER…

Victimization Prevention Programs: A National Survey of Children's Exposure and Reactions.

ERIC Educational Resources Information Center

Finkelhor, David; Dziuba-Leatherman, Jennifer

1995-01-01

Interviews with 2,000 children (ages 10-16) and their caretakers revealed that two-thirds of the children had been exposed to child abuse and victimization prevention programming. Programs that involved practice, prompted discussions with parents, and included information on dealing with bullies were more likely to result in skill utilization. The…

Evaluation of the Truancy Court Diversion Program in the District of Columbia, 2011-12

ERIC Educational Resources Information Center

Cahill, Meagan; Liberman, Akiva

2012-01-01

An evaluation of the Truancy Court Diversion Program (TCDP) found that despite significant implementation challenges, parent-child communication and youths' attitudes towards school both improved. A voluntary program for middle school students at risk for chronic truancy, TCDP involves judicially-led sessions that address student attitudes…

Early Intervention Aquatics: A Program for Children with Autism and Their Families

ERIC Educational Resources Information Center

Prupas, Andrea; Harvey, William J.; Benjamin, Janet

2006-01-01

The article describes an early intervention approach to aquatics for preschool children with autism. The Aquatic Nursery program successfully taught both the children and their parents to become involved in swimming. Specific programming details are provided in relation to people with autism, and particular attention is paid to aquatic skill…

Reducing Overweight and Obesity among Elementary Students in Wuhan, China

ERIC Educational Resources Information Center

Qian, Ling; Newman, Ian M.; Shell, Duane F.; Cheng, Cheng Maojin

2012-01-01

Obesity and overweight among children in China is a growing concern. The curriculum and organization of Chinese schools focuses on academic achievement leaving little time for other programs. This pilot program illustrated that it is possible to involve schools and parents in a program to reduce obesity and overweight. Teachers, school staff,…

Project InterActions: A Multigenerational Robotic Learning Environment

NASA Astrophysics Data System (ADS)

Bers, Marina U.

2007-12-01

This paper presents Project InterActions, a series of 5-week workshops in which very young learners (4- to 7-year-old children) and their parents come together to build and program a personally meaningful robotic project in the context of a multigenerational robotics-based community of practice. The goal of these family workshops is to teach both parents and children about the mechanical and programming aspects involved in robotics, as well as to initiate them in a learning trajectory with and about technology. Results from this project address different ways in which parents and children learn together and provide insights into how to develop educational interventions that would educate parents, as well as children, in new domains of knowledge and skills such as robotics and new technologies.

Long-Term Outcomes of Incredible Years Parenting Program: Predictors of Adolescent Adjustment*

PubMed Central

Webster-Stratton, Carolyn; Rinaldi, Julie; Jamila, M. Reid

2010-01-01

Background and method Fifty-eight boys and 20 girls with early onset conduct problems whose parents received the Incredible Years (IY) parent treatment program when they were 3–8 years (mean 58.7 months) were contacted and reassessed regarding their social and emotional adjustment 8–12 years later. Assessments included home interviews with parents and teenagers separately. Results and conclusion Adolescent reports indicated that 10% were in the clinical range on internalising behaviours, 23% had engaged in major delinquent acts, and 46% reported some substance use. Eighteen percent of children had criminal justice system involvement and 42% had elevated levels of externalising behaviours (mother report). Post-treatment factors predicting negative outcomes (delinquent acts) were maternal reports of behaviour problems and observed mother–child coercion. PMID:21499534

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

Africentric youth and family rites of passage program: promoting resilience among at-risk African American youths.

PubMed

Harvey, Aminifu R; Hill, Robert B

2004-01-01

This article examines the effects of an Africentric youth and family rites of passage program on at-risk African American youths and their parents. Data were obtained from a three-year evaluation of a youth rites of passage demonstration project using therapeutic interventions based on Africentric principles. At-risk African American boys between ages 11.5 and 14.5 years with no history of substance abuse were referred from the criminal justice system, diversion programs, and local schools. The evaluation revealed that participating youths exhibited gains in self-esteem and accurate knowledge of the dangers of drug abuse. Although the differences were not statistically significant, parents demonstrated improvements in parenting skills, racial identity, cultural awareness, and community involvement. Evidence from interviews and focus groups suggests that the program's holistic, family-oriented, Africentric, strengths-based approach and indigenous staff contributed to its success.

Modifying the 'Positive Parenting Program' for parents with intellectual disabilities.

PubMed

Glazemakers, I; Deboutte, D

2013-07-01

Many parents with intellectual disabilities (ID) want and/or need professional guidance and support to learn skills and strategies to prevent and manage child behaviour problems. However, the available support is rarely suitable, and suitable support is rarely available. The aim of this study was to determine whether a popular mainstream parenting training programme, known as 'Group Triple P' (Positive Parenting Program), could be successfully modified for this parent group. A pilot study was undertaken to determine whether a modified version of Group Triple P would engage and retain parents with ID. A non-experimental, pre-test post-test study, involving a total of 30 parents with ID, was then undertaken to obtain preliminary efficacy data. Parent engagement and participation levels were high. No parent 'dropped out' of the programme. After completing the modified Group Triple P programme, parents reported a decrease in psychological distress, maladaptive parenting and child conduct problems. Parents reported high levels of satisfaction with the information and support they received. Research-informed adaptation of mainstream behavioural family interventions, such as Group Triple P, could make 'suitable support' more readily available, and more engaging for parents with ID. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Early Parenting Intervention Aimed at Maternal Sensitivity and Discipline: A Process Evaluation

ERIC Educational Resources Information Center

Stolk, Mirjam N.; Mesman, Judi; van Zeijl, Jantien; Alink, Lenneke R. A.; Bakermans-Kranenburg, Marian J.; van IJzendoorn, Marinus H.; Juffer, Femmie; Koot, Hans M.

2008-01-01

This study investigated the influence of the intervention process on the effectiveness of a program aimed at promoting positive parenting. The study involved a homogeneous intervention sample (N = 120) of mothers and their 1-, 2-, or 3-year-old children screened for high levels of externalizing problems. The alliance between mother and intervener,…

The influence of concrete support on child welfare program engagement, progress, and recurrence.

PubMed

Rostad, Whitney L; Rogers, Tia McGill; Chaffin, Mark J

2017-01-01

Families living in poverty are significantly more likely to become involved with child welfare services, and consequently, referred to interventions that target abusive and neglectful parenting practices. Program engagement and retention are difficult to achieve, possibly because of the concrete resource insufficiencies that may have contributed to a family's involvement with services in the first place. Various strategies have been used to enhance program completion, such as motivational interventions, monetary incentives, and financial assistance with concrete needs. This study examines the influence of adjunctive concrete support provided by home visitors on families' ( N = 1754) engagement, retention, and satisfaction with services as well as parenting outcomes. Using propensity stratification, mixed modeling procedures revealed that increasing concrete support predicted greater engagement, satisfaction, goal attainment, and lower short-term recidivism. Results suggest that adjunctive concrete support is a potentially beneficial strategy for promoting service engagement and satisfaction and increasing short-term child safety.

The influence of concrete support on child welfare program engagement, progress, and recurrence

PubMed Central

Rostad, Whitney L.; Rogers, Tia McGill; Chaffin, Mark J.

2016-01-01

Families living in poverty are significantly more likely to become involved with child welfare services, and consequently, referred to interventions that target abusive and neglectful parenting practices. Program engagement and retention are difficult to achieve, possibly because of the concrete resource insufficiencies that may have contributed to a family's involvement with services in the first place. Various strategies have been used to enhance program completion, such as motivational interventions, monetary incentives, and financial assistance with concrete needs. This study examines the influence of adjunctive concrete support provided by home visitors on families’ (N = 1754) engagement, retention, and satisfaction with services as well as parenting outcomes. Using propensity stratification, mixed modeling procedures revealed that increasing concrete support predicted greater engagement, satisfaction, goal attainment, and lower short-term recidivism. Results suggest that adjunctive concrete support is a potentially beneficial strategy for promoting service engagement and satisfaction and increasing short-term child safety. PMID:28533569

Parents' experience of undertaking an intensive cognitive orientation to daily occupational performance (CO-OP) group for children with cerebral palsy.

PubMed

Jackman, Michelle; Novak, Iona; Lannin, Natasha; Froude, Elspeth

2017-05-01

The purpose of this study was to explore the experience of parents of children with cerebral palsy (CP) who participated in an intensive cognitive orientation to daily occupational performance (CO-OP) group program addressing child chosen goals. Participants were six parents of children with CP who participated in a CO-OP upper limb task-specific training program. Parents participated in semi-structured interviews conducted via phone. A grounded theory approach was used. Interviews were transcribed verbatim and coded to identify categories and overarching themes of the parent experience of CO-OP. The theory of CO-OP for children with CP was one of offering a unique and motivating learning experience for both the child and the parent, differing from other therapeutic approaches that families had previously been involved in. Five categories were identified: the unique benefits of CO-OP; the importance of intensity; the child's motivation; challenging the parent role; and the benefits and challenges of therapy within a group context. Parents felt that CO-OP was a worthwhile intervention that leads to achievement of goals involving upper limb function and had the capacity to be transferred to future goals. Intensity of therapy and a child's motivation were identified as important factors in improvements. Further studies using quantitative research methods are warranted to investigate the benefits of CO-OP for children with neurological conditions. Implications for rehabilitation The cognitive orientation to daily occupational performance (CO-OP) is a promising upper limb cognitive motor training intervention for children with cerebral palsy. In a small sample, parents perceived that CO-OP leads to achievement of upper limb goals. Intensity of therapy, the child's motivation and the parents' ability to "step-back" were identified as important to the success of CO-OP.

Self-efficacy of first aid for home accidents among parents with 0- to 4-year-old children at a metropolitan community health center in Taiwan.

PubMed

Wei, Yu-Li; Chen, Li-Li; Li, Tsai-Chung; Ma, Wei-Fen; Peng, Niang-Huei; Huang, Li-Chi

2013-03-01

Although accidental injury is the main factor involved in the death of young children in many countries, few studies have focused on parents' competence with regard to self-efficacy of first aid for their children following injuries occurring at home. The purpose of this cross-sectional study was to investigate parental self-sufficiency of first aid for home accidents in children aged 0-4 years. The study is a cross-sectional designed. Data from 445 parents recruited were collected by purposive sampling at eight metropolitan community health centers in central Taiwan. Measurements were taken from a self-developed questionnaire that included 37 questions. Logistic regression analysis was applied to explore the associations between factors and parents' self-efficacy of first aid at home accident. Our findings show that parents' overall rate of knowledge of first aid was 72%. The mean score for 100% certainty in parents' self-efficacy of first aid was 26.6%. The lowest scores for self-efficacy were with regard to choking and cardiopulmonary resuscitation (CPR). There was a significantly positive correlation between parents' knowledge and self-efficacy of first aid (p<0.01), and thus knowledge of first aid is a predictor of parents' self-efficacy. Knowledge of first aid is also a partly mediator between participants' attending first aid program, participants' first aid information obtained from health personnel and self-efficacy of first aid. Our findings suggest that medical services should provide first aid resources to help manage accidental injuries involving children, particularly information on how to deal with choking and CPR. With an appropriate program provided by health professionals, parents' self-efficacy of first aid for home accidents will be positively enhanced. Copyright © 2013. Published by Elsevier Ltd.

Parents’ Views on Engaging Families of Middle School Students in Obesity Prevention and Control in a Multiethnic Population

PubMed Central

Chung, Paul. J.; Thompson, Lindsey R.; Elijah, Jacinta; Lamb, Sheila; Garcia, Vanessa P.; Bastani, Roshan

2014-01-01

Introduction Overweight and obesity remain significant public health risks for youth in the United States, particularly among racial/ethnic minority groups. Efforts at obesity prevention and control have targeted youth and family members in diverse settings. Although involving parents in obesity prevention programs for youth may improve the potential of these programs, less is known about parents’ preferred methods of engagement, especially among racial/ethnic minority parents and parents whose primary language is not English. In this qualitative study, parents of middle-school–aged children were asked how best to engage their children in obesity prevention and control efforts. Methods We recruited 38 parents whose children attended Los Angeles middle schools to participate in focus groups. Two English-language focus groups with 14 parents of different racial/ethnic backgrounds and 2 Spanish language groups with 24 Latino parents were conducted from 2010 through 2011. We analyzed focus group transcripts by using content analysis using inductive and deductive techniques. Results Findings from focus groups confirmed that parents want to help their children avoid obesity but feel constrained in their ability to take action. Participants identified an overarching desire to become better parents as a potential incentive to engage in obesity prevention efforts. Parents advocated for family-focused approaches in obesity prevention programs, including family sports leagues and cooking classes. Most findings were consistent between language groups, but parents in the Spanish language groups cited language-related barriers. Conclusion The development and testing of simple programs that are sustainable, community-based, and family-focused may empower families to address obesity prevention and control. PMID:24698532

Perspectives of obese children and their parents on lifestyle behavior change: a qualitative study.

PubMed

Schalkwijk, A A H; Bot, S D M; de Vries, L; Westerman, M J; Nijpels, G; Elders, P J M

2015-08-19

In order to improve and optimize future behavioral family lifestyle intervention programs, more information on the perceptions of obese children and their parents of these programs is needed. As such, the aim of this qualitative study is 1) to explore the expectations of obese children and their parents in relation to lifestyle interventions; 2) to identify barriers to making lifestyle changes that parents and children face within their social context (within the family, at school and amongst friends and peers) as well as the things that facilitate these changes and 3) to identify the needs of obese children and their parents in the context of a lifestyle intervention. A qualitative study using semi-structured interviews was conducted. Interviewees were participants in a lifestyle intervention program in the Netherlands. Eighteen children (mean age 10 years) and 24 parents were interviewed. The respondents expected to lose weight by being physically active or by eating healthily. Parents struggled with adopting and adhering to new rules and the absence of support of family members. Children struggled with inconsistent parenting and a lack of support from their parents. Bullying experienced at school impeded the children in their ability to make the necessary changes. Support from peers, on the other hand, stimulated their progress. Parents identified the need for the general practitioner to discuss overweight in a non-offensive way and to show an interest in the process of weight loss. Participants in a lifestyle behavior intervention program benefit from parental support and help from their (extended) family, peers and friends. They would also profit from the sustained involvement of their general practitioner in assisting in the maintenance of lifestyle behavior changes.

Steering teens safe: a randomized trial of a parent-based intervention to improve safe teen driving.

PubMed

Peek-Asa, Corinne; Cavanaugh, Joseph E; Yang, Jingzhen; Chande, Vidya; Young, Tracy; Ramirez, Marizen

2014-07-31

Crashes are the leading cause of death for teens, and parent-based interventions are a promising approach. We assess the effectiveness of Steering Teens Safe, a parent-focused program to increase safe teen driving. Steering Teens Safe aimed to improve parental communication with teens about safe driving using motivational interviewing techniques in conjunction with 19 safe driving lessons. A randomized controlled trial involved 145 parent-teen dyads (70 intervention and 75 control). Intervention parents received a 45-minute session to learn the program with four follow-up phone sessions, a DVD, and a workbook. Control parents received a standard brochure about safe driving. Scores were developed to measure teen-reported quantity and quality of parental communication about safe driving. The main outcome measure was a previously validated Risky Driving Score reported by teens. Because the Score was highly skewed, a generalized linear model based on a gamma distribution was used for analysis. Intervention teens ranked their parent's success in talking about driving safety higher than control teens (p = 0.035) and reported that their parents talked about more topics (non-significant difference). The Risky Driving Score was 21% lower in intervention compared to control teens (85% CI = 0.60, 1.00). Interaction between communication quantity and the intervention was examined. Intervention teens who reported more successful communication had a 42% lower Risky Driving Score (95% CI = 0.37, 0.94) than control parents with less successful communication. This program had a positive although not strong effect, and it may hold the most promise in partnership with other programs, such as Driver's Education or Graduated Driver's License policies. ClinicalTrials.gov NCT01014923. Registered Nov. 16, 2009.

Focusing on flu: Parent perspectives on school-located immunization programs for influenza vaccine.

PubMed

Middleman, Amy B; Short, Mary B; Doak, Jean S

2012-10-01

School-located immunization programs (SLIP) will only be successful if parents consent to their children's participation. It is critical to understand parent perspectives regarding the factors that make them more or less likely to provide that consent. Organizations creating SLIPs will be able to capitalize on the aspects of SLIPs that parents appreciate, and address and correct issues that may give rise to parent concerns. This study involved five focus groups among the parents of school students in a large, urban school district. Findings highlight the broad range of concepts important to parents when considering participation in a SLIP. The safety and trust issues regarding vaccines in general that are so important to parents are also important to parents when considering participation in a SLIP. Effective communication strategies that include assurances regarding tracking of information and the competence and experience of immunizers will be helpful when addressing parents regarding SLIPs. In addition, parents were very cognizant of and positive regarding the public health benefits associated with SLIPs. Further study among larger populations of parents will further refine these ideas and aid in the development of successful influenza vaccine SLIPs that directly address and communicate with parents about the issues most important to them.

Employer Sponsored Child Care: Issues and Options.

ERIC Educational Resources Information Center

Conroyd, S. Danielle

This presentation describes the child care center at Detroit's Mount Carmel Hospital, a division of the Sisters of Mercy Health Corporation employing approximately 1,550 women. Discussion focuses on reasons for establishing the center, facility acquisition, program details, program management, developmental philosophy, parent involvement, policy…

Costs and Benefits of Family Involvement in Homework

ERIC Educational Resources Information Center

Van Voorhis, Frances Landis

2011-01-01

Homework represents one research-based instructional strategy linked to student achievement. However, challenges abound with its current practice. This paper presents the results of three 2-year longitudinal interventions of the Teachers Involve Parents in Schoolwork (TIPS) homework program in elementary mathematics, middle school language arts,…

Research in Secondary Special Education and Transitional Employment.

ERIC Educational Resources Information Center

Rusch, Frank R., Comp.

This compilation of eight research papers covers various aspects of secondary-level special education and transitional employment involving individuals with mild to profound disabilities. Titles and authors of the papers are: "Parent Involvement in Transition Programs" (Jeff McNair and Frank R. Rusch); "Using a Cognitive-Process…

Measles high school vaccination program, 2014-2015: online survey of parents in NSW, Australia.

PubMed

Nicholl, Sonya; Seale, Holly; Campbell-Lloyd, Sue

2018-06-14

In 2014, a high school-based measles supplementary immunisation activity (SIA) took place in New South Wales (NSW), Australia, in response to a large number of adolescents being identified as undervaccinated or unvaccinated against measles. The program focused on areas of NSW where previous measles outbreaks had occurred and where large numbers of undervaccinated adolescents lived. More than 11 000 students were vaccinated in 2014, and the program continued in 2015, when more than 4000 students in Years 11 and 12 were vaccinated. Parents of students vaccinated during the program were surveyed to determine their level of satisfaction with the program. An online link to the anonymous survey with instructions was sent in a text message between August 2015 and May 2016 to parents of students who had consented or been vaccinated during the 2014 and 2015 measles, mumps and rubella (MMR) supplementary immunisation activities (SIAs). Responses were received from parents in all Local Health Districts (LHDs), and response rates ranged from <1% to 21% across different districts with 59% of the total number of complete responses from three LHDs. Overall, parents were satisfied with the MMR program, its resources and how it was implemented. Suggestions were received to improve consent processes, increase student involvement and increase school staff accountability. More than half of the parents reported difficulty finding their child's previous vaccination record. Improving vaccination record access and management was highlighted as an area of improvement in the program. Although response rates were low, the survey has generated important ideas that may help to further improve implementation of school vaccination programs, including allowing electronic consent, increasing student engagement, improving access to previous vaccination records and increasing school staff accountability.

Initial Impact of the Fast Track Prevention Trial for Conduct Problems: I. The High-Risk Sample

PubMed Central

2009-01-01

Fast Track is a multisite, multicomponent preventive intervention for young children at high risk for long-term antisocial behavior. Based on a comprehensive developmental model intervention included a universal-level classroom program plus social skills training, academic tutoring, parent training, and home visiting to improve competencies and reduce problems in a high-risk group of children selected in kindergarten. At the end of Grade 1, there were moderate positive effects on children's social, emotional, and academic skills; peer interactions and social status; and conduct problems and special-education use. Parents reported less-physical discipline and greater parenting satisfaction/ease of parenting and engaged in more appropriate/consistent discipline, warmth/positive involvement, and involvement with the school. Evidence of differential intervention effects across child gender, race, site, and cohort was minimal. PMID:10535230

Generative Mechanisms of Early Childhood Interventions to Well-Being

PubMed Central

Reynolds, Arthur J.; Mondi, Christina F.; Ou, Suh-Ruu; Hayakawa, Momo

2016-01-01

We describe the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote the well-being of vulnerable children and families. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning in the first few years of life. Relatively large effects of program participation have been documented for school readiness skills, parent involvement, K-12 achievement, reduced need for remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impact on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale-up of the Child-Parent Centers in two states. PMID:28195326

A court-mandated workshop for adolescent children of divorcing parents: a program evaluation.

PubMed

Young, D M

1980-01-01

This article provides a description and an empirical evaluation of a predivorce workshop established by the Family Court of Allen County, Indiana, for adolescent children (N = 48) of divorcing parents. Highlighted are the concerns of the adolescents, the approaches taken by the workshop staff, and the impact of the program on the participants. Viewpoints on the clinical, ethical, and legal issues involved in "required" predivorce counseling for adolescents are presented. The preventive nature of the program, its means of transforming initial resentment toward the workshop experience into positive feelings, and the implications for future practice and research are also discussed.

Decreasing Elementary School Children's Disruptive Behaviors: A Review of Four Evidence-Based Programs for School Counselors

ERIC Educational Resources Information Center

Cholewa, Blaire; Smith-Adcock, Sondra; Amatea, Ellen

2010-01-01

Elementary school counselors are often expected to intervene when students are disruptive. This article describes four evidence-based programs that have been shown to be highly effective in changing children's disruptive behavior. The success of these programs rests on the involvement of both parents and teachers in developing a collaborative…

Operation Minerva Rocky View: Mentoring Young Girls in Science.

ERIC Educational Resources Information Center

Makosz, Jean; And Others

Operation Minerva is a science conference which originated in Calgary (Alberta, Canada) to provide young girls with positive experiences in math, the sciences, and technology. The program was adopted by a group of Rocky View teachers and parents who revised the program to meet the needs of their rural students. The program involved 40 eighth grade…

Violence Goes to School. Keynote Address.

ERIC Educational Resources Information Center

Levin, Jack

1998-01-01

Increased juvenile violence in schools has led to suggested solutions that are politically expedient but fail to address what makes violence so appealing. Instead of school uniforms, conflict resolution programs, or media rating systems, a grass roots approach of alternative programs, parental involvement, and youth support systems could repair…

Marinating the Family.

ERIC Educational Resources Information Center

Hensel, Karen A.

1982-01-01

Describes the New York Aquarium's program specifically designed for family learning and teaching. The program's goal is to create an environment where child-parent roles are dropped and where the philosophy that no one of us is as smart as all of us prevails. Strategies for family involvement are outlined. (MH)

Technology Programs...For All or for Some?

ERIC Educational Resources Information Center

Giancola, Susan P.

2001-01-01

Introduces the Delaware Technology Innovation Challenge (DTIC) project which aims to increase parent involvement, generate more time for learning, and improve student achievement. Investigates whether evaluation findings of the project are reflective of the program's implementation or rather reveal a limitation of the technology. (Contains 20…

For Head Start, a Marathon Run

ERIC Educational Resources Information Center

Jacobs, Linda

2007-01-01

This article talks about a pioneering federal preschool program, launched during the War on Poverty that faces reauthorization amid competition from state programs and perennial debates about its efficacy. The nutritional, social, and educational needs of disadvantaged children--combined with opportunities for parents to be involved--have been…

Parent-child Communication-centered Rehabilitative Approach for Pediatric Functional Somatic Symptoms.

PubMed

Gerner, Maya; Barak, Sharon; Landa, Jana; Eisenstein, Etzyona

2016-01-01

Functional somatic symptoms (FSS) are a type of somatization phenomenon. Integrative rehabilitation approaches are the preferred treatment for pediatric FSS. Parental roles in the treatment process have not been established. to present 1) a parent-focused treatment (PFT) for pediatric FSS and 2) the approach's preliminary results. The sample included 50 children with physical disabilities due to FSS. All children received PFT including physical and psychological therapy. A detailed description of the program's course and guiding principles is provided. FSS extinction and age-appropriate functioning. Post-program, 84% of participants did not exhibit FSS and 94% returned to age-appropriate functioning. At one-year follow-up, only 5% of participants experienced symptom recurrence. No associations were found between pre-admission symptoms and intervention duration. PFT is beneficial in treating pediatric FSS. Therefore, intensive parental involvement in rehabilitation may be cardinal.

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.

Focus on Families! How to Build and Support Family-Centered Practices in After School

ERIC Educational Resources Information Center

Kakli, Zenub; Kreider, Holly; Little, Priscilla; Buck, Tania; Coffey, Maryellen

2006-01-01

Children benefit when their parents or caregivers are actively involved in their out-of-school learning. Yet a new report by the Harvard Family Research Project and United Way of Massachusetts Bay finds that only a quarter of programs surveyed had effectively incorporated families. This guide, funded by the Wallace Foundation under its Parents and…

A Parent Involvement Model for Use with Limited English Proficient High School Students: The Vocationally Oriented Bilingual Curriculum. English-Vietnamese.

ERIC Educational Resources Information Center

Trinity Coll., Washington, DC.

Materials for use by the parents of native Vietnamese-speaking high school students in a vocationally-oriented bilingual secondary program include a series of home lessons, provided simultaneously in English and Vietnamese and designed to be done with the high school student. The lessons concern back-to-school night, understanding American…

What Works for Parent Involvement Programs for Children: Lessons from Experimental Evaluations of Social Interventions. Fact Sheet. Publication #2009-47

ERIC Educational Resources Information Center

Mbwana, Kassim; Terzian, Mary; Moore, Kristin A.

2009-01-01

Child health and well-being are intrinsically important and also contribute to a healthy, productive adolescence and adulthood. Parents can play an important role in helping their children acquire or strengthen the behaviors, skills, attitudes, and motivation that promote physical and mental health and overall well-being in childhood, adolescence…

Including Parents in the Continuum of School-Based Mental Health Services: A Review of Intervention Program Research from 1995 to 2010

ERIC Educational Resources Information Center

Mendez, Linda Raffaele; Ogg, Julia; Loker, Troy; Fefer, Sarah

2013-01-01

In this study, the authors reviewed journal articles published between 1995 and 2010 that described student mental health interventions involving parents delivered in school settings. Their review identified 100 articles describing 39 interventions. On the basis of participant selection criteria provided by the authors of the reviewed articles,…

Moving beyond Brown: Race and Education after Parents v. Seattle School District No. 1

ERIC Educational Resources Information Center

Donnor, Jamel K.

2011-01-01

Background: By a 5-4 margin, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared that voluntary public school integration programs were unconstitutional. Citing the prospective harm that students and their families might incur from being denied admission to the high school of their choice, the…

What Works for Parent Involvement Programs for Adolescents: Lessons from Experimental Evaluations of Social Interventions. Fact Sheet. Publication #2009-48

ERIC Educational Resources Information Center

Terzian, Mary; Mbwana, Kassim

2009-01-01

Adopting healthy and positive behaviors and avoiding risky ones are key developmental tasks of adolescence. Parents can play an important role in helping their adolescent children acquire or strengthen the behaviors, skills, attitudes, and motivation that promote physical and mental health and overall well-being. Recognizing this, a variety of…

Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers. Discussion Paper.

ERIC Educational Resources Information Center

Reynolds, Arthur J.; Temple, Judy A.; Robertson, Dylan L.; Mann, Emily A.

Researchers conducted the first cost-benefit analysis of a federally-financed, comprehensive early childhood program involving the Title I Chicago Child-Parent Centers, which are located in public schools and provide educational and family support services to low-income children ages 3-9 years. Data came from a cohort of children born in 1980 who…

Interim Report on the Truancy Court Diversion Program in the District of Columbia, 2011-12

ERIC Educational Resources Information Center

Cahill, Meagan; Liberman, Akiva; Cramer, Lindsey

2012-01-01

The Truancy Court Diversion Program (TCDP) is a voluntary program for at risk students and their parents. It combines involvement of a Family Court judge in group and individual sessions with service provision. During the 2011-12 school year, a pilot TCDP was implemented at Kramer Middle School (M.S.) and at Johnson M.S. The program attempts to…

Involving Your Many Publics in Support of Physical Education.

ERIC Educational Resources Information Center

Conrad, C. Carson

The author presents suggestions for publicizing physical education programs more effectively and for involving as many "publics" as possible in support of physical education. Methods discussed include: (1) the use of students as "salespeople" to other students, parents, and teachers; (2) publicizing through mass communications media, through…

Program for Peer Relationship Development.

ERIC Educational Resources Information Center

Salzberg, Bernard; Smith, Nancy E.

Children, aged 10-12, were referred to an outpatient mental health center because of behavior problems, some involving social skill deficits, others not so involved. Children acknowledging a social skill problem, and a desire to do something about it, were chosen pending parent approval and cooperation. Prior to participation in the group,…

Parent perspectives from participating in a family component for CBITS: Acceptability of a culturally informed school-based program

PubMed Central

Santiago, Catherine DeCarlo; Fuller, Anne K.; Lennon, Jaclyn M.; Kataoka, Sheryl H.

2015-01-01

This study explored parents’ responses to a family component developed as an addition to the Cognitive Behavioral Intervention for Trauma in Schools (CBITS). The family component was developed in order to improve engagement and participation in CBITS and to support parents’ own skill-building. To evaluate the acceptability and feasibility of the family component from the perspective of parents who participated, qualitative interviews were conducted with 15 low-income, Latino parents (80% female; 80% immigrants; average age = 38.07). Themes emerged across three primary categories: Need for CBITS+Family, Results of Participating in CBITS+Family, and Implications for Feasibility. Parents agreed that there was a need for programs like CBITS and expressed a firm belief in the importance of parental involvement with their children and schools. Parents reported a high level of satisfaction with the family component and indicated that it was beneficial to them, culturally relevant, and that they would recommend it to others. Still, some logistical barriers to participation and areas for improvement were noted. Overall, the results of this study indicate that CBITS+Family is an appropriate, acceptable, and feasible intervention for Latino families. Supplemental data from children whose parents participated in the program provide further support for the value of the family component. Clinical implications for implementing culturally sensitive, school-based interventions with parents are discussed. PMID:26390104

Parenting in 2 Worlds: Pilot Results from a Culturally Adapted Parenting Program for Urban American Indians

PubMed Central

Kulis, Stephen; Ayers, Stephanie L.; Baker, Tahnee

2014-01-01

This study reports the implementation and feasibility of a culturally adapted parenting curriculum, Parenting in 2 Worlds (P2W), which we designed specifically for urban American Indian families by means of community-based participatory research and then pilot tested in three Arizona cities. Data come from matched pre- and post-test surveys completed in 2012 by 75 American Indian parents of adolescents aged 10–17 who participated in the pilot version of P2W. P2W is a 10-workshop program administered twice a week for five weeks by trained American Indian community facilitators. Parents completed pretest surveys during Workshop 1 and post-test surveys five weeks later during Workshop 10. Paired t tests assessed changes in parenting outcomes, cultural identity, and child anti-social behavior. Changes from pre- to post-test demonstrated statistically significant improvements in several parenting outcomes (discipline, involvement, self-agency, and supervision), a strengthened sense of ethnic and cultural identity and Native spirituality, and a decrease in the child’s anti-social behavior. These results, which show significant if preliminary improvements in parenting skills and family functioning, suggest the feasibility of implementing a culturally grounded parenting intervention for urban American Indian parents. PMID:25367804

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.

Work in the Family and Employing Organization.

ERIC Educational Resources Information Center

Zedeck, Sheldon; Mosier, Kathleen L.

1990-01-01

Discusses and reviews the literature on issues involved in attempts to balance roles in employing organizations and family organizations. The following types of programs are reviewed: (1) maternity and parental leave; (2) child and dependent care; (3) alternative work schedules and workstations; and (4) employee assistance and relocation programs.…

School, Family, and Community Partnerships: Your Handbook for Action. Second Edition.

ERIC Educational Resources Information Center

Epstein, Joyce L.; Sanders, Mavis G.; Simon, Beth S.; Salinas, Karen Clark; Jansorn, Natalie Rodriguez; Van Voorhis, Frances L.

Despite strong agreement on the importance of parent involvement, most schools, districts, and states still need help in developing comprehensive programs of school, family, and community partnerships. This revised handbook translates lessons learned over 20 years of research and fieldwork into practical solutions for program development. The book…

Child and Parent Voices on a Community-Based Prevention Program (FAST)

ERIC Educational Resources Information Center

Fearnow-Kenney, Melodie; Hill, Patricia; Gore, Nicole

2016-01-01

Families and Schools Together (FAST) is a collaborative program involving schools, families, and community-based partners in efforts to prevent substance use, juvenile delinquency, school failure, child abuse and neglect, mental health problems, and violence. Although evaluated extensively, there remains a dearth of qualitative data on child and…

This School System Ensures that Reading Stays Fundamental.

ERIC Educational Resources Information Center

Thompson, Margery

1985-01-01

Reading Is Fundamental (RIF), Incorporated, has distributed over 57 million books in its 18 years. RIF programs have raised children's interest in reading and their levels of reading achievement, and have increased library use and parent involvement. The national RIF organization offers several forms of support for local programs. (PGD)

Evaluation of the Fredonia Outreach Program.

ERIC Educational Resources Information Center

Mohan, Madan; And Others

Purpose of the program was to provide each migrant child the educational treatment that would be most effective in developing his potential. Consisting of a reading component which provided remedial reading instruction using tutors, and the LEAD (Learn, Experience, and Develop) component which involved parents and the community in bringing about…

Participation in Youth Programs as a Catalyst for Negotiation of Family Autonomy with Connection

ERIC Educational Resources Information Center

Larson, Reed W.; Pearce, Nickki; Sullivan, Patrick J.; Jarrett, Robin L.

2007-01-01

Current research and theory suggest that the healthy path of autonomy development involves gradual negotiation of adolescents' independence "within" a context of continued family connection. This theory-generating study examined the role that adolescents' participation in youth programs plays in these adolescent-parent negotiations. Qualitative…

Applying isozyme analyses in tree-breeding programs

Treesearch

W. T. Adams

1981-01-01

Four examples illustrate the potential for practical use of isozyme analyses in applied breeding programs. These include identifying parent trees and clones, seed sources, and parentage of controlled crosses, and evaluating the effectiveness of different procedures involving open-pollination to produce seed of specific crosses. The improved ability to assess the true...

Bold Action Programs for the Disadvantaged: Elementary Reading.

ERIC Educational Resources Information Center

Whipple, Gertrude

The following five characteristics of successful reading projects for the disadvantaged are discussed as a basis for appraising ESEA/Title I programs: (1) a child need-centered emphasis, (2) provision for teacher education, (3) use of multidisciplinary and paraprofessional personnel, (4) parent involvement, and (5) evaluation procedures. Current…

Periscope: Views of the Individualized Education Program.

ERIC Educational Resources Information Center

Weiner, Bluma B., Ed.

The collection of 41 papers from a conference on individualized education programs (IEPs) for handicapped students addresses four main topics (sample titles and authors in parentheses): communication and group process ("Establishing and Maintaining the IEP Team" by W. Morgan and N. Bray; "Child and Parent Involvement in Educational Planning" by M.…

Development of a preschool child pedestrian traffic safety program, the Walking in Traffic Safety (WITS) program for preschoolers

DOT National Transportation Integrated Search

1985-01-01

This report presents an overview of the process followed in developing the 22 WITS booklets for preschoolers, parents, and teachers. The steps involved in completing this project are described: (1) conduct of an in-depth review of the literature, (2)...

Teaching Language Concepts to Multihandicapped Deaf Students.

ERIC Educational Resources Information Center

Brasch, Marilyn; Boespflug, Pam

This brief paper offers suggestions for parents and teachers working together to develop meaningful communication skills in deaf multihandicapped children. An intervention program developed by Jan VanDijk is described. This program involves the use of environmental engineering to teach language concepts with materials such as a calendar box with…

An Administrative Perspective of a Two-Way Bilingual Immersion Program.

ERIC Educational Resources Information Center

Armendariz, Abe Lujan; Armendariz, Emma J.

2002-01-01

In this interview, a female Hispanic principal discusses the challenges, resources, and support involved in implementing a two-way bilingual immersion model in a Hispanic community in Albuquerque (New Mexico). Program success resulted primarily from supportive parents, faculty, and superintendent and the principal's leadership style, which is…

Multi-site randomized controlled trial of a child-centered physical activity program, a parent-centered dietary-modification program, or both in overweight children: the HIKCUPS study.

PubMed

Okely, Anthony D; Collins, Clare E; Morgan, Philip J; Jones, Rachel A; Warren, Janet M; Cliff, Dylan P; Burrows, Tracy L; Colyvas, Kim; Steele, Julie R; Baur, Louise A

2010-09-01

To evaluate whether a child-centered physical activity program, combined with a parent-centered dietary program, was more efficacious than each treatment alone, in preventing unhealthy weight-gain in overweight children. An assessor-blinded randomized controlled trial involving 165 overweight/obese 5.5- to 9.9- year-old children. Participants were randomly assigned to 1 of 3 interventions: a parent-centered dietary program (Diet); a child-centered physical activity program (Activity); or a combination of both (Diet+Activity). All groups received 10 weekly face-to-face sessions followed by 3 monthly relapse-prevention phone calls. Analysis was by intention-to-treat. The primary outcome was change in body mass index z-score at 6 and 12 months (n=114 and 106, respectively). Body mass index z-scores were reduced at 12-months in all groups, with the Diet (mean [95% confidence interval]) (-0.39 [-0.51 to 0.27]) and Diet + Activity (-0.32, [-0.36, -0.23]) groups showing a greater reduction than the Activity group (-0.17 [-0.28, -0.06]) (P=.02). Changes in other outcomes (waist circumference and metabolic profile) were not statistically significant among groups. Relative body weight decreased at 6 months and was sustained at 12 months through treatment with a child-centered physical activity program, a parent-centered dietary program, or both. The greatest effect was achieved when a parent-centered dietary component was included. Copyright (c) 2010 Mosby, Inc. All rights reserved.

Promoting Responsible Fatherhood Programming: Factors Affecting Low-Income Fathers' Involvement in Child Protection Services and Court-Restricted Access to Their Children

PubMed Central

Gordon, Derrick M.; Iwamoto, Derek; Watkins, Natasha D.; Kershaw, Trace; Mason, Diana; Judkins, Anthony

2013-01-01

This study investigates how unemployment, traumatic sexual experiences, substance use, intimate partner violence, and parental involvement collectively contribute to involvement with child protective system (CPS) and court-restricted access to children among low-income, ethnically diverse fathers. Participants were 164 fathers involved in a statewide fatherhood program. The majority of the fathers in the program were unemployed (76%) and ethnic minorities (66%). Logistic regression revealed that traumatic sexual experiences and number of children were significant predictors of CPS involvement, whereas employment and traumatic sexual experience were associated with court-restricted access to their children. The results elucidate that clinicians and father-hood programs may need to attend to the history of traumatic experiences, as well as other contextual factors, of fathers and identify how, through trauma-focused interventions, to positively affect them and their children. PMID:24273406

Parental Involvement and Child and Adolescent Eating Disorders: Perspectives from Residents in Psychiatry, Pediatrics, and Family Medicine

PubMed Central

Marcon, Tamara Davidson; Girz, Laura; Stillar, Amanda; Tessier, Carole; Lafrance, Adele

2017-01-01

Objectives Best practice guidelines encourage the involvement of parents in the assessment and treatment of child/adolescent eating disorders (ED). This study investigated medical residents’ perspectives regarding parental involvement as well as their expectations for future practice in the assessment and treatment of ED. Method Five hundred and eighty-four medical residents from 17 Canadian residency programs specializing in family medicine, pediatrics, and psychiatry completed a web-based survey. Questions pertained to assessment and treatment practices for child/adolescent ED. Analyses included ANOVAs, paired t-tests, and, for residents who endorsed family involvement (N = 444), qualitative content analysis. Results Overall, residents reported that they “mostly” agreed with the involvement of family in the assessment and treatment of ED. Residents’ endorsement of family involvement in both domains increased according to the extent of ED training received. Four major themes emerged from the content analysis of family involvement and included recommendations in line with evidence-based models and unspecified, passive involvement in the assessment and recovery process. Conclusions Many residents endorse family involvement in both assessment and treatment; however, understanding of the nature of such involvement is often vague. Training in evidence-based protocols is necessary for residents planning to engage in multi-disciplinary assessment, referral, and/or treatment in their future practice. PMID:28747930

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.

Hispanic youth involvement in over-the-counter drug use: parent, peer, and school factors.

PubMed

Vidourek, Rebecca A; King, Keith A; Fehr, Sara K

2014-01-01

Research on substance use among Hispanic youth is lacking. The purpose of this study was to examine over-the-counter drug use among Hispanic youth. Of Hispanic youth, 23.9% used an over-the-counter drug for the purpose of getting high. Involvement in prosocial behaviors was correlated with decreased over-the-counter use for females and high school students. Involvement in risky behaviors increased the risk of use for males, females, junior high school students, and high school students. Significant differences were found based on parent, peer, teacher, and school factors. Prevention and intervention programs should address over-the-counter drug use among Hispanic youth.

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

Preventing anxiety problems in children with Cool Little Kids Online: study protocol for a randomised controlled trial.

PubMed

Morgan, Amy J; Rapee, Ronald M; Tamir, Elli; Goharpey, Nahal; Salim, Agus; McLellan, Lauren F; Bayer, Jordana K

2015-11-05

Anxiety disorders are the most common type of mental health problem and begin early in life. Early intervention to prevent anxiety problems in young children who are at risk has the potential for long-term impact. The 'Cool Little Kids' parenting group program was previously established to prevent anxiety disorders in young children at risk because of inhibited temperament. This group program was efficacious in two randomised controlled trials and has recently been adapted into an online format. 'Cool Little Kids Online' was developed to widen and facilitate access to the group program's preventive content. A pilot evaluation of the online program demonstrated its perceived utility and acceptability among parents. This study aims to evaluate the efficacy of Cool Little Kids Online in a large randomised controlled trial. Parents of young children who are 3-6 years old and who have an inhibited temperament will be recruited (n = 385) and randomly assigned to either immediate access to Cool Little Kids Online or delayed access after a waiting period of 24 weeks. The online program contains eight modules that help parents address key issues in the development of anxiety problems in inhibited children, including children's avoidant coping styles, overprotective parenting behaviours, and parents' own fears and worries. Intervention participants will be offered clinician support when requested. The primary outcome will be change in parent-reported child anxiety symptoms. Secondary outcomes will be child internalising symptoms, child and family life interference due to anxiety, over-involved/protective parenting, plus child anxiety diagnoses assessed by using a new online diagnostic tool. Assessments will take place at baseline and 12 and 24 weeks after baseline. This trial expands upon previous research on the Cool Little Kids parenting group program and will evaluate the efficacy of online delivery. Online delivery of the program could result in an easily accessible evidence-based resource to help families with young children at temperamental risk for anxiety disorders. Australian New Zealand Clinical Trials Registry 12615000217505 (registered 5 March 2015).

Implementing a Parental Involvement Program to Improve Parents' Engagement in Their Children's Learning: An Action Research Study

ERIC Educational Resources Information Center

Youssef, Saoussen S.

2017-01-01

Since the early 1900s, the traditional thinking about education and school role in the USA has shifted to view schools as non-isolated entities from the larger society where schooling should be re-energized with help from the society, which includes student homes and communities. This mixed approach action research study evolves around improving…

A Parent Involvement Model for Use with Limited English Proficient High School Students: The Vocationally Oriented Bilingual Curriculum. English-Lao.

ERIC Educational Resources Information Center

Trinity Coll., Washington, DC.

Materials for use by the parents of native Lao-speaking high school students in a vocationally-oriented bilingual secondary program include a series of home lessons, provided simultaneously in English and Lao and designed to be done with the high school student. The lessons concern back-to-school night, understanding American schools, the…

A Parent Involvement Model for Use with Limited English Proficient High School Students: The Vocationally Oriented Bilingual Curriculum. English-Khmer.

ERIC Educational Resources Information Center

Trinity Coll., Washington, DC.

Materials for use by the parents of native Khmer-speaking high school students in a vocationally-oriented bilingual secondary program include a series of home lessons, provided simultaneously in English and Khmer and designed to be done with the high school student. The lessons concern back-to-school night, understanding American schools, the…

Evaluation of the Second Year (1968-1969) of the Sustained Primary Program for Bilingual Students in the Las Cruces, New Mexico Public School System.

ERIC Educational Resources Information Center

Cordova, Ignacio R.; And Others

Evaluating the 2nd-year K-3 bilingual program in 4 elementary schools, this document assessed (1) the increase in achievement level of Spanish-speaking pupils through use of a sustained K-3 program; (2) the student achievement level between bilingual and monolingual programs; (3) the involvement of Spanish-speaking parents as advisors and…

Why and How Do Parents Decide to Send Their Children to the Interdistrict School Choice Program at the Magnet Program for Math and Science

NASA Astrophysics Data System (ADS)

Doyle, Kevin S.

The New Jersey Interdistrict School Choice Program allows parents to send their students to schools outside of their local school district. Determining why parents send their students to choice schools is important to school leaders who are trying to attract new students, as well as those who are trying to retain their current students. This study examined the reasons why parents decided to send their students to the Magnet Program for Math and Science (MP4M&S), a school choice program in a suburban school district in northwest New Jersey, during the 2015- 2016 school year. A large volume of research has focused on school choice programs in urban and poor communities. This study addressed the gap in the research by focusing on an affluent suburban school district. This mixed methods study focused on three areas, why parents choose to send their students to the MP4M&S, what criteria they used to make their decision, and where they got their information. Research shows that these three areas of focus can be influenced by parental level of education, socioeconomic status, geographic location, academic rigor, school quality, and school environment. Parents from different groups, based upon their out-of-district status, were interviewed. The information from the interviews was used to focus a survey that was given to the families of all 137 students in the MP4M&S during the 2015-2016 school year. The results of this study show that parents found the academic focus, academic rigor, the school environment, the original research project, the activity offerings, and the economics involved in attending the program to be important attractors. The study also found that the Information Nights, the school website, and interactions with members of the MP4M&S community to be important sources of information. Finally, the study found that there were few differences between in and out-of-district parents when assigning importance to both the attractors and the sources in the study. The results of this study will be shared with the leadership team of the MP4M&S and the Morris Hills Regional District so that they can develop strategies and resources that attract parents to the program.

Communicating about youth's sun exposure risk to soccer coaches and parents: a pilot study in Georgia.

PubMed

Parrott, R; Duggan, A; Cremo, J; Eckles, A; Jones, K; Steiner, C

1999-06-01

Efforts to increase the sun-protective behaviors of children were extended to outdoor recreational sports and youth soccer settings in this study. The pretest results of a pilot survey of coaches (n = 12), parents (n = 50), and youths (n = 61) on eight soccer teams in south Georgia were used to guide the development of a health education program for coaches. In the pilot programs, half the coaches were trained to be involved in soccer-playing youths' sun protection by acting as positive role models and promoting sun protection to youths and their parents. The pilot demonstrated coaches' willingness to participate in sun protection promotion to youth: Youths indicated that coaches and parents were more likely to tell youths to wear sunscreen after the training than before, and coaches perceived getting youths to wear sunscreen to be less difficult than before.

Mediators of weight loss in a family-based intervention presented over the internet.

PubMed

White, Marney A; Martin, Pamela D; Newton, Robert L; Walden, Heather M; York-Crowe, Emily E; Gordon, Stewart T; Ryan, Donna H; Williamson, Donald A

2004-07-01

To assess the process variables involved in a weight loss program for African-American adolescent girls. Several process variables have been identified as affecting success in in vivo weight loss programs for adults and children, including program adherence, self-efficacy, and social support. The current study sought to broaden the understanding of these process variables as they pertain to an intervention program that is presented using the Internet. It was hypothesized that variables such as program adherence, dietary self-efficacy, psychological factors, and family environment factors would mediate the effect of the experimental condition on weight loss. Participants were 57 adolescent African-American girls who joined the program with one obese parent; family pairs were randomized to either a behavioral or control condition in an Internet-based weight loss program. Outcome data (weight loss) are reported for the first 6 months of the intervention. Results partially supported the hypotheses. For weight loss among adolescents, parent variables pertaining to life and family satisfaction were the strongest mediating variables. For parental weight loss, changes in dietary practices over the course of 6 months were the strongest mediators. The identification of factors that enhance or impede weight loss for adolescents is an important step in improving weight loss programs for this group. The current findings suggest that family/parental variables exert a strong influence on weight loss efforts for adolescents and should be considered in developing future programs. Copyright 2004 NAASO

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.

Adventure Education and the Acculturation of First-Generation Chinese Canadians in Vancouver, Canada

ERIC Educational Resources Information Center

Lo, Simon; Gidlow, Bob; Cushman, Grant

2014-01-01

This article reports on research that demonstrates how parents in first-generation Chinese families in Vancouver, Canada, most of them from Hong Kong, control their children's involvement in local adventure education (AE) programs and in so doing minimize the likelihood of intergenerational culture conflict involving those children. The research…

Educational Interventions for Visual-Motor Deficiencies That Affect Handwriting in School-Aged Children.

ERIC Educational Resources Information Center

Dikowski, Timothy J.

This practicum was designed to remediate handwriting skills in school-aged children who displayed visual-motor deficiencies that affect mechanical skills. Practicum goals were to: (1) identify and diagnose children with handwriting delays; (2) involve school and parent interaction by involving them with pre- and post-program assessment; (3)…

Family Literacy Practices and Parental Involvement of Latin American Immigrant Mothers

ERIC Educational Resources Information Center

Rivera, Lorna; Lavan, Nicole

2012-01-01

This article draws upon three years of interviews and participant observation research in the Chelsea Public Schools, to discuss the impact of the Chelsea Family Literacy Program on promoting Latin American immigrant mothers' involvement in their children's education. The authors present the voices of Latin American immigrant mothers who describe…

Evaluating patient care communication in integrated care settings: application of a mixed method approach in cerebral palsy programs.

PubMed

Gulmans, J; Vollenbroek-Hutten, M M R; Van Gemert-Pijnen, J E W C; Van Harten, W H

2009-02-01

In this study, we evaluated patient care communication in the integrated care setting of children with cerebral palsy in three Dutch regions in order to identify relevant communication gaps experienced by both parents and involved professionals. A three-step mixed method approach was used starting with a questionnaire to identify communication links in which parents experienced gaps. In subsequent in-depth interviews with parents and focus group meetings with professionals underlying factors were evaluated. In total, 197 parents completed the questionnaire (response 67%); 6% scored negative on parent-professional communication, whereas 17% scored negative on inter-professional communication, especially between the rehabilitation physician and primary care physiotherapy (16%) and (special) education/day care (15%). In-depth interviews among a subset of 20 parents revealed various sources of dissatisfaction such as lack of cooperation and patient centeredness, inappropriate amount of information exchange and professional use of parents as messenger of information. Focus group meetings revealed that professionals recognized these gaps. They attributed them to capacity problems, lack of interdisciplinary guidelines and clear definition of roles, but also a certain hesitance for contact due to unfamiliarity with involved professionals in the care network. Parents particularly identified gaps in inter-professional communication between (rehabilitation) hospitals and primary care settings. Involved professionals recognized these gaps and primarily attributed them to organizational factors. Improvement initiatives should focus on these factors as well as facilitation of low-threshold contact across the patient's care network.

Effects of a combined parent-student alcohol prevention program on intermediate factors and adolescents' drinking behavior: A sequential mediation model.

PubMed

Koning, Ina M; Maric, Marija; MacKinnon, David; Vollebergh, Wilma A M

2015-08-01

Previous work revealed that the combined parent-student alcohol prevention program (PAS) effectively postponed alcohol initiation through its hypothesized intermediate factors: increase in strict parental rule setting and adolescents' self-control (Koning, van den Eijnden, Verdurmen, Engels, & Vollebergh, 2011). This study examines whether the parental strictness precedes an increase in adolescents' self-control by testing a sequential mediation model. A cluster randomized trial including 3,245 Dutch early adolescents (M age = 12.68, SD = 0.50) and their parents randomized over 4 conditions: (1) parent intervention, (2) student intervention, (3) combined intervention, and (4) control group. Outcome measure was amount of weekly drinking measured at age 12 to 15; baseline assessment (T0) and 3 follow-up assessments (T1-T3). Main effects of the combined and parent intervention on weekly drinking at T3 were found. The effect of the combined intervention on weekly drinking (T3) was mediated via an increase in strict rule setting (T1) and adolescents' subsequent self-control (T2). In addition, the indirect effect of the combined intervention via rule setting (T1) was significant. No reciprocal sequential mediation (self-control at T1 prior to rules at T2) was found. The current study is 1 of the few studies reporting sequential mediation effects of youth intervention outcomes. It underscores the need of involving parents in youth alcohol prevention programs, and the need to target both parents and adolescents, so that change in parents' behavior enables change in their offspring. (c) 2015 APA, all rights reserved).

Families Experiencing Housing Instability: The Effects of Housing Programs on Family Routines and Rituals

PubMed Central

Mayberry, Lindsay S.; Shinn, Marybeth; Benton, Jessica Gibbons; Wise, Jasmine

2013-01-01

Maintenance of family processes can protect parents, children, and families from the detrimental effects of extreme stressors, such as homelessness. When families cannot maintain routines and rituals, the stressors of poverty and homelessness can be compounded for both caregivers and children. However, characteristics of living situations common among families experiencing homelessness present barriers to the maintenance of family routines and rituals. We analyzed 80 in-depth interviews with parents who were experiencing or had recently experienced an instance of homelessness. We compared their assessments of challenges to family schedules, routines, and rituals across various living situations, including shelter, transitional housing programs, doubled up (i.e. living temporarily with family/friend), and independent housing. Rules common across shelters and transitional housing programs impeded family processes, and parents felt surveilled and threatened with child protective service involvement in these settings. In doubled up living situations, parents reported adapting their routines to those of the household and having parenting interrupted by opinions of friends and family members. Families used several strategies to maintain family rituals and routines in these living situations and ensure consistency and stability for their children during an otherwise unstable time. PMID:24826832

"What Should We Tell the Children About Relationships and Sex?"©: development of a program for parents using intervention mapping.

PubMed

Newby, Katie; Bayley, Julie; Wallace, L M

2011-03-01

This article describes the development of an intervention that aims to increase the quantity and quality of parent-child communication about sex and relationships. The intervention has been designed as part of a local strategic approach to teenage pregnancy and sexual health. The process and findings of Intervention Mapping (IM), a tool for the development of theory-and evidence-based interventions, are presented. The process involves a detailed assessment of the difficulties parents experience in communicating with their children about sex and relationships. The findings are translated into program and change objectives that specify what parents need to do to improve their communication. Theory-based practical strategies most likely to bring about the desired behavioral change are then identified and pretested. The intervention developed consists of a six-session facilitator-led program that targets parents' attitudes, knowledge, communication skills, and self-efficacy. Following on from Bartholomew's seminal work on IM, this article develops and extends the application of this process by presenting explicit detail on the behavioral change techniques used and their theoretical underpinnings. The strengths and weaknesses of IM as a process for the development of health behavior interventions are discussed.

Families experiencing housing instability: the effects of housing programs on family routines and rituals.

PubMed

Mayberry, Lindsay Satterwhite; Shinn, Marybeth; Benton, Jessica Gibbons; Wise, Jasmine

2014-01-01

Maintenance of family processes can protect parents, children, and families from the detrimental effects of extreme stressors, such as homelessness. When families cannot maintain routines and rituals, the stressors of poverty and homelessness can be compounded for both caregivers and children. However, characteristics of living situations common among families experiencing homelessness present barriers to the maintenance of family routines and rituals. We analyzed 80 in-depth interviews with parents who were experiencing or had recently experienced an instance of homelessness. We compared their assessments of challenges to family schedules, routines, and rituals across various living situations, including shelter, transitional housing programs, doubled-up (i.e., living temporarily with family or friends), and independent housing. Rules common across shelters and transitional housing programs impeded family processes, and parents felt surveilled and threatened with child protective service involvement in these settings. In doubled-up living situations, parents reported adapting their routines to those of the household and having parenting interrupted by opinions of friends and family members. Families used several strategies to maintain family routines and rituals in these living situations and ensure consistency and stability for their children during an otherwise unstable time. (c) 2014 APA, all rights reserved.

Developing an Outdoor Education Program for Public Schools. Fact Sheet.

ERIC Educational Resources Information Center

Euler, James S.

Education in, for, and about the outdoors is an effective way to develop students' knowledge and appreciation of their environment, to stimulate their curiosity, and to motivate them to learn. Steps involved in establishing an outdoor education program for public schools include: (1) gaining support of school teachers and administrators, parents,…

Adolescent Pregnancy in an Urban Environment: Issues, Programs, and Evaluation.

ERIC Educational Resources Information Center

Hardy, Janet B.; Zabin, Laurie Schwab

An in-depth discussion of national and local statistics regarding teenage and adolescent pregnancy and the developmental issues involved opens this analysis. Problems and adverse consequences of adolescent pregnancy in an urban setting are explored using a city-wide random sample of adolescent births. A model pregnancy and parenting program and…

Individual Educational Programs: Issues and Options for Change. Final Report.

ERIC Educational Resources Information Center

McLaughlin, Margaret J.; And Others

Major issues concerning the Individualized Education Program (IEP) are reviewed and modifications are proposed. The history of the IEP and current legal requirements for developing IEPs are considered. Current issues with the IEP include the cost of development, the lack of parent involvement in IEP development, and the use of the IEP for…

Head Start Home-Based Resource Directory.

ERIC Educational Resources Information Center

Trans-Management Systems, Inc.

A revision of the 1989 publication, this directory was compiled in order to help parents and professionals involved with Head Start home-based programming in meeting the needs of young children and families. The directory lists a broad range of guides and resources on topics related to Head Start home-based programs. Each listing provides the…

Barriers and enablers for participation in healthy lifestyle programs by adolescents who are overweight: a qualitative study of the opinions of adolescents, their parents and community stakeholders

PubMed Central

2014-01-01

Background Overweight or obesity during adolescence affects almost 25% of Australian youth, yet limited research exists regarding recruitment and engagement of adolescents in weight-management or healthy lifestyle interventions, or best-practice for encouraging long-term healthy behaviour change. A sound understanding of community perceptions, including views from adolescents, parents and community stakeholders, regarding barriers and enablers to entering and engaging meaningfully in an intervention is critical to improve the design of such programs. Methods This paper reports findings from focus groups and semi-structured interviews conducted with adolescents (n?=?44), parents (n?=?12) and community stakeholders (n?=?39) in Western Australia. Three major topics were discussed to inform the design of more feasible and effective interventions: recruitment, retention in the program and maintenance of healthy change. Data were analysed using content and thematic analyses. Results Data were categorised into barriers and enablers across the three main topics. For recruitment, identified barriers included: the stigma associated with overweight, difficulty defining overweight, a lack of current health services and broader social barriers. The enablers for recruitment included: strategic marketing, a positive approach and subsidising program costs. For retention, identified barriers included: location, timing, high level of commitment needed and social barriers. Enablers for retention included: making it fun and enjoyable for adolescents, involving the family, having an on-line component, recruiting good staff and making it easy for parents to attend. For maintenance, identified barriers included: the high degree of difficulty in sustaining change and limited services to support change. Enablers for maintenance included: on-going follow up, focusing on positive change, utilisation of electronic media and transition back to community services. Conclusions This study highlights significant barriers for adolescents and parents to overcome to engage meaningfully with weight-management or healthy lifestyle programs. A number of enablers were identified to promote ongoing involvement with an intervention. This insight into specific contextual opinions from the local community can be used to inform the delivery of healthy lifestyle programs for overweight adolescents, with a focus on maximising acceptability and feasibility. PMID:24552207

Barriers and enablers for participation in healthy lifestyle programs by adolescents who are overweight: a qualitative study of the opinions of adolescents, their parents and community stakeholders.

PubMed

Smith, Kyla L; Straker, Leon M; McManus, Alexandra; Fenner, Ashley A

2014-02-19

Overweight or obesity during adolescence affects almost 25% of Australian youth, yet limited research exists regarding recruitment and engagement of adolescents in weight-management or healthy lifestyle interventions, or best-practice for encouraging long-term healthy behaviour change. A sound understanding of community perceptions, including views from adolescents, parents and community stakeholders, regarding barriers and enablers to entering and engaging meaningfully in an intervention is critical to improve the design of such programs. This paper reports findings from focus groups and semi-structured interviews conducted with adolescents (n?=?44), parents (n?=?12) and community stakeholders (n?=?39) in Western Australia. Three major topics were discussed to inform the design of more feasible and effective interventions: recruitment, retention in the program and maintenance of healthy change. Data were analysed using content and thematic analyses. Data were categorised into barriers and enablers across the three main topics. For recruitment, identified barriers included: the stigma associated with overweight, difficulty defining overweight, a lack of current health services and broader social barriers. The enablers for recruitment included: strategic marketing, a positive approach and subsidising program costs. For retention, identified barriers included: location, timing, high level of commitment needed and social barriers. Enablers for retention included: making it fun and enjoyable for adolescents, involving the family, having an on-line component, recruiting good staff and making it easy for parents to attend. For maintenance, identified barriers included: the high degree of difficulty in sustaining change and limited services to support change. Enablers for maintenance included: on-going follow up, focusing on positive change, utilisation of electronic media and transition back to community services. This study highlights significant barriers for adolescents and parents to overcome to engage meaningfully with weight-management or healthy lifestyle programs. A number of enablers were identified to promote ongoing involvement with an intervention. This insight into specific contextual opinions from the local community can be used to inform the delivery of healthy lifestyle programs for overweight adolescents, with a focus on maximising acceptability and feasibility.

Developing measures of community-relevant outcomes for violence prevention programs: a community-based participatory research approach to measurement.

PubMed

Hausman, Alice J; Baker, Courtney N; Komaroff, Eugene; Thomas, Nicole; Guerra, Terry; Hohl, Bernadette C; Leff, Stephen S

2013-12-01

Community-Based Participatory Research is a research paradigm that encourages community participation in designing and implementing evaluation research, though the actual outcome measures usually reflect the "external" academic researchers' view of program effect and the policy-makers' needs for decision-making. This paper describes a replicable process by which existing standardized psychometric scales commonly used in youth-related intervention programs were modified to measure indicators of program success defined by community partners. This study utilizes a secondary analysis of data gathered in the context of a community-based youth violence prevention program. Data were retooled into new measures developed using items from the Alabama Parenting Questionnaire, the Hare Area Specific Self-Esteem Scale, and the Youth Asset Survey. These measures evaluated two community-defined outcome indicators, "More Parental Involvement" and "Showing Kids Love." Results showed that existing scale items can be re-organized to create measures of community-defined outcomes that are psychometrically reliable and valid. Results also show that the community definitions of parent or parenting caregivers exemplified by the two indicators are similar to how these constructs have been defined in previous research, but they are not synonymous. There are nuanced differences that are important and worthy of better understanding, in part through better measurement.

[Evaluation of the program "Strong families: love and limits" in families with teenagers aged 10 to 14 years].

PubMed

Corea V, M Loreto; Zubarew G, Tamara; Valenzuela M, M Teresa; Salas P, Francisca

2012-06-01

"Strong Families" is a family program aimed at preventing risk behaviors in adolescents from 10 to 14 years of age. It has been developed by the Pan American Health Organization (PAHO/WHO) and is based on the Iowa Strengthening Families Program. This program has been certified and has been proven to effectively prevent adolescent drug and alcohol abuse in several countries around the globe. To evaluate the Strong Families Program toward adjusting current parenting styles, aiming to decrease risk behaviors in Chilean adolescents. A quasi-experimental study involving 120 families, selected from 6 schools within the Metropolitan Region of Santiago, Chile. A group of 129 adolescents and 124 parents were chosen by convenience to be intervened. A control group of 223 adolescents and 165 parents were not intervened. The families that underwent intervention attended to 7 educational sessions. The intervened and control groups were evaluated before intervention as well as 6 months after intervention, by means of self-administered evaluation tools. The intervened parents showed significant parenting changes six months after intervention, which resulted in less yelling (p = 0.007), insults (p = 0.002) and lack of control when their children misbehaved (p = 0.008). Regarding the risk behaviors in the intervened and control adolescents, no changes were observed in terms of the consumption rate of tobacco, alcohol or illegal drug use, or in sexual risk behaviors. After six months of intervention, the Program proved to be effective in modifying parenting styles. However, no changes were observed in risk behaviors among adolescents, which could occur within a longer period of time, as reported in other studies.

Fusing the boundaries between home and child care to support children's scientific learning

NASA Astrophysics Data System (ADS)

Fleer, Marilyn

1996-06-01

Parent involvement in early childhood education is highly valued by staff and families alike. However, limited research is available to guide professionals in how best to involve families in the early childhood programs developed for their children. This article reports on a study which investigated the impact of a science teaching and learning program on families of children attending an Australian Child Care Centre. Particular reference is made to the level of scientific support families gave to their children.

National Household Education Surveys Program of 2012: Data File User's Manual. Parent and Family Involvement in Education Survey. Early Childhood Program Participation Survey. NCES 2015-030

ERIC Educational Resources Information Center

McPhee, C.; Bielick, S.; Masterton, M.; Flores, L.; Parmer, R.; Amchin, S.; Stern, S.; McGowan, H.

2015-01-01

The 2012 National Household Education Surveys Program (NHES:2012) Data File User's Manual provides documentation and guidance for users of the NHES:2012 data files. The manual provides information about the purpose of the study, the sample design, data collection procedures, data processing procedures, response rates, imputation, weighting and…

Knowledge, attitudes, beliefs, and behaviors of parents and healthcare providers before and after implementation of a universal rotavirus vaccination program.

PubMed

MacDougall, Donna M; Halperin, Beth A; Langley, Joanne M; MacKinnon-Cameron, Donna; Li, Li; Halperin, Scott A

2016-01-27

In Canada, rotavirus vaccine is recommended for all infants, but not all provinces/territories have publicly funded programs. We compared public and healthcare provider (HCP) knowledge, attitudes, beliefs, and behaviors in a province with a public health nurse-delivered, publicly funded rotavirus vaccination program to a province with a publicly funded, physician-delivered program. A third province with no vaccination program acted as a control. Information about knowledge, attitudes, beliefs, and behaviors of parents whose children were eligible for the universal program and healthcare providers responsible for administering the vaccine were collected through the use of two validated surveys distributed in public health clinics, physicians' offices, and via e-mail. Early and postvaccine-program survey results were compared. A total of 722 early implementation and 709 postimplementation parent surveys and 180 early and 141 postimplementation HCP surveys were analyzed. HCP and public attitudes toward rotavirus vaccination were generally positive and didn't change over time. More parents postprogram were aware of the NACI recommendation and the vaccination program and reported that their healthcare provider discussed rotavirus infection and vaccine with them. Prior to the program across all sites, more physicians than nurses were aware of the national recommendation regarding rotavirus vaccine. In the postprogram survey, however, more nurses were aware of the national recommendation and their provincial universal rotavirus vaccination program. Nurses had higher knowledge scores than physicians in the postprogram survey (p<0.001). Parents of young infants were also more knowledgeable about rotavirus and rotavirus vaccine in the two areas where universal programs were in place (p<0.001). Implementation of a universal rotavirus vaccination program was associated with an increase in knowledge and more positive attitudes toward rotavirus vaccine amongst parents of eligible infants. Nurses involved in a public health-delivered vaccination program were more knowledgeable and had more positive attitudes toward the vaccine than physicians in a jurisdiction where vaccine was physician-delivered. Copyright © 2015 Elsevier Ltd. All rights reserved.

Urban African American Parents’ Messages about Violence: A Mixed Methods Study

PubMed Central

Lindstrom Johnson, Sarah; Finigan, Nadine; Bradshaw, Catherine; Haynie, Denise; Cheng, Tina L.

2015-01-01

Family socialization, which includes parental control and support, plays an important role in reducing the likelihood of adolescent involvement in conflict. This study examined the strategies that urban parents living in neighborhoods with high crime rates suggest to help their adolescent children avoid or deescalate conflict. Data come from 48 African American parent/adolescent dyads recruited through the youths’ middle school. Dyads responded to three video-taped scenarios depicting youth in potential conflict situations. Qualitative methods were used to identify 11 strategies parents suggested to help youth avoid or deescalate conflict. Although the majority of parents advocated for non-violent solutions, these same parents described situations in which their child may need to use violence. These findings have important implications for family-focused violence prevention programs. PMID:26726283

Improving Elementary School Quality Through the Use of a Social-Emotional and Character Development Program: A Matched-Pair, Cluster-Randomized, Controlled Trial in Hawai’i

PubMed Central

Snyder, Frank J.; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J.; Flay, Brian R.

2012-01-01

BACKGROUND School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai’i trial included 20 racially/ethnically diverse schools and was conducted from 2002–2003 through 2005–2006. METHODS School-level archival data, collected by the Hawai’i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. RESULTS Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. CONCLUSIONS School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. PMID:22142170

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i.

PubMed

Snyder, Frank J; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac J; Flay, Brian R

2012-01-01

School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006. School-level archival data, collected by the Hawai'i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models. Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system. School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change. © 2011, American School Health Association.

Building Social Capital in Vulnerable Families: Success Markers of a School-Based Intervention Program

ERIC Educational Resources Information Center

Terrion, Jenepher Lennox

2006-01-01

Researchers suggest that key to addressing the needs of vulnerable families is to involve parents in their child's academic life. However, this article argues, it is not simply involvement that matters for the improved functioning of these families but the production of the three dimensions of social capital (bonding, bridging, and linking)…

The Facts Ma'am, Just the Facts: Social Security Disability Benefit Programs and Work Incentives

ERIC Educational Resources Information Center

Brooke, Valerie; McDonough, Jennifer T.

2008-01-01

Individuals With Disabilities Education Act Amendments of 1997 (IDEA) requires that parents and students be involved in all aspects of the transition planning and decision-making process, and most teachers recognize that this involvement is vital to success. To fully participate effectively, students and their family members need to become…

Participation of children with neurodevelopmental risk factors in the early rehabilitation program in relation to the level of parental education.

PubMed

Mikelić, Valentina Matijević; Kosicek, Tena; Crnković, Maja; Radanović, Branko

2011-12-01

Many factors that have an adverse effect on fetal growth and development can manifest later in the child's development. Because of the biological basis, children born under the influence of these factors belong to the group of neurorisk children. They need special attention and prompt participation in the early rehabilitation program to encourage the use of brain plasticity. In addition to the biological influences, socioeconomic status affects a wide array of medical, cognitive and socio-emotional consequences in children, which begin before birth and continue into adulthood. This retrospective study included 50 children aged one to three years, hospitalized 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 frequency of inclusion of children with neurodevelopmental risks in the early rehabilitation program according to the level of parental education. The results showed the highest percentage of parents of neurorisk children to have high school education, while the smallest number of parents had elementary school education. These data pointed to the lack of public awareness of the importance of the early period of life. However, they also indicated the lack of parental knowledge of their rights and opportunities for involvement of their neurorisk children in the early rehabilitation programs.

The contribution of parenting practices and parent emotion factors in children at risk for disruptive behavior disorders.

PubMed

Duncombe, Melissa E; Havighurst, Sophie S; Holland, Kerry A; Frankling, Emma J

2012-10-01

The goal of this study was to examine the impact of different parenting characteristics on child disruptive behavior and emotional regulation among a sample of at-risk children. The sample consisted of 373 Australian 5- to 9-year-old children who were screened for serious behavior problems. Seven parenting variables based on self-report were evaluated, involving parenting practices, emotion beliefs and behaviors, emotion expressiveness, and mental health. Outcome variables based on parent/teacher report were child disruptive behavior problems and emotion regulatory ability. When entered simultaneously in a multiple regression analysis, inconsistent discipline, negative parental emotional expressiveness, and parent mental health demonstrated the strongest relationship to disruptive behavior problems and problems with emotion regulation. The data presented here elucidate multiple risk pathways to disruptive behavior disorders and can inform the design of prevention and early intervention programs.

Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading

ERIC Educational Resources Information Center

Anthony, Jason L.; Williams, Jeffrey M.; Zhang, Zhoe; Landry, Susan H.; Dunkelberger, Martha J.

2014-01-01

Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served…

Linking Schools and the Community. Education U.S.A. Special Report.

ERIC Educational Resources Information Center

Gonder, Peggy Odell

This booklet discusses the importance of involving members of the community in public school programs and activities and presents brief profiles of current school programs and policies that are attempting to do so. The author examines in detail the kinds and extent of parent and community interaction with the schools and describes what different…

Parent Management Training-Oregon Model: Adapting Intervention with Rigorous Research.

PubMed

Forgatch, Marion S; Kjøbli, John

2016-09-01

Parent Management Training-Oregon Model (PMTO(®) ) is a set of theory-based parenting programs with status as evidence-based treatments. PMTO has been rigorously tested in efficacy and effectiveness trials in different contexts, cultures, and formats. Parents, the presumed agents of change, learn core parenting practices, specifically skill encouragement, limit setting, monitoring/supervision, interpersonal problem solving, and positive involvement. The intervention effectively prevents and ameliorates children's behavior problems by replacing coercive interactions with positive parenting practices. Delivery format includes sessions with individual families in agencies or families' homes, parent groups, and web-based and telehealth communication. Mediational models have tested parenting practices as mechanisms of change for children's behavior and found support for the theory underlying PMTO programs. Moderating effects include children's age, maternal depression, and social disadvantage. The Norwegian PMTO implementation is presented as an example of how PMTO has been tailored to reach diverse populations as delivered by multiple systems of care throughout the nation. An implementation and research center in Oslo provides infrastructure and promotes collaboration between practitioners and researchers to conduct rigorous intervention research. Although evidence-based and tested within a wide array of contexts and populations, PMTO must continue to adapt to an ever-changing world. © 2016 Family Process Institute.

Assessing the effects of a complementary parent intervention and prior exposure to a preadolescent program of HIV risk reduction for mid-adolescents.

PubMed

Stanton, Bonita; Wang, Bo; Deveaux, Lynette; Lunn, Sonja; Rolle, Glenda; Li, Xiaoming; Braithwaite, Nanika; Dinaj-Koci, Veronica; Marshall, Sharon; Gomez, Perry

2015-03-01

We (1) evaluated the impact of an evidence-based HIV prevention program with and without a parent component among mid-adolescents living in the Caribbean and (2) determined the effect of prior receipt of a related intervention during preadolescence on intervention response. A randomized, controlled 4-cell trial of a 10-session, theory-based HIV prevention intervention involving 2564 Bahamian grade-10 youths (some of whom had received a comparable intervention in grade 6) was conducted (2008-2011). Randomization occurred at the level of the classroom with follow-up at 6, 12, and 18 months after intervention. The 3 experimental conditions all included the youths' curriculum and either a youth-parent intervention emphasizing adolescent-parent communication, a parent-only goal-setting intervention, or no parent intervention. An intervention delivered to mid-adolescents in combination with a parent-adolescent sexual-risk communication intervention increased HIV/AIDS knowledge, condom-use skills, and self-efficacy and had a marginal effect on consistent condom use. Regardless of prior exposure to a similar intervention as preadolescents, youths benefited from receipt of the intervention. Preadolescents and mid-adolescents in HIV-affected countries should receive HIV prevention interventions that include parental participation.

Control or involvement? Relationship between authoritative parenting style and adolescent depressive symptomatology.

PubMed

Piko, B F; Balázs, M A

2012-03-01

Among factors predicting adolescent mood problems, certain aspects of the parent-adolescent relationship play an important role. In previous studies, children whose parents had an authoritative style of parenting reported the best behavioral and psychological outcomes. Therefore, the main goal of this paper was to investigate the role of authoritative parenting style and other family variables (negative family interactions and positive identification with parents) in adolescents' depressive symptomatology. The study was carried out in all primary and secondary schools in Mako and the surrounding region in Hungary in the spring of 2010, students of grades 7-12 (N = 2,072): 49.2% of the sample were males; 38.1% primary school pupils; and 61.9% high school students. Self-administered questionnaires contained items of measuring depressive symptoms (CDI) and parental variables beyond sociodemographics. Beyond descriptive statistics and calculation of correlation coefficients, multiple linear regression analyses were applied to detect relationships between parental variables and depressive scores by gender. Overall, our data support a negative association between authoritative parenting style and adolescent mood problems, particularly among girls. Among boys, only mother's responsiveness was a significant predictor. Among girls, father's parenting played a decisive role; not only his responsiveness but also demandingness. Interestingly, mother's demandingness went together with an elevated depressive score for girls. Prevention programs cannot guarantee success without taking into account the role of parents. Teaching positive parenting seems to be a part of these prevention programs that may include facilitating intimate yet autonomous relationships.

The relationships between father involvement and parental acceptance on the psychological adjustment of children and adolescents: The moderating effects of clinical status.

PubMed

Rodríguez Ruiz, Mercedes; Holgado-Tello, Francisco Pablo; Carrasco, Miguel Ángel

2017-10-01

This study analyzes how a child's clinical condition modifies the relationship of father involvement, parental (fathers and mothers) acceptance and the child´s psychological adjustment, including the internalizing and externalizing problems. The cohort studied was composed of 226 subjects (61.94% males) with a mean age of 14.08 years, of which 113 children were from an incidental clinical sample and 113 from the general population. Both groups were matched by sex, age and family status, and the data show that the same structure of parent-child relationships that predict the child´s psychological adjustment can be accepted for both the clinical and non-clinical groups of children. However, the intensity of the relationships between the variables father involvement, parental acceptance and the child´s outcomes differed in function of the child's clinical status. Specifically, in the clinically-referred sample compared to non-clinical sample father involvement had a stronger effect on the children´s internalizing (but not the externalizing) problems and on their global psychological adjustment via their perceived maternal acceptance. The role of father involvement in the family relationships of clinical children is discussed. This study provides important evidence to support the need for enhanced paternal participation in the intervention programs for families. Copyright © 2017 Elsevier B.V. All rights reserved.

Improving the Attendance Rate for African American Male Students in an After School Reading Program through Parental Involvement, Positive Male Role Models, and Tutorial Instruction.

ERIC Educational Resources Information Center

Tanksley, Mary Dennard

This practicum was designed to improve the attendance rate for African American male students in the After School Reading Is Fundamental (RIF) program. The attendance rate for male students was far below that of female students. The following strategies to increase male participation in the reading program were developed: local businesses and…

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…

Bullied by Siblings and Peers: The Role of Rejecting/Neglecting Parenting and Friendship Quality Among Korean Children.

PubMed

Kim, Jingu; Kim, Eunha

2016-07-01

The primary aim of this study was to examine the direct and indirect links of rejecting/neglecting parenting, sibling victimization, and friendship quality with peer victimization using a convenience sample of 584 Korean children in Grades 3 to 6. In addition, we tested whether these associations differed between male and female students. Structural equation modeling was performed to analyze the data. The results revealed rejecting/neglecting parenting indirectly influenced peer victimization through sibling victimization for both males and females, although such effects were stronger for females than males. Sibling victimization had a direct effect on peer victimization across both sexes, although it indirectly influenced peer victimization through poor friendship quality only for males. Therefore, bullying prevention and intervention programs must involve parents to make them aware of the important role they play in this process and to improve their parenting styles and involvement in sibling conflicts. Furthermore, while the role of friendship quality needs to be highlighted to prevent peer victimization among males, future research continues to explore other peer variables that are related to decreased peer victimization for females.

The effectiveness of parent participation in occupational therapy for children with developmental delay

PubMed Central

Lin, Chien-Lin; Lin, Chin-Kai; Yu, Jia-Jhen

2018-01-01

Introduction This study aims to explore the impact of Parent Participation Program on the development of developmental delay children. Methods Pretest-posttest equivalent-group experimental design study was used in this paper. A total of 30 pairs of developmental delay children aged 0–72 months and their parents participated into this study. They were divided into two groups, namely control group and experimental group, according to parents’ wishes. The objects of study in control group received 16 courses of direct rehabilitation therapy; those in experimental group received 8 courses of direct rehabilitation therapy and 8 courses of instruction and tracking of Parent Participation Program. The duration of the intervention was 8 weeks. All cases should be evaluated before and after the intervention, to analyze the difference before and after intervention and among groups. The statistical methods in this paper included descriptive analysis, Chi-square test, independent sample t-test, pair-sample t-test. Results and conclusion The intervention of Parent Participation Occupational Program has positive impact on the development of developmental delay children in various fields. Among all the intervention results, the progress of the experimental group is 1.895 times more than that of the control group. With parent involvement, Parent Participation Occupational Therapy can promote the cognitive ability, language ability, action ability (gross and fine movement), social competence and self-care ability of children with developmental delay. Finally, the researcher presents suggestions and directions for future research in accordance with the results. PMID:29503546

[Television and children: is television responsible for all the evils attributed to it?].

PubMed

Caviedes Altable, B E; Quesada Fernández, E; Herranz, J L

2000-02-28

The purpose of this study was to analyze children's television viewing habits and their parents attitudes towards such viewing. Cross-sectional descriptive study. Primary care. A survey was undertaken with 317 three to fourteen year old children and their parents as part of the primary care check-up program for healthy children. Time devoted to television viewing was 106 +/- 50 minutes on weekdays and 141 +/- 80 minutes weekends. Despite this, 49.2% of parents thought their children saw little television, especially those with children under six (57.6%). Children of parents in highly qualified positions and of parents in the uppermost socioeconomic group saw television the least, on non-working days (70 +/- 61 minutes and 144 +/- 78 minutes respectively, p < or = 0.0001). Some 71.9% of children watched television alone and 34% did so at meal-times. Altogether 48.3% of parents were unaware as to what their children watched and some 61.5% encouraged television viewing, above all those having children of under six (76%). The youngest children preferred to watch cartoons which were generally of a violent nature. For those aged from 11 to 14, 19.5% chose as their favorite programs those having a high level of violence. Television habits are an educational problem for parents, an important shake-up in their attitudes being called for, in which pediatricians should be involved in developing health programs aimed at proper use of the television.

Parenting education for parents with intellectual disabilities: a review of outcome studies.

PubMed

Feldman, M A

1994-01-01

Parents with intellectual disabilities (i.e., IQ < 80; mental retardation) are overrepresented in child maltreatment cases and have a variety of parenting skill deficits. Their children are at risk for neglect, developmental delay, and behavioral disorders. This review of parenting education interventions for such parents identified 20 published studies with adequate outcome data. A total of 190 such parents (188 mothers, 2 fathers), with IQs ranging from 50 to 79 were involved. Parenting skills trained included basic child-care, safety, nutrition, problem solving, positive parent-child interactions, and child behavior management. The most common instructional approach was behavioral (e.g., task analysis, modeling, feedback, reinforcement). Overall, initial training, follow-up, and social validity results are encouraging. Generalization and child outcome data are weak. Further research is needed to (a) identify variables associated with responsiveness to intervention, and (b) develop and compare innovative programs that teach parents with cognitive disabilities the necessary generalized skills to demonstrate long-term beneficial effects on their children.

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

PubMed Central

Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604

Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

PubMed

Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.

From Screening to Care: A Qualitative Analysis of the Parental Experiences Related to Screening and (Re)habilitation Care for Children with Congenital Deafness in Flanders, Belgium

ERIC Educational Resources Information Center

Hardonk, Stefan; Desnerck, Greetje; Loots, Gerrit; Matthijs, Liesbeth; Van Hove, Geert; Van Kerschaver, Erwin; Sigurjonsdottir, Hanna Bjorg; Vanroelen, Christophe; Louckx, Fred

2011-01-01

The objective of this study is to analyze parental perspectives concerning the use of (re)habilitation services after Universal Newborn Hearing Screening (UNHS). A qualitative study design was used involving children with moderate-to-profound hearing loss who were born between 1999 and 2001 and who are registered in the UNHS program in Flanders,…

Comparison of child-parent and parent-only cognitive-behavioral therapy programs for anxious children aged 5 to 7 years: short- and long-term outcomes.

PubMed

Monga, Suneeta; Rosenbloom, Brittany N; Tanha, Azadeh; Owens, Mary; Young, Arlene

2015-02-01

Childhood anxiety disorders (AD) are prevalent, debilitating disorders. The most effective treatment approach for children less than 8 years old requires further investigation. The study's primary objective was to compare 2 cognitive-behavioral therapy (CBT) group programs. CBT was delivered to children 5 to 7 years old and their parents (child-parent) or only to parents (parent-only), whereas children attended group sessions but did not receive CBT. Using a prospective, repeated measures, longitudinal study design, 77 children (29 male, mean age = 6.8 years; SD = 0.8 year) with AD and their parents participated in either a 12-week child-parent or parent-only CBT group treatment after a 3-month no-treatment wait-time. Well-validated treatment outcome measures were completed at 5 assessment time points: initial assessment, pretreatment, immediately posttreatment, 6 months, and 12 months posttreatment. A mixed models analysis was used to assess change in AD severity and global functioning improvements from baseline within each treatment and between treatments. No significant changes were noted in child-parent or parent-only treatment during the 3-month no-treatment wait time. Both treatments saw significant improvements posttreatment and at longer-term follow-up with significant reductions in AD severity measured by clinician and parent report and increases in global functioning. Significantly greater improvements were observed in the child-parent compared to the parent-only treatment. This study suggests that both parent-only and child-parent group CBT improves AD severity in children 5 to 7 years old. Study results suggest that involvement of both children and parents in treatment is more efficacious than working with parents alone. Copyright © 2015 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

A randomized controlled trial of an intervention program to Brazilian mothers who use corporal punishment.

PubMed

Santini, Paolla Magioni; Williams, Lucia C A

2017-09-01

This study evaluated a positive parenting program to Brazilian mothers who used corporal punishment with their children. The intervention was conducted in four agencies serving vulnerable children, and at a home replica laboratory at the University. Mothers who admitted using corporal punishment were randomly assigned between experimental (n=20) and control group (n=20). The program consisted of 12 individual sessions using one unit from Projeto Parceria (Partnership Project), with specific guidelines and materials on positive parenting, followed by observational sessions of mother-child interaction with live coaching and a video feedback session in the lab. The study used an equivalent group experimental design with pre/post-test and follow-up, in randomized controlled trials. Measures involved: Initial Interview; Strengths and Difficulties Questionnaire (SDQ) - parent and child versions; Beck Depression Inventory (BDI); observational sessions with a protocol; and a Program Evaluation by participants. Analysis of mixed models for repeated measures revealed significant positive effects on the BDI and SDQ total scores, as well as less Conduct problems and Hyperactivity in SDQ measures from the experimental group mothers, comparing pre with post-test. Observational data also indicated significant improvement in positive interaction from the experimental group mothers at post-test, in comparison with controls. No significant results were found, however, in children's observational measures. Limitations of the study involved using a restricted sample, among others. Implications for future research are suggested. Copyright © 2017 Elsevier Ltd. All rights reserved.

NASA Family Science Night: Changing perceptions one family at a time

NASA Astrophysics Data System (ADS)

Mitchell, Sara E.; Drobnes, Emilie; Sol Colina-Trujillo, M.; Noel-Storr, Jacob

2008-12-01

Parents and families have the greatest influence on children's attitudes towards education and career choices. If students' attitudes towards science, particularly the physical sciences, are not influenced positively by parental/familial attitudes, efforts to improve the quality of content and teaching of these subjects in school may be futile. Research shows that parental involvement increases student achievement outcomes, and family-oriented programs have a direct impact on student performance. Based on this premise, the NASA Goddard Space Flight Center started a series of Family Science Nights for middle school students and their families. The program provides a non-threatening venue for families to explore the importance of science and technology in our daily lives by engaging in learning activities that change their perception and understanding of science - making it more practical and approachable for participants of all ages. Family Science Night strives to change the way that students and their families participate in science, within the program and beyond.

Family-Centered Care in Juvenile Justice Institutions: A Mixed Methods Study Protocol.

PubMed

Simons, Inge; Mulder, Eva; Rigter, Henk; Breuk, René; van der Vaart, Wander; Vermeiren, Robert

2016-09-12

Treatment and rehabilitation interventions in juvenile justice institutions aim to prevent criminal reoffending by adolescents and to enhance their prospects of successful social reintegration. There is evidence that these goals are best achieved when the institution adopts a family-centered approach, involving the parents of the adolescents. The Academic Workplace Forensic Care for Youth has developed two programs for family-centered care for youth detained in groups for short-term and long-term stay, respectively. The overall aim of our study is to evaluate the family-centered care program in the first two years after the first steps of its implementation in short-term stay groups of two juvenile justice institutions in the Netherlands. The current paper discusses our study design. Based on a quantitative pilot study, we opted for a study with an explanatory sequential mixed methods design. This pilot is considered the first stage of our study. The second stage of our study includes concurrent quantitative and qualitative approaches. The quantitative part of our study is a pre-post quasi-experimental comparison of family-centered care with usual care in short-term stay groups. The qualitative part of our study involves in-depth interviews with adolescents, parents, and group workers to elaborate on the preceding quantitative pilot study and to help interpret the outcomes of the quasi-experimental quantitative part of the study. We believe that our study will result in the following findings. In the quantitative comparison of usual care with family-centered care, we assume that in the latter group, parents will be more involved with their child and with the institution, and that parents and adolescents will be more motivated to take part in therapy. In addition, we expect family-centered care to improve family interactions, to decrease parenting stress, and to reduce problem behavior among the adolescents. Finally, we assume that adolescents, parents, and the staff of the institutions will be more satisfied with family-centered care than with usual care. In the qualitative part of our study, we will identify the needs and expectations in family-centered care as well as factors influencing parental participation. Insight in these factors will help to further improve our program of family-centered care and its implementation in practice. Our study results will be published over the coming years. A juvenile justice institution is a difficult setting to evaluate care programs. A combination of practice-based research methods is needed to address all major implementation issues. The study described here takes on the challenge by means of practice-based research. We expect the results of our study to contribute to the improvement of care for adolescents detained in juvenile justice institutions, and for their families.

Processes of Early Childhood Interventions to Adult Well-Being.

PubMed

Reynolds, Arthur J; Ou, Suh-Ruu; Mondi, Christina F; Hayakawa, Momoko

2017-03-01

This article describes the contributions of cognitive-scholastic advantage, family support behavior, and school quality and support as processes through which early childhood interventions promote well-being. Evidence in support of these processes is from longitudinal cohort studies of the Child-Parent Centers and other preventive interventions beginning by age 4. Relatively large effects of participation have been documented for school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attainment, and crime prevention. The three processes account for up to half of the program impacts on well-being. They also help to explain the positive economic returns of many effective programs. The generalizability of these processes is supported by a sizable knowledge base, including a scale up of the Child-Parent Centers. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Influence of adult attachment insecurities on parenting self-esteem: the mediating role of dyadic adjustment.

PubMed

Calvo, Vincenzo; Bianco, Francesca

2015-01-01

Parenting self-esteem includes two global components, parents' self-efficacy and satisfaction with their parental role, and has a crucial role in parent-child interactions. The purpose of this study was to develop an integrative model linking adult attachment insecurities, dyadic adjustment, and parenting self-esteem. The study involved 118 pairs (236 subjects) of heterosexual parents of a firstborn child aged 0-6 years. They were administered the Experiences in Close Relationships-Revised (ECR-R) questionnaire, the Dyadic Adjustment Scale, and the Parenting Sense of Competence Scale. Path analysis was used to design and test a theoretical integrative model, achieving a good fit with the data. Findings showed that dyadic adjustment mediates the negative influence on parenting self-efficacy of both attachment anxiety and attachment avoidance. Parenting satisfaction is positively influenced by parenting self-efficacy and negatively affected by child's age. Attachment anxiety negatively influences parenting satisfaction. Our findings are in line with the theoretical expectations and have promising implications for future research and intervention programs designed to improve parenting self-esteem.

Focus on Youth in the Caribbean: Beyond the Numbers

PubMed Central

Deveaux, Lynette; Lunn, Sonja; Mae Bain, Rosa; Gomez, Perry; Kelly, Tanya; Brathwaite, Nanika; Russell-Rolle, Glenda; Li, Xiaoming; Stanton, Bonita

2011-01-01

In the 1990s, an interdisciplinary group including pediatricians, anthropologists, health educators, psychologists, and statisticians developed and evaluated an HIV prevention intervention targeting early adolescents living in public housing developments in the USA. The intervention, “Focus on Kids,” (FOK) was effective in reducing risk behaviors, intentions, and perceptions and ultimately was included in the Center for Disease Control’s portfolio of effective adolescent programs, “Programs that Work.” Learning about FOK and concerned about the need for a structured program to address high rates of teen pregnancy and risk for HIV, professionals from the Ministries of Health of The Bahamas approached the researchers about collaborating to develop a program for Bahamian youth. A partnership developed which has spanned over a decade and led to the development of an intervention program targeting Bahamian children in grade six, a 10-session adolescent HIV prevention program entitled “Focus on Youth in the Caribbean” (FOYC). Two programs including a video and parent discussion were developed for their parents. Caribbean Informed Parents and Children Together (CImPACT) emphasizes the importance of parent-child communication about sexuality and Goal for It” (GFI) emphasizes the importance of planning ahead. The US-Bahamian team evaluated these interventions through a randomized, controlled 3-celled longitudinal trial (36 months follow-up) involving 15 elementary schools in The Bahamas. The programs have been shown to be effective. This article describes the context in which the epidemic occurred, events leading up to the collaboration and the issues, decisions, processes, and relationships that we have developed that have allowed it to succeed. PMID:21430238

The Parents' and Teachers' Supports Role on Students' Involvement in Scouting Program and Entrepreneurial Values--Longitudinal Studies on Students in Jombang, East Java, Indonesia

ERIC Educational Resources Information Center

Prianto, Agus

2016-01-01

Extracurricular activities are those that fall outside the realm of the normal curriculum of school. Extracurricular activities exist for all students. And generally, benefits of extracurricular activities shall be as follows: learning time management and prioritizing; getting involved in diverse interests; learning about long term commitments;…

Factors related to risky sexual behaviors and effective STI/HIV and pregnancy intervention programs for African American adolescents.

PubMed

Lee, Young Me; Cintron, Adanisse; Kocher, Surinder

2014-01-01

The purpose of this integrative literature review study was to investigate factors related to risky sexual behaviors among African American adolescents, to evaluate which of the factors are common across successful and effective STI/HIV and pregnancy intervention programs, and finally, to propose suggestions for future intervention programs for African American adolescents in West Englewood, Chicago. An integrative literature review was conducted. Using CINAHL, PubMed, and ProQuest database, the following terms were searched: African American, Black, adolescents, teenagers, sexual behavior, cultural factors, pregnancy, STIs/HIV/AIDS, and intervention programs. A total of 18 articles were reviewed, findings indicated there were five major contributing factors related to risky sexual behaviors: substance use, gender roles, peer influences, parental involvement, and level of knowledge and information on sex and STIs. Six successful STI/HIV and pregnancy programs that incorporated those factors to effectively reduce risky sexual behaviors were identified. After analyzing six national intervention programs proven to be effective, the findings suggest that future prevention programs should be designed with more emphasis on avoidance or limited substance use, increased parental involvement, integration of cultural teaching components such as storytelling and history as suggested from the Aban Aya Youth Project. This study also concluded that future prevention programs should consider the length of programs be longer than 1 year, as it has been shown to be more effective than shorter programs. © 2014 Wiley Periodicals, Inc.

Focus groups with working parents of school-aged children: what's needed to improve family meals?

PubMed

Fulkerson, Jayne A; Kubik, Martha Y; Rydell, Sarah; Boutelle, Kerri N; Garwick, Ann; Story, Mary; Neumark-Sztainer, Dianne; Dudovitz, Bonnie

2011-01-01

To conduct focus groups to identify parents' perceptions of barriers to family meals and elucidate ideas to guide the development of interventions to overcome barriers. Focus groups were conducted with a convenience sample of 27 working parents in urban community settings. Parents reported enjoying the sharing/bonding at meals, but they reported limited time for meal preparation and frequent multi-tasking at mealtime. They wanted their children's help with meal preparation, but they were concerned about the time and "mess" involved. They were frustrated with the limited range of food items their children would eat. Preferred program ideas included feeding tips/recipes, meal planning/preparation, and changing food offerings. Findings indicate a need for creative programs and professional nutrition guidance to facilitate family engagement in planning and cooking quick, healthful meals; development of skill building; and increasing healthful food consumption. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.

Newborn screening education on the internet: a content analysis of North American newborn screening program websites.

PubMed

Araia, Makda H; Potter, Beth K

2011-09-01

The Internet is a potentially important medium for communication about public health programs including newborn screening. This study explores whether the information available on official newborn screening program websites is consistent with existing guidelines regarding educational content for parents. We conducted a systematic search of the public websites of newborn screening programs in the US and Canada, identifying web pages and downloadable brochures that contained educational information. Two researchers independently reviewed all documents to determine the extent to which they included 14 key recommended educational messages. We identified 85 documents containing educational information on 46 US and 6 Canadian newborn screening program websites. The documents contained from 1 to 14 of the recommended messages. The majority of identified materials emphasized the importance and benefits of screening. The differences between US and Canadian materials were related to the importance of parental involvement in follow-up and issues of consent and storage of blood spots. Our findings are consistent with studies of non-web-based newborn screening education materials. The results emphasize the need for further evaluation of newborn screening education, including internet-based resources, particularly in terms of the impact of particular messages on parental attitudes and behaviors.

Celebrating Fathers as a Resource in Early Child Care Settings

ERIC Educational Resources Information Center

Parlakian, Rebecca; Rovaris, J. Michael

2009-01-01

In many child care programs, father involvement is still not on a par with that of mothers. For these programs, "parent" typically means "mother". There are a host of possible reasons for this difference, including fathers' work schedules, a belief that child care is a mother's domain, and fathers feeling unwelcome or out of place in the child…

What You Need to Know about Starting a Student Drug-Testing Program

ERIC Educational Resources Information Center

Office of National Drug Control Policy, 2004

2004-01-01

"What You Need to Know About Starting a Student Drug-Testing Program" is meant to Complement, and build on information provided in an earlier publication, "What You Need to Know about Drug Testing in Schools." This booklet assumes that you as a school, administrator, staff member, or parent involved in the decision have considered all the…

A Summary of Six Major Evaluation Reports on Follow Through in Philadelphia, 1973-l1974.

ERIC Educational Resources Information Center

Goodwin, Judith

This report is a non-technical summary of six major evaluation reports on the Follow Through Program in Philadelphia, 1973-74. Positive findings are presented in the areas of pupil achievement, teacher and pupil continuance and pupil absence, and supportive services and parent involvement. The Follow Through Program in Philadelphia is comprised of…

The Impact of the Social Order to Increase Enrollment in Programs of Additional Education

ERIC Educational Resources Information Center

Zolotareva, Angelina V.; Bayborodova, Liudmila V.; Lehomzeva, Elena N.; Sukhanova, Yulia V.; Razumova, Anzhelika B.

2016-01-01

The purpose of the study is to examine the social demand impact on increasing the children's enrollment of supplementary education programs. The survey has involved children of younger and middle school age (n = 2,206), high school students (n = 2,162), and parents of children of preschool (n = 313), younger and middle school age (n = 262). The…

A Quasi-Randomized Trial of a School-Wide Universal Prevention Program: Results and Lessons Learned

ERIC Educational Resources Information Center

Bodin, Maria C.; South, Sandra H.; Ingemarson, Maria

2016-01-01

Prevention in School (PS) is a comprehensive program which aims to improve the learning climate and reduce problem behavior in elementary schools. Core components are teaching of school rules, praise and rewards to support prosocial behavior, and a forum involving parents. This trial investigated the effects of PS on its intended outcomes, and…

Patterns and correlates of illicit drug selling among youth in the USA

PubMed Central

Vaughn, Michael G; Shook, Jeffrey J; Perron, Brian E; Abdon, Arnelyn; Ahmedani, Brian

2011-01-01

Purpose Despite the high rates of drug selling among youth in juvenile justice and youth residing in disadvantage neighborhoods, relatively little is known about the patterns of illicit drug selling among youth in the general population. Methods Using the public-use data file from the adolescent sample (N = 17 842) in the 2008 National Survey on Drug Use and Health (NSDUH), this study employed multiple logistic regression to compare the behavioral, parental involvement, and prevention experiences of youth who sold and did not sell illicit drugs in the past year. Results Findings from a series of logistic regression models indicated youth who sold drugs were far more likely to use a wide variety of drugs and engage in delinquent acts. Drug-selling youth were significantly less likely to report having a parent involved in their life and have someone to talk to about serious problems but were more likely to report exposure to drug prevention programming. Conclusion Selling of drugs by youth appears to be a byproduct of substance abuse and deviance proneness, and the prevention programs these youth experience are likely a result of mandated exposure derived from contact with the criminal justice system. Assuming no major drug supply side reductions, policies, and practices associated with increasing drug abuse treatment, parental involvement and supervision, and school engagement are suggested. PMID:22375100

[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.

Parent Perceptions of Psychosocial Outcomes of Equine-Assisted Interventions for Children with Autism Spectrum Disorder.

PubMed

Tan, Vanessa Xue-Ling; Simmonds, Janette Graetz

2018-03-01

This research explored parents' perceptions of the psychosocial outcomes of their children's experience of receiving equine-assisted interventions (EAI). Participants were the parents of six children (aged 3-14) diagnosed with autism spectrum disorder. Five semi-structured interviews were conducted and the transcript data was analysed using Interpretative phenomenological analysis. Four super-ordinate themes emerged from the analysis: (1) child's improved self-concept and enhanced emotional well-being, (2) child's improved self-regulatory ability, (3) social benefits for the child, and (4) unexpected outcomes. EAI was perceived by the parents as having several levels of psychosocial benefits for their children. These benefits may also extend to parents and family through ecopsychological and "flow on" effects associated with the children's involvement in EAI programs.

A randomized controlled trial of group Stepping Stones Triple P: a mixed-disability trial.

PubMed

Roux, Gemma; Sofronoff, Kate; Sanders, Matthew

2013-09-01

Stepping Stones Triple P (SSTP) is a parenting program designed for families of a child with a disability. The current study involved a randomized controlled trial of Group Stepping Stones Triple P (GSSTP) for a mixed-disability group. Participants were 52 families of children diagnosed with an Autism Spectrum Disorder, Down syndrome, Cerebral Palsy, or an intellectual disability. The results demonstrated significant improvements in parent-reported child behavior, parenting styles, parental satisfaction, and conflict about parenting. Results among participants were similar despite children's differing impairments. The intervention effect was maintained at 6-month follow-up. The results indicate that GSSTP is a promising intervention for a mixed-disability group. Limitations of the study, along with areas for future research, are also discussed. © FPI, Inc.

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

Involvements of Parents in the Care of Preterm Infants: A Pilot Study Evaluating a Family-Centered Care Intervention in a Chinese Neonatal ICU.

PubMed

Zhang, Rong; Huang, Rui-Wena; Gao, Xi-Ronga; Peng, Xiao-Minga; Zhu, Li-Hui; Rangasamy, Ramanathan; Latour, Jos M

2018-05-17

To evaluate the effectiveness and safety of a family-centered care intervention in a Chinese neonatal ICU. Pilot study using a randomized controlled trial design to inform a main randomized controlled trial study. Stand-alone tertiary children's hospital in China with a 60-bed neonatal ICU serving as a regional neonatal ICU center. Premature infants (n = 61) and their parents (n = 110). Parent education program followed by parents' participation in care as primary caregiver until discharge for a minimum of 4 hours per day. Primary outcomes were infants' weight gain at discharge, length of stay, and readmission. Parental outcomes were stress, anxiety, satisfaction, and clinical knowledge. Infants in family-centered care group (n = 31) had higher weight gain (886g vs 542g; p = 0.013), less neonatal ICU length of stay in days (43 vs 46; p = 0.937), and decreased readmission rate at 1 week (41.9 vs 70.0; p = 0.045) and at 1 month (6.5% vs 50%; p < 0.001) compared with the control group (n = 30). Total Mean Parental Stress and Anxiety scores were lower in the family-centered care group (42 vs 59; p ≤ 0.007), mean satisfaction rates in family-centered care group were higher compared with control group (96 vs 90; p < 0.001), and parents in the family-centered care group had better educational outcomes related to neonatal specialized care skills (p < 0.05). Involving parents in the care of their infant improved clinical outcomes of infants. Family-centered care also contributed to a better understanding of parent's clinical education, decrease stress levels, and increased parental satisfaction. Our study suggests that involving parents in the daily care of their infants is feasible and should be promoted by neonatal ICU clinicians.

A Mobile Early Stimulation Program to Support Children with Developmental Delays in Brazil.

PubMed

Dias, Raquel da Luz; Silva, Kátia Cristina Correa Guimarães; Lima, Marcela Raquel de Oliveira; Alves, João Guilherme Bezerra; Abidi, Syed Sibte Raza

2018-01-01

Developmental delay is a deviation development from the normative milestones during the childhood and it may be caused by neurological disorders. Early stimulation is a standardized and simple technique to treat developmental delays in children (aged 0-3 years), allowing them to reach the best development possible and to mitigate neuropsychomotor sequelae. However, the outcomes of the treatment depending on the involvement of the family, to continue the activities at home on a daily basis. To empower and educate parents of children with neurodevelopmental delays to administer standardized early stimulation programs at home, we developed a mobile early stimulation program that provides timely and evidence-based clinical decision support to health professionals and a personalized guidance to parents about how to administer early stimulation to their child at home.

Influence of adult attachment insecurities on parenting self-esteem: the mediating role of dyadic adjustment

PubMed Central

Calvo, Vincenzo; Bianco, Francesca

2015-01-01

Background: Parenting self-esteem includes two global components, parents’ self-efficacy and satisfaction with their parental role, and has a crucial role in parent–child interactions. The purpose of this study was to develop an integrative model linking adult attachment insecurities, dyadic adjustment, and parenting self-esteem. Methods: The study involved 118 pairs (236 subjects) of heterosexual parents of a firstborn child aged 0–6 years. They were administered the Experiences in Close Relationships-Revised (ECR-R) questionnaire, the Dyadic Adjustment Scale, and the Parenting Sense of Competence Scale. Results: Path analysis was used to design and test a theoretical integrative model, achieving a good fit with the data. Findings showed that dyadic adjustment mediates the negative influence on parenting self-efficacy of both attachment anxiety and attachment avoidance. Parenting satisfaction is positively influenced by parenting self-efficacy and negatively affected by child’s age. Attachment anxiety negatively influences parenting satisfaction. Conclusion: Our findings are in line with the theoretical expectations and have promising implications for future research and intervention programs designed to improve parenting self-esteem. PMID:26441811

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…

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).

Examining the Relationship between Parental Involvement and Mobile Technology Use

NASA Astrophysics Data System (ADS)

Flowers, Toinette M.

Understanding how mobile devices can enhance parent/teacher communication is important because parents play an important part in their children's learning. Research on parents' use of mobile devices to communicate with their children's teachers is limited. The purpose of this cross-sectional correlational study was to determine the relationships between parents' (a) knowledge of using mobile devices, (b) general use of mobile devices, (c) purpose for using mobile devices, (d) perceived ease of using mobile devices, (e) perceived usefulness of mobile devices, (f) attitude toward using mobile devices, and (g) use of mobile devices to communicate with teachers. The study was informed by the technology acceptance model and used a participant pool of 73 parents of high school students attending a Title I high school in a large Midwestern city in the United States. Data were collected using an online survey and analyzed using Pearson's correlations. The study results indicate significant correlations between parents' use of mobile devices to communicate with teachers and knowledge of using mobile devices, purpose for using mobile devices, perceived ease of using mobile devices, perceived usefulness of mobile devices, and attitudes toward using mobile devices. These findings suggest that parental use of mobile devices to communicate with teachers can be enhanced by administrators and school personnel using strategies that consider parents' and the school culture. Social implication includes sharing the results of this study with district and school administrators who have the power to implement programs that encourage and support the use of mobile devices as a communication tool between parents and teachers, therefore increasing parental involvement and ultimately student academic success.

Predictors of parents' adherence to home exercise programs for children with developmental disabilities, regarding both exercise frequency and duration: a survey design.

PubMed

Medina-Mirapeix, Francesc; Lillo-Navarro, Carmen; Montilla-Herrador, Joaquina; Gacto-Sánchez, Mariano; Franco-Sierra, María Á; Escolar-Reina, Pilar

2017-08-01

Many families have problems adhering to home exercise programs (HEP) for children with developmental disabilities. However, parental participation in HEP is known to have a positive effect on child-related outcome variables, as well as on parental functioning. This study examined whether the different behaviours of health professionals, and the behaviour and social characteristics of parents determine rates of parental adherence to both the frequency per week, and duration per session, of HEP for children with developmental disabilities attending paediatric services in early intervention centres. In this study, developmental disabilities include those caused by developmental delay or specific health conditions such as cerebral palsy, congenital illness, or others. Survey. Eighteen early intervention centers. Parents of children with developmental disabilities receiving HEP. A self-reported questionnaire was used to examine: whether frequency and duration of weekly exercise sessions was prescribed by physiotherapists; whether the child had received the HEP according to what was prescribed; and items related to the individual, social support, illnesses and the involvement of the health professional. Multiple logistic regression analyses examined their relative relevance. In this study 219 parents participated. The rate of adherence to the prescribed frequency and duration of the HEP was similar (61.4-57.2%). The probability of adherence to both components increased for parents who had a low perception of the existence of barriers for integrating the exercises into their daily routine (OR=2.62 and 4.83). Furthermore, other cognitive factors of parents had a variable influence. The involvement of the professional had a significant impact regarding the frequency of the HEP. Professional involvement increased the probability of exercises being followed accurately by adopting strategies such as: providing information about the progress and evolution of the exercises (OR=3.75); justifying their usefulness (OR=2.17); giving advice on how to include them into the daily routine (OR=2.54); checking skills during follow-up (OR=2.21) and asking about home adherence (OR=2.20). Providing information during clinical encounters, advising how to include exercises into the daily routine, and checking skills and adherence during follow-up represent practical targets for clinicians aiming to improve the frequency of HEP for children with developmental disabilities. This study contributes to the knowledge of physicians and therapists regarding how their interventions (in particular, information, instructions for HEP and follow-up) influence parents regarding their adherence to HEP.

Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study.

PubMed

Salehi, Somaieh; Patel, Ahmed; Taghavi, Mona; Pooravari, Minoo

2016-09-01

The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops.

A Multilevel Perspective on the Climate of Bullying: Discrepancies Among Students, School Staff, and Parents

PubMed Central

WAASDORP, TRACY EVIAN; PAS, ELISE T.; O’BRENNAN, LINDSEY M.; BRADSHAW, CATHERINE P.

2011-01-01

Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the association between school-level indicators of disorder, norms regarding bullying and bullies, and students, parents, and staff perceptions of safety, belonging, and witnessing bullying. Results revealed several important discrepancies between adults and youth with regard to their perceptions. Moreover, results highlight the significance of normative beliefs about bullies, retaliation, and the influence of school contextual factors on students’ risk for exposure to bullying. PMID:21552337

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

A Multilevel Perspective on the Climate of Bullying: Discrepancies Among Students, School Staff, and Parents.

PubMed

Waasdorp, Tracy Evian; Pas, Elise T; O'Brennan, Lindsey M; Bradshaw, Catherine P

2011-01-01

Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the association between school-level indicators of disorder, norms regarding bullying and bullies, and students, parents, and staff perceptions of safety, belonging, and witnessing bullying. Results revealed several important discrepancies between adults and youth with regard to their perceptions. Moreover, results highlight the significance of normative beliefs about bullies, retaliation, and the influence of school contextual factors on students' risk for exposure to bullying.

Hispanic Parenting Women in Women-Only versus Mixed-Gender Drug Treatment: A 10-Year Prospective Study

PubMed Central

Hser, Yih-Ing; Hunt, Samantha A.; Evans, Elizabeth; Chang, Yen-Jung; Messina, Nena P.

2012-01-01

The present study examined Hispanic substance-using parenting women treated in women-only (WO; n=126) versus mixed-gender (MG; n=853) programs and associated outcomes assessed 10 years after admission. Relative to other races/ethnicities of women admitted to the set of 40 California treatment programs in 2000–2002, Hispanic women were underrepresented in WO programs. Compared to those in MG programs, Hispanic women in WO programs demonstrated more severe treatment needs, indicated by their greater severity in drug and alcohol use, health and mental health problems, and criminal justice involvement at admission. They also had fewer economic resources (15% WO vs. 23% MG were employed, p<.05; 48% vs. 37% on public assistance, p<.05). Data based on administrative records covering 3 years pre-admission and 8 years post-admission showed that Hispanic women treated in WO programs had higher mental health service utilization over 8 years post-treatment admission, though no differences were found in trajectories of arrests and incarceration. In sum, long-term outcomes (in terms of criminal justice involvement) among Hispanic women in WO treatment were comparable to those in the MG treatment, despite greater service needs at admission. WO programs were able to engage more Hispanic women in use of mental health services. Future research should focus on factors limiting Hispanic women’s participation in WO programs, which could suggest ways for improvement so as to benefit all Hispanic women in need of these special services. PMID:22398357

Cardiovascular health promotion for children: a model for a Parish (County)-wide program (implementation and preliminary results).

PubMed

Berenson, Gerald S

2010-01-01

Cardiovascular (CV) risk factors in childhood result in a lifetime burden on the CV system. The Bogalusa Heart Study, a prevention program for children, addresses behaviors and lifestyles associated with CV risk. This prevention program utilizes the substructure of a Parish (County) that can be a model for other areas. All aspects in educating school children-the classroom, physical activity, cafeteria, teachers, and parents with community involvement-are included. The program requires cooperation of parents, schools, physicians, and political and business personnel. Their collaboration helps implement and sustain the program. Understanding the origin of coronary artery disease, hypertension, diabetes, and now the obesity epidemic shows the need to develop a framework for improving lifestyles and behaviors beginning in childhood. In addition to nutrition and exercise, the program addresses tobacco, alcohol, and drug use, and societal problems such as dropping out of school, violent behavior, and teenage pregnancy. An initial accomplishment is the entry into all elementary schools, representing approximately 7000 children. Early results show reduction in obesity, increased physical activity, improved decision making, and healthy attitudes. This public health model is inexpensive by utilizing prior research findings and integrating into community resources. Health education of children is an important aspect of preventive cardiology with a need for pediatric and adult cardiologists' involvement. 2009 Wiley Periodicals, Inc.

Educational Choice. A Background Paper.

ERIC Educational Resources Information Center

Quality Education for Minorities Network, Washington, DC.

This paper addresses school choice, one proposal to address parental involvement concerns, focusing on historical background, definitions, rationale for advocating choice, implementation strategies, and implications for minorities and low-income families. In the past, transfer payment programs such as tuition tax credits and vouchers were…

Pupils.

ERIC Educational Resources Information Center

Lufler, Henry S., Jr.; Bielsky, Donald J.

Litigation having to do with pupils occurred with greater frequency in 1980 than in the past. The greatest increase dealt with the handicapped and with substantive rights of students. Cases involving handicapped students generally focused on parent requests for residential treatment, extended-year programs, and in-class assistance for their…

ESEA Title I Migrant. Final Technical Report.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

The 1981-82 Austin (Texas) Independent School District Title I Migrant Program consisted of seven components: three instructional components--prekindergarten, communication skills, and summer school; and four support components--health services, parental involvement, migrant student record transfer system (MSRTS), and evaluation. The major…

School Uniforms: Guidelines for Principals.

ERIC Educational Resources Information Center

Essex, Nathan L.

2001-01-01

Principals desiring to develop a school-uniform policy should involve parents, teachers, community leaders, and student representatives; beware restrictions on religious and political expression; provide flexibility and assistance for low-income families; implement a pilot program; align the policy with school-safety issues; and consider legal…

Early Childhood Education Learning System for Three-and Four-Year-Old Migrant Children, McAllen, Texas. Evaluation Report, 1968-1969.

ERIC Educational Resources Information Center

Southwest Educational Development Lab., Austin, TX.

This document reports on a program seen as an integral part of a total educational development plan for migrant children. The Early Childhood Education Learning System is an instructional program which includes staff development and parent-school-community involvement. Focus is on the special learning problems of Mexican-American children and the…