Between Parents and Teachers? –A Pilot Study with Directors of Psychological and Pedagogical Counseling Centers on the Educational Transition of Children with Disabilities

During 1990s, there was a need for establishing centers which gives psychological support services to the university students in Turkey in order to help them for living in their social environment in harmony as well adjusted and socially oriented individuals. For this reason, Turkish universities began to establish Counseling Centers having various organizational structures and processes to respond to the psychosocial needs of their students. Middle East Technical University (METU), Psychological Counseling and Guidance Center (PCGC) is one of the important organization among university Counseling Centers in Turkey as related to its structure, developmental process, diversity of professions, and its variety of activities. The purpose of this study is to present a model for the Counseling Centers in Turkish universities and to explain the implementation of strategic planning that mostly designed and used to help organizations in order to prepare themselves to changing environmental conditions in a best way with respect to the results of strategic planning study accomplished in 1999 and evaluated in 2004 by METU PCGC. Summary In 1990s, with the awareness of a need for establishing centers offering psychological support services to university students in Turkey in order to help them live in their social milieu in harmony as a well-adjusted and socially-oriented individuals, Turkish universities began to establish counseling centers having different organizational structure and process to respond to the psychosocial needs of their students. Middle East Technical University (METU), Psychological Counseling and Guidance Center (PCGC) is one of the important organizations among university Counseling Centers in Turkey as related to its structure, developmental process, diversity of professions, and variety of activities. The purpose of this study is to explain the implementation of strategic planning process which is a frequently preferred planning process by various organizations and to propose a model for the Counseling Centers in Turkish universities which is developed according to results of strategic planning study accomplished in 1999 and evaluated in 2004 by METU PCGC. In 1999, administrators and psychological counselors of METU PCGC evaluated their mission and vision of PCGC and defined their organizational strategies by taking into consideration basic stages of strategic planning process in order to determine changing needs and expectations of METU students, to meet effectively these needs and expectations, to use existing resources with the most optimal way, to define activity areas, to define organizational goals by developing their vision and developing some criteria to evaluate their future activities. Furthermore, in 2004, they evaluated their strategic planning made in 1999 to observe developments in their organizational activities through five years, to define strategies helping orientation of PCGC to changing environmental conditions. Having an agreement on making a strategic planning of their organization, as a team, managers and psychological counselors of METU PCGC made a strategic plan through July- August 1999 by taking into consideration the basic stages of strategic planning defined by Bryson (1989). After examining legal scope, the team specified their stakeholders and their needs and expectations. Then, the team defined their mission and aims to make clear what PCGC is as an organization, why it exists, what their basic activities are. After stakeholder analysis, they made SWOT analysis to define strengths, weaknesses, opportunities and threats of their organization. Then, the team defined strategic issues and solving strategies for these issues considering all the analysis they made. Finally, they developed their organizational vision for the future. In 2004, the team evaluated their strategic plan of 1999. As a result of evaluation, it was observed that strategic issues related with the organizational limitations, administrative structure, performance evaluation, effective use of technologies have been solved. Observing such issues in 1999 and solving these issues in 2004 can be seen acceptable when taking into consideration the PCGC was established in 1997. Among implementation of solving strategies of strategic issues defined in 1999, the organizational structure scheme was the most important one with respect to organize organizational processes and also being a model for other psychological counseling centers which was established or have been established. With the strategic planning made in 2004, the team observed that their organization reached higher status of institutionalization process. Also, the team observed that as a result of strategic planning, a team spirit among employees, an effective coordination mechanism among psychiatrists, psychologists and psychological counselors was developed, quality in their services was improved, and coordination between other centers in the university was enhanced.

The aim of this study is to examine the application reasons of university students to psychological counseling and guidance center. The population of this retrospective and descriptive designed research was comprised of all applications of students of a university to a psychological counseling and guidance center between 2012-2019, and the sample was comprised of 373 applications with complete information. The data were collected through the application form and analyzed with descriptive tests, chi-square test, with the significance level at p<0.05. The highest number of applicants were from the first and second grades. Admissions were most frequently with personality problems, least with adaptation complaints. There was no significant difference between demographic characteristics, and the psychological problems. University students frequently experience personality-related complaints, which should be treated with ultimate care in providing psycho-social support for students. Counseling centers and the health professionals play an important role in improving mental health levels of the students.

Relationship between Parental Involvement/Attitude and Children's School Achievements

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.

Research Findings: This study employed data from the TIMSS 2015 survey to investigate whether parental educational involvement behaviour in early childhood and parental attitudes towards education can enhance children’s mathematics achievement in the 4th grade via influencing children’s learning interests. Samples from Singapore (N=6237) and Hong Kong (N=3316), which share similar cultural backgrounds, and students demonstrating outstanding mathematical performance were selected to examine whether a hypothesized model fit the data. The overall model fit was found good. As hypothesized, after controlling for gender, immigration status, and family learning resources variables, both parental involvement in learning activities and parental attitudes towards education had positive significant effects on children’s mathematics achievement in the 4th grade. However, a variation was also discovered in terms of the influences of parental attitudes in the two samples. Practice or Policy: The current findings shed light on the importance of parents’ attitudes on education and their involvement in their children’s mathematics activities during early childhood. The importance of family education should be communicated thoroughly to the public, and the government should provide more support for parents to involve more in early learning activities at home.

IntroductionParents' supportiveness and health-promoting habits significantly affect the intensity of children's physical activity (PA) and the involvement of parents in their engagement in PA; in this domain, both the hours devoted to PA and PA goals can be assessed. The family plays an important role in shaping the physical and social organization of the environment for children aged 4–6 years.MethodsA total of 680 families with 5-year-old children (330 girls, 350 boys) took part in the study. Data were collected from these participants, who were recruited from preschools and primary schools in the Pomeranian region of Poland. The aim of this study was to determine whether the involvement of parents in PA mediates the influence of parental attitudes on the ways in which their children spend their leisure time.ResultsThe results showed that not all parental attitudes had direct impact on children's leisure time in PA and outside PA. Other aspects parental attitude had no significant impact on offspring's free time. Among fathers, only four aspects of parental attitude (namely, acceptance–rejection, inconsistency, autonomy, and overprotectiveness) had an impact on PA goals. Mothers' goals were influenced by the strength of a larger number of aspects of attitude (namely, acceptance–rejection, autonomy, inconsistency, over-demandingness, and overprotectiveness). Similarly, the strength of mothers' and fathers' acceptance–rejection attitudes, attitudes of autonomy, and overprotectiveness had an impact on their PA goals but were not directly linked to their children's leisure-time engagement in PA.DiscussionNot all parental attitudes have a direct impact on children's PA or non-PA leisure time. However, the goals of PA parents have been recognized influence the leisure time of children in PA and outside PA. The most statistically significant relationship for both mothers and fathers was between parental attitudes and PA goals. Parental attitudes do not play a significant role in explaining involvement in PA or lack of it in leisure time among 5-year-old children.

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 shows that the MASHOV has a positive impact on parental involvement – parents who use the MASHOV program consistently demonstrate a high and significant level of involvement compared to parents who do not have access to this program. Parent involvement was also found to have a positive effect on the child's academic achievements, where the higher the level of involvement the higher the evaluation of the student's achievements. Furthermore, a difference was found between parent involvement in the school by sex. Mothers received a higher score for involvement than fathers. No significant correlation was found between parents' schooling and involvement. The research findings show that the growing trend in recent years whereby computerized systems, and in particular the computerized MASHOV program used in high schools, are being integrated in many educational institutions in order to reach effective pedagogic management, is proving efficient and important.

Background: Psychological disturbance among young adults is a critical challenge nowadays and the reasons for this group being suffered from such issues are complex. Aim: To explore the determinant of psychological issues among Pakistani youngsters. Focusing on the causes of mental turbulences related to anxiousness, oppositional defiance disorder, intermittent explosive disorder, borderline personality, bipolar disorder, and psychosocial stressors, the attempt investigated: understanding of the problem and risk factors, social support and contextual factors, factors being perceived as alleviating low mood, despair, rage, pain, hopelessness, et cetera. Method: Three case studies of two boys and one girl aged 20-25 having been diagnosed with the above-mentioned disruptive and depressive disorders are presented incorporating a qualitative approach. It includes semi-structured interviews, a survey, and phenomenological considerations. Finding: The thematic analysis and thorough review of case studies present the indifferent attitude of parents and their harshness are the dominant and consistent determinants of ill-functioning among the involved participants. All complaints of participants were directly or indirectly associated with familial practices, particularly with parental attitude. Practical Implications. The significant role of parents in the childs’ development can never be denied. Therefore, the study provides an insight for the proper exploration of the parent-child relation and attempts to reduce or vanish the discrepencies, must be the goal of therapy. Also, awarness or the specified sessions as a reminder for good parenting regarding thepotential influence of parental attitude and involvement might be the effective attempt for the healthy functioning of the child. Conclusion.Consequently, a comprehensive model with parental involvement and realization of their influences on an individual’s mental health should be formulated and emphasized for the prevention of further cases and management of current ones. Keywords: Case studies, determinants, disorders, mental health, parental attitude.

Labour migration is a global trend that shapes communities and economies around the world. Growing economic migration carries a specific threat to children and youth. Long-term consequences threaten life outcomes such as educational achievement, career development, mental and physical health. The study examined the problems of children from migrating families in educational institutions. It was also important to determine what assistance is provided to children from migrant families and what institutions support such families. The respondents were class tutors/educators who were teachers of educational institutions: 2317 respondents took part in the study, including 2044 women and 273 men. Significant differentiation of the respondents according to gender is mainly due to the feminization of the teaching profession in Poland. The results of the survey were analyzed with the chi-square test of independence. As a result of the research, threats to children and adolescents resulting from the economic migration of parents were diagnosed. In secondary schools, a decrease in attendance is observed (unexcused absences, truancy, being late). In lower secondary schools there are problems with school results and a decrease in motivation to learn. Educational institutions find it difficult to stay in contact with parents. In the youngest children (kindergartens, primary schools), emotional instability is observed due to the absence of parents in everyday contact. Educational institutions respond to diagnosed problems by providing support to students. In primary schools, students are provided with help in learning and students’ free time is organized. There are also activities aimed at providing additional nutrition. In lower secondary schools, as in secondary schools, support focuses more on motivational interviewing, mediation in conflict situations and psychological assistance. In order to solve problems and help students, educational institutions cooperate with the Psychological and Pedagogical Counselling Centre, the Social Welfare Centre and the Probation Officer.

While the COVID-19 pandemic brought with it multiple challenges for families and the Early Childhood Education and Care (ECEC) workforce, it also highlighted the essential role of ECEC in the lives of children and families and presented unique opportunities for innovation and learning. The current study sought to explore learnings from this uniquely challenging period, including the factors and strategies that best supported educator wellbeing and family engagement in ECEC settings, from the perspectives of families, centre directors and educators. In 2021, 104 Centre Directors/Educators and 102 families completed online surveys exploring wellbeing and educator–family relationships. Correlations suggest that robust professional wellbeing and resilience are potential enabling factors for strong family engagement, and that supportive organisational structures in ECEC settings are a protective factor for both educator wellbeing and family engagement. In addition, five effective family engagement strategies were derived from the qualitative data: (1) drawing on personal and professional knowledges to enrich children’s learning at home; (2) prioritising regular and reliable communication with families; (3) maintaining familiar relationships and a sense of community; (4) providing person-centred support and a bridge to other services; and (5) nurturing mutually supportive educator–family relationships. Learnings provide important insights that may inform ongoing quality improvements across different ECEC contexts, and to help safeguard against the negative impacts of future global crises.

This study explores longitudinal influences of various factors on Black parents' involvement in their children's education. Guided by Hoover-Dempsey & Sandler's Model of Parent Involvement, this research examines whether parents' school climate perceptions, attitudes about involvement, self-efficacy, and children's academic performance predict parent involvement over time. Utilizing data from the Maryland Adolescence in Context Study with a sample of 560 Black parents, we found that positive school climate perceptions and favorable attitudes towards involvement significantly predict increased parent involvement in later years. The results underscore the importance of supportive school environments and parent attitudes in fostering their involvement.

Since the mid-1980s, colleges and universities in China began to establish psychological counseling centers. Based on the experience of the United States and other developed countries, psychological counseling centers have developed rapidly, attracting a large number of college students to take the initiative to examine and strengthen their mental health literacy. The specialization and standardization of psychological counseling in colleges and universities have been significantly improved, and the demand of students continues to grow. The current professional human resources in colleges and universities are difficult to meet students' expectations for services, leading to students' doubts about the ability of psychological intervention. The situation of domestic localization lies in the close connection between psychological counseling and student-industry system. This feature can be fully used to create an atmosphere of psychological education, strengthen the psychological education function of colleges and universities, and provide students with reliable services. The psychology major and mental health education level of University B are both in the forefront of Chinese universities. Besides, psychological counseling and related organizations in University B are abundant and have their own particularities. Therefore, taking University B as an example, based on the interview of teachers in three psychological counseling organizations of different levels and nature. This study explored a more suitable path for the cooperation between psychological counseling and student affairs management with construction of psychological education system, student affairs teachers' psychological training, development of students' psychological organization power.

Parent and community involvement in education has garnered significant attention as a pivotal factor in enhancing educational outcomes and fostering social improvement. This review explores the multifaceted dynamics of such partnerships and their potential to positively impact the educational landscape. Through collaborative efforts between parents, communities, and educational institutions, a holistic approach towards addressing the diverse needs of students and society at large is promoted. Effective parent involvement encompasses various dimensions, including parental engagement in their children's academic journey, participation in school activities, and advocacy for educational equity. When parents are actively involved in their children's education, students tend to exhibit higher academic performance, improved attendance, and enhanced social-emotional development. Moreover, parental involvement cultivates a supportive home environment conducive to learning, thereby reinforcing the educational efforts undertaken in schools. Community engagement in education extends beyond parental involvement to encompass broader societal participation in educational endeavors. Local communities play a crucial role in supplementing educational resources, providing mentorship opportunities, and facilitating experiential learning initiatives. Collaborative partnerships between schools and communities enrich the educational experience by bridging the gap between classroom learning and real-world application, thereby nurturing well-rounded individuals equipped with the skills necessary for societal contribution. Furthermore, fostering strong partnerships between schools, parents, and communities serves as a catalyst for social improvement. By promoting inclusivity, diversity, and mutual respect, these partnerships contribute to the creation of cohesive and resilient communities. Through collective action, stakeholders can address systemic challenges, advocate for educational reforms, and promote equitable access to quality education for all individuals, irrespective of their socio-economic backgrounds. Parent and community involvement in education represents a cornerstone for social improvement, fostering collaborative efforts aimed at nurturing the next generation of global citizens equipped to navigate an ever-evolving world.&#x0D; Keywords: Education, Parent, Community Involvement, Partnership, Social Improvement, Review.

Bi-erasure and color-blind racial ideologies (CBRI) are two systems of oppression that create barriers to wellness for bisexual + People of Color and Indigenous People (bi + POCI). The authors posited that, for college students, these forms of invisibility may be experienced in campus wellness support centers, including university counseling centers, multicultural centers, and centers for sexual and gender diversity. The authors explored the extent to which these wellness support centers’ web-based messages (e.g., identity-based group offering across centers, counseling staff interest listed in biographies, counseling center based resource lists) erase or affirm bi + POCI. This content analysis, guided by Neuendorf’s methodology, was delimited to universities that have American Psychological Association-accredited counseling centers (N = 139). Findings revealed that none of these centers’ websites housed messages acknowledging bi + POCI specifically, disparate affirmation was offered to POCI as compared to lesbian, gay, bisexual, transgender (LGBT) students through staff biographies irrespective of university type, and minority-serving institutions affirmed POCI and LGBT-identified POCI through their web-based resource lists at significantly higher rates than historically White institutions. These and other finding are discussed in the context of intersectionality and practical recommendations to increase the visibility of bi + POCI are offered.