Importance Of Parental Support Research Articles

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

Infant mental health and the role of the health visitor

The theme for June's infant mental health week this year was ‘Bonding before birth’, with organisations sharing the importance of support for parents and carers to enable them to understand baby brain development and how this can be nurtured

Bullying Victimization and Suicidal Behavior among adolescents in 28 Countries and Territories: A Moderated Mediation Model

BackgroundPrevious studies have increasingly shown the adverse effects of being bullied on suicidal behavior among young people, but the mechanisms underlying this association remain unclear. We examined the association between bullying and suicidal behavior among in-school adolescents. We further tested whether loneliness mediated the link between bullying and suicidal behavior and explored the moderated role of parental involvement in this association. MethodsWe used cross-sectional school-based data from the Global School-based Student Health Survey among 28 countries and territories. Adjusted, modified Poisson regressions with robust variance relative risks and moderation analyses were used to examine associations among bullying, suicidal behavior, and parental involvement. The mediating effect of loneliness on the bullying-suicidal behavior link was assessed using the generalized decomposition method. ResultsA total of 78,558 school-going adolescents participated in this study. Bullying was associated with a 44% increased risk of suicidal behavior after adjusting for potential confounders (relative risk = 1.44; 95% confidence interval = 1.39–1.48). Loneliness partially mediated the association between bullying and suicidal behavior, and parental involvement moderated the association. DiscussionThe findings suggest the need to recognize the dual burden of bullying and loneliness when addressing suicidal behavior and the importance of parental support in adolescents' mental health and well-being.

Fear, isolation and the importance of support: A qualitative study of parents' experiences of feeding a child born with esophageal atresia

ObjectiveFeeding and swallowing difficulties in children are increasing due to improved survival rates of children with complex medical conditions. Despite being common complications of esophageal atresia (EA), EA related feeding difficulties have received little attention in research. Establishing positive feeding interactions and practices are important for child health and development, and for parental and child mental health. The current study aimed to investigate the parental experiences of feeding a child born with EA. MethodsAn international online survey was developed and disseminated to parents of children born with EA, aged 0–12 years, in collaboration with a patient charity for EA. Reflexive Thematic Analysis was used to analyze the qualitative survey responses. Results176 participants were included in the qualitative sample from a larger international online survey study, chosen by a process of selective coding. Three themes were constructed during the analysis: 1) Anxiety, trauma and loss; 2) Isolated and unsupported; and 3) Supported. The results indicated that parents of children born with EA experienced significant anxiety related to their child's swallowing and feeding difficulties and traumatic experiences during feeding, and that these led to parents feeling a sense of loss and sadness. It was also found that support, or a lack of support, within parents' social environment might mediate parental experiences of child's feeding difficulties. ConclusionsThis study highlighted the importance of support for parents of children born with EA, and suggested a need for improved guidance for feeding and swallowing difficulties.

Exploring needs, barriers, and facilitators for promoting physical activity for children with intellectual developmental disorders: A qualitative focus group study.

Many children with intellectual developmental disorders are insufficiently physically active and do not reach recommendations for physical activity. Pediatric healthcare providers play a key role in addressing these children's needs, including promoting interventions for physical activity. To explore pediatric healthcare providers' perceived needs, barriers, and facilitators for promoting physical activity for children with intellectual developmental disorders. Semi-structured focus groups, analyzed using qualitative content analysis. Sixteen healthcare providers participated. Main findings are the importance of parental support and engagement, need for structure, and stakeholder collaboration to bridge the gap between pediatric organizations and external stakeholders. The study highlights the need for developing and implementing strategies to promote physical activity for children with intellectual developmental disorders in pediatric health care, and for producing guidelines regarding physical activity interventions for this vulnerable group.

Strategi Hubungan Masyarakat dalam Meningkatkan Partisipasi Aktif Wali Murid di MTs Ihyaul Ulum Bluri Solokuro Lamongan

The public relations strategy in increasing the active participation of parents is one way to foster and develop a harmonious relationship between the school and the parents. MTs. Ihyaul Ulum Bluri Solokuro Lamongan is one of the educational institutions built through public relations activities, where the use of public relations activities advances the quality of the educational institution. Thus, schools realize the importance of parental support in order to advance and develop their education. This was done by the school so that more parents were interested in sending their children to the school and so that the participation of parents with the school could increase, so this research was carried out. This study aims to determine: first, how is the public relations strategy in increasing the active participation of parents?; second, about the factors supporting and inhibiting the public relations strategy in increasing the active participation of parents? This type of research includes qualitative research, by searching for data and then analyzing it using descriptive methods. The data sought using interview, observation and documentation techniques. The results of this study indicate that the public relations strategy in MTs. Ihyaul Ulum Bluri Solokuro Lamongan is an effort to realize the role of schools in providing quality education. In meeting these needs, the public relations strategy is carried out systematically. Starting from planning activities, public relations in increasing the active participation of parents who are carried out based on work meetings at the beginning of each semester, this refers to an analysis of the needs and desires of the internal and external community. Then the implementation of public relations is carried out according to a predetermined schedule, as for the types of active parental participation that have been carried out, namely: 1) Energy or physical participation, 2) Ideas or thoughts participation and 3) Fund participation. Then, program evaluation. In implementing the evaluation, MTs. Ihyaul Ulum Bluri holds a meeting every six months, namely before the odd semester, before the even semester and before the increase. The supporting factors in the field of public relations to carry out the program are: enthusiastic parents of students in supporting school activities and also school residents who have a high sense of belonging and enthusiasm for the progress of the school and strong brotherly bonds. Meanwhile, the inhibiting factor is that the parents do not understand the digital world, which is the biggest opportunity for the public relations field to run its program and the lack of funding as well as the lack of professionalism of public relations practitioners. As for the results of this study, it is recommended that in the future public relations practitioners are more optimal in applying the competence and code of ethics of public relations properly to make it easier for educational institutions to coordinate, plan, negotiate and build good relations between educational institutions and guardians of students.

Importance of Parental Support in Providing a Support System for Children with Neurodevelopmental Disorders

Importance of Parental Support in Providing a Support System for Children with Neurodevelopmental Disorders

Importance of parental support in providing home support for children

Importance of parental support in providing home support for children

Family influences on the career journeys of women executive chefs in New Zealand

Working in professional kitchens, women chefs face multiple challenges including gender segregation and stereotyping, unfair human-resource policies and procedures, exclusion from professional networks, lack of work–life balance and lack of support [1]. Under these circumstances, it is not surprising that few women chefs progress to prime positions in professional kitchens. Although many leave the industry, some women chefs have persevered and succeeded in attaining executive roles. These women’s success stories, and how they have been achieved, are worth examining in order to benefit the growth of the chef sector.
 The aim of the research reported in this article [2] was to explore the life histories of women executive chefs in order to understand how it has influenced their careers. Previous studies have described the working environments of chefs but have not captured women’s perspectives [3, 4]. This study therefore aimed to understand how women chefs progress in the profession, what their experiences have been, and what influences their professional trajectories.
 The study adopted a life-history research approach to allow participants’ lives and experiences to be made visible [5]. The interview participants were 23 women executive chefs who were, or had been, managing commercial kitchens in New Zealand, with professional responsibilities including financial control, menu design, food production, and leading a team of kitchen staff. The participants had been in the industry between seven and more than 40 years. Most were executive chefs at their own establishments; six were employees of chained establishments or fine-dining restaurants; and three had since moved on to other paths in the industry, such as education or owning a food-related business.
 When examining the women’s trajectories into an executive chef position, a notable finding was that family was found to have strong influence on their career journeys, including changes in career direction and career length. Out of the 23 participants, 21 (91%) mentioned the influence of their family of origin on their career choices. It was clear that parents’ opinions about the chef profession and families’ expectations and needs had been a strong influence on the women’s interest in becoming a chef and their resulting professional pathways. Further, participants particularly valued the support from their family throughout their professional careers. Being a chef is demanding, and the participants considered support from family had helped sustain their professional advancement.
 Changes in family circumstances, such as getting married or becoming partnered, also influenced the women’s career progression. In this research, having children was identified as the main obstacle to women chefs’ career advancement and the main cause of women leaving the chef profession. Furthermore, many participants expressed concerns about conflict between work and family responsibilities because, on top of the long hours and demands of their work environments, they were also the primary caregivers in their families and performed most of the household tasks. Different strategies were applied by the participants to resolve work–family conflicts. Some sought childcare help from family or professional services; in search of more flexible work schedules, some had left their jobs to work in other establishments in the hospitality industry or opened their own establishments; and some took a break from the kitchen to focus on childcare and domestic responsibilities. This finding explains the predominance in the participant profiles, mentioned above, of women executive chefs either owning their own establishments or having left their executive roles.
 By revealing women executive chefs’ stories, this research has contributed new insights into the challenges they encounter during their careers. The importance of parental support in the development and growth of women chefs in the professional kitchen is emphasised. At the same time, the study urges food and beverage establishments to provide a family-friendly environment and to develop policies and procedures that allow work–life balance for women within the industry.
 The full research project can be accessed here: http://hdl.handle.net/10292/14323
 Corresponding author
 Beverly (Shih-Yun) Chen can be contacted at beverlyc@ais.ac.nz
 References
 (1) Harris, D. A.; Giuffre, P. Taking the Heat: Women Chefs and Gender Inequality in the Professional Kitchen; Rutgers University Press, 2015.
 (2) Chen, S. Y. (B.) Experiences of Women Executive Chefs: A Life History Approach; Doctoral thesis, Auckland University of Technology, New Zealand, 2021. http://hdl.handle.net/10292/14323
 (3) Cameron, D. S. Organizational and Occupational Commitment: Exploring Chefs from a Cultural Perspective; Doctoral thesis, University of Surrey, England, 2004. http://epubs.surrey.ac.uk/851494/
 (4) Robinson, R. N. S.; Solnet, D. J.; Breakey, N. A. Phenomenological Approach to Hospitality Management Research: Chefs’ Occupational Commitment. International Journal of Hospitality Management 2014, 43, 65–75. https://doi.org/10.1016/j.ijhm.2014.08.004
 (5) Sosulski, M.; Buchanan, N.; Donnell, C. Life History and Narrative Analysis: Feminist Methodologies Contextualizing Black Women’s Experiences with Severe Mental Illness. The Journal of Sociology & Social Welfare 2010, 37 (3), 29–57. http://scholarworks.wmich.edu/jssw/vol37/iss3/4

Student Adaptation to College Survey: The Role of Self-Compassion in College Adjustment

The transition from high school to college can be a difficult adjustment for many students. Self-compassion, however, has been found to be associated with a range of positive psychosocial outcomes, and may also be associated with college adjustment. The goal of the present study was to examine the relationship between self-compassion and overall college adjustment. Fifty-seven female college students (M = 19.20 years, SD = 1.05) recruited from psychology classes participated in the study. Students completed the Self-Compassion Scale and Student Adaptation to College Questionnaire and responded to open-ended questions about their adjustment to college. Pearson’s correlations revealed significant linear associations between total self-compassion and overall college adjustment, r(57) = .28, p = .04, and between various subscales of self-compassion and college adjustment. Multiple regression analysis found that first-generation and commuter student status significantly predicted mindfulness, measured as a component of self-compassion, F(3, 52) = 3.47, p = .02, R2 = .17. Finally, hierarchical regression analysis indicated that, after controlling for student group status, higher levels of self-compassion were significantly associated with higher college adjustment scores, F(4,51) = 3.18, p = .02, R2 = .20. Analysis of the open-ended questions revealed 3 overarching themes regarding students’ beliefs about college adjustment: (a) the importance of friends, (b) the importance of parental support, and (c) the importance of self-kindness. Overall, this study contributed to the understanding of college adjustment by looking at the role of self-compassion. Preliminary considerations for interventions and resources aimed at promoting self-compassion and improving college adjustment are discussed.

Specific Learning Disorder in School: Clinical View of Parental Support on Student Reading Disabilities

It is known that the specific learning disorder is linked to risk of school failure and emotional disturbance. The aim of this study is to grasp the clinical view of specific learning disorder and the incidence of parental support on the reading disabilities of students. Using the qualitative study approach, four school children (age included between 10 to 12) were selected in Government Bilingual Primary School (GBPS) at Kumba I council (Cameroon) base on eligibility criteria. The students have participated in this study with their parents. The semi-structured interview guide was used to collect data which were analyzed through the thematic content analysis. The result shows that the lack of parental support impacts on student’s level of reading disabilities. This situation negatively affects the cognitive development of a student because, the construction of knowledge inevitably involves reading and writing. The significant link between parent-child’s quality relationship and student’s reading disability shows that peculiar importance should be given to family factors in such a context. In conclusion, this study highlights the importance of parental support of students and show how it can reduces difficulties in their academic performance. It can also reduce their psychological difficulties as anxiety, low self-esteem and other behavioral difficulties. There is a need of parental training session with collaboration of school community in such a context, to help parents identify the learning difficulties of their children and to be more psychologically supportive with their children.

The aftermath of burn injury from the child's perspective: A qualitative study.

A burn injury event and subsequent hospitalization are potentially distressing for children. To elucidate the child’s experience of pediatric burn injury, children’s reflections on the burn event and its aftermath were examined. Semi-structured interviews were conducted with eight children (12–17 years old). Using thematic analysis, interview transcripts were coded and codes were combined into overarching categories. Three categories were identified: vivid memories; the importance of parental support; psychosocial impact and coping. Implications for care are discussed in terms of assessing children’s appraisals, paying attention to the parent’s role, and preparing families for potential psychological barriers after discharge.

Predictors of maternal support following children’s sexual abuse disclosures

Despite the importance of parental support following children’s sexual abuse (CSA) disclosures, there is a dearth of research regarding the predictors of support. Much of the prior literature is limited by the use of small sample sizes, measures of support without adequately reported psychometric properties, and inadequate or inconsistent definitions of support, which hinders the ability to accurately identify key predictors. Further, some potentially important predictors of parental support remain unexplored, including child-reported abuse stressors (e.g., family conflict, nonsupportive disclosure responses). The present study aimed to better delineate predictors of maternal belief and emotional support by examining the links between child, maternal, and family factors, and abuse characteristics as reported by both mothers and children. Two hundred and forty-seven treatment-seeking children (M age = 9.24, SD = 3.74) and their non-offending mothers were included in the study. Select demographic factors (i.e., child’s age, minority status), abuse characteristics (i.e., use of penetration, repeated CSA incidents, and amount of CSA characteristics known), and child-reported abuse stressors were tied to levels of maternal belief and/or emotional support. Maternal and family characteristics were unrelated to support. The child’s age and whether the abuse occurred more than once remained robust predictors of both aspects of support in multivariate analyses. The amount of CSA information known to the mother predicted emotional support, which may signal the utility of increasing parental knowledge of the abuse to bolster their emotional support. Findings indicate that there are several factors that may influence levels of maternal support, and children who experience certain types of CSA may be at greater risk for lower levels of belief and support.

Paving the way through mainstream education: the interplay of families, schools and disabled students

There has been much debate around the role of parents in supporting their disabled children in mainstream schools. Several authors have pointed to parents’ advocacy and their engagement with professionals. Parents often perceived mainstream settings as fostering better social and academic learning for their offspring. However, while parents’ perspectives on ‘inclusive education’ have been subject to considerable research, relatively little is known about perceptions of parental support in mainstream schooling from the viewpoint of the disabled persons involved. Recently, a few studies have pointed to the benefits of biographical approaches for analysing this topic of concern. This paper aims to contribute to this emergent strand of research, and investigates the interplay of students, their parents and mainstream schools in relation to disability over time. In so doing, we draw on the life stories of three disabled young persons. In reading the stories, we refer to life course concepts and capital theory. Our analyses show that, across cases, despite different national education systems, participants’ perceived learning environments in mainstream schools as frequently characterised by the disabling practices of professionals. Parental support is highlighted in the narratives as highly influential for academic achievement and in facilitating progress through mainstream school settings in face of attitudinal barriers. Parents’ interventions and their social and cultural capital played a significant role in shaping participants’ subjectivities and responses to hostile learning environments. Strategies developed in these settings appeared to be ‘learned’ and even internalised by our participants, and can be identified as key also in tackling challenges in post-school life. While the importance of parental support to the educational trajectories of their offspring is well described, we point to the specificity of parental support as a reaction to disabling learning environments, facilitating the development of resilient strategies in disabled students.

Gestação do segundo filho: percepções maternas sobre a reação do primogênito

O presente estudo investigou as percepções maternas sobre as reações do filho primogênito à gestação do segundo filho. Participaram do estudo oito gestantes no último trimestre de gravidez do segundo filho e cujo primeiro filho estava em idade pré-escolar. A análise qualitativa do conteúdo das entrevistas revelou que o avanço da gestação e a proximidade do parto desencadearam ansiedade e ciúme nos primogênitos, concomitantemente a manifestações de alegria pela chegada do irmão. Todas as crianças apresentaram atitudes indicativas de ciúme, tais como medo de perder a atenção e o carinho da mãe, e sinais de agressividade dirigidos à barriga da gestante. Os resultados sugerem que a gestação do irmão constitui um evento marcante na vida dos primogênitos e ressaltam a importância do apoio parental nesse período.

Taking Charge of Our Educational Journey

In this interview Julie Payette discusses the role education has had in her life and in achieving her childhood dream of becoming an astronaut. She shares her experience of attending the United World College of the Atlantic as a teenager and her discovery of the value of learning languages. Julie speaks on the importance of parental support in encouraging children to pursue higher education and expresses some thoughts on teacher preparation. She also comments on how stereotypes and stigmas can still prevent girls from choosing to become scientists. Finally, Julie gives us a glimpse of what it feels like to contemplate planet earth from the window of a space shuttle.

Learning a Music Instrument in Early Childhood

PROFESSIONAL EARLY CHILDHOOD educators are often asked for advice about whether or when a young child should learn to play a music instrument. Many educators who do not have a background in music education may not be confident in providing such advice. A range of overseas research has supported learning a music instrument in the early childhood years, noting the importance of parental support. This research project investigated the effects, especially emotional, on children's lives of adding instrumental music lessons to their general education, using the strategy of surveying professional musicians about their childhood experiences. Of the 46 professionals surveyed, all but two reported that the addition of music lessons to their general education had improved their enjoyment of childhood. Implications for early childhood professionals and teacher educators are also considered.

Perceived Support in School Adjustment

This study examined the relationship between support by parents and teachers and school attachment and involvement in the first year of middle school for 157 sixth graders in a predominantly African-American urban middle school. Results suggested the importance of parental support in school attachment and involvement during early adolescence. Teachers' support was a significant predictor of overall school attachment (R2= .03) beyond the variance explained by parental support (R2= .11).

Correlates of physical activity in a national sample of children aged 9–13 years

Background. Physical activity (PA) is critical for children's normal growth and development. The purpose of this study was to assess potential correlates of physical activity in a US national sample of youth aged 9–13 years. Methods. A nationally representative telephone survey of parent–child pairs was conducted from April through June 2002. The questions assessed organized and free-time physical activity behavior and psychosocial and environmental variables that are potentially related to youth physical activity. Results. Children's positive outcome expectations or beliefs about the benefits of participating in physical activity and parent's beliefs that participating in physical activity is important were related to participation in both organized and free-time physical activity. Children's perception of parental support and parent's reports of direct support were strongly related to organized physical activity. Feeling safe, having lots of places to be active, and parental participation with their child were strongly related to free-time physical activity. Conclusions. Messages and interventions aiming to increase children and adolescent's participation in organized and free-time physical activity should continue to focus on promoting the benefits that are associated with being active, the importance of parental support, and the provision of safe and enjoyable opportunities to be active.

Cognitive Model of the Maintenance and Treatment of Post-traumatic Stress Disorder Applied to Children and Adolescents

The diagnosis of post-traumatic stress disorder (PTSD) has recently been established as a useful construct in children and adolescents, and is also now held to be a helpful framework when describing symptoms in refugees or survivors of war. This article reviews existing models of PTSD and existing evidence for treatment efficacy in both adults and children, and leads on to discuss the application of the Ehlers and Clark (2000) cognitive model to work with children and adolescents. The difference between techniques such as exposure and cognitive restructuring is examined. Two vignettes illustrate the practical details of working with young refugees with PTSD, including both exposure and cognitive restructuring in different phases of therapy, the importance of a collaborative formulation, and the importance of parental support during treatment as well as cultural and language factors specific to refugees.