Parental Participation Research Articles

Teenagers’ Opinions on Parental Involvement in Compulsory Schools in Iceland

Students’ voices in research on parental involvement in schools are rather weak since many studies report only on opinions of parents and school personnel. This paper draws on findings from a study in 14 compulsory schools and uses data from questionnaires from students in 7th to 10th grade (n=1821). The issue, students’ wishes for parents’ participation, is approached from a systemic perspective; Bronfenbrenner´s ecological systems theory, Epstein´s model of family-school-community partnership, and Pasi Sahlberg´s Nordic point of view are applied. Multiple regression analysis testing revealed that gender, grade, and student confidence in his or her learning ability explained 9.4% of the variance (R2) in students’ wishes. School experiences were added in a second model and explained an additional 8.8% of the variance (R2 change). Believing that parents’ support is important for achievement and believing that discipline and peaceful class environment affects achievement were the two variables added in the third model of the regression analysis, and the overall explanation of the model was raised to 27.6% (R2). Implications are that home-school cooperation on a lower-secondary level should focus more on activities related to the academic side of school life. Also, schools should take action in bettering the quality of factors related to students’ school experience since that could result in an increase in students’ interest for parental participation, which in turn contributes positively to academic achievement.

School-parents relationships: a bibliometric study on 40 years of scientific publications.

The present paper explores the amount of research activity estimated through the growth of scientific literature in the field of parents’ participation in their childrens’ schooling: it is a so-called bibliometric analysis. Assessing the “size of science” is a complex task, but bibliometric techniques have been shown to be useful in the development of scientific research activity to address emerging concerns such as the rate of development of a certain discipline and of some specific areas of scientific interest (Katz & Hicks, 1997).Data for analysis were collected from several relevant queries restricted to articles accessible through Cambridge Scientific Abstract (C.S.A.) on-line research platform. Nearly 11,000 bibliographic records were retrieved, with publication dates ranging from 1966 to 2005.In this study researchers attempted to answer two main research questions: which is the rate of literature growth in the field of parent participation (and the expected rate for the forthcoming years)? Which are the different patterns of literature production through different research fields (Pedagogy,Psychology, Sociology, etc.)?Our results reveal a strong growth rate in the number of articles published, and rather significant differences in the various disciplines taken into consideration.

Mobile-Enhanced Family-Integrated Care for Preterm Infants: Nurse and Physician Views About Implementation.

The mobile-enhanced family-integrated care (mFICare) model addresses inconsistencies in family-centered care (FCC) delivery, with an evidence-based bundle of staff training, parent participation in rounds, parent classes, parent peer mentors, expanded role for parents in infant caregiving, and a parent-designed app. Our aim was to explore the views of neonatal intensive care unit (NICU) nurses and physicians about mFICare implementation, including what worked well and what could be improved. As part of a larger study to compare mFICare with FCC, we invited registered nurses, nurse practitioners, and fellow and attending physicians at the 3 study sites to participate in a survey about mFICare implementation. Data were analyzed with descriptive statistics and thematic analysis. The majority of the 182 respondents with experience delivering mFICare positively rated parent-led rounds, parent classes, parent skills acquisition, and the nurse-family relationship resulting from participation in mFICare. Respondents were less familiar or neutral regarding the parent peer mentor and app components of mFICare. Most respondents agreed that the mFICare program improved parent empowerment, and they shared suggestions for optimizing implementation. Physicians experienced more challenges with parent participation in rounds than nurses. Three themes emerged from the free-text data related to emotional support for parents, communication between staff and parents, and the unique experiences of families receiving mFICare. The mFICare program was overall acceptable to nurses and physicians, and areas for improvement were identified. With implementation refinement, mFICare can become a sustainable model to enhance delivery of FCC in NICUs.

Up the staircase of reading

The article addresses the “lowest floors“ of reading skills, in an attempt to formulate assumptions as to the conditions that can be provided by school and family together, so that some reading difficulties may be overcome. In addition to “evidence”: qualitative research of particular aspects of reading as opposed to the overall act of reading, the “lowest floors” are also seen to include the skill level of the reader. Our work takes its bearings from the understanding that “closing gaps” inside the boundless field of various research on reading could be productive for educational practice, as well as that “upper floors”: interpretation skills, influence directly the identity formation of adolescents, such that they will be in their lives as adults. Given parental participation, we would be interested mainly in leverage points ways of compensating reading difficulties.

Why Does Anti-Bullying Child-Friendly School Program Matter? A Study of Junior High Schools in Indonesia

Schools should be able to create an inclusive, safe, and supportive learning environment, as outlined in the United Nations (UN) Sustainable Development Goals (SDGs). These goals have been translated into policies and implemented through a Child-Friendly School (CFS) program in UN member countries. This study examines how the CFS program is implemented in one UN member country, specifically in Indonesia, particularly in Junior High Schools in the city of Semarang. This research employs a qualitative exploratory method conducted through interviews, focus group discussions, and observations with various participants, including school principals, educators, education staff, students, and parents in eight schools, CFS facilitators, school supervisory coordinators, and education department officials. The study results identified several CFS program concepts, which were grouped into six dimensions such as first, the CFS policy dimension; second, the dimension of trained educators and education staff on children's rights; third, the dimension of CFS learning process implementation; fourth, the dimension of CFS facilities and resources; fifth, the dimension of children's participation; and sixth, the dimension of parent, alumni, community organization, and business world participation. The findings of this study are expected to make a significant contribution in the form of CFS programs in Indonesian junior high schools, creating inclusive schools that prioritize equality values in achieving academic success. Additionally, these research results can serve as a reference for the goverment in optimizing the development of CFS programs in schools. Furthermore, this study can contribute to the body of knowledge, especially in the field of inclusive education.
 
 Received: 8 September 2023 / Accepted: 22 October 2023 / Published: 5 November 2023

Preliminary efficacy of a transition training program for autistic adolescents

PurposeYoung autistic adults experience poor transition outcomes in the area of employment. With reduced opportunities to develop work skills, there are also reduced opportunities for socialization, independence and experiences of success. Thus, there is a need for transition planning programs for autistic adolescents and youth. MethodThis pilot study employed two complementary methodologies. A non-concurrent multiple baseline study using a visual analog scale (VAS) as the repeated measure was employed. Pre post measures were also collected from the parent participant and student participants’ perspective using two standardized measures. The thirteen student participants, age 12–18 years all had a diagnosis of autism. Seven parent and 6 adolescents completed the pretest and posttest measures.The Project FUSE, Fostering Unlimited Success and Empowerment intervention program was a collaboration between two organizations, designed to build skills in the workplace, while also addressing sensory processing, arousal regulation and establishing productive relationships. Visual analog ResultsThe three VAS questions most sensitive to change were related to prideful behavior, developing work skills and safety in tool use. There was no significant change in the Transition Behavior Scale: Third Edition. The Culture Free Self Esteem Inventories, Third Edition showed significant, meaningful change in the Global Self Esteem Quotient, and Academic Self –Esteem. ConclusionProject FUSE was found to be a potentially efficacious method for developing pre-employment skills in autistic youth. The data suggest that the programming had a positive influence on developing work skills, tool safety, and self-esteem.

87 Suitability of the I-InTERACT-North Parenting Program for families with autistic children

Objective:I-InTERACT-North is a stepped-care telepsychological parenting intervention designed to promote positive parenting skills and improve child behaviour. Initially developed for children with traumatic brain injury, our pilot study has shown efficacy in increasing positive parenting skills and reducing problem behaviours for children with early brain injury (e.g., stroke, encephalopathy). Recently, the program has expanded to include children with neurodevelopmental disorders, including Autism Spectrum Disorder. Although positive parenting programs (e.g., Parent-Child Interaction Therapy) can be effective for autistic children, it is unknown whether the goals most important to these families can be addressed with IInTERACT-North program. An examination of suitability and preliminary efficacy was conducted.Participants and Methods:Parent participants of autistic children between 3 and 9 years (n= 20) were recruited from the neonatal, neurology, psychiatry, or cardiology clinics at The Hospital for Sick Children and the Province of Ontario Neurodevelopmental Disorders (POND) Network. Top problems, as reported by parents at baseline, were analyzed qualitatively through a cross-case analysis procedure in order to identify common themes and facilitate generalizations surrounding concerning behaviours. Parent-reported intensity of their children’s top problem behaviours on a scale from 1 (“not a problem”) to 8 (“huge problem”) were quantified. To explore preliminary program efficacy, t-tests were used to compare pre- and post-intervention problems and intensity on the Eyberg Child Behavior Inventory (ECBI) (n=16).Results:A total of 56 top problem data units were examined, with convergent thematic coding on 53 of 56 (94.6% inter-coder reliability). Four prevalent, high-agreement themes were retained: emotion dysregulation (19; 33.9%), non-compliance (12; 21.4%), sibling conflict (7; 12.5%), and inattention and hyperactivity (7; 12.5%). Average problem intensity for these themes ranged from 5.85 to 6.53 (where 8 is greatest impairment) with emotion dysregulation having the highest intensity (6.53) compared to the others. Scores on the ECBI were lower post-intervention (Intensity scale: M= 59.06, SD= 8.1; Problem scale: M= 60.69, SD= 11.5) compared to pre-intervention (Intensity scale: M= 61.19, SD= 10.4; Problem scale: M= 64.31, SD= 11.7), but small sample size precluded detecting statistical significance (p’s = .16 and .07, respectively).Conclusions:Thematic analysis of top problems identified by parents of autistic children suggested that concerns were transdiagnostic in nature, and represent common treatment targets of the I-InTERACTNorth program. Though challenging behaviours related to restricted interests or repetitive behaviours may exist in our sample, parental behavioural goals appeared to align with the types of concerns traditionally raised by participants of the program, supporting a transdiagnostic approach. Preliminary data point to positive treatment outcomes in these families.

Validation of a Process for Shared Decision-Making in Pediatrics.

We sought to confirm, refute, or modify a 4-step process for implementing shared decision-making (SDM) in pediatrics that involves determining 1) if the decision includes >1 medically reasonable option; 2) if one option has a favorable medical benefit-burden ratio compared to other options; and 3) parents' preferences regarding the options; then 4) calibrating the SDM approach based on other relevant decision characteristics. We videotaped a purposive sample of pediatric inpatient and outpatient encounters at a single US children's hospital. Clinicians from 7 clinical services (craniofacial, neonatology, oncology, pulmonary, pediatric intensive care, hospital medicine, and sports medicine) were eligible. English-speaking parents of children who participated in inpatient family care conferences or outpatient problem-oriented encounters with participating clinicians were eligible. We conducted individual postencounter interviews with clinician and parent participants utilizing video-stimulated recall to facilitate reflection of decision-making that occurred during the encounter. We utilized direct content analysis with open coding of interview transcripts to determine the salience of the 4-step SDM process and identify themes that confirmed, refuted, or modified this process. We videotaped 30 encounters and conducted 53 interviews. We found that clinicians' and parents' experiences of decision-making confirmed each SDM step. However, there was variation in the interpretation of each step and a need for flexibility in implementing the process depending on specific decisional contexts. The 4-step SDM process for pediatrics appears to be salient and may benefit from further guidance about the interpretation of each step and contextual factors that support a modified approach.

Applying Learning Principles Within Parent Education: Exploring Nurses' Practice and Parents' Experiences.

In parent-education practice nurses use Learning Principles (LPs) when helping parents to develop the knowledge and skills required to care for their children. LPs are basic precepts of learning, comprising people's beliefs, behaviors and reasoning processes. LPs underpin parents' active engagement, confidence building and decision-making, as information provided becomes usable knowledge. However, the ways nurses apply LPs in parent-education practice are poorly explained in healthcare. Likewise, descriptions of parents' learning experiences, associated with the use of LPs in nurse/parent-education interactions, are lacking. This study aimed to explore and describe nurses' perceptions and use of LPs, and parents' learning experiences in one healthcare organization. Using an action research design, 25 nurses and 18 parent participants were purposively recruited across metropolitan Adelaide, Australia. Data were collected through observations and semi-structured interviews and thematically analyzed simultaneously June-December 2017. The LPs nurses used, and those important to parents' learning experiences created three overarching themes: 1) collaborative relationships, 2) deepening learning insights, 3) the learning environment. Despite their apparent use, nurses struggled to explicitly describe how they perceived LPs, believing their knowledge and use was sub-conscious - tacit. However, tacit knowledge hinders communication and explanation of LPs used within parent-education to other nurses. The member-checking of interview data helped to stimulate the nurses' metacognition (thinking about their thinking), unlocking their LPs awareness. Nurses used LPs in practice but their knowledge was tacit. Through metacognition, nurses started to recognize the ways LPs influenced their practice and parents' learning capabilities. Increasing healthcare constraints, including time allowed for parent-education, require nurses to optimize their use of LPs. Future research should identify ways nurses can communicate their use of LPs, potentially enhancing parents' active learning experiences and concordance with health recommendations.

다차원 정책 분석 모형을 적용한 다문화교육정책 분석

This study attempted to explore the direction in which policies should proceed by comprehensively analyzing multicultural education policies using a multi-dimensional policy analysis model. To this end, the multicultural education support plan announced by the Ministry of Education from 2006 to 2023 was analyzed and literature analysis was conducted.As a result of the study, it was found that at the normative level, it contained policy values that emphasized the understanding and harmony of diversity and guaranteeing educational opportunities for multicultural students. The structural level analyzed the organizational structure and support system of the government, related ministries, and local multicultural education support centers that plan, operate, and manage multicultural education policies. At the compositional level, we looked at the participation and resistance of teachers, students, and parents who are school members to multicultural education policies. The technical level analyzed the institutional basis such as curriculum, teacher training and education, and budget for operating multicultural education policies.

Families’ Involvement at Primary School and Its Impact on Their Children’s Performance in Mathematics

This paper focuses on examining the influence of parents' involvement in class on the students' performance in math, the way parents get involved with the school, and their effects on the pupil's success. The study attempts to identify a number of aspects that influence parents' involvement or uninvolvement in education and factors that impact student math performance. In this context, the researcher conducted quantitative research using three questionnaires for students, parents, and teachers. The validity and reliability of the questionnaires were checked and the results were analyzed in SPSS. A total of 302 people participated in the study: 132 sixth graders, 67 parents of the students, and 103 mathematics educators. This study was carried out in Arab elementary schools in Israel within the period of 2022-2023. The findings show that parents' involvement in the decision-making process of their children's education increases based on the parents' level of education. In other words, the higher the parents' level of education, the more they get involved at school. The findings reveal that parents and educators also have a high level of trust and the way parents track their children's education reflects their involvement in school. There is also a statistically significant relationship between student success and parental involvement at school. The researchers recommended focusing on communication between parents and mathematics teachers in the school and the meaningful participation of parents in the school.

Perspectives of parents partnering with physical therapists to deliver intensive rehabilitation for their young children with perinatal stroke: A qualitative study.

Parental participation in their young children's rehabilitation has been promoted to increase intervention intensity, but parents' perspectives on increased involvement remain unclear. The objective of this study was to explore parents' experiences partnering with physical therapists (PTs) to administer early, intensive rehabilitation to their young children with cerebral palsy (CP). Twelve mothers and one father of children between 8months and 3years old with CP were interviewed. Semistructured interviews were conducted before and after parents partnered with a PT to deliver a 12 week activity-based intervention targeting their child's lower extremities. The intervention occurred in the child's home and in PT clinical sites. Interviews were audio recorded and transcribed verbatim. Interpretive description was used as the methodological framework. The three themes were (1) focus on maximizing the child's potential, (2) participation in intensive rehabilitation is challenging, and (3) the importance of a positive experience with therapy. Families discussed a number of barriers and facilitators to participating in intensive rehabilitation. These results provide considerations for clinicians and researchers to facilitate meaningful engagement of parents in their young children's rehabilitation. This is especially important with increasing evidence for early, activity-based interventions for young children with CP.

Role of Social Media in Adolescent-Parent Relationships Among At-Risk Youths

This study aimed to understand the role of adolescent and parent social media use on adolescents reported at-risk behaviors, as well as the role of social media among at-risk youths and their parents. Semi-structured interviews, based on interpretive phenomenological analysis, were utilized with six pairs of individuals resulting in 12 total participants. Each pair consisted of an adolescent between the ages of 13 and 17 along with their parent. Data analysis resulted in three themes: encountering negativity on social media did not refrain the adolescent from social media usage, misunderstanding of the parent regarding social media and technology caused challenges in parental monitoring, and the quality of time spent together differed in the perception of the adolescent participants and parent participants. The findings of this study suggest that even though participant pairs reported encountering negativity on social media, they continue to use social media, and parent participants are unaware of the amount of time their adolescent spends on social media, which could be contributed to the lack of quality time they spend with one another. The findings of this research add to the current literature regarding social media and the impact it has on the parent-adolescent relationship among at-risk youth.

Evaluasi Implementasi Sekolah Ramah Anak Menggunakan Pathway Comparison Model

This study evaluates the implementation of the Child Friendly School (CFS) program at SMPN 2 Kota Ternate, focusing on analyzing the components of CFS. It employs a qualitative descriptive approach using the Pathway Comparison Model by Kaufman (1990) for evaluation. Data collection techniques include in-depth interviews, observations, and the collection of documentary evidence. The evaluation results indicate that the school has implemented the CFS program with various efforts, such as creating a safe and inclusive learning environment and providing training on children's rights to the educational staff. However, there are several aspects that still require improvement, including the cleanliness of school facilities and the conditions of specific classrooms. Recommendations for improvement encompass strengthening training on children's rights, enhancing the cleanliness of school facilities, renovating classrooms and increasing monitoring and evaluation of the CFS program. The participation of students, parents, and alumni should continue to be promoted through organizations, social media, and regular meetings to support the CFS program.

Impact of Parental Involvement in Children School Affairs

Learning institutions have an obligation to partner with parents in order to achieve competent performance in their learners social, cultural and academic life. In this model parental involvement is highly appreciated in schools, since they aid in accomplishment of an integrated education system.In light of the significance of parental engagement and participation in school-based events, this research we will examine the beneficial consequences of involving parents in children affairs, sum it up pioneering ethics for the strong relationship of parents and schools

The Influence of Parental Rearing Styles on Adolescents Psychological Development

This research focuses on the importance of adolescent psychological development. Parents play an essential role in the growth of adolescents, and their parenting styles have a prominent impact on their mental health, self-emotional control, social adaptability, and academic performance. Different parenting styles function differently in their physical and mental development. This article adopts the method of literature review to conduct a retrospective analysis of previous studies on the effects of parental rearing style on the psychological development of adolescents. Parents who use critical parenting styles are more likely to lead to psychological problems such as depression in adolescents. Moreover, parents who habitually refuse or overprotect their children are also associated with high anxiety levels and negative emotions in adolescents. Positive parenting will enable adolescents to develop their self-efficacy and social adaptability better. On the contrary, authoritarian or neglectful parents will cause adolescents a greater chance of imbalance in their psychological development. The active participation of parents in parenting can also promote the academic participation of adolescents and affect their academic performance. This review provides insights into how parents can adopt effective parenting styles to promote the psychological development of adolescents in reality.

Оценка родителями инклюзивной образовательной среды школы и своего участия в ее создании

<p style="text-align: justify;">The role of parents as participants in educational relations, and especially in the context of inclusive education, has attracted the attention of researchers for a long time, and this attention does not weaken, confirming the importance of this topic. In this work, we set ourselves the goal, based on monitoring data for 10 regions of Russia, to determine, on the one hand, the opinion of parents about the readiness of schools for inclusive education based on a number of indicators of the inclusive educational environment, and on the other hand, their participation in various forms of work offered by schools. The sample was randomly formed by strata (selection of regions, selection of schools, selection of parents). The total sample size was 121,364 parents from 679 schools, where the proportion of parents of students with disabilities was 6,99% (8 478 respondents). For data processing, a random sample (10% of the total number) was formed and used for frequency and correlation analysis. A frequency analysis of parents’ opinions on various aspects of a school’s readiness for inclusion revealed three groups of characteristics of an inclusive educational environment, differing in levels of readiness: the first concerns the professional level of teachers and support specialists, the second concerns the relationships between teachers and students, as well as between students, the third concerns the general material and technical equipment of schools, materials, textbooks and educational equipment adapted for children with disabilities, as well as the adaptability of the school space and its territory. The frequency analysis is confirmed by the results of correlation analysis: the characteristics included in one group showed a strong correlation with each other, and in different groups showed an average correlation. An important exception was the strong correlation between the level of professional readiness of teachers and the relations between teachers and students. Parents' participation in the forms of work offered by the school turned out to be significantly less than the perceived opportunities for participation, which confirms the hypothesis that there is a significant difference between the perceived opportunities for participation and the actual participation of parents in the forms of work offered by schools. This is consistent with the position that the key to attracting parents to participate in creating an inclusive educational environment is the connection between the conditions created by schools and the requests of parents as subjects of educational relations, their active position in supporting the efforts made by the school.</p>

Investigation of predictor factors of the nursing students attitudes toward parents' participation in care

PurposeA positive attitude toward family-centered care practices should be developed in undergraduate education. This study aimed to investigate nursing students' attitudes toward parental participation in child patient care and the factors that influence it. Design and methodsThis study was a descriptive cross-sectional study. The study data were collected from the nursing department of a university located in the west of Turkey. The study was conducted with 260 nursing students. The descriptive Features Form, Family-Centered Care Practices Form, and Parental Participation Attitude Scale were used in data collection. ResultsThe students' average parental participation attitude in care scores was at a moderate level. It has been determined that gender, hospitalization experience, education on family-centered care, and support from instructors in family-centered care practices had a positive effect on the student's attitudes toward parental participation in care (p < 0.05). The regression analysis showed gender and family-centered care education as predictors of student’ attitudes toward parent participation in care. ConclusionsIt was found that students' attitudes toward parental participation in the care of child patients were at an indecision level and not at the desired grade, and it was affected by gender, hospitalization experience, education, and instructor support. Practice implicationsThe development of family-centered care practices should begin in nursing education. It is recommended that detailed attention be given to topics related to family-centered care in nursing education, and seminars be organized on this subject. Thus, nursing students can both develop a positive attitude toward family-centered care and learn to work together with the family.

Canine-Assisted Occupational Therapy for Children within a Student-Led University Clinic: The Influence on Child Engagement from the Perspectives of Student and Parent Participants

Aims Animal-assisted therapy has gained increased attention in occupational therapy. Yet there remains minimal education opportunities available. In addition to supporting student learning, student-led clinics have the potential to provide a valuable, cost-effective health service to the community. This study aimed to explore the potential benefits to the children clients participating in a student-led, canine-assisted occupational therapy pediatric clinic from the perspectives of the students and parents. Method Semi-structured interviews were conducted with nine occupational therapy students, and five parents to describe their experience. Transcripts were analyzed using inductive thematic analysis. Results Participants emphasized how the presence of the therapy dog supported child engagement within the therapy session. Ways in which participants believed the therapy dog influenced the children’s engagement were described within three themes. The first highlighted the importance of the relationship between the children and the therapy dog. The second described how this relationship facilitated a sense of safety within the sessions. The third captured how this sense of safety supported the children’s participation within their meaningful occupations. Conclusions Parents and students involved in the canine-assisted occupational therapy clinic perceived that canine-assisted therapy was supportive of child engagement in therapy.

Maximizing the Role of Parents Through Religious Education in the Family in the Scope of Early Childhood Education

Religious education for early childhood in the family environment needs to be carried out properly and responsibly because it is during an important period in the child's growth period (The Golden Age). Active parental participation needs to be maximized so that it makes a significant contribution to the child's spiritual growth. This study aims to see how parents can maximize their role in early childhood education through religious education in the family. This research was carried out using a descriptive qualitative approach. This study comprises a comprehensive examination of relevant scholarly articles through a literature review. A total of 30 journal papers published between 2010 and 2023 were gathered for the literature review. According to the findings of the review, it is established that the results of this study found that the implementation of education, especially religious education, must be a major concern. This is because children are quite vulnerable to the environment around them so the role of parents in guiding religious aspects becomes very important.