School-based Parent Research Articles

Latino Parent Involvement

This study examines the process of parent engagement at three community and school-based parent participation projects involving Latino immigrant families in California. Through the participants’ testimonios, the study investigates the motivations and interactions contextualizing their leadership development, participation, and organizing activities as well as the significance of their emerging school activism on other aspects of their lives. Specifically, the study explores the notions of tequío and women-led activism, seen as critical to understanding the participants’ engagement process and to increase the level and quality of Latino parent participation in schools, maximizing its positive impact on their children’s education and life prospects.

Pilot study of a school-based parent training program for preschoolers with ASD

This study investigated the feasibility and preliminary effectiveness of a parenting training program designed for early intervention and early childhood special education (EI/ESCE) programs serving students with autistic spectrum disorders. Thirteen teachers representing three intermediate school districts implemented the intervention with 27 students and their parents. Eighty-nine percent of families completed the program. From pre- to post-intervention parents improved their use of the treatment strategies and children increased their rate of language during a parent-child interaction in their home. Parents and teachers reported significant gains in child mastery of social-communication skills and teachers, but not parents, reported a significant decrease in social impairment. Parents reported a significant decrease in parenting stress. Both groups rated the intervention highly in regard to treatment acceptability, perceived effectiveness, and usability. Findings suggest that this intervention can be feasibly implemented in public EI/ECSE settings, filling an important gap in services for intervention programs serving children with autistic spectrum disorders.

Special issue on strengthening school-based support for bereaved students: Editors’ introduction

The goal of this special issue is to expand crisis intervention beyond direct services, one-on-one counseling, and dependency on community-based professionals. Hence, contributing authors were asked to present useful and practical information easily consumed by school-based mental health professionals, teachers, and parents. We recommend sharing the load of responsibility and strengthening existing social support systems within schools. We want schools, parents, and communities to consider a broader range of options when supporting children following traumatic loss. We want all adults, including parents, teachers, and staff to know the basics: what to say and what to do in order to better support children’s grief. School-based training must include crisis intervention training that addresses children’s emotional needs and provides basic information for teachers and parents. Additionally, schools and communities must strengthen collaboration, refining and improving effective treatment methods and making mental health support readily available to children on all socio-economic levels. Parents, schools, and communities need to coordinate efforts and increase sensitivity to children’s mental health needs, particularly in the area of traumatic grief. Although children are highly vulnerable to the impact of natural disasters and traumatic events, limited mental health services are available to them. Public schools offer a natural and convenient avenue for treatment. This special issue

Depression Among Adolescent Mothers Enrolled in a High School Parenting Program

Depressive symptoms in adolescent mothers have been associated with a variety of negative outcomes for both the adolescent mother and her child. The purpose of this article is to describe the dimensions of the Beck Depression Inventory®-II and to provide a discussion of how depression may appear in adolescent mothers. This descriptive study involved 45 adolescent mothers in a high school-based parent support program. The average score on the depression inventory for the adolescent mothers was 12.27 (SD = 8.57). One third (n = 15) of the adolescent mothers displayed depressive symptoms. All of the adolescent mothers reported experiencing increased symptoms related to loss of energy, changes in sleep patterns, changes in appetite, and tiredness/fatigue. It is important for nurses working with adolescent mothers to understand that what may be perceived as a normal adaptation to motherhood may in fact be a deeper emotional issue such as depression.

Value Added?

Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through participant observation and sequenced, scheduled interviews and follow-up conversations with 3 key teacher respondents. Results demonstrate respondents' convergences regarding these engagements' “value-added” dimensions for the “other.” Teachers acknowledged benefits related to curriculum orientation for parents, opening lines of communication, building community, linguistic diversity as a resource, and parent advocacy. Although respondents converged on “value added” for self, they placed different emphases on this value's dimensions.

Assessing an intensive school-based assistance program to enroll uninsured children.

Children eligible but not enrolled in subsidized health insurance programs, such as Medicaid and S-CHIP, received considerable outreach activity in recent years. Schools in low-income and middle-income communities often are cited as excellent places to find and reach parents. This study assessed the cost and effectiveness of contacting parents through schools, educating them about health insurance programs and preventive care, and assisting them with insurance applications. The accumulative cost per enrolled child was $75, and schools were able to locate and assist large numbers of uninsured children who had failed other outreach methods. School-based application assistance and parent education succeeded in improving child access to care and utilization of services.

Understanding parenting programmes: parents’ views

This paper describes a pilot study to evaluate the effectiveness of a school-based parenting programme combining the use of both affective (related to feelings) and behavioural strategies. In this paper we describe the intervention, its evaluation and a summary of the quantitative information gathered. The three pre-eminent ways in which parents appeared to have benefited from this particular programme included (1) the support they received in their parenting role from other parents, including a mirroring of problems, (2) the regaining of a sense of control in the parental role, in part through an increase in their capacity to think about matters calmly, and also through the provision of new tools with which to do the job of parenting, and (3) an increased ability to empathize and identify with their children, and a better understanding of the factors which motivate children to behave in particular ways. The capacity to think about matters calmly and the ability to empathize and identify with children appeared to be important factors in the reduction of inappropriate and unhelpful parenting practices such as shouting and smacking. It is suggested that empathy in particular is central to effective parenting, and that these results support the suggestion that there is an important added benefit for parents from programmes which combine behavioural and affective strategies focusing on feelings, relationships within the family, and the parents' own experience of being parented. The limitations of the data are discussed with reference to its reliability and validity, and the need for further research using grounded theory with other groups of parents.

School-based parents' groups - a politics of voice and representation?

In this paper we consider two discussion-based parents' forums at two secondary schools. We ask whether such forums can be considered as part of the small, local associative mechanisms which theorists claim have the potential to encourage a more vibrant and interactive public conversation concerning state provided welfare services. We conclude that they cannot - at least in any simple way. However, a study of the forums does raise several interesting issues to do with parents' relationships with schools, the differential resources that particular class fractions bring to bear in developing their relations with teachers, and the responses of the schools to parental voices. Access to higher education and good jobs emerges as the most important element in securing children's futures (and thus of ‘putting the family first’). Yet all the respondents see this as involving their children gaining advantages over others. What is missing from these accounts is an attempt to describe what might be done about any injustice that is recognised, or how the life-chances of the others' might be better protected. Equality of opportunity and equality of citizenship do not emerge as public issues in these versions of access to higher education and good jobs. Instead we have accounts of how to do the best for one's children in a situation of scarcity of both these resources, (Jordan et al. 1994:197) I think it goes right back to the family and they [the parent body] put the children first, right the way through life they put the children first, and they recognise that to get a good job in the end they've got to have qualifications and they want a good school (headteacher, Carson School).

Tri-ministry study: Correlates of school-based parenting course utilization.

This study examined factors associated with the utilization of universally available school-based parent training. In a randomly selected, prospectively screened, unreferred community sample of 1,498 5- to 8-year-olds, 28% to 46% of families of children with high parent-reported externalizing problems enrolled. Externalizing problems, first-child status, and a high school education were associated with increased enrollment. Single-parent status, immigrant background, and limited extracurricular child activities were associated with lower enrollment. Economic disadvantage, stress, family dysfunction, and parental depressive symptoms were not associated with participation. Most families attributed nonparticipation to busy personal schedules, inconvenient times, and logistical difficulties.

Tri-ministry study: Correlates of school-based parenting course utilization.

Tri-ministry study: Correlates of school-based parenting course utilization.

Preferences for parent education programs among low socioeconomic status, culturally diverse parents

This study examined parent preferences, behaviors, and beliefs toward school-based parent education programs among 395 low income, culturally diverse parents. Parents of different socioeconomic levels reported similar preferences toward parent education events and perceptions of barriers to parent education programs. More differences were noted among parents regarding parenting beliefs and behaviors. Higher educational attainment was associated with more active involvement in parenting events and beliefs more consonant with the parenting programs likely to be offered at school (e.g., those with an Adlerian orientation). Few racial differences were noted after controlling for the differential effects of educational attainment. Implications for developing effective parenting programs are discussed. © 1999 John Wiley & Sons, Inc.