British Journal of Social Work, 11(4), 1981, pp.445-461.
Publisher:
Oxford University Press
Presenting problems of a group of parents whose child's absence from school had led to one of a number of outcomes was identified, and structural problems in the system identified.
Presenting problems of a group of parents whose child's absence from school had led to one of a number of outcomes was identified, and structural problems in the system identified.
Child and Youth Care Forum, 43(3), 2014, pp.315-337.
Publisher:
Springer
Background: Over a decade ago, the National Research Council (NRC) published the influential book, Educating Children with Autism.
Objective: To survey parents and state-level special education administrators to evaluate how NRC’s recommendations, as published in Educating Children with Autism, have impacted educational practices for children with autism in the US.
Methods: 149 parents of children with autism and 35 state-level special education administrators from 35 states were surveyed on the degree to which they agreed with NRC’s recommendations and the degree to which they believed NRC’s recommendations have been implemented.
Results: Parents and administrators agreed with most NRC recommendations; however, disagreements between parents and administrators were evident regarding labeling of students with autism, intensity of services, and training of staff. Conversely, parents and administrators concurred that the recommendations had been poorly to modestly implemented, overall. Lowest levels of implementation were found for training of qualified staff, research-based curricula, and mental health supports for families. Qualitative analysis of parents’ comments highlighted
(Publisher abstract)
Background: Over a decade ago, the National Research Council (NRC) published the influential book, Educating Children with Autism.
Objective: To survey parents and state-level special education administrators to evaluate how NRC’s recommendations, as published in Educating Children with Autism, have impacted educational practices for children with autism in the US.
Methods: 149 parents of children with autism and 35 state-level special education administrators from 35 states were surveyed on the degree to which they agreed with NRC’s recommendations and the degree to which they believed NRC’s recommendations have been implemented.
Results: Parents and administrators agreed with most NRC recommendations; however, disagreements between parents and administrators were evident regarding labeling of students with autism, intensity of services, and training of staff. Conversely, parents and administrators concurred that the recommendations had been poorly to modestly implemented, overall. Lowest levels of implementation were found for training of qualified staff, research-based curricula, and mental health supports for families. Qualitative analysis of parents’ comments highlighted that vigorous advocacy was necessary for their children to receive appropriate services consistent with NRC’s recommendations.
Conclusions: Over a decade following publication of Educating Children with Autism, most of NRC’s recommendations have not been fully implemented. Policy makers should focus particular attention on improving professional training, disseminating research-based practices, and providing mental health supports for families.
(Publisher abstract)
Subject terms:
autistic spectrum conditions, autism, school children, special education, parents;
Child and Youth Care Forum, 41(4), August 2012, pp.357-369.
Publisher:
Springer
... of information eco-maps provide about children’s social support networks in an effort to support young children’s learning and development. Eco-map interviews describing children’s social networks were completed by preschool-age children, their parents and their preschool teacher. Each informant identified the major people in the child’s support network, described relationships, and identified the type and developmental area of support provided by each individual. Qualitative analysis of five children’s completed maps revealed three themes: agreement on an inner circle; different perspectives on the kinds of support provided; and children’s unique way of expressing support. The authors concluded that eco-maps with children, parents, and teachers may contribute to educational research and practice through
Children receive support for their development from multiple sources. However, the measurement of children’s social supports has largely been accomplished through accessing knowledge of either a parent or child. In order to understand children’s support systems it is necessary to access all relevant perspectives. This exploratory project was undertaken in order to understand the types of information eco-maps provide about children’s social support networks in an effort to support young children’s learning and development. Eco-map interviews describing children’s social networks were completed by preschool-age children, their parents and their preschool teacher. Each informant identified the major people in the child’s support network, described relationships, and identified the type and developmental area of support provided by each individual. Qualitative analysis of five children’s completed maps revealed three themes: agreement on an inner circle; different perspectives on the kinds of support provided; and children’s unique way of expressing support. The authors concluded that eco-maps with children, parents, and teachers may contribute to educational research and practice through providing detailed information about children’s social support network through the identification of resources to support the development and learning of young children.
Subject terms:
parents, school children, attitudes, child development, education;
Social Work Research, 35(4), December 2011, pp.203-213.
Publisher:
Oxford University Press
This study examined whether the relationship between parents' economic resources and children's educational performance had changed over time by comparing two cohorts from the Panel Study of Income Dynamics in the United States. The study examined multiple measures of economic resources, including income, net worth, liquid assets, and home ownership. Findings revealed that the associations between parents' liquid assets and college attendance became significantly stronger among the latter cohort, suggesting the increasing importance of liquid assets. Notably, there was a change in the role of debt in high school graduation where, in the first cohort, there was no difference in likelihood of graduation between students from families with negative liquid assets and those from families with zero liquid assets, but in the second cohort, the former were more likely to graduate than the latter. The authors highlight the importance of using diverse measures of economic resources when studying associations between parents' resources and children's educational performance.
This study examined whether the relationship between parents' economic resources and children's educational performance had changed over time by comparing two cohorts from the Panel Study of Income Dynamics in the United States. The study examined multiple measures of economic resources, including income, net worth, liquid assets, and home ownership. Findings revealed that the associations between parents' liquid assets and college attendance became significantly stronger among the latter cohort, suggesting the increasing importance of liquid assets. Notably, there was a change in the role of debt in high school graduation where, in the first cohort, there was no difference in likelihood of graduation between students from families with negative liquid assets and those from families with zero liquid assets, but in the second cohort, the former were more likely to graduate than the latter. The authors highlight the importance of using diverse measures of economic resources when studying associations between parents' resources and children's educational performance.
Subject terms:
income, parents, school children, debt, educational performance;
Twelve leaflet were produced under the Making the Difference series which aims to highlight the difference parents can and do make to their children’s learning. Research by George Street Research and commissioned by the Scottish Executive in January 2007 to evaluate the leaflets is described. The research explored parents’ views on how helpful the leaflets were, their awareness of the leaflets with parents.
Twelve leaflet were produced under the Making the Difference series which aims to highlight the difference parents can and do make to their children’s learning. Research by George Street Research and commissioned by the Scottish Executive in January 2007 to evaluate the leaflets is described. The research explored parents’ views on how helpful the leaflets were, their awareness of the leaflets and the Parentzone website, parents’ views on the format, presentation and tone of the leaflets, parents’ and schools’ views on the impact of the leaflets on parents’ involvement in the school, and satisfaction with distribution of the leaflets, the topics covered and supporting materials. Quantitative interviews with head teachers and local authority staff, were followed by a series of qualitative discussions with parents.
Subject terms:
parent-child relations, parents, school children, schools, education;
International Journal of Mental Health Promotion, 8(3), August 2006, pp.6-14.
Publisher:
Taylor and Francis
Two studies were conducted to explore the enrolment rates of parents in group parenting programs. The first investigated the enrolment rate of parents of 5-12 year-old children in a community parenting program, using clinically viable recruitment strategy. Flyers were twice sent home with the children advertising the program, which was offered both during the day and evening. Parents from nine Australian schools, with a total of 6=5,275 students from 3,740 families, were offered to the program. Only 0.48% (18 parents). In the second study, the variables of program cost (free vs 20 dollars), pre-enrolment requirements (completion of three questionnaires vs no questionnaires), and program duration/type (four-session general parenting program vs single-session specific problem program) were explored. Results showed different levels on each variable. It is concluded that, without specialist funding, the snowball effect of parents enrolling because of word-of-mouth endorsement may be a key factor in ensuring that enough parents attend such programs. More consideration needs to be given to methods that improve enrolment rates in such program.
Two studies were conducted to explore the enrolment rates of parents in group parenting programs. The first investigated the enrolment rate of parents of 5-12 year-old children in a community parenting program, using clinically viable recruitment strategy. Flyers were twice sent home with the children advertising the program, which was offered both during the day and evening. Parents from nine Australian schools, with a total of 6=5,275 students from 3,740 families, were offered to the program. Only 0.48% (18 parents). In the second study, the variables of program cost (free vs 20 dollars), pre-enrolment requirements (completion of three questionnaires vs no questionnaires), and program duration/type (four-session general parenting program vs single-session specific problem program) were explored. Results showed different levels on each variable. It is concluded that, without specialist funding, the snowball effect of parents enrolling because of word-of-mouth endorsement may be a key factor in ensuring that enough parents attend such programs. More consideration needs to be given to methods that improve enrolment rates in such program.
Subject terms:
parental skills training, parents, school children, schools, service uptake;
Parents are children's first educators, but they often do not realise how important they are. Focuses on a family learning scheme in Sefton which has encouraged parents to help their children to learn whilst building strong links between home and school.
Parents are children's first educators, but they often do not realise how important they are. Focuses on a family learning scheme in Sefton which has encouraged parents to help their children to learn whilst building strong links between home and school.
Subject terms:
parents, school children, schools, teaching methods, education;
This guidance from the Welsh Government gives advice to parents and carers to help them prevent and challenge bullying in schools. It covers what bullying is, how to identify the signs of bullying, action that can be taken to deal with bullying, rights and responsibilities of acceptable behaviour to help prevent bullying and where to find additional help and support when bullying happens.
(Edited publisher abstract)
This guidance from the Welsh Government gives advice to parents and carers to help them prevent and challenge bullying in schools. It covers what bullying is, how to identify the signs of bullying, action that can be taken to deal with bullying, rights and responsibilities of acceptable behaviour to help prevent bullying and where to find additional help and support when bullying happens. It is one of a series of guidance documents providing information for different audiences involved in preventing and challenging bullying in schools.
(Edited publisher abstract)
Subject terms:
bullying, children, parents, schools, school children, young people;
... parental mediation. Bullying and going to bed hungry were associated with higher usage for boys only, while life satisfaction and family activities were linked to girls’ game playing only. Parents were identified as effective mediators of young people’s video game usage. The study identified gendered motivations for higher levels of game play, suggesting different interventions for boys and girls may
(Publisher abstract)
The geographies of the current generation of young people are markedly distinct from previous generations by virtue of their access to a virtual playground. The vast majority of young people now engage in video gaming as a leisure activity. Drawing on findings from the 2009/2010 WHO Health Behaviour in School-aged Children study this paper set out to investigate the factors that might be associated with higher levels of video gaming. Information was collected from 4404 school students aged 11, 13 and 15 years, using anonymised self-completed questionnaires. Higher usage was defined as game play exceeding two hours a day. Separate analyses were conducted for boys and girls. For both genders higher levels of game playing was associated with early adolescence, opposite sex friends and minimal parental mediation. Bullying and going to bed hungry were associated with higher usage for boys only, while life satisfaction and family activities were linked to girls’ game playing only. Parents were identified as effective mediators of young people’s video game usage. The study identified gendered motivations for higher levels of game play, suggesting different interventions for boys and girls may be required in order for young people to create a balanced approach to video gaming.
(Publisher abstract)
Subject terms:
computer games, young people, school children, gender, behaviour, parental role, parents;