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1
Mannan, Golam, and Jacqueline Blackwell. "Parent involvement: Barriers and opportunities." Urban Review 24, no. 3 (1992): 219–26. http://dx.doi.org/10.1007/bf01108494.
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Wilkerson, David, and Hea-Won Kim. "“We Have a Lot of Sleeping Parents”: Comparing Inner-City and Suburban High School Teachers’ Experiences with Parent Involvement." Advances in Social Work 11, no. 2 (2010): 144–57. http://dx.doi.org/10.18060/388.
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Teachers’ experiences with parent involvement were compared at an inner-city high school and a suburban high school. Parent involvement has been described as underutilized by teachers, due to either ideological barriers or cultural biases against parents of lower socio-economic status. A sample of 62 teachers found no significant group differences between teachers at the two schools for either problematic or collaborative parent involvement. There was a significant difference for beliefs about parent competency. Results may suggest that the ideological barrier of a “protective model” for home/school relations devalues parent involvement for teachers. Parent involvement may be further devalued for inner-city teachers, who hold beliefs that parent competence is reduced by socioeconomic challenges.
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Björck-Åkesson, Eva, and Mats Granlund. "Family Involvement in Assessment and Intervention: Perceptions of Professionals and Parents in Sweden." Exceptional Children 61, no. 6 (1995): 520–35. http://dx.doi.org/10.1177/001440299506100603.
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This article describes perceptions of professionals and parents of the current and ideal state of family involvement in early intervention in Sweden. Both professionals and parents expressed significant discrepancies between current and ideal practices in four dimensions: parent involvement in decisions about child assessment, parent participation in assessment, parent participation in the team meeting and decision making, and the provision of family goals and services. Professionals showed preferences for a higher degree of family involvement. In identifying barriers, both professionals and parents most frequently mentioned system barriers. Causes for the discrepancies include the need for training and earlier inclusion of parents in the case management process.
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Butler, Ashley M., Marisa E. Hilliard, Courtney Titus, et al. "Barriers and Facilitators to Involvement in Children’s Diabetes Management Among Minority Parents." Journal of Pediatric Psychology 45, no. 8 (2020): 946–56. http://dx.doi.org/10.1093/jpepsy/jsz103.
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Abstract Objective This study aimed to describe parents’ perceptions of the factors that facilitate or are barriers to their involvement in children’s type 1 diabetes (T1D) management among African American and Latino parents. Methods African American and Latino parents (N = 28) of 5- to 9-year-old children with T1D completed audio-recorded, semi-structured interviews that were transcribed and analyzed using thematic analysis. Themes were identified that aligned with the theoretically-derived Capability–Opportunity–Motivation–Behavior (COM-B) framework. Results Parents described Capability-based facilitators of parent involvement, including positive stress management, religious/spiritual coping, organizational/planning skills, and diabetes knowledge. Capability-based barriers included child and parent distress. Interpersonal relationships, degree of flexibility in work environments, and access to diabetes technologies were both Opportunity-based facilitators and barriers; and Opportunity-based barriers consisted of food insecurity/low financial resources. Parents’ desire for their child to have a “normal” life was described as both a Motivation-based facilitator and barrier. Conclusions African American and Latino families described helpful and unhelpful factors that spanned all aspects of the COM-B model. Reinforcing or targeting families’ unique psychological, interpersonal, and environmental strengths and challenges in multilevel interventions has potential to maximize parental involvement in children’s diabetes management.
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Francis, Grace L., April Regester, and Alexandra S. Reed. "Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood." Career Development and Transition for Exceptional Individuals 42, no. 4 (2018): 235–45. http://dx.doi.org/10.1177/2165143418813912.
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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.
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Pratt, Keeley J., Joseph A. Skelton, Ihuoma Eneli, David N. Coliler, and Suzanne Lazorick. "Providers’ Involvement of Parents, Families, and Family Dynamics in Youth Weight Management Programs." Global Pediatric Health 5 (January 2018): 2333794X1881713. http://dx.doi.org/10.1177/2333794x18817134.
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Family-based interventions are the current standard for the treatment of pediatric obesity, yet the details of how providers are involving family members, and the barriers to family involvement, are largely unknown. The objective of this study is to describe how providers in pediatric weight management (PWM) involve family members, identify barriers to family involvement, and how they address challenging family dynamics. A cross-sectional survey was administered to PWM centers/clinics and their providers in the United States and Canada. Analyses included descriptive statistics at the participant (N = 71) and clinic/center (N = 47) levels. Providers indicated that they assessed patients and parents’ perspectives, not other family members, motivation, weight/medical history, dietary and activity behaviors, goals, and barriers. Providers also reported that they asked patients’ perspectives about their parents’ aforementioned behaviors, and siblings’ dietary, activity, and sedentary/screen time behaviors, and weight/medical history. Providers reported that the balance between the patient and parent changed as children aged, with more focus given to the child, and less to the parent, as the child grew older. The most frequent barrier to involving family members in treatment included challenging family dynamics. The most challenging family dynamics were divorce/separation and parent-child conflicts. Providers often refer to and rely on mental/behavioral health providers to address barriers to family involvement and challenging family dynamics. Further research is needed to determine adequate provider training and comfort in dealing with family dynamics in treatment, and ways to mitigate barriers to involving families in PWM.
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Williams, Terrinieka T., and Bernadette Sánchez. "Identifying and Decreasing Barriers to Parent Involvement for Inner-City Parents." Youth & Society 45, no. 1 (2011): 54–74. http://dx.doi.org/10.1177/0044118x11409066.
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Van Velsor, Patricia, and Graciela L. Orozco. "Involving Low-Income Parents in the Schools: Communitycentric Strategies for School Counselors." Professional School Counseling 11, no. 1 (2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100103.
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Low-income parents participate less in schools than higher-income parents despite the benefits of parent involvement. Barriers that low-income parents face suggest that schools must develop a new approach to engaging these parents. School counselors can play a leadership role in strengthening the relationship between schools and low-income parents by implementing community-centered strategies for parent involvement. These strategies respect community culture and parents’ abilities to contribute to their children's education.
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Hamilton, Debbi, and Sandy Osborne. "Overcoming barriers to Parent Involvement in Public Schools." Kappa Delta Pi Record 30, no. 4 (1994): 148–52. http://dx.doi.org/10.1080/00228958.1994.10518652.
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Bailey, Donald B., Virginia Buysse, Rebecca Edmondson, and Tina M. Smith. "Creating Family-Centered Services in Early Intervention: Perceptions of Professionals in Four States." Exceptional Children 58, no. 4 (1992): 298–309. http://dx.doi.org/10.1177/001440299205800403.
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This article describes professional perceptions of the current status of family involvement in early intervention programs in four states. Significant discrepancies between current and ideal practices were found in four dimensions: parent involvement in decisions about child assessment, parent participation in assessment, parent participation in the team meeting and decision making, and the provision of family goals and services. In identifying barriers to ideal programs, professionals most frequently mentioned family barriers (35.8%) and system barriers (35.1%). Professional barriers, or those related to a lack of skill, accounted for only 14.8% of the barriers mentioned.
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Kurth, Jennifer A., Hailey Love, and Jody Pirtle. "Parent Perspectives of Their Involvement in IEP Development for Children With Autism." Focus on Autism and Other Developmental Disabilities 35, no. 1 (2019): 36–46. http://dx.doi.org/10.1177/1088357619842858.
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The present study investigated parents’ experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child’s school experience. Sequential regressions revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child’s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school–parent partnerships are described.
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Guo, Yan. "Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education." TESL Canada Journal 24, no. 1 (2006): 80. http://dx.doi.org/10.18806/tesl.v24i1.29.
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When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.
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Ludicke, Penelope, and Wendy Kortman. "Tensions in Home–School Partnerships: The Different Perspectives of Teachers and Parents of Students With Learning Barriers." Australasian Journal of Special Education 36, no. 2 (2012): 155–71. http://dx.doi.org/10.1017/jse.2012.13.
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This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration. The study was based on the premise that home–school partnerships have been established as a positive influence on the education of students with learning barriers but tensions exist within these partnerships in practice. In the study it was posited that some tensions stemmed from differences in role understandings between parent and teacher. Data revealed key themes emerging from the case studies. Findings indicated that parents and teachers believed that involvement and partnerships are integral to supporting the learning of students with learning barriers. However, differences emerged as to how teachers and parents constructed and interpreted involvement and operational processes supporting partnerships, and the significance each group placed on different aspects of collaboration between parent and teacher.
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Goss, Adrienne C. "Power to Engage, Power to Resist: A Structuration Analysis of Barriers to Parental Involvement." Education and Urban Society 51, no. 5 (2017): 595–612. http://dx.doi.org/10.1177/0013124517747363.
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Parents face varying degrees of difficulty with getting involved in their children’s schools. Using data from a study of parent members of a community organization and structuration theory, I examined how and why parents encountered resistance to their attempts to be more involved and to advocate for their children. This work can broaden our conception of barriers to parental involvement and serve as an alert to parent advocates, parents of children of color, and parents of children in special education, as they tend to experience the most challenges. I hope that it will also inspire educators to reconsider their actions within this system and be more courageous in their own advocacy for children.
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Hanline, Mary Frances, and Ann Halvorsen. "Parent Perceptions of the Integration Transition Process: Overcoming Artificial Barriers." Exceptional Children 55, no. 6 (1989): 487–92. http://dx.doi.org/10.1177/001440298905500601.
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The parents of 14 students with disabilities participated in interviews to evaluate the support they received during their child's transition to an integrated educational placement, to explore their concerns, and to discuss the effects of integration. Although parents identified areas of concern, they consistently expressed satisfaction regarding the outcomes of integrating their child, including professional and personal support. Responses emphasized the importance of commitment from local school districts and professionals, an individualized approach to parent involvement, and ongoing communication with parents.
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Tadesse, Selamawit. "Parent Involvement: Perceived Encouragement and Barriers to African Refugee Parent and Teacher Relationships." Childhood Education 90, no. 4 (2014): 298–305. http://dx.doi.org/10.1080/00094056.2014.937275.
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Daczewitz, Marcus, Hedda Meadan, Terri Cooper Swanson, and Michelle Sands. "Introducing Preservice Teachers to Family-Centered Practices: A Scoping Review." Journal of Education and Training Studies 8, no. 11 (2020): 33. http://dx.doi.org/10.11114/jets.v8i11.5003.
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Parental involvement in P-12 education could lead to social and academic success for students; however, parents often experience barriers to their involvement. Different or additional barriers exist for parents of children with a disability. School staff can positively influence parents to become involved in their children’s education. Family-centered practices, common in early intervention under special education law (Part C of IDEIA), may foster parent involvement in P-12 schools. In this scoping literature review, we examined 17 studies of teacher preparation programs (TPPs) in higher education in the US who have implemented programs to prepare preservice teachers (PSTs) to collaborate with parents/families. Studies varied by analytic method, participants, purposes, format, and measures. We present a synthesis of the included articles and discuss recommendations for teacher preparation programs.
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Donnelly, Samantha, Duncan S. Buchan, Ann-Marie Gibson, Gillian Mclellan, and Rosie Arthur. "An Insight Into the Involvement of Mothers of Low Socioeconomic Status in Scottish Primary School Health Education Activities." Health Education & Behavior 47, no. 1 (2019): 111–22. http://dx.doi.org/10.1177/1090198119871329.
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School-based health activities that involve parents are more likely to be effective for child health and well-being than activities without a parent component. However, such school-based interventions tend to recruit the most motivated parents, and limited evidence exists surrounding the involvement of hard-to-reach parents with low socioeconomic status (SES). Mothers remain responsible for the majority of family care; therefore, this study investigated mothers with low SES to establish the reasons and barriers to their involvement in school-based health activities and to propose strategies to increase their involvement in those activities. Interviews were conducted with mothers with low SES, who were typically not involved in school-based health activities ( n = 16). An inductive–deductive approach to hierarchical analysis revealed that there are several barriers resulting in mothers being less involved, particularly due to issues surrounding the schools’ Parent Councils and the exclusivity of school-based events. Efforts made by the school to promote health activities and involve parents in such activities were revealed, alongside recommendations to improve on these practices. The findings offer multiple ways in which future school-based health interventions can recruit and involve mothers with low SES.
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Griffin, Dana, and John P. Galassi. "Parent Perceptions of Barriers to Academic Success in a Rural Middle School." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400109.
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In focus groups, parents of both academically successful seventh-grade students and at-risk students (i.e., failing one or more classes, numerous behavioral referrals, and/or suspensions) in a rural middle school identified perceived barriers to student success as well as school and community resources for overcoming those barriers. Qualitative analysis of the data revealed six common barrier themes for the two groups and two additional themes for parents of academically at-risk students. The results are discussed with respect to the Hoover-Dempsey and Sandler model of parental involvement and the school counselor's role in school-family-community collaboration.
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van Vulpen, Kimberly Searcey, Amy Habegar, and Teresa Simmons. "Rural School-Based Mental Health Services: Parent Perceptions of Needs and Barriers." Children & Schools 40, no. 2 (2018): 104–11. http://dx.doi.org/10.1093/cs/cdy002.
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Abstract The benefits of school-based mental health services have been supported in prior research and literature. Studies have shown that approximately one in five youths in schools today have diagnosable mental health disorders. However, research has identified that close to 70 percent of those youths do not receive the services they need. This gap in care has a significant impact on the academic, social, and emotional well-being of youths. Parent involvement is essential in bridging services. However, parents often face barriers in accessing mental health care for their child. The aim of this study was to explore parent perceptions of needs and barriers to school-based mental health services. This exploratory study included 607 parent and guardian respondents. Findings showed that parents were overwhelmingly in support of schools being involved in addressing the mental health needs of students. Anxiety, depression, and bullying were the top emotional and behavioral issues that parents recognized as the main challenge for their child. Lack of parent support, understanding that mental health issues even exist in youths, and lack of supportive school programs were identified as key factors that place youths at risk of not receiving the services they need.
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Iding, Marie, Novia Cholymay, and Sandra Kaneshiro. "Building Bridges, Not Barriers: Inviting Chuukese Family Involvement in Hawaii Schools." Journal of Pacific Rim Psychology 1, no. 1 (2007): 10–13. http://dx.doi.org/10.1375/prp.1.1.10.
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AbstractChuukese students and parents in Hawaii were interviewed about differences between schools in Hawaii and Chuuk, aspects of schooling in Hawaii that affected adjustment and suggestions for increasing Chuukese family involvement. Differences between schools in Hawaii and Chuuk included availability of materials, different expectations for teachers and students, lack of English language instruction in Chuuk and variable reading background or preparation. Barriers to adjustment to Hawaii schools included limited English proficiency, peer pressure, teachers' negative expectations or prejudice about Micronesian students and ethnic conflicts. Suggestions to facilitate family involvement and make schools more inviting included providing sports clubs for Micronesian students, opportunities for Micronesian students to share about their culture with other students and providing translators at parent–teacher meetings.
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Wulandary, Dwi, and Herlisa Herlisa. "Parent Involvement in Schooling Processes: A Case Study in Aceh." Sukma: Jurnal Pendidikan 2, no. 1 (2018): 25–65. http://dx.doi.org/10.32533/02102(2018).
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The study focuses on exploring the parents’ understanding of their involvement in schooling processes based on the six typologies of Epstein. The categories of the study were based on the typologies of Epstein consisting of parenting, communicating, volunteering, learning at home, decision-making, and collaboration with the community. Parent involvement in an Aceh school is a crucial issue which needs to be studied. This research provides an analysis of parents’ understanding of their involvement in schooling processes, what different kinds of ways parents/homes and school communicate between each other, and whose parents are frequently involved in schooling. There are several barriers parent involvement in schooling, such as work demands, reluctance to attend the school, lack of communication with the school, and parents’ perception of their involvement. The reason behind parent involvement in schooling processes can be explained with attribution theory. The findings indicated that parent involvement in schooling processes in Aceh is low. In addition, the motivation of parents to be involved in schooling processes was related to their own motives, such as merely to fulfill their obligation as a parent in rearing the children.[Tujuan penelitian ini adalah untuk mengeksplorasi pemahaman orang tua tentang keterlibatan mereka dalam proses pendidikan berdasarkan enam tipologi Epstein. Kategori penelitian ini berdasarkan tipologi Epstein terdiri dari pola asuh, komunikasi, relawan, pembelajaran di rumah, pengambilan keputusan, dan kolaborasi dengan masyarakat. Keterlibatan orang tua di Aceh merupakan isu penting yang perlu diperhatikan. Penelitian ini memberikan analisis tentang pemahaman orang tua tentang keterlibatan mereka dalam proses pendidikan, bagaimana cara orang tua dan sekolah berkomunikasi satu sama lain, dan apakah ayah atau ibu yang dominan terlibat dalam pendidikan anak mereka. Ada beberapa hambatan keterlibatan orang tua di sekolah, seperti tuntutan kerja, keengganan untuk bersekolah, kurang komunikasi dengan sekolah, dan persepsi orang tua terhadap keterlibatan mereka dalam proses pendidikan. Alasan di balik keterlibatan orang tua dalam proses pendidikan dapat dijelaskan dengan teori atribusi. Penelitian ini menemukan bahwa keterlibatan orang tua dalam proses pendidikan di Aceh rendah. Selain itu, motivasi orang tua untuk terlibat dalam proses pendidikan itu terkait dengan motivasi mereka sendiri, seperti semata-mata memenuhi kewajibannya sebagai orang tua dalam membesarkan anak.]
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Wulandary, Dwi, and Herlisa Herlisa. "Parent Involvement in Schooling Processes: A Case Study in Aceh." Sukma: Jurnal Pendidikan 2, no. 1 (2018): 25–65. http://dx.doi.org/10.32533/02102.2018.
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The study focuses on exploring the parents’ understanding of their involvement in schooling processes based on the six typologies of Epstein. The categories of the study were based on the typologies of Epstein consisting of parenting, communicating, volunteering, learning at home, decision-making, and collaboration with the community. Parent involvement in an Aceh school is a crucial issue which needs to be studied. This research provides an analysis of parents’ understanding of their involvement in schooling processes, what different kinds of ways parents/homes and school communicate between each other, and whose parents are frequently involved in schooling. There are several barriers parent involvement in schooling, such as work demands, reluctance to attend the school, lack of communication with the school, and parents’ perception of their involvement. The reason behind parent involvement in schooling processes can be explained with attribution theory. The findings indicated that parent involvement in schooling processes in Aceh is low. In addition, the motivation of parents to be involved in schooling processes was related to their own motives, such as merely to fulfill their obligation as a parent in rearing the children.[Tujuan penelitian ini adalah untuk mengeksplorasi pemahaman orang tua tentang keterlibatan mereka dalam proses pendidikan berdasarkan enam tipologi Epstein. Kategori penelitian ini berdasarkan tipologi Epstein terdiri dari pola asuh, komunikasi, relawan, pembelajaran di rumah, pengambilan keputusan, dan kolaborasi dengan masyarakat. Keterlibatan orang tua di Aceh merupakan isu penting yang perlu diperhatikan. Penelitian ini memberikan analisis tentang pemahaman orang tua tentang keterlibatan mereka dalam proses pendidikan, bagaimana cara orang tua dan sekolah berkomunikasi satu sama lain, dan apakah ayah atau ibu yang dominan terlibat dalam pendidikan anak mereka. Ada beberapa hambatan keterlibatan orang tua di sekolah, seperti tuntutan kerja, keengganan untuk bersekolah, kurang komunikasi dengan sekolah, dan persepsi orang tua terhadap keterlibatan mereka dalam proses pendidikan. Alasan di balik keterlibatan orang tua dalam proses pendidikan dapat dijelaskan dengan teori atribusi. Penelitian ini menemukan bahwa keterlibatan orang tua dalam proses pendidikan di Aceh rendah. Selain itu, motivasi orang tua untuk terlibat dalam proses pendidikan itu terkait dengan motivasi mereka sendiri, seperti semata-mata memenuhi kewajibannya sebagai orang tua dalam membesarkan anak.]
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Subasi Singh, Seyda. "Family Involvement and Immigrant Parents: Perceptions of Indian mothers in Vienna." Shanlax International Journal of Education 8, no. 3 (2020): 61–66. http://dx.doi.org/10.34293/education.v8i3.3172.
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This study was conducted in Austria with Indian immigrant mothers to understand their perceptions and experiences about family involvement in education. Family involvement in education can promote a wide range of benefits for all, and especially for immigrant children. The qualitativeinterpretative research methodology was adopted, and ten mothers participated in the research through semi-structured interviews. The constant-comparative data analysis policy made it possible to adapt the following interviews based on the emerging domains. The data analysis yielded four domains, including the meaning of family involvement, barriers to family involvement, the support systems for family involvement, and being involved as an immigrant parent. The findings showed that the cultural capital of parents has a significant impact on the understandings of family involvement for immigrant parents.On the other hand, the support that the families get is limited to the support provided by teachers. However, this type of support is understood as encouragement and is highly appreciated by parents. Lastly, being an immigrant adds up to the challenges due to a lack of knowledge about the culture of school-parent communication even after long years of being a resident in the country.
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Malluhi, Hazar Hekmat, and Nayel Musa Alomran. "Family Volunteers as Alternative Future Resources: School Leaders’ Beliefs and Practices." International Journal of Emerging Technologies in Learning (iJET) 14, no. 10 (2019): 88. http://dx.doi.org/10.3991/ijet.v14i10.10189.
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Schools and community engagement are seen as effective factors for making schools a thoughtful place. This case- study employed mixed methodology to explore the phenomena of parent involvement and to know the exact characteristics of the leadership style in the school. This case study examined and described school leaders’ perspectives, attitudes and practices towards parents’ involvement in an Abu Dhabi primary school using a variety of data sources including, interviews, open-ended teachers’ questionnaires, school self-assessment surveys and mothers’ council self-assessment surveys. The findings revealed that the school leaders effectively employ multiple collaborative, shared and transformational leadership practices to improve parent/family volunteering. Teachers and parents have good communications. The mothers’ council and the administration enhanced many different parental activities. There are some barriers in parents ‘participation like language and the lack of the awareness of important role of parents in the school. The implications of this study revolve around the important roles the school leaders have in helping parents feel supported and encouraging family volunteering. The school leaders have to increase the encouragement of parents’ involvement in general and family volunteering in particular. This study is a calling for a shift from random acts of parents’ involvement to coherent, comprehensive, continuous, systematic and equitable family volunteering approach.
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Murray, Kantahyanee W., Nadine Finigan-Carr, Vanya Jones, Nikeea Copeland-Linder, Denise L. Haynie, and Tina L. Cheng. "Barriers and Facilitators to School-Based Parent Involvement for Parents of Urban Public Middle School Students." SAGE Open 4, no. 4 (2014): 215824401455803. http://dx.doi.org/10.1177/2158244014558030.
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Lamb-Parker, Faith, Chaya S. Piotrkowski, Amy J. L. Baker, Susan Kessler-Sklar, Beryl Clark, and Lenore Peay. "Understanding barriers to parent involvement in Head Start: a research-community partnership." Early Childhood Research Quarterly 16, no. 1 (2001): 35–51. http://dx.doi.org/10.1016/s0885-2006(01)00084-9.
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Hamlin, Daniel, and Joseph Flessa. "Parental Involvement Initiatives: An Analysis." Educational Policy 32, no. 5 (2016): 697–727. http://dx.doi.org/10.1177/0895904816673739.
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Educational policies have increasingly promoted parental involvement as a mechanism for improving student outcomes. Few jurisdictions have provided funding for this priority. In Ontario, Canada, the province’s Parents Reaching Out Grants program allows parents to apply for funding for a parental involvement initiative that addresses a local barrier to parent participation. This study categorizes initiatives ( N = 11,171) amounting to approximately 10 million dollars (Can$) in funding from 2009 to 2014 and compares them across school settings. Although results show several key contextual differences, parents across settings identify relatively similar needs for enabling parental involvement, emphasizing parenting approaches for supporting well-being (e.g., nutrition, mental health, and technology use) and skills for home-based learning. However, Epstein’s widely used parental involvement typology conceals these prominent aspects of parental involvement. A modified model of parental involvement is presented that may serve as a guide for enhancing parent participation.
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Abu Ziden, Azidah, Muhammad Faizal Abdul Rahman, and Too Woon Ching. "Exploring the Use of Mobile Instant Messaging for Parent-Teacher Communication." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 04 (2020): 152. http://dx.doi.org/10.3991/ijim.v14i04.12403.
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Communication between teachers and parents is essential to foster parental involvement in school related activities. The purpose of this study is to evaluate the effectiveness of mobile instant messaging for parent-teacher communication in enhancing two-way communication between parents and teachers. In particular, the research examines the barriers on parental involvement and investigates the relationship between the use of mobile instant messaging for parent-teacher communication, as well as for families of different socio-economic and educational background. In addition, the study also evaluates parents’ attitudes and perceptions towards the use of mobile instant messaging for communication with teachers. The respondents for this study were 251 parents with different background. This study employed a mix-method research design which involved quantitative and qualitative data. The findings revealed that time constraint is the primary reason for parents to be involved in school related activities. The study results also indicated that there is no relationship between family socio-economic background and the use of mobile instant messaging for parent-teacher communication. However, the findings show a significant relationship between parents’ educational background and the use of mobile instant messaging for parents-teacher communication. Moreover, the study also found a receptive attitude among parents towards mobile based communications with teachers and school
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Inoa, Rafael. "Parental Involvement Among Middle-Income Latino Parents Living in a Middle-Class Community." Hispanic Journal of Behavioral Sciences 39, no. 3 (2017): 316–35. http://dx.doi.org/10.1177/0739986317714200.
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Parental involvement has often shared a positive correlation with student academic achievement. To better understand parental involvement dynamics among middle-class Latino families, in-depth parent interviews were conducted among 21 such parents. Results from this study which add to the educational literature include high levels of academic socialization between parents and their children as early as elementary school, and perceived barriers to involvement similar to those often found among poor and working-class Latino families. Other findings which support the literature are the ways in which home-based and school-based involvement practices change over time, and the implementation of childrearing strategies previously linked to middle-class families. Parents in this study were primarily concerned with the emotional well-being of their children, and with affording their children autonomy over extracurricular activities and future career choices. Implications for future research are further presented.
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Al-shammari, Manal. "Parents’ Involvement and Perspectives Towards the Quality of Teaching: A Review of Related Literature." International Journal of Education 9, no. 2 (2017): 16. http://dx.doi.org/10.5296/ije.v9i2.11068.
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In this paper, I discussed the main findings and assumptions posited for the related literature on the parental involvement. Firstly, I discussed the definition of parental involvement. Secondly, I discussed a brief historical background of parental involvement with special reference to its status in the UK. Thirdly, I discussed the effectiveness of parental involvement in the learning process in addition to the factors that encourage parents to get involved in their children’s education and its importance. Fourthly, I investigated the counterarguments advanced against parental involvement and when it becomes negative, most notably over-parenting. Fifthly, this section discussed the barriers that prevent parents from getting involved in their children’s education, including the parent and family factors, child’s age, learning difficulties and disabilities, behaviour problems of the children and the asocial factors, such as poverty. In the last section of this chapter, I discussed the school-relayed factors that affect parental involvement like the school culture as well as the location of the school.
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Shubair, Mamdouh M., and Jenna Scott. "CHALLENGES AND BARRIERS EXPERIENCED BY PRINCE GEORGE PARENTS IN PROVIDING OPPORTUNITIES FOR CHILDREN TO ENGAGE IN HEALTHY EATING AND ACTIVE LIVING: A MEN’S HEALTH PARENTS PERSPECTIVE." Journal of Men's Health 13, no. 1 (2017): e45-e53. http://dx.doi.org/10.15586/jomh.v13i1.34.
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The purpose of this study is to investigate the challenges and successes experienced by parents in providing children with opportunities for healthy living. Focus group interviews were conducted with parents of children 0-6 years to discuss challenges and successes in healthy eating, active living and being screen smart. The focus group interviews were digitally recorded and transcribed. Three main themes emerged from transcripts which include: Barriers to Healthy Living; Parent Involvement; and Child Involvement. It is recommended that the Healthy Families Prince George Committee design community initiatives to support families in the Prince George area to achieve optimal healthy living, based on the study results. Upstream social policies are warranted in order to support low socio-economic status (SES) male parents and their families to achieve healthy lifestyle including healthy eating and active living.
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Schuler, Brittany R., Brit I. Saksvig, Joy Nduka, et al. "Barriers and Enablers to the Implementation of School Wellness Policies: An Economic Perspective." Health Promotion Practice 19, no. 6 (2018): 873–83. http://dx.doi.org/10.1177/1524839917752109.
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Background. Local wellness policies (LWPs) are mandated among school systems to enhance nutrition/physical activity opportunities in schools. Prior research notes disparities in LWP implementation. This study uses mixed methods to examine barriers/enablers to LWP implementation, comparing responses by student body income. Method. Schools ( n = 744, 24 systems) completed an LWP implementation barriers/enablers survey. Semistructured interviews ( n = 20 random subsample) described barriers/enablers. Responses were compared by majority of lower (≥50% free/reduced-price meals; lower income [LI]) versus higher income (HI) student body. Results. In surveys, LI and HI schools identified common barriers (parents/families, federal/state regulations, students, time, funding) and enablers (school system, teachers, food service, physical education curriculum/resources, and staff). Interviews further elucidated how staffing and funding served as enablers for all schools, and provide context for how and why barriers differed by income: time, food service (HI schools), and parents/families (LI schools). Conclusions. Findings support commonalities in barriers and enablers among all schools, suggesting that regardless of economic context, schools would benefit from additional supports, such as physical education and nutrition education resources integrated into existing curricula, additional funding, and personnel time dedicated to wellness programming. LI schools may benefit from additional funding to support parent and community involvement.
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Turney, Kristin, and Grace Kao. "Barriers to School Involvement: Are Immigrant Parents Disadvantaged?" Journal of Educational Research 102, no. 4 (2009): 257–71. http://dx.doi.org/10.3200/joer.102.4.257-271.
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Reilly, Kristen C., Daniel Briatico, Jennifer D. Irwin, Patricia Tucker, Erin S. Pearson, and Shauna M. Burke. "Participants’ Perceptions of “C.H.A.M.P. Families”: A Parent-Focused Intervention Targeting Paediatric Overweight and Obesity." International Journal of Environmental Research and Public Health 16, no. 12 (2019): 2171. http://dx.doi.org/10.3390/ijerph16122171.
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Background: Recently, our team implemented a 13-week group-based intervention for parents of children with obesity (“C.H.A.M.P. Families”). The primary objective of this study was to explore, qualitatively, parents’ perspectives of their experiences in and influence of C.H.A.M.P. Families, as well as their recommendations for future paediatric obesity treatment interventions. Methods: Twelve parents (seven mothers, five fathers/step-fathers) representing seven children (four girls, three boys) with obesity participated in one of two focus groups following the intervention. Focus groups were audio recorded and transcribed verbatim and data were analyzed using inductive thematic analysis. Results: Findings showed that parents perceived their participation in C.H.A.M.P. Families to be a positive experience. Participants highlighted several positive health-related outcomes for children, families, and parents. Parents also underscored the importance and positive impact of the group environment, specific educational content, and additional program components such as free child-minding. Recommendations for future interventions were also provided, including greater child involvement and more practical strategies. Finally, parents identified several barriers including socioenvironmental issues, time constraints, and parenting challenges. Conclusions: Researchers developing family-based childhood obesity interventions should consider the balance of parent and child involvement, as well as emphasize group dynamics strategies and positive family communication.
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Smythe, Tracey, Antony Duttine, Ana Carolina Dias Vieira, Barbara da Silveira Madeira de Castro, and Hannah Kuper. "Engagement of Fathers in Parent Group Interventions for Children with Congenital Zika Syndrome: A Qualitative Study." International Journal of Environmental Research and Public Health 16, no. 20 (2019): 3862. http://dx.doi.org/10.3390/ijerph16203862.
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We aimed to explore the engagement of fathers in a community-based group intervention (Juntos) for children with congenital Zika syndrome (CZS) and their caregivers in Brazil. Six Juntos groups were facilitated from August 2017 to May 2018. We conducted a qualitative study to evaluate the feasibility and acceptability of the intervention for fathers of children with CZS. Methods included participant observation, focus group discussions, and semi-structured interviews of fathers with a child enrolled in the program. Data collected were transcribed, coded and thematically analyzed to explore father preference for, and beliefs about the intervention and to assess potential barriers and enablers to their involvement. Forty-nine families (61 participants) enrolled, of whom 20% (12/61) were fathers. Seven (58%) fathers attended more than 7 out of 10 sessions. The content of Juntos was found to be acceptable to those fathers who attended. Participation in the group offered fathers the opportunity to share experiences of caring for their child and demonstrate their importance as care agents. Work commitments, and the view of mothers as primary caregivers were barriers to engagement of fathers. Facilitators to engagement included a presentation of clear objectives for fathers’ involvement and the opportunity to learn a practical skill related to caring for their child. A better understanding of the perspectives of fathers is crucial to help increase their involvement in parenting interventions.
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Levine, Deena R., and Justin N. Baker. "Are families the barrier? Evaluating attitudes toward early integration of palliative care in pediatric hematopoietic stem cell transplant." Journal of Clinical Oncology 34, no. 26_suppl (2016): 112. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.112.
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112 Background: The benefits of early integration of palliative care (PC) in oncology have been well established yet, there remain significant barriers to PC integration, especially in the setting of pediatric hematopoietic stem cell transplant (HSCT). HSCT patients are prone to a great degree of treatment related toxicity and are at high risk for morbidity and mortality and, while ideally suited to benefit, inherent factors in this cure oriented field preclude the integration of PC services. Most notably, family receptivity to PC is often perceived as a barrier in HSCT yet there is no data on family attitudes toward PC in this setting. This study aimed to evaluate perceived symptom burden and patient and parent attitudes toward early PC integration in pediatric HSCT. Methods: After IRB approval, development and pre-testing, novel survey tools were administered to HSCT patients and parents. Eligibility criteria included parent of an HSCT recipient < age 10 or patient/parent dyad for patients aged 10-17, time from HSCT > 1 month and < 1 year, English-speaking, and consent/assent. Data was assessed for trends in response content frequencies, percentages and parent/child concordance. Results: Interim analysis of the first 34 participants revealed high levels of perceived symptom related suffering in the first month of HSCT with suffering from: nausea 96%, loss of appetite 88%, diarrhea 88%, pain 83%, depression 79%, anxiety 75%, and constipation 42%. 90% of patients and 71% parents expressed that a great deal or a lot of attention should be paid to quality of life from the start of HSCT. The majority of patient and parent respondents (60/46%) indicated they would likely want to meet with PC early in HSCT and very few reported definite opposition (0% children, 4% parents). Conclusions: Pediatric HSCT patients experience a high degree of symptom related suffering, perceive quality of life as a high priority, and are largely in favor of early PC involvement. Our findings suggest that family receptivity should not be a barrier to early PC in pediatric HSCT and that aggressive cure directed therapy can and should be accompanied by aggressive quality of life directed care through early PC integration.
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Temple, Viviene A., P. Lynn Purves, Robyn Misovic, Coral J. Lewis, and Carrie DeBoer. "Barriers and Facilitators for Generalizing Cycling Skills Learned at Camp to Home." Adapted Physical Activity Quarterly 33, no. 1 (2016): 48–65. http://dx.doi.org/10.1123/apaq.2015-0040.
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Many children with disabling conditions do not acquire the skills to successfully ride a 2-wheeled bicycle. The aim was to describe cycling patterns before and after an innovative learn-to-ride bike camp and factors that facilitate or hinder the generalization of skills developed at camp to home. Parents and children participated in semistructured interviews 3–4 mo postcamp. Transcripts were examined deductively for participation and contextual influences using a template of codes approach. None of the children were successfully riding a 2-wheeled bicycle before camp. Two patterns of participation were evident from narrative descriptions of postcamp riding: “riders” and “not there yet.” Major facilitating factors were the camp itself, the interaction between the camp and the health service, and continued parent involvement. The program transferred well to home for children who were riding independently on the last day of camp. Ongoing support is needed for children “not there yet.”
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Triutami, Cicilia Siwi, and Retno Muljani. "EXPLORING PARENTS’ HOME-BASED INVOLVEMENT IN THEIR CHILDREN’S ENGLISH LEARNING: TRIGGERS AND BARRIERS." PROJECT (Professional Journal of English Education) 4, no. 1 (2021): 35. http://dx.doi.org/10.22460/project.v4i1.p35-46.
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In Indonesian context, English has been taught in elementary school level and parents’ involvement is considered as one of the influencing factors which has contribution to the children’s language learning achievement. The rapid, complex and continuous societal changes in this digital era might impact and alter the possibilities of parents’ involvement in their children’s language learning. The current study explored the triggers and the barriers of parents’ home-based involvement in their children’s English language learning and the features of their involvement. The qualitative research by implementing semi-structured, in- depth interview with four parents of elementary students at one of private schools in Yogyakarta city was conducted. The findings show the three main triggers in parents’ home-based involvement namely: (1) parents’ belief of the importance of English, (2) the implementation of school technological learning tools and (3) parents’ expectation of their children academic achievement. While the barriers that parents encounter in their involvement are: (1) parents’ lack of time, (2) parents’ unproficiency in English and (3) parents’ unfamiliarity with the use of technological tools. As the features of involvement, the study reveals parents’ monitoring, accompaniment, assistances in their children’s home-learning activities, providing some additional English learning media and financing English private course. Keywords: Barriers, Children’s English Language Learning, Parents’ Home-Based Involvement, Triggers
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Millen, Lauren, Francine Overcash, Zata Vickers, and Marla Reicks. "Implementation of Parental Strategies to Improve Child Vegetable Intake: Barriers and Facilitators." Global Pediatric Health 6 (January 2019): 2333794X1985529. http://dx.doi.org/10.1177/2333794x19855292.
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Purpose. To qualitatively assess barriers and facilitators to implementing specific behavioral strategies to increase child vegetable intake during home dinner meals by low-income parents. Method. Parents (n = 49) of children (9-12 years) were asked to implement 1 behavioral strategy following each of 6 weekly cooking classes at community centers. Example strategies included serving vegetables first, serving 2 vegetables, and using a bigger spoon to serve vegetables. The following week, parents discussed how they used the strategy and barriers and facilitators to its use. Discussions were recorded, transcribed verbatim, and coded separately by strategy using NVivo Pro 11 software. Inductive, comparative thematic analyses were used to identify themes by strategy. Results. Most participants were multiethnic women aged 30 to 39 years with low food security. Time and scheduling conflicts limited involvement of children in vegetable preparation (Child Help strategy). The type of foods served and an unfamiliar serving style inhibited use of the MyPlate and Available/Visible strategies, respectively. Children’s dislike of vegetables limited use of the Serve Vegetables First and Serve 2 Vegetables strategies. Ease of use promoted use of the Bigger Spoon strategy. Conclusion. Educators could tailor application of specific parent strategies for low-income families based on child and environmental characteristics.
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Flores, Janet E., Susanne Montgomery, and Jerry W. Lee. "Organization and staffing barriers to parent involvement in teen pregnancy prevention programs: challenges for community partnerships." Journal of Adolescent Health 37, no. 3 (2005): S108—S114. http://dx.doi.org/10.1016/j.jadohealth.2005.05.003.
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Hailemariam, Shewangizaw, Lidiya Gutema, Wubetu Agegnehu, and Msganaw Derese. "Challenges Faced by Female Out-of-School Adolescents in Accessing and Utilizing Sexual and Reproductive Health Service: A Qualitative Exploratory Study in Southwest, Ethiopia." Journal of Primary Care & Community Health 12 (January 2021): 215013272110189. http://dx.doi.org/10.1177/21501327211018936.
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Introduction Due to the limited access to sexual and reproductive health service, out-of-school-adolescents become at a higher risk for early marriage, early pregnancy early parenthood, and poor health outcomes over their life course. Hence, the aim of this study was to explore the challenges faced by female out-of-school adolescents in accessing sexual and reproductive health service in Bench-Sheko zone. Methods A community-based qualitative exploratory study was carried out from November 01/2020 to December 01/2020 among selected out-of-school adolescents residing in rural and urban districts of Bench-Sheko Zone, and healthcare professionals working in the local health centers. FGD participants and healthcare providers were purposely selected for this study. Eight focus group discussions and 8 in-depth interviews were conducted among female out-of-school adolescents, and health care professionals, respectively. Result The study revealed that out-of-school adolescents encounter several challenges in accessing sexual reproductive health service which includes socio-cultural barriers, health system barriers, perceived legal barrier, inadequate information regarding sexual reproductive health service, and low parent-adolescent communication. Conclusion The finding suggests the need to engage community influencers (religious leaders, community leaders, and elders) in overcoming the socio-cultural barriers. Program planners and policy makers have better make an effort to create adolescent friendly environments in SRH service areas. Furthermore, implementing community-based awareness raising programs, parental involvement in sexual reproductive health programs, and encouraging parent-adolescent communication on sexual reproductive health issues could improve sexual reproductive health service utilization by out-of-school adolescents in the study area.
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Carpenter, Bradley W., Erica Young, and Marcia Carmichael-Murphy. "Grandparent Caregivers: Unsung Voices in Public Education." Journal of Family Diversity in Education 2, no. 2 (2016): 62–81. http://dx.doi.org/10.53956/jfde.2016.85.
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Although there is a significant body of research evaluating the potential effectiveness of parent involvement programs, little research has studied effective methods to reach non-traditional caregivers, specifically grandparents. The purpose of this study is to examine how grandparent caregivers in a particular setting consider the barriers to, and facilitators of, meaningful engagement at the school level. As the first stage in an iterative participatory action research project, the research team conducted a series of interviews to facilitate the co-definition of grandparent engagement issues at a middle and high school. The results offer initial insights as to the importance of listening to grandparent caregivers when seeking to determine the facilitators of, and barriers to, school involvement. These results will be used to further engage the grandparent and school communities in the development of context-specific strategies intended to inspire the meaningful engagement of grandparent caregivers.
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Palomo-Carrión, Rocío, Helena Romay-Barrero, Elena Pinero-Pinto, Rita-Pilar Romero-Galisteo, Purificación López-Muñoz, and Inés Martínez-Galán. "Early Intervention in Unilateral Cerebral Palsy: Let’s Listen to the Families! What Are Their Desires and Perspectives? A Preliminary Family-Researcher Co-Design Study." Children 8, no. 9 (2021): 750. http://dx.doi.org/10.3390/children8090750.
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Cerebral palsy (CP) is a clinical diagnosis based on a combination of clinical and neurological signs, which occurs between the ages of 12 and 24 months. Cerebral palsy or a high risk of cerebral palsy can be accurately predicted before 5–6 months, which is the corrected age. This would allow the initiation of intervention at an early stage. Parents must be more involved in the development and implementation of the early therapy, increasing opportunities for parent–child interaction. The aim of this study was to learn from the perspectives of families with children under 12 months with unilateral cerebral palsy (UCP), what ingredients (barriers and facilitators) should be involved in early intervention so that we could co-design (researchers and families) a multidisciplinary guideline for a global intervention addressed to the needs of the child and the family. Semi-structured interviews were conducted at a time and venue convenient for the families. A total of ten families with experience in early intervention were invited to attend the interview with open questions: (1) What components should early intervention have for a baby diagnosed with UCP? (2) What components should early intervention have for the family? (3) What should the involvement of the family be in early intervention? (4) What barriers included in early intervention should be removed? From the data analysis, three key topics emerged and were subsequently named by focus group participants: (1) UCP early intervention components, (2) family involvement in early intervention of UCP, and (3) removing barriers and creating facilitators within early intervention. The participation of the families (mothers) in the co-design of the necessary ingredients within the scope of a multidisciplinary early intervention guide aimed at children with UCP under 12 months allows learning about their reality and not that of the therapist. The following list highlights the present barriers as perceived by the parents: intervention as spectators, therapeutic goals, clinic environment, and lack of empathy, and the possible facilitators determined by the parents during the implementation comprised teamwork, the family’s goals, motivation during the intervention, and learning at home. Thus, an early intervention program to improve global functionality should address family involvement through multidisciplinary coaching and the modification of the environment, encouraging family goals and family support through the family–therapist team.
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Asih Purwanti, Desi, Menik Sri Daryanti, Sri Sundari, and Ahsanudin Attamimi. "PARENTS’ INVOLVEMENT IN SEXUAL AND REPRODUCTIVE HEALTH EDUCATION FOR CHILDREN: A SCOPING REVIEW." Women, Midwives and Midwifery 1, no. 1 (2021): 1–14. http://dx.doi.org/10.36749/wmm.1.1.1-14.2021.
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Background: Parents play important role for educationg children about sexual and reproductive health. Sexual and reproductive health education is very important to be provided for children in early age, so that they could protect themselves from sexual violence. However, the information about sexual and reproductive health should be taught by parents so that children do not misstep in their lives. Objective: to review the evidence of parenting involvement in adolescent sexual and reproductive health education. Methods: The method of scoping reviews have adopted the framework of Arksey and O'Malley (2005), the steps of framework are (1) The identification of scoping review questions, (2) The identification of relevant articles, (3) The selection of articles, (4) Data Charting , (5) Maping, collating and summarizing. The writer searches for articles in 3 databases and selects the original article for review. The article theme focuses on the parents involvement in sexual and reproductive health education against children in developing countries that conducted in 2009-2019. Findings: Out of the 8 selected articles. Five themes of scoping review are the factors that influence parent and child communication, such as age, gender, education, social, economic, generation and relationship of family gaps. The obstacle of providing reproductive health education and sexual in children due to parents are ashamed, uncomfortable , lack of knowledge , and the influence of culture and norms. HIV/AIDS is a topic that is often discussed by parents. Knowing about sex education is important for children, while parents and teachers are sources of this information. In order to teach sexual and reproductive health education well, parents need good communication and improve their knowledge. Conclusion: In order to provide sexual and reproductive health education, there are several factors and barriers that affect the communication of parents and children. Parents only discuss sexual and reproductive health issues generally. They also teach their children about the dangers of premarital sex.
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Shaheen Pasha, Shakeela Shah, and Maimona Ijaz. "Need for Parents Training on Educational Aspects for Improving Parental Involvement in their Child’s Education." Journal of Business and Social Review in Emerging Economies 7, no. 1 (2021): 185–94. http://dx.doi.org/10.26710/jbsee.v7i1.1595.
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This piece of research reflections addresses an important part of parents’ training and professional development, which unfortunately was overlooked previously. After reviewing opinion papers, program descriptions, theoretical frameworks, empirical studies, literature reviews on parental involvement, the study found a substantial gap in research, programs, and practice. The literature on parents’ involvement and its barriers, the study presents epistemological foundations for the overlooked part of parents’ training. The study recommends Internet Coupled Information and Communication Technologies (ICICTs) based parents’ training with synchronous and asynchronous modes providing quality content for enhancing parents’ knowledge, skills, and competence in educational aspects. These trainings on educational aspects target to create common knowledge constructs that can facilitate parents and teachers to establish complementary communication; leading to effective parental involvement beneficial for children and schools in the effective implementation of the whole-child approach. As parents' knowledge, skills, and competencies in educational aspects grow, it will increase their involvement, assistance, and interaction with their children and the school. Enhanced technology skills can also help parents overcome barriers that hindered their involvement in children education.
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Cahyaningtyas, Dwi Kartika, Andari Wuri Astuti, and Umu Hani. "Parents involvement and barriers of programme interventions to reduce adolescent pregnancy." Journal of Health Technology Assessment in Midwifery 3, no. 2 (2020): 73–86. http://dx.doi.org/10.31101/jhtam.1312.
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Adolescent pregnancy is defined as a pregnancy between the ages of 13-19 years, adolescent pregnancy occurs around 25% of women worldwide, but this number continues to decline due to educational support, contraception and prevention strategies for adolescent pregnancy. Evidence shows that there were programme interventions to reduce adolescent pregnancy such as encouraging people to participate in comprehensive prevention of adolescent pregnancy programs and health campaign to avoid unsafe sexual relationships. This scoping review was aimed to map out available evidence related to the parents’ involvement and barriers of programme intervention to reduce adolescent pregnancy. This scoping review followed the framework of Arksey and O'Malley, which consists of identifying the review questions; look for relevant evidence; selecting relevant studies; maping the data; and medicate, conclude and report results. PRISMA flowchart was used to display the evidence search flow. The results of the review indicated that there were 12 included articles from the search process. This review emerged 3 themes: efforts to reduce adolescent pregnancy rates, support for adolescent reproductive health services, barriers to reproductive health services for adolescents. It is important encouragage people to participate in comprehensive adolescent pregnancy prevention programs in including provision of information about the dangers of adolescents’ pregnancy, reproductive health, and maintain positive relationship with the family.
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Stalker, Kirsten Ogilvie, Richard Brunner, Roseann Maguire, and June Mitchell. "Tackling the barriers to disabled parents’ involvement in their children’s education." Educational Review 63, no. 2 (2011): 233–50. http://dx.doi.org/10.1080/00131911.2010.537313.
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Hesson, Amiee, Cathrine Fowler, Chris Rossiter, and Virginia Schmied. "‘Lost and confused’: parent representative groups’ perspectives on child and family health services in Australia." Australian Journal of Primary Health 23, no. 6 (2017): 560. http://dx.doi.org/10.1071/py17072.
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Consumer involvement in health care is widely accepted in policy and service delivery. Australia offers universal health services for families with children aged 0 to 5 years, provided by child and family health nurses and general practitioners. Services include, but are not limited to, monitoring and promoting child health and development, and supporting parents. This paper reports consumer representatives’ perspectives on Australian parents’ needs and experiences of child and family health services, identifying facilitators and barriers to service utilisation. Twenty-six representatives from consumer organisations explored families’ experiences through focus groups. Qualitative data were analysed thematically. Consumer representatives identified several key implications for families using primary health services: feeling ‘lost and confused’ on the parenting journey; seeking continuity and partnership; feeling judged; and deciding to discontinue services. Participants highlighted accessible, timely, non-judgmental and appropriate interactions with healthcare professionals as vital to positive consumer experiences and optimal health and developmental outcomes. Representatives indicated that families value the fundamentals of well-designed health services: trust, accessibility, continuity, knowledge and approachability. However, both consumers and service providers face barriers to effective ongoing engagement in universally provided services.
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Tsang, Sandra K. M. "Parent Engagement in Youth Drug Prevention in Chinese Families: Advancement in Program Development and Evaluation." Scientific World JOURNAL 11 (2011): 2299–309. http://dx.doi.org/10.1100/2011/276286.
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The escalating youth drug abuse problem in Hong Kong has attracted intense attention from the government, schools, and youth service professionals. Most preventive efforts have focused directly on positive youth development, very often through school programs delivered to secondary school students. There have been limited efforts to engage parents even though it is obvious that the family is actually the primary context of children and youth development. This paper will assert the importance of parental engagement in youth drug-prevention work, discuss some barriers in such parental involvement, present some promising local attempts and their strengths and limitations, and propose that sustained efforts are needed to build up theory-driven and evidence-based resources for Chinese communities on the subject.