Academic literature on the topic 'Parengi'

Foster parents are a vital component to the child welfare system and play an important role, one of which is supervising parental visitation (Muniz, 2018; Neil et al., 2003). With visitation as the primary intervention for family reunification (Haight et al., 2003), foster parents and birth parents are more than likely to interact with one another at some point in time. The purpose of this research study was to examine if foster parent attitudes toward birth parents influence foster parent attitudes toward birth parent visitation. Data was collected from 40 participants, 36 females and 4 males, from a foster family agency based in California and Texas. The study used a survey design and questions were distributed in a group setting, a mailed hard-copy, and a web survey link. The study’s findings revealed that that when foster parents had a more positive attitude toward birth parents, they had a more positive attitude toward birth parent visitation. The study concludes with recommendations for public child welfare agencies and foster family agencies to develop trainings for foster parents and for social workers to increase efforts in assisting foster parents and birth parents build cooperative relationships.

The study takes as its problematic that parents are increasingly being viewed as consumers and that this conception of parents is too limiting. It goes on to argue that the notion of the consumer should, however, not be discarded altogether, and that the alternative notion of citizenship is in itself insufficient. Based on an appreciation of developments in consumer studies and consumerism, four models of consumer empowerment are outlined. Each model is associated with different types of consumer activity (see below). Building on this, an alternative concept of the consumer-citizen and its constituent dimensions is proposed as an ideal type. The thesis then explores how far a particular group of parents - parent governors - appears to resemble the ideal type: ie how far their views and actions accord with the expectations of the concept. Data from questionnaires completed by parent governors in 1988 and 1992 are used to do this. The study concludes that the consumer-citizen concept is a more accurate and useful analytical tool than the 'consumer' or the 'citizen'. Its empirical findings are generative, rather than firm conclusions. Attention is drawn to limitations in the data collected and to challenges that may be made to the validity of this data, including issues relating to the aggregation of data which was undertaken for the purposes of statistical analysis. The main findings are that the parent governors surveyed are more - likely to resemble a specific variant of the ideal type, le the Incorporated consumer-citizen. In terms of the consumer-citizen dimensions, they are most likely to approve of acting as a member of a political community (representing the school's interests to the local education authority) and checking (evaluating the school's performance), and less likely to see their role as making decisions (doing), though approval of this increased significantly since 1988. Avenues for further work are suggested.

Parent involvement is as an important contributor to students' academic and social success in school. However, parent involvement at a suburban public K-4 school has lagged, specifically in activities that have been shown to have a positive influence on student achievement. The purpose of this study was to examine parents' perceptions about their involvement in school activities as a means of identifying strategies to increase their engagement. A conceptual framework based on Hoover-Dempsey and Sandler's motivational constructs for involvement guided this study. The research questions focused on parents' perceptions of their participation, reasons for and against engaging in school activities, and what the school could do to support their involvement. A purposeful sampling method was used to select participants from among 3rd and 4th grade parents. A basic qualitative design was used to capture the insights of 9 parent participants through individual interviews. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, an audit trail, reflexivity, and rich descriptions. The findings revealed that parents perceived teachers and administrators should welcome their involvement, create events that recognize parent challenges, and engage parent support. A professional development project was created to provide teachers with strategies to develop effective parent-teacher teams. This study has implications for positive social change by providing a structure to increase parent involvement in constructive and purposeful partnerships with teachers and the school. This in turn could positively influence students' academic journey and achievement.