Parents as Teachers Health Literacy Demonstration project: integrating an empowerment model of health literacy promotion into home-based parent education.

Science.gov (United States)

Carroll, Lauren N; Smith, Sandra A; Thomson, Nicole R

2015-03-01

The Parents as Teachers (PAT) Health Literacy Demonstration project assessed the impact of integrating data-driven reflective practices into the PAT home visitation model to promote maternal health literacy. PAT is a federally approved Maternal, Infant, Early Childhood Home Visiting program with the goal of promoting school readiness and healthy child development. This 2-year demonstration project used an open-cohort longitudinal design to promote parents' interactive and reflective skills, enhance health education, and provide direct assistance to personalize and act on information by integrating an empowerment paradigm into PAT's parent education model. Eight parent educators used the Life Skills Progression instrument to tailor the intervention to each of 103 parent-child dyads. Repeated-measures analysis of variance, paired t tests, and logistic regression combined with qualitative data demonstrated that mothers achieved overall significant improvements in health literacy, and that home visitors are important catalysts for these improvements. These findings support the use of an empowerment model of health education, skill building, and direct information support to enable parents to better manage personal and child health and health care. © 2014 Society for Public Health Education.

Attitude of parents and teachers towards adolescent reproductive and sexual health education.

Science.gov (United States)

Nair, M K C; Leena, M L; Paul, Mini K; Pillai, H Vijayan; Babu, George; Russell, P S; Thankachi, Yamini

2012-01-01

To assess parents' and teachers' attitude towards Adolescent Reproductive Sexual Health Education (ARSHE). The study group consisted of a random sample of 795 parents and 115 teachers belonging to three urban schools (one boys only, one girls only and one co-education) and one co-education rural school at Thiruvananthapuram district, Kerala, where an ICMR supported ARSHE intervention programme was done subsequently. A self-administered questionnaire for parents and teachers developed by an ICMR taskforce for ARSHE programme was used to assess their opinion on the need, content and the appropriate person to provide adolescent reproductive sexual health education in a school setting. 65.2% of parents and 40.9% teachers have not discussed growth and development issues with their adolescents. Only 5.2% teachers and 1.1% parents discussed sexual aspects with adolescents. 44% of parents agreed that information on HIV/AIDS/STD should be provided. More than 50% of parents were not sure whether information on topics like masturbation, dating, safe sex, contraceptives, pregnancy, abortion and childcare should be provided to adolescents. Results pointed out the need for introducing reproductive and sexual education in the school setting. Only 1.1% of parents and 5.2% teachers actually discussed sexual aspects with adolescents which highlights the need for parent and teacher awareness programs before ARSHE is introduced in the schools.

Parents of children with disabilities in Kuwait: a study of their information seeking behaviour.

Science.gov (United States)

Al-Daihani, Sultan M; Al-Ateeqi, Huda I

2015-06-01

Parents of children with disabilities desperately seek information regarding their children's conditions because of the high stakes involved. This study investigates the information needs of parents in Kuwait with special needs children during and after their children's diagnoses. Understanding their information seeking behaviour by identifying their information sources and information seeking barriers will assist librarians and other information professionals in meeting these important information needs. A survey was conducted by means of questionnaires administered to 240 participants at a school for children with special needs. The data were analysed using nonparametric Mann-Whitney and Kruskal-Wallis tests. Most parents needed information at the time of diagnosis, with information about educating the children having the highest mean. Doctors and physicians were the most preferred information sources, followed by books. Online support groups and social media applications were least desirable as information sources. Lack of Arabic resources was identified as the greatest information seeking barrier, followed by lack of information to help parents cope with their child's disability. Information sources and services for Kuwaiti parents of disabled children need further development and improvement. Librarians and other information professionals can assist by providing parents with information appropriate to their stage in understanding the child's diagnosis and education. © 2015 Health Libraries Group.

Parental attitudes towards the education of children with autism spectrum disorder

OpenAIRE

Kubínová, Michaela

2017-01-01

This diploma thesis provide a comprehensive list of information about the attitudes of parents towards education of children with autism spectrum disorders. The aim of this thesis is to determine how the parents receive a diagnosis of autism of their children and how they determine the access to education for their children as well. The theoretical part is based on literature, there are defined basic information about autism spectrum disorder, division of autism, causes symptoms of autism and...

Parent and Child Education Program.

Science.gov (United States)

Townley, Kim F.; And Others

The Parent and Child Education Program (PACE) is a pilot program, developed in Kentucky, to provide adult, early childhood and parent education. PACE targets families that have one or both parents without a high school diploma or equivalency certificate and one child three or four years of age. Parents and children ride the bus to school together,…

Democratic parenting: paradoxical messages in democratic parent education theories

Science.gov (United States)

Oryan, Shlomit; Gastil, John

2013-06-01

Some prominent parent education theories in the United States and other Western countries base their educational viewpoint explicitly on democratic values, such as mutual respect, equality and personal freedom. These democratic parenting theories advocate sharing power with children and including them in family decision making. This study presents a textual analysis of two such theories, the Adlerian model of parent education and the Parent Effectiveness Training (PET) model, as they are embodied in two original bestselling textbooks. Through content and argumentation analysis of these influential texts, this study examines the paradoxes inherent in these two theories when they articulate how to implement fully democratic principles within the parent-child relationship. We discover that in spite of their democratic rationale, both books offer communication practices that guide the child to modify misbehaviour, enforce parental power, and manipulate the child to make decisions that follow parental judgment, and thus do not endorse the use of a truly democratic parenting style. We suggest, as an alternative to the democratic parenting style, that parents be introduced to a guardianship management style, in which they do not share authority with children, but seek opportunities for enabling children to make more autonomous decisions and participate in more family decision making.

Pinterest for Parent Education

Science.gov (United States)

Routh, Brianna; Langworthy, Sara; Jastram, Hannah

2014-01-01

As more parents are using the Internet to answer their questions, Extension needs to provide practical, research-based resources in an accessible format. Pinterest is a platform that can be used by Extension educators to provide continued education and make reputable resources more discoverable for parents. Based on Knowles adult learning theory…

Parenting stress and parent support among mothers with high and low education.

Science.gov (United States)

Parkes, Alison; Sweeting, Helen; Wight, Daniel

2015-12-01

Current theorizing and evidence suggest that parenting stress might be greater among parents from both low and high socioeconomic positions (SEP) compared with those from intermediate levels because of material hardship among parents of low SEP and employment demands among parents of high SEP. However, little is known about how this socioeconomic variation in stress relates to the support that parents receive. This study explored whether variation in maternal parenting stress in a population sample was associated with support deficits. To obtain a clearer understanding of support deficits among mothers of high and low education, we distinguished subgroups according to mothers' migrant and single-parent status. Participants were 5,865 mothers from the Growing Up in Scotland Study, who were interviewed when their children were 10 months old. Parenting stress was greater among mothers with either high or low education than among mothers with intermediate education, although it was highest for those with low education. Support deficits accounted for around 50% of higher stress among high- and low-educated groups. Less frequent grandparent contact mediated parenting stress among both high- and low-educated mothers, particularly migrants. Aside from this common feature, different aspects of support were relevant for high- compared with low-educated mothers. For high-educated mothers, reliance on formal childcare and less frequent support from friends mediated higher stress. Among low-educated mothers, smaller grandparent and friend networks and barriers to professional parent support mediated higher stress. Implications of differing support deficits are discussed. (c) 2015 APA, all rights reserved).

Parents' communication decision for children with hearing loss: sources of information and influence.

Science.gov (United States)

Decker, Kalli B; Vallotton, Claire D; Johnson, Harold A

2012-01-01

Choosing a method of communication for a child with hearing loss is a complex process that must occur early to prevent developmental consequences. Research shows that parents' decisions are influenced by professionals; parental attitudes and knowledge also may be influential. The present study investigated additional influences on parents' choices; data were collected via an online survey (N = 36). Results indicated no effects of parents' knowledge of development on their communication choices, but did indicate an effect of parents' values and priorities for their children. Further, parents who chose speech only received information from education or speech/audiology professionals more often. However, there were no group differences in sources parents cited as influential; all parents relied on their own judgment. Results suggest that parents internalize the opinions of professionals. Thus, accurate information from professionals is necessary for parents to make informed decisions about their children's communication.

Formal and Informal Parental Involvement in School Decision-Making in Denmark.

Science.gov (United States)

Ravn, Birte

1998-01-01

Discusses and critiques both formal and informal parental involvement in education decision making in Denmark's primary and lower secondary schools. Describes the educational and political trends that have led to an emphasis on decentralized decision making and home-school cooperation in the Danish Education System. Considers a model of joint…

Relationship Between Parental and Adolescent eHealth Literacy and Online Health Information Seeking in Taiwan.

Science.gov (United States)

Chang, Fong-Ching; Chiu, Chiung-Hui; Chen, Ping-Hung; Miao, Nae-Fang; Lee, Ching-Mei; Chiang, Jeng-Tung; Pan, Ying-Chun

2015-10-01

This study examined the relationship between parental and adolescent eHealth literacy and its impact on online health information seeking. Data were obtained from 1,869 junior high school students and 1,365 parents in Taiwan in 2013. Multivariate analysis results showed that higher levels of parental Internet skill and eHealth literacy were associated with an increase in parental online health information seeking. Parental eHealth literacy, parental active use Internet mediation, adolescent Internet literacy, and health information literacy were all related to adolescent eHealth literacy. Similarly, adolescent Internet/health information literacy, eHealth literacy, and parental active use Internet mediation, and parental online health information seeking were associated with an increase in adolescent online health information seeking. The incorporation of eHealth literacy courses into parenting programs and school education curricula is crucial to promote the eHealth literacy of parents and adolescents.

Informing parents about expanded newborn screening: influences on provider involvement.

Science.gov (United States)

Hayeems, Robin Z; Miller, Fiona A; Little, Julian; Carroll, June C; Allanson, Judith; Chakraborty, Pranesh; Wilson, Brenda J; Bytautas, Jessica P; Christensen, Robert J

2009-09-01

Expanded newborn screening (NBS) identifies some disorders for which clinical benefit is uncertain, as well as "incidental" findings (eg, carrier status), thus enhancing the need to inform parents about NBS before sample collection. A self-complete survey was sent to a cross-sectional, stratified, random sample of 5 provider groups in Ontario (obstetricians, midwives, family physicians, pediatricians, and nurses). Univariate and multivariate analyses were used to investigate the effects of core beliefs, perceived barriers, and demographic characteristics on the reported frequency of informing parents about NBS before sample collection. Virtually all of the midwives and almost half of the nurses reported discussing NBS with parents, whereas less than one sixth of the physicians did so. Providers who perceived a responsibility to inform parents were 3 times more likely to report doing so than those who did not perceive this responsibility (odds ratio: 2.9 [95% confidence interval: 2.1-4.1]). Those who lacked confidence to inform parents were 70% less likely to discuss NBS with parents compared with those who did not experience this cognitive barrier (odds ratio: 0.3 [95% confidence interval: 0.2-0.4]). Controlling for these covariates, family physicians and obstetricians were more likely than pediatricians to inform parents. These results provide guidance for capacity building among providers who are positioned to inform parents about NBS before sample collection. Our findings call for targeted educational interventions that consider patterns of provider practice related to prenatal and NBS care, seek to redress confidence limitations, and engage key provider groups in the importance of this professional responsibility.

Parent Involvement in Education: Toward an Understanding of Parents' Decision Making

Science.gov (United States)

Anderson, Kellie J.; Minke, Kathleen M.

2007-01-01

Parent involvement (PI) in education is associated with positive outcomes for students; however, little is known about how parents decide to be involved in children's education. On the basis of the K. V. Hoover-Dempsey and H. M. Sandler (1995, 1997) model of parent decision making, the authors examined the relationship among 4 parent variables…

Parents on education

NARCIS (Netherlands)

Lex Herweijer; Ria Vogels

2004-01-01

Original title: Ouders over opvoeding en onderwijs. The position of parents with regard to children' education has been changing in recent years: the government believes that they should have a major influence on what happens at their children's school, and also that parents and schools should

Educational styles, parenting stressors and psychopathological symptoms in parents of adolescents with high-risk behaviours

OpenAIRE

Ituráin, Sonia; López-Goñi, José Javier; Arteaga Olleta, Alfonso; Deusto, Corina; Fernández-Montalvo, Javier

2017-01-01

Aims: The main goal of this study was to determine the characteristics of parents who sought help from two prevention programmes due to having an adolescent child who presents highrisk behaviours. Methods: The sample was composed of 374 parents (169 fathers and 205 mothers). Information on socio-demographic characteristics, psychopathological symptoms, emotional states, educational styles and maladjustment to everyday life was collected. Findings: The results show statistically...

New evidence: data documenting parental support for earlier sexuality education.

Science.gov (United States)

Barr, Elissa M; Moore, Michele J; Johnson, Tammie; Forrest, Jamie; Jordan, Melissa

2014-01-01

Numerous studies document support for sexuality education to be taught in high school, and often, in middle school. However, little research has been conducted addressing support for sexuality education in elementary schools. As part of the state Behavioral Risk Factor Surveillance System (BRFSS) Survey administration, the Florida Department of Health conducted the Florida Child Health Survey (FCHS) by calling back parents who had children in their home and who agreed to participate (N = 1715). Most parents supported the following sexuality education topics being taught specifically in elementary school: communication skills (89%), human anatomy/reproductive information (65%), abstinence (61%), human immunodeficiency virus (HIV)/sexually transmitted infections (STIs) (53%), and gender/sexual orientation issues (52%). Support was even greater in middle school (62-91%) and high school (72-91%) for these topics and for birth control and condom education. Most parents supported comprehensive sexuality education (40.4%), followed by abstinence-plus (36.4%) and abstinence-only (23.2%). Chi-square results showed significant differences in the type of sexuality education supported by almost all parent demographic variables analyzed including sex, race, marital status, and education. Results add substantial support for age-appropriate school-based sexuality education starting at the elementary school level, the new National Sexuality Education Standards, and funding to support evidence-based abstinence-plus or comprehensive sexuality education. © 2013, American School Health Association.

Parent Perceptions of Sexual Education Needs for Their Children With Autism.

Science.gov (United States)

Lehan Mackin, Melissa; Loew, Nicole; Gonzalez, Alejandra; Tykol, Hannah; Christensen, Taylor

Primary responsibility for sexual education for adolescents with autism spectrum disorder falls on parents who have reported a lack of professional and material support. The purpose of this study was to 1) describe parent perceptions of sexual education needs of their children aged 14-20 with an autism spectrum disorder diagnosis and 2) determine parent-preferred mechanisms of delivery for tailored educational intervention strategies. The study aims were accomplished by a qualitative research design using focus groups and telephone interviews assisted by a structured interview guide. Study methods and analysis were guided by social marketing principles. A total of 15 parents (5 participated in 1 focus group and 10 completed individual interviews) acknowledged their primary role in providing sexual education for their children and confirmed a need for resources to assist them in this role. All parents in this study found that some level of sexual education was necessary and important and that all children had been introduced to sexual information but in varying degrees. Topic preferences included those that would increase the recognition of healthy relationships, provide a measure of self-protection, and ameliorate undesirable consequences of sexual activity. Parents were knowledgeable about how their children best learned and suggested future interventions use technology interfaces with engaging displays and allow for individualized content. These findings highlight a need for additional research and enhanced clinical services to ensure that adolescents with autism spectrum disorder have their informational needs met, are able to avoid risks, and have the greatest capacity for a healthy sexuality as they transition to adulthood. Copyright © 2016 Elsevier Inc. All rights reserved.

Parental misclassification of child overweight/obese status: The role of parental education and parental weight status.

Science.gov (United States)

Cullinan, John; Cawley, John

2017-02-01

Childhood overweight and obesity is a major public health challenge for policymakers in many countries. As the most common supervisors of children's activities, parents have a potentially important role to play in obesity prevention. However, a precondition for parents to improve their children's diets, encourage them to be more physically active, or take them to see a doctor about their weight is for the parent to first recognize that their child is overweight or obese. This paper examines the extent of parental misclassification of child weight status, and its correlates, focusing on the role of parental education and the parent's own obesity status. We find evidence that, among non-obese parents, those who are better-educated report their child's weight status more accurately, but among obese parents, the better-educated are 45.18% more likely than parents with lower secondary education to give a false negative report of their child's overweight/obesity; this may reflect social desirability bias. Copyright © 2016 Elsevier B.V. All rights reserved.

PARENTAL ATTITUDES TOWARDS VOCATIONAL EDUCATION ...

African Journals Online (AJOL)

Elizabeth

by conducting a survey involving 200 parents in Udu Local Government Area of Delta State. The result ... the concept of linkage between education and working life; for instance, ... Parental attitudes towards vocational education: Implications for counselling. Okocha ... and methodically prepared special courses of fairly long.

Know Your School District: Tips for Parents. PACER Center ACTion Information Sheets. PHP-c112

Science.gov (United States)

PACER Center, 2006

2006-01-01

Becoming familiar with the school district will help parents become active and involved partners in their child's education. Research has demonstrated that family involvement in children's education can boost their academic success. Knowing about the following areas, which are discussed in this information sheet, can help parental involvement at…

Finnish Parents' Attitudes toward Entrepreneurship Education

Science.gov (United States)

Räty, Hannu; Korhonen, Maija; Kasanen, Kati; Komulainen, Katri; Rautiainen, Riitta; Siivonen, Päivi

2016-01-01

This study set out to investigate parental attitudes toward entrepreneurship education as evaluative directing components of social representations. A nationwide sample of parents (N = 625) was asked to indicate their opinions on a set of statements about entrepreneurship education. The parents' attitudinal orientation suggested that they would…

Parental involvement and educational achievement

NARCIS (Netherlands)

Driessen, G.; Smit, F.; Sleegers, P.

2005-01-01

Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents.

Critical assessment of pediatric neurosurgery patient/parent educational information obtained via the Internet.

Science.gov (United States)

Garcia, Michael; Daugherty, Christopher; Ben Khallouq, Bertha; Maugans, Todd

2018-05-01

information was relevant and accurate; however, the depth and breadth of information was variable. Search results over a 6-month period were moderately stable. Pediatric neurosurgery practices and neurosurgical professional organization websites were inferior (less current, less accurate, less authoritative, and less purposeful) to governmental and encyclopedia-type resources such as Wikipedia. This presents an opportunity for pediatric neurosurgeons to participate in the creation of better online patient/parent educational material.

Future Directions in Parent Education Research.

Science.gov (United States)

Aaronson, May

This paper suggests goals for future research programs in parent education. Suggestions include: (1) developing and replicating long-term studies of the effects of parent education, (2) examining the antecedents of adult behavior disorders to plan parenting programs that aim at preventing such disorders, (3) replacing deficit models of parenting…

A History and Evaluation of Parent Education

Science.gov (United States)

Croake, James W.; Glover, Kenneth E.

1977-01-01

This paper traces the history of parent education, the purposive learning activity of parents attempting to change methods of interaction with their children. Parent education will almost certainly receive increasing attention and emphasis within a variety of programs especially in the fields of education and mental health. (Author)

Education and the Children of One-Parent Families: A Background Paper.

Science.gov (United States)

Riley, Barb

Current literature about children of one-parent families can provide educators with information on what effects living in a one-parent family have on a child's personality, behavior, and academic performance. Research indicates that at the elementary level children often fear abandonment, act aggressively, and display attention-seeking behaviors…

Digital Decisions: Educators, Caregivers and Parents Must Be well Informed When Making Decisions about Children's Use of Technology and Media

Science.gov (United States)

Pepper, Stephanie Puckett

2015-01-01

Increasingly, technology plays an important role in the daily lives of children, both at home and at school. Making informed decisions about the wise application and frequency of technology and media use can be both challenging and overwhelming for parents, caregivers and educators. Many issues surround the unwise use of technology and media by…

Parents of deaf children seeking hearing loss-related information on the internet: the Australian experience.

Science.gov (United States)

Porter, Ann; Edirippulige, Sisira

2007-01-01

Parents whose children are diagnosed in an infant screening program are required to make some difficult choices about the management of the hearing loss at a time when they are emotionally vulnerable. They are required to evaluate information and outcomes regarding issues such as technology for hearing impairment, communication options, education, and rehabilitation. The World Wide Web has become an important resource of health information for both health consumers and practitioners. The ability to obtain accurate health information online quickly, conveniently, and privately provides opportunity to make informed decisions. However, little is known about the level of the use of the Internet to acquire health information, particularly in the case of parents of deaf children seeking information. This study confirms that searches for health information on the Internet are conducted primarily by mothers. In the Australian context, there is minimal online information available to families beyond early intervention. Information on education issues, mental health, and deafness or the day-to-day management of a child or adolescent with a hearing loss are neglected topics on Web sites. This study also revealed that the majority of respondents had never visited HealthInsite or Medline Plus, two gateway sites for reliable consumer health information, although the information on these sites is more generic in nature and unlikely to assist parents to make informed choices on complex issues such as communication options or education. However, the study suggested that half the parents have talked to their doctor or hearing professional about information they found on the Internet, which is an encouraging tendency.

Parental Involvement in Education.

Science.gov (United States)

Blackstone, Tessa

1979-01-01

Arguments in favor of increased parental involvement, particularly in nursery education, are presented. Opposition to participation from parents and teachers is discussed and specific areas in which cooperation might be possible are suggested along with different levels of participation. (JMF)

Ubiquitous Mobile Educational Data Management by Teachers, Students and Parents: Does Technology Change School-Family Communication and Parental Involvement?

Science.gov (United States)

Blau, Ina; Hameiri, Mira

2017-01-01

Digital educational data management has become an integral part of school practices. Accessing school database by teachers, students, and parents from mobile devices promotes data-driven educational interactions based on real-time information. This paper analyses mobile access of educational database in a large sample of 429 schools during an…

Parental education and family status--association with children's cigarette smoking.

Science.gov (United States)

Zaloudíková, Iva; Hrubá, Drahoslava; Samara, Ibrahim

2012-03-01

Social influences are among the most important factors associated with children's and adolescents' smoking. Social norms in families, peer groups, professional and municipal communities influence the individuals ones by the process of socialization obtained mainly by interactions and observations. Especially social context of the home environment expressed by household smoking restriction serves as a socialization mechanism that dissuades from the using of tobacco. Parental anti-smoking socialization practices (their attitudes and knowledge about children smoking, discussion about smoking in appropriate quality and frequency, smoking environment in homes) are influenced by their education and family status. Markers of social environment (the level of mothers' and fathers' education, family status) were investigated during interview with 5th graders included in the cohort participating in the programme "Non-smoking Is Normal". Data about the self-reported exposure to passive smoking at homes and cars were taken into consideration. Information about discussions with parents about smoking, opinions about adults smoking, experimentation with smoking, and concurrent decision about smoking in the future were obtained from 766 children aged 11 years. Those who did not know parental education or family status were excluded from the evaluation. Differences were evaluated using the chi-square, Mantel-Haenszel, Fisher and Yates corrected tests in the statistic software Epi Info, version 6. The level of mothers' and fathers' education significantly influenced the exposure of children to passive smoking. Compared to families of higher educated parents, children living in families with middle and low levels of parents' education were significantly more exposed to environmental tobacco smoke at home and in car (RR 1.38; 95% CI 1.04-1.83) and fewer of them live in non-smoking environments. In the whole cohort, 67.5% children have not smoked even one puff yet, 17.2% reported one

From child to parent? The significance of children's education for their parents' longevity.

Science.gov (United States)

Torssander, Jenny

2013-04-01

In addition to own education and other socioeconomic resources, the education of one's children may be important for individual health and longevity. Mothers and fathers born between 1932 and 1941 were analyzed by linking them to their children in the Swedish Multi-generation Register, which covers the total population. Controlling for parents' education, social class, and income attenuates but does not remove the association between children's education and parents' mortality risk. Shared but unmeasured familial background characteristics were addressed by comparing siblings in the parental generation. In these fixed-effects analyses, comparing parents whose children had tertiary education with parents whose children completed only compulsory schooling (the reference group) yields a hazard ratio of 0.79 (95 % CI: 0.70-0.89) when the socioeconomic position of both parents is controlled for. The relationship is certainly not purely causal, but part of it could be if, for example, well-educated adult children use their resources to find the best available health care for their aging parents. I therefore introduce the concept of "social foreground" and suggest that children's socioeconomic resources may be an important factor in trying to further understand social inequalities in health.

Sustaining Parenting Education in WI

Science.gov (United States)

Riley, Dave; Eisenmann, Kathleen; Gruenewald, Mary

2004-01-01

How can educators ensure that a good parenting program continues to be offered in the community year after year? A project in Wisconsin illustrates one way to create this sustained commitment and funding. This project has worked well, has been fairly easy and inexpensive, and has even led to new opportunities for parenting education. The project…

Association of parental self-esteem and expectations with adolescents' anxiety about career and education.

Science.gov (United States)

Salimi, Seyed-Hossein; Mirzamani, Seyed-Mahmoud; Shahiri-Tabarestani, Mostafa

2005-06-01

The views of students in their last year of high school on the effects of parental expectations on students' anxiety about education and a career were studied with 214 boys and girls from six single-sex high schools. Participants were asked to reply to two questionnaires, the Educational and Career Anxiety Questionnaire and the Parent's Self-esteem and Expectancy Questionnaire as well as to respond to a personal informational form. Analysis yielded negative significance for relations between parental self-esteem and expectations and students' anxiety about education and career. Moreover, the study showed that adolescent girls had significantly higher self-esteem than boys. In addition, comparing adolescents' views by their fathers' education showed that fathers with high education were more likely to have children with high parental self-esteem and rational expectations and lower anxiety about education and careers than those whose fathers had only primary education.

Standardized education and parental awareness are lacking for testicular torsion.

Science.gov (United States)

Friedman, Ariella A; Ahmed, Haris; Gitlin, Jordan S; Palmer, Lane S

2016-06-01

Testicular torsion leads to orchiectomy in 30-50% of cases, which may cause psychological upset and parental guilt over a potentially avertable outcome. Presentation delay is an important modifiable cause of orchiectomy; yet, families are not routinely educated about torsion or its urgency. The present study assessed parental knowledge regarding acute scrotal pain. An anonymous survey was distributed to parents in Urology and ENT offices, asking about their children's gender and scrotal pain history, urgency of response to a child's acute scrotal pain, and familiarity with testicular torsion. Surveys of 479 urology and 59 ENT parents were analyzed. The results between the two were not statistically different. Among the urology parents, 34% had heard of testicular twisting/torsion, most commonly through friends, relatives or knowing someone with torsion (35%); only 17% were informed by pediatricians (Summary Figure). Parents presenting for a child's scrotal pain were significantly more likely to have heard of torsion (69%) than those presenting for other reasons (30%, OR 5.24, P parents of boys had spoken with their children about torsion. Roughly three quarters of them would seek emergent medical attention - by day (75%) or night (82%) - for acute scrotal pain. However, urgency was no more likely among those who knew about torsion. This was the first study to assess parental knowledge of the emergent nature of acute scrotal pain in a non-urgent setting, and most closely approximating their level of knowledge at the time of pain onset. It also assessed parents' hypothetical responses to the scenario, which was markedly different than documented presentation times, highlighting a potential area for improvement in presentation times. Potential limitations included lack of respondent demographic data, potential sampling bias of a population with greater healthcare knowledge or involvement, and assessment of parents only. Parental knowledge of testicular torsion was

Procedural Pain: Systematic Review of Parent Experiences and Information Needs.

Science.gov (United States)

Gates, Allison; Shave, Kassi; Featherstone, Robin; Buckreus, Kelli; Ali, Samina; Scott, Shannon D; Hartling, Lisa

2018-06-01

Parents wish to reduce their child's pain during medical procedures but may not know how to do so. We systematically reviewed the literature on parents' experiences and information needs related to managing their child's pain for common medical procedures. Of 2678 records retrieved through database searching, 5 were included. Three additional records were identified by scanning reference lists. Five studies were qualitative, and 3 were quantitative. Most took place in North America or Europe (n = 7) and described neonatal intensive care unit experiences (n = 5). Procedures included needle-related medical procedures (eg, venipuncture, phlebotomy, intravenous insertion), sutures, and wound repair and treatment, among others. Generally, parents desired being present during procedures, wanted to remain stoic for their child, and thought that information would be empowering and relieve stress but felt unsupported in taking an active role. Supporting and educating parents may empower them to lessen pain for their children while undergoing medical procedures.

Preoperative parental information and parents' presence at induction of anaesthesia.

Science.gov (United States)

Astuto, M; Rosano, G; Rizzo, G; Disma, N; Raciti, L; Sciuto, O

2006-06-01

Preoperative preparation of paediatric patients and their environment in order to prevent anxiety is an important issue in paediatric anaesthesia. Anxiety in paediatric patients may lead to immediate negative postoperative responses. When a child undergoes surgery, information about the child's anaesthesia must be provided to parents who are responsible for making informed choices about healthcare on their child's behalf. A combination of written, pictorial, and verbal information would improve the process of informed consent. The issue of parental presence during induction of anaesthesia has been a controversial topic for many years. Potential benefits from parental presence at induction include reducing or avoiding the fear and anxiety that might occur in both the child and its parents, reducing the need for preoperative sedatives, and improving the child's compliance even if other studies showed no effects on the anxiety and satisfaction level. The presence of other figures such as clowns in the operating room, together with one of the child's parents, is an effective intervention for managing child and parent anxiety during the preoperative period.

Education and parental involvement in decision-making about newborn screening: understanding goals to clarify content.

Science.gov (United States)

Potter, Beth K; Etchegary, Holly; Nicholls, Stuart G; Wilson, Brenda J; Craigie, Samantha M; Araia, Makda H

2015-06-01

A challenge in designing effective education for parents about newborn screening (NBS) has been uncertainty about appropriate content. Arguing that the goals of education may be usefully tied to parental decision-making, we sought to: (1) explore how different ways of implementing NBS differ in their approaches to parental engagement in decision-making; (2) map the potential goals of education onto these "implementation models"; and (3) consider the content that may be needed to support these goals. The resulting conceptual framework supports the availability of comprehensive information about NBS for parents, irrespective of the model of implementation. This is largely because we argue that meeting parental expectations and preferences for communication is an important goal regardless of whether or notparents are actively involved in making a decision. Our analysis supports a flexible approach, in which some educational messages are emphasized as important for all parents to understand while others are made available depending on parents' preferences. We have begun to define the content of NBS education for parents needed to support specific goals. Further research and discussion is important to determine the most appropriate strategies for delivering the tailored approach to education that emerged from our analysis.

Parental socialization styles, parents' educational level, and sexist attitudes in adolescence.

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Garaigordobil, Maite; Aliri, Jone

2012-07-01

The aims of this study were to analyze the differences in the mothers' and fathers' socialization styles depending on their children's sex; whether there are differences in hostile, benevolent, and ambivalent sexism, and neosexism as a function of both parents' socialization styles; and whether the parents' educational level affects their level of sexism and their children's sexism. The sample included 1,455 adolescents and their parents (764 mothers and 648 fathers). The results showed no differences in the socialization style of the father with his children's sexism, but the mother used a more authoritarian style with her daughters. The parents' socialization style had little influence on their children's sexism, although it had a higher impact on the sons' sexism. The father's style had less influence than the mother's on their sons' sexism, and it had no influence on their daughters' sexism. The indulgent style of both parents had the highest relation with a low level of sexism. Moreover, a negative correlation was found between the parents' educational level and their level of sexism, as well as between the mother's educational level and her daughters' sexism. To conclude, the indulgent style and the mother's high educational level promote fewer sexist attitudes.

Raising Citizens: Parenting Education Classes and Somali Mothers’ Experiences of Childrearing in Canada

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Melissa Fellin

2015-09-01

Full Text Available Mothers are viewed as the people who are raising future citizens of Canada; therefore, their parenting practices are being targeted for intervention by civic organizations funded by the state. In this article, I argue that modernity narratives and neoliberalism approaches to mothering inform parenting education classes for Somali refugee women to Canada. Thus, Somali women are often seen as victims. Stereotyped identities conceal their social and historical agency. This research draws on 15 individual interviews with Somali mothers and participant- observation in two parenting education classes in Canada.

PARENTS ATTITUDE: INCLUSIVE EDUCATION OF CHILDREN WITH DISABILITY

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Daniela Blagoj Dimitrova-Radojicic

2014-06-01

Full Text Available This article reports the findings of a study designed to investigate the attitudes of parents of “normal” developing children toward the inclusion of children with disabilities into mainstream education in Macedonia. Specifically, the study was aimed to explore the similarities and differences in the attitudes of two groups of parents: a group of parents of preschool children and a group of parents of school age children. Participants included 88 parents. Generally, many of the parents accept inclusive education, but most of them still think the special school is better place for education of children with disability.

Parental and child fruit consumption in the context of general parenting, parental education and ethnic background

NARCIS (Netherlands)

G. Rodenburg (Gerda); A. Oenema (Anke); S.P.J. Kremers (Stef); H. van de Mheen (Dike)

2012-01-01

textabstractThis study examines the association between parental and child fruit consumption in the context of general parenting, parental education and ethnic background. A cross-sectional study was performed among 1762 parent-child dyads. Mean age of the children was 8. years. One parent completed

Understanding and Improving Health Education Among First-time Parents of Infants With Sickle Cell Anemia in Alabama: A Mixed Methods Approach

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Lebensburger, Jeffrey D.; Grosse, Scott D.; Altice, Jessica L.; Thierry, JoAnn M.; Ivankova, Nataliya V.

2015-01-01

Summary With the increase in access to medical information, parents can acquire health information from multiple sources. An understanding of parents' reactions to a newborn infant's diagnosis of sickle cell anemia and how they acquire knowledge can identify parent beliefs and preferences about the process of sickle cell education. This study utilized a sequential exploratory mixed methods design. First, qualitative interviews were conducted with 8 parents of infants with sickle cell anemia to understand the process of health education. Second, quantitative surveys were conducted with 22 other parents to test qualitative findings. Parents of infants with sickle cell anemia expressed a high level of fear at the time of notification of a positive screen. Parents desired an understanding of how to identify acute complications of disease and how sickle cell will alter their child's life. Parents actively sought information at the time they were told their child had sickle cell disease. Sickle cell education should begin at time of notification of positive newborn screening results and address identified parent concerns. Health care providers should build trust with parents and provide them with immediate access to educational materials. Hematologists should work with primary care providers to develop complementary educational programs and resources. PMID:25072367

Parental Education and Pre-School Children’s Objectively Measured Sedentary Time: The Role of Co-Participation in Physical Activity

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Suvi Määttä

2018-02-01

Full Text Available Parental co-participation in physical activity (PA may be a beneficial parenting practice for diminishing children’s sedentary time (ST. Less information is available, however, on the explanatory role of co-participation in PA regarding parental educational differences in children's ST. Preschool-aged children (N = 864, mean age 4.8, 52% boys with their parents participated in a cross-sectional DAGIS (Increased Health and Wellbeing in Pre-schools study between years 2015 and 2016. Children (N = 821 wore an accelerometer for one week. Parents were informed of their educational background, and the frequency of visits with their child in nature, to parks or playgrounds, their own yard, and indoor sport facilities (N = 808. Testing the associations required multiple regression analyses. Parents with a low educational background reported more frequent visits with their child to their own yard, and these visits were associated with children’s lower ST. More highly educated parents co-visited indoor sport facilities more frequently, although this did not have a significant association with children’s ST. More frequent visits in nature were associated with a lower ST at weekdays, regardless of educational background. Future health promotion strategies should inform parents that frequent co-participation in PA, for example, in one’s own yard, is beneficial for lowering children’s ST.

Greek students' knowledge and sources of information regarding sex education.

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Matziou, V; Perdikaris, P; Petsios, K; Gymnopoulou, E; Galanis, P; Brokalaki, H

2009-09-01

Human sexuality is a complex part of life and is considered a multidimensional phenomenon. Therefore there is an increased need for adequate and comprehensive sex education, especially for teenagers and young adults. The main aim of the study was to evaluate the level of students' sexual knowledge, as well as to identify their sources of information regarding sexual life and reproduction. A cross-sectional study using a designed self-report questionnaire was performed. The study population consisted of 936 students who were attending 10 high schools and four medical schools in Attica. Data were collected after obtaining permission from the Pedagogic Institute of the Greek Ministry of Education. The main sources of students' sexual information about reproduction were friends (29.1%) and parents (24.0%), whereas school was reported by 14.3% of them. The preferred sources of information, according to students' perceptions, were sex education specialists (65.6%), followed by school (39.1%), parents (32.2%) and friends (27.7%). The importance of school, peer and parent support upon adolescents' sexual life was revealed by the results of the study. Students' knowledge level on sex topics is not satisfactory and therefore there is a need for sex education specialists and special courses regarding sex education in Greek schools.

Empowering Parents: States Have a Role in Ensuring Parents Have the Data They Need to Make Informed Choices. Data for Action 2012

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Data Quality Campaign, 2012

2012-01-01

Accessible, tailored, and easy-to-understand data can help parents influence their children's learning, take advantage of school resources, and inform their educational decision making: (1) Information about their children--such as attendance, performance, progress, and expected outcomes; and (2) Information about their children's current school…

Black parental involvement in education

African Journals Online (AJOL)

Erna Kinsey

The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. ... Review of selected studies on parental involvement in ..... Anna, a Grade 11 teacher, summed up the feelings of the.

Intergenerational education transmission: neighborhood quality and/or parents' involvement?

OpenAIRE

Patacchini, Eleonora; Zenou, Yves

2007-01-01

Using cultural transmission, we develop a model that gives some microfoundation to the impact of residential neighborhood on children's educational attainment and then test it using the UK National Child Development Study. We find that, for high-educated parents, the better the quality of the neighborhood in terms of human capital, the higher the parent's involvement in children's education, indicating cultural complementarity. For high-educated parents, we also find that both parents' involv...

Parental education and family income affect birthweight, early longitudinal growth and body mass index development differently.

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Bramsved, Rebecka; Regber, Susann; Novak, Daniel; Mehlig, Kirsten; Lissner, Lauren; Mårild, Staffan

2018-01-07

This study investigated the effects of two parental socio-economic characteristics, education and income, on growth and risk of obesity in children from birth to 8 years of age. Longitudinal growth data and national register-based information on socio-economic characteristics were available for 3,030 Swedish children. The development of body mass index (BMI) and height was compared in groups dichotomised by parental education and income. Low parental education was associated with a higher BMI from 4 years of age, independent of income, immigrant background, maternal BMI and smoking during pregnancy. Low family income was associated with a lower birthweight, but did not independently predict BMI development. At 8 years of age, children from less educated families had a three times higher risk of obesity, independent of parental income. Children whose parents had fewer years of education but high income had significantly higher height than all other children. Parental education protected against childhood obesity, even after adjusting for income and other important parental characteristics. Income-related differences in height, despite similar BMIs, raise questions about body composition and metabolic risk profiles. The dominant role of education underscores the value of health literacy initiatives for the parents of young children. ©2018 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Making the Difference with Active Parenting; Forming Educational Partnerships between Parents and Schools

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Oostdam, Ron; Hooge, Edith

2013-01-01

Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe…

Early Childhood Education and Care Educators Supporting Parent-Child Relationships: A Systematic Literature Review

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O'Connor, Amanda; Nolan, Andrea; Bergmeier, Heidi; Hooley, Merrilyn; Olsson, Craig; Cann, Warren; Williams-Smith, Janet; Skouteris, Helen

2017-01-01

Building strong relationships between children and parents is vital for children's social and emotional development. A majority of children attend early childhood education and care (ECEC) settings where they experience a range of relationships (educator-child, educator-parent, parent-child). Educators build relationships with children and…

Identifying the Effects of Education on Burnout in Parents whose Children have Cancer and Presenting Educational-Moral Pattern for Nurses and Nursing Educators in order to Use it in Students' Education

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Nooshin Beheshtipour

2016-07-01

Full Text Available The parents, whose children have cancer, experience a high level of stress and discomfort. The parents' effort in order to adapt to stressful situation depends on the availability and use of supportive sources including appropriate notices, social support, using appropriate financial sources and their employment status (7. Giving clear information about disease and treatment to parents in order to obtain a sense of control on opportunities and appropriate planning is helpful. The goal of this article is to identify the effects of education on burnout in parents whose children have cancer and presenting educational-moral pattern for nurses and nursing educators in order to use it in students' education. This research is semi-experimental and interventional and the method is simple sampling based on the goal of selection and it is divided into experimental and control groups. The collected data are analyzed by SPSS software, independent-t statistical methods, repeated measure test and paired-t test. The results show that educational-moral intervention influences on the decrease of burnout in parents whose children have cancer.

Locating Common Ground: An Exploration of Adult Educator Practices that Support Parent Involvement for School-Age Children

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Shiffman, Catherine Dunn

2013-01-01

This article explores linkages between adult educator practices and the parent involvement needs of adult students with school-age children. A comparative case study examined the knowledge, experiential, self-efficacy, and social capital dimensions of adult educator practices that inform parent involvement efforts. One English as a Second Language…

Parenting Education at Medford and Churchill High Schools.

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Jensen, Mary Cihak

1986-01-01

Nationally, interest in family life and parenting programs has grown amidst concern for "basic education." Parenting education in today's schools may be justified because of increased family stress and deteriorating family support systems. Most parenting and family life courses are offered within home economics departments, have a narrow…

Black parental involvement in education | Singh | South African ...

African Journals Online (AJOL)

The South African Schools Act of 1996 (SASA) provides formal power in education to parents as well as communities. SASA creates the expectation for parents to be meaningful partners in school governance. It envisages a system where school-based educators would collaborate with the parents to ensure quality ...

Assessment of Nutritional Problems in Pediatric Patients with Cancer and the Information Needs of Their Parents: A Parental Perspective

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Arpaci, Tuba; Toruner, Ebru Kilicarslan; Altay, Naime

2018-01-01

Objective: The majority of problems and symptoms occur in the gastrointestinal system in children with cancer. Parents have difficulty in coping with the nutritional problems and changing routines of children and need support in this respect. This study aimed to assess the nutritional problems of children with cancer and the information needs of their parents. Methods: This descriptive study was performed among children with cancer aged 3–18 years and their parents (n = 69). The data were collected through a data collection form developed by the researchers based on the literature. Results: The most prominent nutritional problems experienced by children were loss of appetite (85.5%), nausea (84.1%), vomiting (81.2%), fatigue (79.7%), and mucositis (66.7%). According to the parents, the factors causing these nutritional problems in children were physiological factors (100%) and the foods given to children in the hospital (65.2%). The parents mostly needed information about food–drug interactions (58.0%), food–disease interactions (52.2%), foods that children with neutropenia should avoid or should eat (neutropenic diet) (46.4%), and frequency of nutritional intake (36.2%). Conclusions: This study has shown that most children experience at least one nutritional problem, and the parents need comprehensive and regular information about nutrition. Pediatric oncology nurses have a significant responsibility in the evaluation, education, and monitoring of these children. PMID:29607385

Assessment of Nutritional Problems in Pediatric Patients with Cancer and the Information Needs of Their Parents: A Parental Perspective

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Tuba Arpaci

2018-01-01

Full Text Available Objective: The majority of problems and symptoms occur in the gastrointestinal system in children with cancer. Parents have difficulty in coping with the nutritional problems and changing routines of children and need support in this respect. This study aimed to assess the nutritional problems of children with cancer and the information needs of their parents. Methods: This descriptive study was performed among children with cancer aged 3–18 years and their parents (n = 69. The data were collected through a data collection form developed by the researchers based on the literature. Results: The most prominent nutritional problems experienced by children were loss of appetite (85.5%, nausea (84.1%, vomiting (81.2%, fatigue (79.7%, and mucositis (66.7%. According to the parents, the factors causing these nutritional problems in children were physiological factors (100% and the foods given to children in the hospital (65.2%. The parents mostly needed information about food–drug interactions (58.0%, food–disease interactions (52.2%, foods that children with neutropenia should avoid or should eat (neutropenic diet (46.4%, and frequency of nutritional intake (36.2%. Conclusions: This study has shown that most children experience at least one nutritional problem, and the parents need comprehensive and regular information about nutrition. Pediatric oncology nurses have a significant responsibility in the evaluation, education, and monitoring of these children.

Assessment of Nutritional Problems in Pediatric Patients with Cancer and the Information Needs of Their Parents: A Parental Perspective.

Science.gov (United States)

Arpaci, Tuba; Toruner, Ebru Kilicarslan; Altay, Naime

2018-01-01

The majority of problems and symptoms occur in the gastrointestinal system in children with cancer. Parents have difficulty in coping with the nutritional problems and changing routines of children and need support in this respect. This study aimed to assess the nutritional problems of children with cancer and the information needs of their parents. This descriptive study was performed among children with cancer aged 3-18 years and their parents ( n = 69). The data were collected through a data collection form developed by the researchers based on the literature. The most prominent nutritional problems experienced by children were loss of appetite (85.5%), nausea (84.1%), vomiting (81.2%), fatigue (79.7%), and mucositis (66.7%). According to the parents, the factors causing these nutritional problems in children were physiological factors (100%) and the foods given to children in the hospital (65.2%). The parents mostly needed information about food-drug interactions (58.0%), food-disease interactions (52.2%), foods that children with neutropenia should avoid or should eat (neutropenic diet) (46.4%), and frequency of nutritional intake (36.2%). This study has shown that most children experience at least one nutritional problem, and the parents need comprehensive and regular information about nutrition. Pediatric oncology nurses have a significant responsibility in the evaluation, education, and monitoring of these children.

Variations in Perceived Parenting Education Preferences: A Person-Centred Approach

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Kim, YaeBin

2015-01-01

Parenting education needs assessment surveys were collected from a large group of the parents or caregivers of 698 0-5-year-old children in southern Nevada. Survey questions addressed parenting education interests, family characteristics, and preferred delivery methods of parenting education. Cluster analysis was used to empirically determine if…

The influence of parental education on child mental health in Spain.

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Sonego, Michela; Llácer, Alicia; Galán, Iñaki; Simón, Fernando

2013-02-01

To analyze the association between parental education and offspring's mental health in a nationally representative Spanish sample, and assess the contribution of other socioeconomic factors to the association. We conducted a secondary analysis of data on 4- to 15-year-olds participating in the 2006 Spanish National Health Survey. Mental health was assessed using the parent-reported Strengths & Difficulties Questionnaire. Parents' respective educational levels were summarized in a single variable. Univariate and multivariate analyses, controlling for family-, child- and parent-related characteristics, were used to study the association. The final sample comprised 5,635 children. A strong association between parental education and parent-reported child mental health was observed among 4- to 11-year-olds, with odds ratios (ORs) increasing as parental educational level decreased. Where both parents had a sub-university level, maternal education showed a stronger association than did paternal education. Following adjustment for covariates, parental education continued to be the strongest risk factor for parent-reported child mental health problems, OR = 3.7 (95% CI 2.4-5.8) for the lowest educational level, but no association was found among 12- to 15-year-olds. Male sex, immigrant status, activity limitation, parent's poor mental health, low social support, poor family function, single-parent families, low family income and social class were associated with parent-reported child mental health problems in both age groups. Our results show that there is a strong association between parental education and parent-reported child mental health, and that this is indeed stronger than that for income and social class. Among adolescents, however, the effect of parental education would appear to be outweighed by other factors.

Do Parent Education Programs Promote Healthy Post-Divorce Parenting? Critical Distinctions and a Review of the Evidence

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Sigal, Amanda; Sandler, Irwin; Wolchik, Sharlene; Braver, Sanford

2009-01-01

Most parent education programs are designed to improve child well-being following divorce by changing some aspect of parenting. However, there has been relatively little discussion of what aspects of parenting are most critical and the effectiveness of programs to change different aspects of parenting. This paper addresses these issues by: 1. Distinguishing three aspects of post-divorce parenting that have been targeted in parent education programs; 2. Reviewing evidence of the relations between each aspect of parenting and the well-being of children and; 3. Critically reviewing evidence that parent education programs have been successful in changing each aspect of post-divorce parenting. PMID:21552360

NON-FORMAL EDUCATION WITHIN THE FUNCTION OF RESPONSIBLE PARENTING

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Dragana Bogavac

2017-06-01

Full Text Available The aim of this survey was to discover to what degree parental non-formal education is present within the function of responsible parenting. The questionnaire research method was used in the survey. For the purpose of this research a questionnaire of 13 questions was constructed relating to the forms of non-formal education, and another questionnaire of 10 questions relating to the parents’ expectations of non-formal education. The sample included 198 parents. Examination of the scores concerning the presence of certain forms of parental non-formal education realized in cooperation with the school leads to the conclusion that the parents possess a positive attitude towards non-formal education. The analysis showed that the parents’ expectations were not on a satisfactory level. According to the results, the fathers displayed a greater interest towards non-formal education (7.72±1.35 than the mothers (6.93±1.85, (p<0.05. Unemployed parents had a greater score (7.85±1.30 than the employed parents (7.22±1.71, (p<0.05. A difference in the acceptance of non-formal education in accordance with the level of formal education was also noticeable (p<0.001. Respondents with a high school degree displayed the highest level of acceptance (7.97±0.78, while the lowest interest was seen in respondents with an associate degree (6.41±2.29. Univariate linear regression analysis showed that statistically important predictors were: gender (OR: -0.23 (-1.24 – -0.33, p< 0.001, work status (OR: -0.14 (-1.24 – -0.01, < 0.05 and the level of formal education (OR: -0.33 (-0.81 – -0.34, p< 0.001. The final results lead to the conclusion that parental non-formal education supports the concept of lifelong education.

How parents process child health and nutrition information: A grounded theory model.

Science.gov (United States)

Lovell, Jennifer L

2016-02-01

The aim of the present study was to investigate low-income parents' experiences receiving, making meaning of, and applying sociocultural messages about childhood health and nutrition. Semi-structured interviews were conducted with parents from 16 low-income Early Head Start families. Verbatim interview transcripts, observations, field notes, documentary evidence, and follow-up participant checks were used during grounded theory analysis of the data. Data yielded a potential theoretical model of parental movement toward action involving (a) the culture and context influencing parents, (b) parents' sources of social and cultural messages, (c) parental values and engagement, (d) parental motivation for action, (e) intervening conditions impacting motivation and application, and (f) parent action taken on the individual and social levels. Parent characteristics greatly impacted the ways in which parents understood and applied health and nutrition information. Among other implications, it is recommended that educators and providers focus on a parent's beliefs, values, and cultural preferences regarding food and health behaviors as well as his/her personal/family definition of "health" when framing recommendations and developing interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

TRAINING OF FUTURE PROFESSIONALS TO IMPLEMENTATION OF INFORMAL ART EDUCATION IN EDUCATIONAL AND SOCIAL INSTITUTIONS

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Наталія Сулаєва

2015-09-01

Full Text Available This article presents one of the best ways of training of organizers of informal art education at pre-school, secondary and extracurricular educational institutions, clubs by the place of residence, secondary schools for children deprived of parental care, schools and higher educational institutions of I–II levels of accreditation of social rehabilitation, social service centers for families, children and youth etc. The attention is focused on the appropriateness of formal and informal education combination in the system of professional training of students of higher educational institutions. The definition of “informal art education” is given; its goals, objectives, content are defined. The basic approaches to organization of artistic and educational activity of students in the artistic and creative groups and formation on this basis of skills and management skills of informal art education at educational and social institutions are formulated.

Sex Education: New Resources Help Parents Talk with Kids.

Science.gov (United States)

Witt, Virginia

2002-01-01

To help parents talk with children about sexual health, the Kaiser Family Foundation and National PTA developed a series of free resources for parents (e.g., the booklet "Talking with Kids: A Parent's Guide to Sex Education") to increase parent involvement and communication around sex education. This paper notes the importance of parents…

What Does Whole Child Education Mean to Parents?

Science.gov (United States)

McCloskey, Molly

2011-01-01

To learn more about how parents understand the whole child approach to education, ASCD commissioned KRC Research to conduct a study that included parent focus groups in Richmond, Virginia; and Columbus, Ohio, as well as a survey of 800 parents across the United States to identify their perceptions of what a whole child education is, how it is…

Readability of Educational Materials to Support Parent Sexual Communication With Their Children and Adolescents.

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Ballonoff Suleiman, Ahna; Lin, Jessica S; Constantine, Norman A

2016-05-01

Sexual communication is a principal means of transmitting sexual values, expectations, and knowledge from parents to their children and adolescents. Many parents seek information and guidance to support talking with their children about sex and sexuality. Parent education materials can deliver this guidance but must use appropriate readability levels to facilitate comprehension and motivation. This study appraised the readability of educational materials to support parent sexual communication with their children. Fifty brochures, pamphlets, and booklets were analyzed using the Flesch-Kincaid, Gunning Fog, and Simple Measure of Gobbledygook (SMOG) index methods. Mean readability grade-level scores were 8.3 (range = 4.5-12.8), 9.7 (range = 5.5-14.9), and 10.1 (range = 6.7-13.9), respectively. Informed by National Institutes of Health-recommended 6th to 7th grade levels and American Medical Association-recommended 5th to 6th grade levels, percentages falling at or below the 7.0 grade level were calculated as 38%, 12%, and 2% and those falling at or below the 6.0 grade level were calculated as 12%, 2%, and 0% based on the Flesch-Kincaid, Gunning Fog, and SMOG methods, respectively. These analyses indicate that the majority of educational materials available online to support parents' communication with their children about sex and sexuality do not meet the needs of many or most parents. Efforts to improve the accessibility of these materials are warranted.

Informing Parents about the Pharmacological and Invasive Behavior Management Techniques Used in Pediatric Dentistry

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Mehrysa Paryab

2014-06-01

Full Text Available Background and aims. Parental acceptance and consent are important parameters in selecting the required behavior management technique during pediatric dental treatment. The present study sought to assess the effect of three different informing methods on the parental acceptance, consent and concern regarding the pharmacological and invasive behavior management techniques used in pediatric dentistry. Materials and methods. Ninety mothers of 3-6-year-old uncooperative children were selected and randomly assigned to three study groups. The parents in each group were initially asked to answer three questions related to their levels of ‘acceptance’, ‘consent’, and ‘concern’ toward the five behavior management techniques. Then, the information about the techniques was presented through a piece of writing in group I, verbal presentation in group II and showing a film in group III. At last, the parents answered the same three questions again. Score changes were analyzed by using ANOVA, correlations, Mann-Whitney U and Kruskal-Wallis methods. Results. There were no statistically significant differences in score changes of parental acceptance, consent and concern between the three groups, overall and in relation to each behaviour management technique (P > 0.05. Mothers with academic education revealed more statistically significant concern following presentation of information by film (P < 0.05. Conclusion. None of the presentation methods had a significant preference over the others; in selecting the behavioral management techniques, it is advisable to observe individual factors, such as the level of education of the mothers.

Spillovers of health education at school on parents' physical activity.

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Berniell, Lucila; de la Mata, Dolores; Valdés, Nieves

2013-09-01

This paper exploits state health education (HED) reforms as quasi-natural experiments to estimate the causal impact of HED received by children on their parents' physical activity. We use data from the Panel Study of Income Dynamics for the period 1999-2005 merged with data on state HED reforms from the National Association of State Boards of Education Health Policy Database and the 2000 and 2006 School Health Policies and Programs Study. To identify the spillover effects of HED requirements on parents' behavior, we use several methodologies (triple differences, changes in changes, and difference in differences) in which we allow for different types of treatments. We find a positive effect of HED reforms at the elementary school on the probability of parents doing light physical activity. Introducing major changes in HED increases the probability of fathers engaging in physical activity by between 6.3 and 13.7 percentage points, whereas on average, this probability for mothers does not seem to be affected. We analyze several heterogeneous impacts of the HED reforms to unveil the mechanisms behind these spillovers. We find evidence consistent with hypotheses such as gender specialization of parents in childcare activities or information sharing between children and parents. Copyright © 2013 John Wiley & Sons, Ltd.

Educational Optimism among Parents: A Pilot Study

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Räty, Hannu; Kasanen, Kati

2016-01-01

This study explored parents' (N = 351) educational optimism in terms of their trust in the possibilities of school to develop children's intelligence. It was found that educational optimism could be depicted as a bipolar factor with optimism and pessimism on the opposing ends of the same dimension. Optimistic parents indicated more satisfaction…

EARLY PARENTING SUPPORT AND INFORMATION: A CONSUMER PERSPECTIVE.

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Morawska, Alina; Weston, Kate; Bowd, Courtney

2018-03-01

The transition to parenthood is a period of both joy and challenge for most parents. There is a recognized need to support parents during this period, yet existing interventions have shown limited evidence of efficacy. This study takes a consumer-focused approach to examine the needs and preferences of parents both prenatally (n = 77) and postnatally (n = 123) for parenting support. The study used a cross-sectional design with a purpose-built online survey. Parents were recruited via online forums, Facebook and parenting blogs, childcare centers, and playgroups. In general, all parents were satisfied with their current levels of both formal and informal support, and about one fourth of parents had accessed a parenting intervention. Parents expressed a moderate level of interest in additional parenting information, and parents expecting their first baby indicated preferences for information about basic baby care needs whereas postnatally, parents expressed more interest in topics around self-care and behavior management. The implications for developing interventions and engaging families are discussed. © 2018 Michigan Association for Infant Mental Health.

Educated parent as a key member of rehabilitation team.

Science.gov (United States)

Mikelić, Valentina Matijević; Bartolović, Jelena; Kosicek, Tena; Crnković, Maja

2011-12-01

Involvement of children with minor motor impairments in early intervention programs is becoming a positive trend. Rehabilitation of young children is usually performed in family environment with continuous monitoring by a team of experts including a physiatrist, speech therapist, psychologist, and rehabilitator. For this reason, it is important to educate parents in proper procedures designed to encourage the child's global and language development. Parental competence in encouraging the child's language development and providing home learning environment is associated with the level of parental education. We performed a retrospective analysis of data on 50 children aged 1-3 years, hospitalized during 2010 at Department of Pediatric Rehabilitation, University Department of Rheumatology, Physical Medicine and Rehabilitation, Sestre milosrdnice University Hospital Center in Zagreb. The aim was to determine the percentage of children included in an early intervention program according to the level of parental education and to assess the impact of the program on the children's language development. The results showed a higher percentage of parents to have high school education and a smaller percentage of parents to have university degree. These data indicated the need of educational programs for parents on the procedures of encouraging child development, including language development.

Parents who influence their children to become scientists: effects of gender and parental education.

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Sonnert, Gerhard

2009-12-01

In this paper we report on testing the 'role-model' and 'opportunity-structure' hypotheses about the parents whom scientists mentioned as career influencers. According to the role-model hypothesis, the gender match between scientist and influencer is paramount (for example, women scientists would disproportionately often mention their mothers as career influencers). According to the opportunity-structure hypothesis, the parent's educational level predicts his/her probability of being mentioned as a career influencer (that is, parents with higher educational levels would be more likely to be named). The examination of a sample of American scientists who had received prestigious postdoctoral fellowships resulted in rejecting the role-model hypothesis and corroborating the opportunity-structure hypothesis. There were a few additional findings. First, women scientists were more likely than men scientists to mention parental influencers. Second, fathers were more likely than mothers to be mentioned as influencers. Third, an interaction was found between the scientist's gender and parental education when predicting a parent's nomination as influencer.

Policies and practices of parental involvement and parent-teacher relations in Irish primary education: a critical discourse analysis

OpenAIRE

Bennett, Brigid

2015-01-01

This thesis presents a critical discourse analysis of policies of parental involvement in Irish education from the past decade. It explores three questions: Do discourses of parental involvement and teacher professionalism construct parent-teacher relations in Irish primary education?; What implications do these constructions have for policies and practices of parent-teacher relationships, particularly parent-teacher partnerships, in Irish primary education?; How can these constructions be ch...

Clinician and Parent Perspectives on Educational Needs for Increasing Adolescent HPV Vaccination.

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Widman, Christy A; Rodriguez, Elisa M; Saad-Harfouche, Frances; Twarozek, Annamaria Masucci; Erwin, Deborah O; Mahoney, Martin C

2018-04-01

Human papillomavirus (HPV)-related morbidity and mortality remain a significant public health burden despite the availability of HPV vaccines for cancer prevention. We engaged clinicians and parents to identify barriers and opportunities related to adolescent HPV vaccination within a focused geographic region. This mixed-method study design used an interviewer-administered semi-structured interview with clinicians (n = 52) and a written self-administered survey with similar items completed by parents (n = 54). Items focused on experiences, opinions, and ideas about HPV vaccine utilization in the clinical setting, family, and patient perceptions about HPV vaccination and potential future efforts to increase vaccine utilization. Quantitative items were analyzed using descriptive statistics, while qualitative content was analyzed thematically. Suggested solutions for achieving higher rates of HPV vaccination noted by clinicians included public health education, the removal of stigma associated with vaccines, media endorsements, and targeting parents as the primary focus of educational messages. Parents expressed the need for more information about HPV-related disease, HPV vaccines, vaccine safety, sexual concerns, and countering misinformation on social media. Results from this mixed-method study affirm that educational campaigns targeting both health care professionals and parents represent a key facilitator for promoting HPV vaccination; disease burden and cancer prevention emerged as key themes for this messaging.

Participatory action research: involving students in parent education.

Science.gov (United States)

Fowler, Cathrine; Wu, Cynthia; Lam, Winsome

2014-01-01

Competition for scarce clinical placements has increased requiring new and innovative models to be developed to meet the growing need. A participatory action research project was used to provide a community nursing clinical experience of involvement in parent education. Nine Hong Kong nursing students self-selected to participate in the project to implement a parenting program called Parenting Young Children in a Digital World. Three project cycles were used: needs identification, skills development and program implementation. Students were fully involved in each cycle's planning, action and reflection phase. Qualitative and quantitative data were collected to inform the project. The overall outcome of the project was the provision of a rich and viable clinical placement experience that created significant learning opportunities for the students and researchers. This paper will explore the student's participation in this PAR project as an innovative clinical practice opportunity. Copyright © 2013 Elsevier Ltd. All rights reserved.

Up the years with the Bettersons: Gender and parent education in interwar America.

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Johnson, Ann; Johnston, Elizabeth

2015-08-01

In the 1920s and 1930s, the parent education movement opened doors for many female psychologists and other child development professionals by providing training and jobs. Female experts in the parent education movement spread the emerging "gospel of child development" to other women-mothers-in a variety of formats. Although psychologists like John B. Watson advocated traditional definitions of motherhood focusing on role adjustment, there is evidence that women psychologists and parent educators introduced ways of thinking about family life that challenged tradition, encouraging role expansion and self-fulfillment. We explore examples provided by women at the Minnesota Institute of Child Welfare who produced radio programs on child rearing. Starting in 1932, advice about child rearing was embedded within stories featuring a fictional family, the Bettersons. The family narrative format provides an opportunity to identify implicit (and sometimes explicit) values and norms informing prescribed roles for mothers, fathers, and children. Analysis suggests that gender roles were shifting in more egalitarian directions, with an awareness of new identity options for both women and men. We explore implications for evaluating the impact of female experts involved in the parent education movement. (c) 2015 APA, all rights reserved).

Parental Perception of Neonates, Parental Stress and Education for NICU Parents

Directory of Open Access Journals (Sweden)

Young-Mee Ahn, RN, PhD

2007-12-01

Conclusion: Environmental modifications of the nursery setting, particularly its remote location to the NICU, could improve mothers' perception of full-term neonates. NICU mothers, as the principal care- givers, may suffer from culturally-grounded, psychoemotional disturbances after giving birth to a sick infant, which may not be applicable to fathers. The quality of family-centered care in the NICU environment, parental role alteration, and the condition of infants need to be improved to decrease parental stress in the NICU. Fathers may have significant potential in caring for mothers and sick infants during the transition to parenthood. Education for NICU parents should be done for both mothers and fathers in the acute postpartum period.

Competing Paradigms of Educational Justice: Parent Organizing for Educational Equity in a Neoliberal Reform Context

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Nygreen, Kysa

2016-01-01

This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity.…

Educational Aspirations of Male and Female Adolescents from Single-Parent and Two Biological Parent Families: A Comparison of Influential Factors

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Garg, Rashmi; Melanson, Stella; Levin, Elizabeth

2007-01-01

Youth from single-parent families report lower educational aspirations than those from two-parent families. This study explored the influence of background factors (gender, grade, parental education and SES), parental involvement with education, academic self-concept, and peer influences on educational aspirations. The participants were Canadian…

34 CFR 300.612 - Notice to parents.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Notice to parents. 300.612 Section 300.612 Education... § 300.612 Notice to parents. (a) The SEA must give notice that is adequate to fully inform parents about... parents and children regarding this information, including the rights under FERPA and implementing...

The long-term consequences of parental divorce for children's educational attainment

Directory of Open Access Journals (Sweden)

Fabrizio Bernardi

2014-05-01

Full Text Available Background: In this paper we study the long-term consequences of parental divorce in a comparative perspective. Special attention is paid to the heterogeneity of the consequences of divorce for children's educational attainment by parental education. Objective: The study attempts to establish whether the parental breakup penalty for tertiary education attainment varies by socioeconomic background, and whether it depends on the societal context. Methods: Data are drawn from the first wave of the Generations and Gender Survey, covering 14 countries. We estimate multi-level random-slope models for the completion of tertiary education. Results: The results show that parental divorce is negatively associated with children's tertiary education attainment. Across the 14 countries considered in this study, children of separated parents have a probability of achieving a university degree that is on average seven percentage points lower than that of children from intact families. The breakup penalty is stronger for children of highly educated parents, and is independent of the degree of diffusion of divorce. In countries with early selection into educational tracks, divorce appears to have more negative consequences for the children of poorly educated mothers. Conclusions: For children in most countries, parental divorce is associated with a lower probability of attaining a university degree. The divorce penalty is larger for children with highly educated parents. This equalizing pattern is accentuated in countries with a comprehensive educational system. Comments: Future research on the heterogeneous consequences of parental divorce should addressthe issue of self-selection into divorce, which might lead to an overestimation of the negative effect of divorce on students with highly educated parents. It should also further investigate the micro mechanisms underlying the divorce penalty.

Provision of sudden unexpected death in epilepsy (SUDEP) information among Malaysian parents of children with epilepsy.

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Fong, Choong Yi; Lim, Wei Kang; Kong, Ann Nie; Lua, Pei Lin; Ong, Lai Choo

2017-10-01

Sudden unexpected death in epilepsy (SUDEP) is an important cause of mortality in epilepsy. To date, there is only one published UK study evaluating information provision of SUDEP among parents of children with epilepsy (CWE), and there are no studies published from Asia. Although SUDEP information provision is recommended among parents of CWE, it is uncertain if these recommendations are applicable to Asian countries due to the different cultural attitude towards epilepsy. Our prospective cohort study consisted of multiethnic parents of children with epilepsy (CWE) seen in a tertiary hospital in Malaysia. Information on SUDEP was delivered to parents using an epilepsy educational software program. Participants completed a set of standardized questionnaire and Depression Anxiety Stress Scales-Short Form (DASS-21) immediately after and retested 3-6months after the SUDEP information provision. A total of 127 parents (84 mothers) participated in the study. The CWE consisted of 3 ethnic groups (38% Malay, 30% Chinese, 32% Indian) with a mean age of 9.6years. Majority (70.9%) felt positive after SUDEP information provision, 90.6% wanted SUDEP discussion for themselves with 70.1% wanted SUDEP discussion with their child, and a lower proportion (58.3%) would discuss SUDEP with their child. None of the participants reported increased symptoms of depression, stress or anxiety attributed to SUDEP information provision. Most parents took steps to reduce SUDEP risk, and most parents did not report an impact on their own functioning. However, there was an increase in parental report over time of impact on their child's functioning following SUDEP information (P<0.05). In conclusion, most Malaysian parents of CWE wanted SUDEP information. Following SUDEP information disclosure, majority did not report negative emotions; however, an increase in parents over time reported an impact on their child. Our findings reiterate that provision of SUDEP information should form part of care

Later School Start Times: What Informs Parent Support or Opposition?

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Dunietz, Galit Levi; Matos-Moreno, Amilcar; Singer, Dianne C; Davis, Matthew M; O'Brien, Louise M; Chervin, Ronald D

2017-07-15

To investigate parental knowledge about adolescent sleep needs, and other beliefs that may inform their support for or objection to later school start times. In 2014, we conducted a cross-sectional, Internet-based survey of a nationally representative sample of parents as part of the C.S. Mott Children's Hospital National Poll on Children's Health. Parents with teens aged 13-17 years reported their children's sleep patterns and school schedules, and whether the parents supported later school start times (8:30 am or later). Responses associated with parental support of later school start times were examined with logistic regression analysis. Overall, 88% of parents reported school start times before 8:30 am, and served as the analysis sample (n = 554). In this group, 51% expressed support for later school start times. Support was associated with current school start times before 7:30 am (odds ratio [OR] = 3.1 [95% confidence interval (CI) 1.2, 8.4]); parental opinion that their teen's current school start time was "too early" (OR = 3.8 [1.8, 7.8]); and agreement with American Academy of Pediatrics recommendations about school start times (OR = 4.7 [2.2, 10.1]). Support also was associated with anticipation of improved school performance (OR = 3.0 [1.5, 5.9]) or increased sleep duration (OR = 4.0 [1.8, 8.9]) with later school start times. Conversely, parents who anticipated too little time for after-school activities (OR = 0.5 [0.3, 0.9]) and need for different transportation plans (OR = 0.5 [0.2, 0.9]) were often less supportive. Parental education about healthy sleep needs and anticipated health benefits may increase their support for later school start times. Educational efforts should also publicize the positive experiences of communities that have made this transition, with regard to limited adverse effect on after-school activity schedules and transportation. © 2017 American Academy of Sleep Medicine

Preferences Regarding School Sexuality Education among Elementary Schoolchildren's Parents

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Dake, Joseph A.; Price, James H.; Baksovich, Christine M.; Wielinski, Margaret

2014-01-01

Background: A comprehensive review of the literature failed to find any studies to assess elementary school parents' preferred philosophical approach to teaching sexuality education and sexuality education topics discussed by parents. All previous research reported parent data for grades K-12 or grades 9-12 only. Methods: A random sample of 2400…

INFLUENCE OF IMPLEMENTING PROGRAMS FOR PARENTS ON THEIR ATTITUDES ABOUT EDUCATION

OpenAIRE

Sunko, Esmeralda

2008-01-01

Uncertainty in parental roles and clumsiness in family relations showed parents needs for education for quality parenting. Long life learning is the frame for quality parents where needs for knowledge and skills are satisfied. Education workshops for parenthood helped and implemented quality relation between adults and children. In this paper we tested existing differences between attitudes of parents of pupils towards family relations, between two groups of examines, which attended education...

Informal and Formal Environmental Education Infusion: Actions of Malaysian Teachers and Parents among Students in a Polluted Area

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Mustam, Baniah; Daniel, Esther Sarojini

2016-01-01

The study explored Environmental Education infusion among students by teachers and parents in two schools located in a highly polluted area. Qualitative data was collected through observations, interviews and an open-ended questionnaire. Participants of the observations and interviews were 6 Secondary 4 students, 6 teachers and 6 parents.…

Adolescents' prospective screen time by gender and parental education, the mediation of parental influences.

Science.gov (United States)

Totland, Torunn H; Bjelland, Mona; Lien, Nanna; Bergh, Ingunn H; Gebremariam, Mekdes K; Grydeland, May; Ommundsen, Yngvar; Andersen, Lene F

2013-07-06

The present study investigated associations in gender dyads of parents' and adolescents' time spent on television and video viewing (TV/DVD), and computer and electronic game use (PC/games) at the ages of 11 and 13 years. Possible mediating effects of parental modelling and parental regulation in the relationship between parental education and adolescents' prospective TV/DVD and PC/game time were further examined. A total of 908 adolescents, participating at both ages 11 and 13 years in the Norwegian HEalth In Adolescents (HEIA) cohort study (2007-2009), were included in the analyses. Data on adolescents', mothers' and fathers' self reported time spent on TV/DVD and PC/games were measured at both time points by questionnaires. Correlation coefficients were used to examine gender dyads of parents' and adolescents' reports. Mediation analyses using linear regression investigated possible mediation effects of parental modelling and parental regulation in the prospective relationship between parental education and adolescents' time spent on TV/DVD and PC/games between the ages of 11 and 13 years. Correlations of screen time behaviours in gender dyads of parents and adolescents showed significant associations in time spent on TV/DVD at the age of 11 and 13 years. Associations between mothers and sons and between fathers and daughters were also observed in time spent on PC/games at the age of 11 years. Maternal and paternal modelling was further found to mediate the relationship between parental education and adolescents' prospective TV/DVD time between the ages of 11 and 13 years. No mediation effect was observed for parental regulation, however a decrease in both maternal and paternal regulation at the age of 11 years significantly predicted more TV/DVD time among adolescents at the age of 13 years. Cross-sectional and longitudinal relationships were observed in gender dyads of parents' and adolescents' screen time behaviours at the ages of 11 and 13 years, and further

Absenteeism, educational plans, and anxiety among children with incontinence and their parents.

Science.gov (United States)

Filce, Hollie G; LaVergne, Leslie

2015-04-01

Children with incontinence have more absenteeism, poorer academic performance, and potential social difficulties during the school years. These children and their parents are at risk for illness-related anxiety. Whereas educational plans are designed to remediate educational, medical, and social-emotional barriers at school, little research has explored the relationship among absenteeism, educational plans, and anxiety for this population. Eighty-three families provided demographic information and completed either the Revised Children's Manifest Anxiety Scale Second Edition (RCMAS-2) or the Adult Manifest Anxiety Scale (AMAS-A). A multiple regression analysis was conducted to determine the relationships among these variables. Children with chronic illness resulting in incontinence had greater than expected rates of absenteeism. A high level of absenteeism was a significant predictor of parental anxiety, but not child anxiety. Over one third reported having no plan in place to support the child's needs at school. However, when a plan was present, it had no impact on child or parental anxiety. Absenteeism contributes to familial anxiety and educational difficulties. Despite the potential for educational plans to support these children at school, these plans are underutilized for children with incontinence. This population requires more attention to their academic and social-emotional well-being at school. © 2015, American School Health Association.

Impact of an education program on parental knowledge of specific learning disability

OpenAIRE

Karande Sunil; Mehta Vishal; Kulkarni Madhuri

2007-01-01

Background :A supportive home environment is one of the factors that can favorably determine the outcome of specific learning disability (SpLD) in a school-going child. However, there is no reliable information available on parental knowledge about SpLD. Aims :To investigate parental knowledge of SpLD and to evaluate the impact of an educational intervention on it. Settings and Design : Prospective questionnaire-based study conducted in our clinic. Materials and Methods : From April to Novemb...

Information sharing during diagnostic assessments: what is relevant for parents?

Science.gov (United States)

Klein, Sheryl; Wynn, Kerry; Ray, Lynne; Demeriez, Lori; LaBerge, Patricia; Pei, Jacqueline; St Pierre, Cherie

2011-05-01

ABSTRACT This descriptive qualitative study facilitates the application of family-centered care within a tertiary care interdisciplinary neurodevelopmental diagnostic assessment clinic by furthering an understanding of parent perceptions of the relevance of diagnostic information provision. An interdisciplinary assessment team completed an open-ended questionnaire to describe parent information provision. Parents from 9 families completed in-depth parent interviews following clinic attendance to discuss perceptions of information received. Interviews were audiotaped, transcribed, and coded by related themes. Parents did not perceive the information in the way professionals expected. Parents acknowledged receipt of comprehensive information relevant to the diagnosis but indicated that not all their needs were met. During the interviews, parents described the assessment process, preassessment information, and "steps in their journey." They noted that a strength-based approach and a focus on parental competency would support their coping efforts. Results underscore the need for professionals to be attentive to parents' individualized needs.

Creating a "Win-Win IEP" for Students with Autism: A How-To Manual for Parents and Educators. Second Edition.

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Fouse, Beth

This book is intended to provide parents of students with autism with necessary information for the Individualized Education Program (IEP) process and includes relevant information from the 1997 Individuals with Disabilities Education Act. Chapters discuss the following topics: (1) introductory information; (2) definitions of autism, the basic…

The information needs of North American parents of children with asthma: a state-of-the-science review of the literature.

Science.gov (United States)

Archibald, Mandy M; Scott, Shannon D

2014-01-01

Asthma, the most common chronic disease of childhood, presents diverse challenges to parents who are responsible for its management. Parents must be informed regarding symptom recognition, medications, prevention, and treatment to effectively minimize acute exacerbations and asthma sequela. Current approaches to asthma education do not address the vast range of information needs of parents, and few studies explicitly identify parental information needs in a comprehensive manner. To address this gap and to create a parental information needs taxonomy, a "state-of-the-science" review of the literature was conducted. Three electronic databases were searched and articles were screened according to pre-established inclusion criteria. Of 164 articles retrieved, 11 articles met the inclusion criteria and were included in the review. Parental information needs can be classified in the following categories: asthma basics, treatment modalities, coping, and medical expectations. This information needs taxonomy may help practitioners better address the information needs of parents of children with asthma. Copyright © 2014 National Association of Pediatric Nurse Practitioners. Published by Mosby, Inc. All rights reserved.

Barriers to Parental Involvement in Education: An Update

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Hornby, Garry; Blackwell, Ian

2018-01-01

The article on barriers to parental involvement in education that was published in "Educational Review" in 2011 has been surprisingly widely read and cited. The article was prompted by concern over the apparent gap between the rhetoric and reality of parental involvement evident in preceding years. It presented a model which discussed…

Parental asthma education and risks for nonadherence to pediatric asthma treatments.

Science.gov (United States)

Delgado, Eva M; Cho, Christine S; Gildengorin, Ginny; Leibovich, Sara A; Morris, Claudia R

2014-11-01

Targeted parental education reduces acute visits for pediatric asthma. Whether the use of education sources readily available to parents relates to nonadherence to asthma treatments is uncertain. This study describes asthma education sources and assesses for a relationship to risks for nonadherence. Caregivers of children with asthma completed a cross-sectional survey at 2 sites: a pediatric emergency department (ED) and an asthma clinic (AC). Measured items included the use of 7 education sources (primary care, ED, AC, friends/family, TV, internet, and printed materials), scores of child asthma morbidity, parental asthma knowledge, and risks for nonadherence, the primary outcome. Recruitment site, preferred language (English/Spanish), and demographics were recorded. Descriptive statistics, bivariate analyses, and multivariate regressions were performed. A total of 260 participants, 158 from ED and 102 from AC, used a variety of education sources. They reported 4.1 (2.0) of 13 risk factors for nonadherence, with more risks in ED parents than AC parents (4.8 vs 3.9, P The ED parents worried more about medications and had worse access to primary care. The regression did not show a significant relationship between education sources and risks for nonadherence, but ED recruitment, Spanish language, and worse morbidity contributed to higher risks. The use of more asthma education sources was not associated with reduced risks for nonadherence. Of the education sources, a primary care provider may benefit ED parents, who also need refills and education about medications. Spanish-speaking parents report more risks for nonadherence, warranting further study of Spanish-language asthma education.

Intergenerational Education Transmission: Neighbourhood Quality and/or Parents' Involvement

OpenAIRE

Patacchini, Eleonora; Zenou, Yves

2004-01-01

We develop a model that gives some microfoundation to the impact of residential neighborhood on children’s educational attainment and then test it using the UK National Child Development Study. We find that, for high-educated parents, the better the quality of the neighborhood in terms of human capital, the higher the parent’s involvement in children’s education, indicating cultural complementarity. For highly educated parents, we also find that both parents’ involvement in education and neig...

Information Needs and Preferences of Parents Considering Treatment of Child Anxiety.

Science.gov (United States)

Mak, Leanne; Walker, John R; Hiebert-Murphy, Diane; Altman, Gary

2017-04-01

To assess the information needs and preferences of parents who were making decisions concerning treatment for their child's anxiety. Ninety-three parents were recruited from hospital-based clinics, a parent group, and a public information meeting. They completed a survey about preference for decision-making involvement, information needs, and preferences concerning source and amount of information. Most (69%) parents indicated that they prefer a collaborative decision-making role. They rated very highly the need for general information related to treatment and information related to psychosocial interventions and medication treatment. Fewer parents rated information about logistics of treatment (e.g., scheduling, cost) as highly important although this information was considered important by many parents. Direct discussions with a provider, written information, and information accessed through the internet were the most preferred sources of information. Many parents indicated a preference for substantial amounts of information about psychosocial and medication treatments. Much of the information that parents want concerning treatment is not widely available. It would be helpful to develop evidence-based brochures and web information resources that focus on answering parents' questions concerning treatment of children's anxiety.

Online Information-Seeking Behaviors of Parents of Children With ADHD.

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Sage, Adam; Carpenter, Delesha; Sayner, Robyn; Thomas, Kathleen; Mann, Larry; Sulzer, Sandy; Sandler, Adrian; Sleath, Betsy

2018-01-01

This article describes ( a) parent questions about ADHD (attention deficit/hyperactivity disorder), ( b) parent Internet use to seek ADHD information, and ( c) associations between type of Internet access and ADHD information-seeking. Seventy parents of children (ages 7-17 years) with ADHD completed questionnaires after their child's visit with their pediatrician. Bivariate relationships were assessed using chi-square statistics, Pearson correlation coefficients, or t tests. Parents identified an average of 8.9 questions about ADHD for their child's provider. Common questions were related to medication and long-term implications of ADHD. A majority of parents searched the Internet for general ADHD information (87%) and ADHD medication information (81%). White parents accessed the Internet significantly more via home computer, mobile phone, and tablet, and significantly less via public library than non-White parents. Parents who accessed the Internet via home computers and tablets were more likely to search the Internet for ADHD medication information than parents who did not.

Teacher-parent partnership as a precondition for inclusion in education

Directory of Open Access Journals (Sweden)

Stanković-Đorđević Mirjana M.

2013-01-01

Full Text Available Inclusion in education implies openness and readiness of all social elements to provide every child with the best possible education either within a school environment or in a class which a child would attend at any rate. By approaching each child individually teachers should organise the activities for their students bearing in mind the onward changes of the entire personality of a child. Modern educational practice is based on humanist and constructivist standpoints - a child is in the centre of interest and it should build and construct its own knowledge on its own, while the exchange of information should go both from professionals and parents towards a child and vice versa. Global changes on a family level caused by a birth of a child with developmental disability represent the changes in a family identity as well as the changes in integration processes within the family. The role of a teacher is extremely significant in the process of the family adjustment as well as in the process of a continuous support which is necessary for all families with children with developmental disabilities throughout their lives. The basis of the relationship between a school and parents should be the perception of parents as partners - the interests, priorities and concerns of a family should be in the focus of both theory and practice in schools. The common problem of parents and teachers is the problem of allocating attention from children's limitations and difficulties to their potentials and possibilities, from academic achievements to social and affective outcomes and life skills development.

Reaping the Benefits of Parent Education

Science.gov (United States)

Haakmat, Martha

2015-01-01

Martha Haakmat writes in this article that in some ways she understands why parents might have a harder time understanding why Montessori is education at its best, especially as their children progress past preschool. Haakmat goes on to say that the learning path at Montessori schools is more proactive. Montessori schools ask that parents partner…

A Strength-Based Approach to Parent Education for Children with Autism

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Steiner, Amanda Mossman

2011-01-01

Despite the ubiquitous nature of parent education in autism treatment, relatively few studies directly address "how" parent education should be conducted. Given that the literature on parental well-being suggests that treatments that facilitate positive parental adaptation to their child's disability may be beneficial, this study…

Educational Access Is Educational Quality: Indigenous Parents' Perceptions of Schooling in Rural Guatemala

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Ishihara-Brito, Reiko

2013-01-01

This paper presents the findings and implications of a qualitative study conducted in Guatemala, which focused on rural, indigenous parents' perceptions of their children's schooling and educational quality. For these parents, the simple fact that their children had improved access to school signifies a satisfactory educational accomplishment;…

Mexican American adolescents' academic achievement and aspirations: the role of perceived parental educational involvement, acculturation, and self-esteem.

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Carranza, Francisco D; You, Sukkyung; Chhuon, Vichet; Hudley, Cynthia

2009-01-01

As the number of Mexican American school-aged children continues to increase, researchers, practitioners, and policymakers are in critical need of information to better understand and serve them. This study used structural equation modeling to examine the relationship among perceived parental educational involvement (PPEI), acculturation, gender, and self-esteem on the academic achievement and aspirations of Mexican American high school students (N = 298). Results revealed direct effects of perceived parental educational involvement, students' level of acculturation, and students' self-esteem on students' achievement and aspirations. Acculturation and self-esteem also revealed indirect effects on aspirations and achievement through parental educational expectations. Implications of these findings are discussed.

Understanding How Participation in Education Changes Mothers' Parenting Practices

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Harding, Jessica F.; Morris, Pamela A.

2015-01-01

This research explores whether low-income mothers' participation in education influences a constellation of different parenting practices that are related to young children's academic outcomes. Importantly, understanding whether maternal participation in education influences mothers' parenting practices can illuminate a pathway by which increases…

Adolescents’ prospective screen time by gender and parental education, the mediation of parental influences

Science.gov (United States)

2013-01-01

Background The present study investigated associations in gender dyads of parents’ and adolescents’ time spent on television and video viewing (TV/DVD), and computer and electronic game use (PC/games) at the ages of 11 and 13 years. Possible mediating effects of parental modelling and parental regulation in the relationship between parental education and adolescents’ prospective TV/DVD and PC/game time were further examined. Methods A total of 908 adolescents, participating at both ages 11 and 13 years in the Norwegian HEalth In Adolescents (HEIA) cohort study (2007–2009), were included in the analyses. Data on adolescents’, mothers’ and fathers’ self reported time spent on TV/DVD and PC/games were measured at both time points by questionnaires. Correlation coefficients were used to examine gender dyads of parents’ and adolescents’ reports. Mediation analyses using linear regression investigated possible mediation effects of parental modelling and parental regulation in the prospective relationship between parental education and adolescents’ time spent on TV/DVD and PC/games between the ages of 11 and 13 years. Results Correlations of screen time behaviours in gender dyads of parents and adolescents showed significant associations in time spent on TV/DVD at the age of 11 and 13 years. Associations between mothers and sons and between fathers and daughters were also observed in time spent on PC/games at the age of 11 years. Maternal and paternal modelling was further found to mediate the relationship between parental education and adolescents’ prospective TV/DVD time between the ages of 11 and 13 years. No mediation effect was observed for parental regulation, however a decrease in both maternal and paternal regulation at the age of 11 years significantly predicted more TV/DVD time among adolescents at the age of 13 years. Conclusion Cross-sectional and longitudinal relationships were observed in gender dyads of parents’ and adolescents�

Parental Involvement in Elementary Children's Religious Education: A Phenomenological Approach

Science.gov (United States)

Bunnell, Peter Wayne

2016-01-01

The issue of parental involvement in religious education is an important one for the family, the church, the Christian school, and society. The purpose of this phenomenological study was to describe parents' concepts and practices of involvement in their children's religious education as evangelical Christian parents in Midwestern communities.…

Father-Inclusive Perinatal Parent Education Programs: A Systematic Review.

Science.gov (United States)

Lee, Joyce Y; Knauer, Heather A; Lee, Shawna J; MacEachern, Mark P; Garfield, Craig F

2018-06-14

Fathers contribute to their children's health starting at the beginning of life. Few parent education programs include fathers. Among those that do, there is little effort to report program effects on father outcomes. In this systematic review, we examined father-inclusive perinatal parent education programs in the United States as they relate to a range of father outcomes. The databases searched were PubMed, Cumulative Index to Nursing and Allied Health Literature, Embase, Ovid Medline, Cochrane Central Register of Controlled Trials, and PsycINFO. Studies were included if they included an evaluation of a parent education program and a report of father outcomes measured within 1 year of the child's birth and were conducted within the United States. Of 1353 total articles, 21 met study criteria. The overall state of the father-inclusive perinatal parent education program literature was poor, with few interventions available to fathers. Available programs were associated with increased father involvement, coparenting relationship, partner relationship quality, father's mental health, and father's supportive behaviors. Program effects on father-infant interaction, parenting knowledge, and attitudes and parenting self-efficacy were inconclusive. Three programs emerged as best evidence-based interventions. Risk of bias was high for many studies. Outcome variability, small sample size, and publication bias contributed to the weak evidence base. There is a need for more evidence-based interventions to support fathers. Clinicians play a key role in engaging fathers in early parent education programs and health care settings. PROSPERO registration number: CRD42017050099. Copyright © 2018 by the American Academy of Pediatrics.

Parenting, discipline, and educational preferences for children on the autism spectrum – a survey of parental attitudes

OpenAIRE

Milton, Damian

2012-01-01

This paper presentation reports upon a pilot project involving a self-completion questionnaire aimed at measuring if there is any correlation between parenting style and educational ideologies parents have regarding the education of their children on the autistic spectrum. This research aim is also accompanied by the wider objective of finding out which educational methods are preferred by parents and the reasons given for these choices. This pilot study is part of piloting a variety of resea...

Understanding nephro-blastomas. Information dedicated to parents and relatives

International Nuclear Information System (INIS)

Brusco, S.; Carretier, J.; Delavigne, V.; Fervers, B.; Leichtnam-Dugarin, L.; Bergeron, C.; Claude, L.; Philip, T.; Boccon-Gibod, L.; Coze, C.; Leclair, M.D.

2006-01-01

In response to the evolution of the information-seeking behaviour of patients and concerns from health professionals regarding cancer patient information, the French National Federation of Comprehensive Cancer Centres (FNCLCC) introduced, in 1998, an information and education program dedicated to patients and relatives, the SOR SAVOIR PATIENT program. The methodology of this program adheres to established quality criteria regarding the elaboration of patient information. Cancer patient information developed in this program is based on clinical practice guidelines produced by the FNCLCC and the twenty French regional cancer centres, the National League against Cancer, The National Cancer Institute, the French Hospital Federation, the National Oncology Federation of Regional and University Hospitals, the French Oncology Federation of General Hospitals, many learned societies, as well as an active participation of patients, former patients and care-givers. The handbook SOR SAVOIR PATIENT Understanding nephro-blastomas is an adapted version of various scientific publications and international clinical practice guidelines, validated by oncology experts and by the Nephro-blastomas Committee of the French Society against Cancers and Leukemias in children and adolescents (SFCE). It was elaborated with the active participation of parents and other family members. It is meant to provide a basis for the explanation of the disease, to help parents asking questions, and to facilitate discussions with the health-care team. It is available from the FNCLCC (101, rue de Tolbiac, 75013 PARIS, Tel. (0033)1 76 64 78 00, www.fncicc.fr). This document was validated at the end of 2005 and published in May 2006. SOR SAVOIR PATIENT guides are systematically updated when new research becomes available. Information leaflets, extracted from the handbook SOR SAVOIR PATIENT Understanding nephro-blastomas and published in this edition of the Cancer et Radiotherapie, describe the physiopathology

Socialization Values and Parenting Practices as Predictors of Parental Involvement in Their Children's Educational Process

NARCIS (Netherlands)

Kikas, Eve; Tulviste, Tiia; Peets, Kätlin

2014-01-01

Research Findings: The purpose of this study was to examine associations between parental socialization values (including inconsistency in values), parenting practices, and parental involvement in their children's education. Altogether 242 Estonian mothers and fathers of first-grade children

The Effectiveness of a Parent Education Programme Offered Through Distance Education About Independent Autistic Children Education Centre (IACEC

Directory of Open Access Journals (Sweden)

Gamze YUCEL

2007-01-01

Full Text Available Purpose of this study was to determine the effectiveness of a parent education program on parents’ awareness about the Independent Autistic Children Education Centre (ACEC: in Turkish OCEM. The program was offered through a distance education program. Participants of the study included parents of 72 children with autism who were receiving education in one of the ACEC in Istanbul. The study was carried out during 2005-2006 school year. The research study was experimental including a pre and a post-test to determine the effectiveness of the program. The Parent Education Program included five VCDs, each of which incorporated about 20 minute-presentation on various topics about Autism and the ACEC, and five handbooks. Participants in experimental and control groups were randomly assigned. The experimental group took a five-week training while the control group did not receive any training. Data were gathered by ACEC Knowledge Test developed by the researchers. The results indicated that significant differences were found between pre-and post-test scores of the experimental group. The findings showed that parent education programme offered through the distance education about Independent Autistic Children Education Centre was significantly effective. .

Support for comprehensive sexuality education: perspectives from parents of school-age youth.

Science.gov (United States)

Eisenberg, Marla E; Bernat, Debra H; Bearinger, Linda H; Resnick, Michael D

2008-04-01

Controversy about school-based sexuality education in public schools has continued over the past decade, despite mounting evidence that comprehensive sexuality education effectively promotes sexual health and that parents support these programs in public schools. The present study replicates and expands upon previous findings regarding public views on school-based sexuality education. One thousand six hundred five parents of school-age children in Minnesota responded to telephone surveys in 2006-2007 (63% participation rate), including items regarding general sexuality education, 12 specific topics, the grade level at which each should be taught, and attitudes toward sexuality education. The large majority of parents supported teaching about both abstinence and contraception (comprehensive sexuality education [CSE]; 89.3%), and support was high across all demographic categories of parents. All specific sexuality education topics received majority support (63.4%-98.6%), even those often viewed as controversial. Parents believed most topics should first be taught during the middle school years. Parents held slightly more favorable views on the effectiveness of CSE compared to abstinence-only education, and these views were strongly associated with support for CSE (odds ratio [OR](CSE) = 14.3; OR(abstinence) = 0.11). This study highlights a mismatch between parents' expressed opinions and preferences, and actual sexuality education content as currently taught in the majority of public schools. In light of broad parental support for education that emphasizes multiple strategies for prevention of pregnancy and sexually transmitted infections (including abstinence), parents should be encouraged to express their opinions on sexuality education to teachers, administrators, and school boards regarding the importance of including a variety of topics and beginning instruction during middle school years or earlier.

Parental advocacy styles for special education students during the transition to adulthood.

Science.gov (United States)

Rehm, Roberta S; Fisher, Lucille T; Fuentes-Afflick, Elena; Chesla, Catherine A

2013-10-01

In an ethnographic study of planning for the transition to adulthood, we explored parental advocacy styles in special education settings for youth and young adults with chronic health conditions and developmental disabilities. Of 61 parents, 43 were satisfied with outcomes in negotiations for school services for their children. We identified three parental advocacy styles for these parents: (a) high-profile parents, who insisted on specific, wide-ranging services for their children that often resulted in conflict with educators; (b) strategic parents, who negotiated for selected goals and were willing to compromise, and (c) grateful-gratifier parents, who formed close relationships with educators and trusted them to make appropriate decisions. Eighteen parents were overwhelmed, burned out, or unfocused, and generally dissatisfied with outcomes of educational planning meetings. Professional efforts to enhance parental advocacy can target development of skills and strategies that have worked for successful negotiators.

Parent Group Education to ENABLE “Barrio” Parents

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Herman Curiel

2014-04-01

Full Text Available This paper describes a 1960s “War on Poverty” parent group education program that brought together three national private voluntary agencies with federal funding by the Office of Economic Opportunity (OEO. Project ENABLE (Education Neighborhood Action for a Better Living Environment sought to direct professional efforts to help/empower the poor and societal members of ethnic minority groups. Group education as a preventive modality was used to strengthen parents’ problem solving skills in their roles both as parents and as community leaders. The author describes his group leadership role together with that of the indigenous case aides who helped direct/enable the collective power of a group of poor Spanish speaking Mexican origin families living in barrios (neighborhoods of a major metropolitan southern city. Project ENABLE embraced a strengths-based perspective characteristic of social work’s historical empowerment traditions. Despite its brief existence, Project ENABLE functioned as a demonstration program in 62 communities across the United States. Ironically, its prevention focus and demonstration nature served to undermine its ability to compete with other OEO initiatives like Head Start and job training programs. The author cites a combination of historical and logistic factors that contributed to the short life and ultimate demise of a once promising outreach program.

Infant simulation in parental and sexuality education in Greenland

DEFF Research Database (Denmark)

Wistoft, Karen

2014-01-01

Introduction: This article examines processes related to teaching and learning through implementation of a new dialogue-based parental and sexuality education program using infant simulators. Aim: The purpose is to examine the ways in which infant simulators used in sexuality education in Greenland...... operate to include and exclude, embrace and marginalize, offer access to and create barriers to students’ learning of parental roles and responsibility, pregnancy and sexuality. Methodology: The empirical findings are draw from the account of the education effects observed in schools geographically spread......, partly through an extensive survey of students and parents (n = 1068). The sample includes 802 answers to questionnaires from students, predominantly aged 13 to 16 years, and 266 parental answers. Classroom observations have been supplemented with personal interviews conducted with the principal...

Parents' Education and their Adult Offspring's Other-Regarding Behavior

DEFF Research Database (Denmark)

Nielsen, Ulrik Haagen

Does socioeconomic background when measured by parental educational attainment explain the heterogeneity in adults' other-regarding preferences? I test this by using data from two online experiments -- a Dictator Game and a Trust Game that were conducted with a broad sample of the Danish adult...... population. I match the experimental data with high-quality data from the Danish population registers about my subjects and their parents. Whereas previous studies have found socioeconomic status, including parental educational attainment, to be predictive for children's generosity, I find no such evidence...... among adults. This result is robust across age groups and genders. I provide two explanations for this. First, sociodemographic characteristics in general appear to be poor predictors of adults' other-regarding behavior. Second, by using Danish survey data, I find that Danish parents' educational...

Effects of Post-Divorce Parental Conflict on Children's Educational Achievement

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Sandra Escapa

2017-01-01

Full Text Available This study analyses the effect of parental separation or divorce on children's educational achievement, and includes parental conflict as a factor of analysis. The study is based on the analysis of the Panel of Families and Children, with a sample of 2,731 adolescents aged between13 to 16 years old in Catalonia, Spain. The main results show that the children of divorced parents who have a conflicted relationship are more likely to obtain poorer educational results than the children of divorced parents without conflict and two-parent households. However, children of divorced parents with no conflicted relationship are less likely on average to receive a failing grade than those who live in two-parent households.

Is the association between offspring intelligence and parents' educational attainment influenced by schizophrenia or mood disorder in parents?

DEFF Research Database (Denmark)

Greve, Aja Neergaard; Mors, Ole; Mortensen, Erik Lykke

2017-01-01

for developing schizophrenia. Based on these findings, we aim to investigate if the association between educational achievement in parents and intelligence in their offspring is influenced by schizophrenia or mood disorder in parents. In a large population-based sample of young adult male conscripts (n = 156......,531) the presence of a mental disorder in the parents were associated with significantly lower offspring scores on a test of general intelligence, the Børge Priens Prøve (BPP), and higher educational attainment in parents was significantly associated with higher BPP test scores in offspring. A significant...... interaction suggested that the positive association between maternal education and offspring intelligence was stronger in offspring of mothers with schizophrenia compared to the control group (p = 0.03). The associations between parental education and offspring intelligence are also observed when restricting...

Their Children's First Educators: Parents' Views about Child Sexual Abuse Prevention Education

Science.gov (United States)

Walsh, Kerryann; Brandon, Leisa

2012-01-01

In this descriptive focus group study, we investigated parents' views about child sexual abuse prevention education at home and in schools. Focus groups were conducted with a sample of 30 Australian adults who identified as the parent or caregiver of a child/children aged 0-5 years. The study explored (1) parents' "knowledge" about child…

Effectiveness assessment of food education among preschool children, parents and educators

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Susana Rodrigo-Cano

2016-01-01

Full Text Available Introduction: Childhood is the period in which risk factors that can start food diseases in adults are developed. Therefore this is the appropriate moment to set up the values of a healthy diet. The main aim of this study was to evaluate the adherence to the Mediterranean Diet in children and also the knowledge about healthy habits in children, parents and teachers before and after food education intervention as well as evaluating its effectiveness. Material and Methods: Cross-sectional study that included 94 students aged between 3 and 6 years old, 12 parents and 8 teachers. The level of healthy habits knowledge was determined with ad hoc questionnaires for all of them whereas the adherence to the Mediterranean Diet was determined with the Quality Test of the Mediterranean Diet on Childhood and Adolescence in children. Results: It has been reached a significant increase in global healthy habits knowledge (t=-6.29; p<0.001, in how often they have to eat (t=-2.35; p<0.05, as well as in fruit (t=-3.92; p<0.01, vegetables (t=-2.35; p<0.05 and fish (t=-7.42; p<0.001 frequency intake in parents and also in physical activities knowledge (t=-2.58; p<0.05 in children. Moreover, children’s parents with more adhesion to the Mediterranean Diet improved their healthy habits knowledge significantly (ρ=0.75; p<0.01. Conclusions: Education interventions for children, parents and educators are necessary in order to increase healthy food knowledge. With food education interventions is possible to get a significant improvement in the parents’ knowledge, the main responsible for their children feeding.

Parenting with Mild Intellectual Deficits: Parental Expectations and the Educational Attainment of their Children

OpenAIRE

Taylor, Julie Lounds; Hurd, Heather Doescher; Seltzer, Marsha Mailick; Greenberg, Jan S.; Floyd, Frank J.

2010-01-01

This study examined how educational expectations parents with mild intellectual deficits had for their children shaped their children’s attainment, and how parents’ own intellectual limitations affected this process. We identified 612 parents with mild intellectual deficits and 2712 comparison parents from the Wisconsin Longitudinal Study, a prospective longitudinal study that followed participants from ages 18 to 64. Compared to the norm, parents with mild intellectual deficits expected thei...

Parental educational practices in relation to children's anxiety disorder-related behavior.

Science.gov (United States)

Mellon, Robert C; Moutavelis, Adrianos G

2011-08-01

Schoolchildren reported their parents' use of aversive control and positive reinforcement contingencies in their educational interventions, as well as parental non-responsiveness to their requests for educational assistance. They also reported their own levels of six dimensions of anxiety disorder-related phenomena. Both parental use of aversive control and non-responsiveness were directly related to overall levels of child anxiety disorder-related behavior; these correlations were more robust than those observed in previous investigations of more diffuse dimensions of parenting style and trait anxiety. Panic disorder/agoraphobia and Generalized anxiety disorder were the dimensions most strongly correlated with both parental aversive control and non-responsiveness, while Compulsive behavior was uniquely uncorrelated with parental non-responsiveness and uniquely correlated with parental use of positive reinforcement contingencies. Differences in the magnitudes of correlations between anxiety disorder-related dimensions and parental educational practices are interpreted in terms of the probable differential effectiveness of their constituent behaviors in terminating parent-mediated negative reinforcers. Copyright © 2011 Elsevier Ltd. All rights reserved.

Community Education Parenting Resource Guide. Bulletin 1982, No. 5.

Science.gov (United States)

Bradwell, John; And Others

Designed for use by community education coordinators, elementary classroom teachers, PTA workers, school volunteers, and parents, this guide offers suggestions about ways to unite the school and the home in efforts to help children learn. The first section discusses the expanded role of the community education coordinator in parenting programs and…

Internet Use by Parents of Children With Rare Conditions: Findings From a Study on Parents' Web Information Needs.

Science.gov (United States)

Nicholl, Honor; Tracey, Catherine; Begley, Thelma; King, Carole; Lynch, Aileen M

2017-02-28

Parents of children with rare conditions increasingly use the Internet to source information on their child's condition. This study reports on part of a larger study whose overall aim was to identify the Internet use by parents when seeking information on their child's rare condition, with the specific purpose of using the findings to aid in the development of a website specifically designed to meet the parents' needs. It presents findings on why these parents use the Internet, the information and support content they source, and the impact these resources have on their capacity to care for and manage their child's condition. To (1) ascertain parents' general Internet usage patterns, (2) identify the nature of the information parents most frequently searched for, and (3) determine the effect the Internet-sourced information had on parents of children with rare conditions. Data collection was conducted in 2 parts: Part 1 was a focus group interview (n=8) to inform the development of the questionnaire, and Part 2 was a questionnaire (Web- and paper-based). All respondents (N=128) completed the questionnaire using the Internet. Parents frequently and habitually used the Internet and social media to gather information on their child's condition. These Web-based resources provide parents with a parent-to-parent support platform that allows them to share their experiences and information with other parents, which, the respondents considered, improved their knowledge and understanding of their child's condition. The respondents also reported that these resources positively impacted on their decision making, care, and management of their child's condition. However, they reported receiving mixed responses when wishing to engage and share with health care professionals their Internet and social media interactions and information outcomes. This study adds to the emerging body of research on the Internet use by parents of children with rare conditions to source information on

Factors associated with parent support for condom education and availability.

Science.gov (United States)

AugsJoost, Brett; Jerman, Petra; Deardorff, Julianna; Harley, Kim; Constantine, Norman A

2014-04-01

Expanding condom-related knowledge and skills and reducing barriers to condom use have the potential to help reduce pregnancies and sexually transmitted infections among youth. These goals are sometimes addressed through condom education and availability (CEA) programs as part of sexuality education in school. Parents are a key constituency in efforts to implement such programs. A representative statewide sample of households with children (N = 1,093) in California was employed to examine parent support for CEA and the potential influences of demographics (gender, age, and Hispanic ethnicity), sociodemographics (education, religious affiliation, religious service attendance, and political ideology), and condom-related beliefs (belief in condom effectiveness and belief that teens who use condoms during sex are being responsible) on parent support for CEA. The parents in our sample reported a high level of support for CEA (M = 3.23 on a 4-point scale) and believing in a high level of condom effectiveness (M = 3.36 on a 4-point scale). In addition, 84% of the parents agreed that teens who use condoms during sex are being responsible. Hierarchical regression analyses showed that parents who were younger, Hispanic, with a lower educational attainment, without a religious affiliation, less religiously observant, and politically liberal were more supportive of CEA. After controlling for these demographic and sociodemographic factors, condom effectiveness and responsibility beliefs each added independently to the predictability of parent support for CEA. These findings suggest that parent education related to condom effectiveness could help increase support for school-based CEA programs.

Adolescent Sexual Health Education: Parents Benefit Too!

Science.gov (United States)

Dinaj-Koci, Veronica; Deveaux, Lynette; Wang, Bo; Lunn, Sonya; Marshall, Sharon; Li, Xiaoming; Stanton, Bonita

2015-01-01

The inclusion of parents in adolescent-targeted interventions is intended to benefit the adolescent. Limited research has explored whether parents participating in these programs also benefit directly. We examined the impact of Caribbean Informed Parents and Children Together, the parenting portion of an adolescent-targeted HIV prevention…

Educating Parents on Developmentally Age-Appropriate Learning in Preschool.

Science.gov (United States)

Brown, Mitzi C.

This practicum paper reports on a project undertaken to enhance the knowledge of age-appropriate learning for parents of 3-year-old preschoolers. The project implemented a variety of techniques and strategies to improve parent knowledge, including parent education classes, a monthly newsletter for parents that addressed current research on…

THE SPECIFICS OF PARENT-TEACHER INTERACTION IN EARLY CHILDHOOD EDUCATION

Directory of Open Access Journals (Sweden)

N. L. Antonova

2018-01-01

Full Text Available Introduction. Early school education as a beginning stage of an individual’s educational trajectory fosters an enabling environment for a child’s personal, physical, intellectual and moral development. A productive interaction between pre-school educational organizations and parents is known to play the key role in the mentioned process.Aim. Based on the empirical-sociological materials of the research, this paper is aimed to identify specific features of interaction between parents and teachers as subjects of the system of early childhood education in large industrial cities.Methodology and research methods. The empirical basis of the research was a questionnaire survey conducted among parents (n=220, whose children attended pre-school institutions in Yekaterinburg, and semi-structured interviews with early school teachers (n=30. The teachers were interviewed using the method of systematic sampling. Results and scientific novelty. A serious divergence was identified with regard to how parents and teachers understand the goal of early school education. The social demand of parents consists in preservation and strengthening of physical health of the child, and teachers consider the development of pupils’ abilities as their main task. The research revealed the main topic for discussion between parents and teachers to be organizational issues (due payments, leaving children in the morning, etc.. The conclusion is drawn that passive acceptance of the current situation prevails in teacher-parent interaction, rather than an active attitude to realization of the principles of partnership and cooperation. Parents’ tight schedules become an impediment for building of partner relationship with their children’s teachers and eventually prevent collaborative interaction between the two sides. Nevertheless, parents are shown to trust teachers and recognize the teachers’ professionalism. This circumstance is seen as a founding principle for

Parental training and involvement in sexuality education for students who are deaf.

Science.gov (United States)

Gabriel, K O; Getch, Y Q

2001-07-01

The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.

Tackling the Barriers to Disabled Parents' Involvement in Their Children's Education

Science.gov (United States)

Stalker, Kirsten Ogilvie; Brunner, Richard; Maguire, Roseann; Mitchell, June

2011-01-01

Promoting parental participation plays a significant role in education policies across Britain. Previous research has identified various barriers to involving disabled parents. This paper reports findings from part of a study examining disabled parents' engagement in their children's education, which focused on good practice. Twenty-four case…

Grandparental education, parental education and child height: evidence from Hong Kong's "Children of 1997" birth cohort.

Science.gov (United States)

Kwok, Man Ki; Leung, Gabriel M; Lam, Tai Hing; Leung, Shirley S L; Schooling, C Mary

2013-08-01

Adult height is the sum of growth during fetal, infancy, childhood, and puberty, controlled by different biological factors. In long-term developed Western populations, height is positively associated with socioeconomic position, but less clearly so in recently developing populations. We aimed to elucidate socioeconomic influences on height at different growth phases. We examined the associations of parents' education and grandparents' education with birth weight and height gain z-scores during infancy (birth to education, but not grandparents', was positively associated with birth weight (z-score, 0.07; 95% confidence interval [CI] 0.01-0.12 for grade ≥12 compared with grade ≤9) and height gain during infancy (0.11; 95% CI, 0.05-0.18), adjusted for gender, gestational age, initial size, parity, parents' age, parents' birthplace, and parents' height. Conversely, similarly adjusted, grandparents' education, but not parents', was associated with height gain during childhood (0.11; 95% CI, 0.04-0.18). Parental education was associated with fetal and infant, but not childhood, linear growth, suggesting the mechanism underlying socioeconomic influences on height at different growth phases may be contextually specific. Copyright © 2013 Elsevier Inc. All rights reserved.

Parental Involvement as a Important Factor for Successful Education

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Maša Đurišić

2017-09-01

Full Text Available To comply with the system of integrated support for their students’, schools need to build partnership with parents and develop mutual responsibility for childrens’ success in the educational system. In this way, parental involement are increased, parents’ effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents’ participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement.

How Important is Parental Education for Child Nutrition?

Science.gov (United States)

Alderman, Harold; Headey, Derek D

2017-06-01

Existing evidence on the impacts of parental education on child nutrition is plagued by both internal and external validity concerns. In this paper we try to address these concerns through a novel econometric analysis of 376,992 preschool children from 56 developing countries. We compare a naïve least square model to specifications that include cluster fixed effects and cohort-based educational rankings to reduce biases from omitted variables before gauging sensitivity to sub-samples and exploring potential explanations of education-nutrition linkages. We find that the estimated nutritional returns to parental education are: (a) substantially reduced in models that include fixed effects and cohort rankings; (b) larger for mothers than for fathers; (c) generally increasing, and minimal for primary education; (d) increasing with household wealth; (e) larger in countries/regions with higher burdens of undernutrition; (f) larger in countries/regions with higher schooling quality; and (g) highly variable across country sub-samples. These results imply substantial uncertainty and variability in the returns to education, but results from the more stringent models imply that even the achievement of very ambitious education targets would only lead to modest reductions in stunting rates in high-burden countries. We speculate that education might have more impact on the nutritional status of the next generation if school curricula focused on directly improving health and nutritional knowledge of future parents.

First Hand Lessons in an Information Age: Single Parent Working Women Speak for Themselves.

Science.gov (United States)

Quinn, Peggy; Allen, Katherine

The female-headed, single parent family is a family structure that presents challenges to family life educators, family counselors, and policy makers. For effective delivery of services, accurate information on the functioning of these families is needed. This study used a phenomenological perspective to examine the various challenges faced by…

The Elephant in the (Class)Room: Parental Perceptions of LGBTQ-Inclusivity in K-12 Educational Contexts

Science.gov (United States)

Ullman, Jacqueline; Ferfolja, Tania

2016-01-01

While little is known about parental beliefs and desires regarding LGBTQ-inclusive education, assumptions about these appear to justify teachers', curriculum writers' and policy makers' silences regarding sexuality and gender diversity in the K-12 classroom. Thus, in order to better inform educators' practices, this paper presents an analysis of…

The Right of the Child to Information: The Role of Public Libraries in Human Rights Education.

Science.gov (United States)

Koren, Marian

Information and education are crucial for child development. The child's right to information and education protect human values and the human dignity of the child. Formal and non-formal forms of education by parents, friends, schools, and libraries should be based on human rights. The United Nations (UN) Convention on the Rights of the Child…

Understanding of Information about Medicines Use among Parents of Pre-School Children in Serbia: Parental Pharmacotherapy Literacy Questionnaire (PTHL-SR).

Science.gov (United States)

Ubavić, Stana; Bogavac-Stanojević, Nataša; Jović-Vraneš, Aleksandra; Krajnović, Dušanka

2018-05-14

Parental health literacy plays an important role in children’s health, Experiences from pharmacy practice show that is necessary to check if parents understand instructions about use of medicines for children. This study aimed to assess pharmacotherapy literacy of parents of pre-school children and to examine association of parental pharmacotherapy literacy level with parent’s socio-demographic characteristics. The study was cross-sectional, conducted among parents of pre-school children (1⁻7 years of age), in kindergartens in several municipalities of Belgrade, Serbia, during regular parents meetings, from May to October 2016. Functional health literacy was measured by the Serbian version of the Short Test of Functional Health Literacy in Adults (S-TOFHLA). Parental pharmacotherapy literacy was assessed with newly constructed PTHL-SR questionnaire with good psychometric characteristics (Parental pharmacotherapy literacy questionnaire—Serbian). Overall, 813 parents participated in the study, mostly females (81.30%), between 30 to 40 years of age (70.85%) with two children (56.70%). Almost all of our study participants (99%) had adequate health literacy as assessed by S-TOFHLA. Mean score on PTHL-SR was 72.83% (standard deviation was 13.37), with better results among females than males (72% of women were in the group of highest PTHL-SR results). Our study showed that many parents (76.5%) knew the appropriate usage of non-prescription medicine for children, 57.2% parents were able to correctly calculate the dose of oral syrup for a child, and only 43.3% were able to interpret non-prescription dosage information written on the package. The majority of parents (61.3%) would make a dosage to child based on age and not on their weight. Every fifth parent with adequate functional health literacy measured by S-TOFHLA test, achieved the lowest results measured by PTHL-SR. Higher performance of the PTHL-SR was significantly correlated with education ( p information

Vocational and General Education of Girls and Boys in Tunisia: The Effects of Income and Parental Education

Directory of Open Access Journals (Sweden)

Mohamed Siala

2014-05-01

Full Text Available Throughout Tunisia, basic education is compulsory. Children are required to enroll for at least 9 years from age 6. This paper examines gender differences in education choice of upper basic education of youths aged 15–24 in Tunisia. To investigate the factors that influence an individual’s choice between vocational education, general education (secondary and high education and leaving school, the paper estimates a multinomial probit model of education choice. We focus on the impact of household income, parental education, sector of economic activity of father, household size, urban location and region of residence on investments in children. These issues are addressed using data from the 2010 National PopulationEmployment Survey that provided information on educational attainment and vocational training of more than 55,000 youths aged 15-24. The findings of this paper suggest that there are gender differences in education choice. Increases in permanent income contribute more to the probabilities of the two types of education of girls than of boys. Parental education has a positive significant effect on their attitudes towards children education and the impact of mother’s higher education was more important for the education of boys than of girls. While, father’s coefficient estimates show the relative benefit to girls general education. Children whose fathers work in agriculture are at disadvantage. The negative effect on girls’ education was larger than on boys’ at the two streams of education. The coefficient estimates on the manufacturing sector increase the probabilities of receiving general education and decrease the probabilities of undertaking vocational education for both girls and boys.

Parental Educational Investments and Aspirations in Japan

Science.gov (United States)

Lee, Kristen Schultz

2010-01-01

Previous models of parental educational investments focus on the composition of the sibship (number, gender, ordering, and spacing) and on the social and institutional context in which investment decisions are made. Social-institutional models predict that parents in Japan are likely to underinvest in girls because of their transient status in the…

Military Parents' Personal Technology Usage and Interest in e-Health Information for Obesity Prevention.

Science.gov (United States)

Jai, Tun-Min; McCool, Barent N; Reed, Debra B

2016-03-01

U.S. military families are experiencing high obesity rates similar to the civilian population. The Department of Defense's Military Health System (MHS) is one of the largest healthcare providers in the United States, serving approximately 9.2 million active duty service members, retirees, spouses, and children. The annual cost to the MHS for morbidities associated with being overweight exceeds $1 billion. The preschool age has been suggested as an opportune time to intervene for the prevention of obesity. Thus, this study investigated the current level of technology usage by military service member families and assessed their needs and interests in health/nutrition information. This needs assessment is crucial for researchers/educators to design further studies and intervention programs for obesity prevention in military families with young children. In total, 288 military parents (233 Army and 55 Air Force) at two military bases whose children were enrolled in military childcare centers in the southwestern United States participated in a Technology Usage in Military Family (TUMF) survey in 2013. Overall, both bases presented similar technology usage patterns in terms of computer and mobile device usage on the Internet. Air Force base parents had a slightly higher knowledge level of nutrition/health information than Army base parents. The TUMF survey suggested practical ways such as mobile applications/Web sites, social networks, games, etc., that health educators can use to disseminate nutrition/health information for obesity prevention among military families with young children.

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement

Directory of Open Access Journals (Sweden)

Xiaolin Guo

2018-05-01

Full Text Available The impact of social economic status (SES on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1 home monitoring; (2 parent-child communication; and (3 parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Gender Differences in How Family Income and Parental Education Relate to Reading Achievement in China: The Mediating Role of Parental Expectation and Parental Involvement.

Science.gov (United States)

Guo, Xiaolin; Lv, Bo; Zhou, Huan; Liu, Chunhui; Liu, Juan; Jiang, Kexin; Luo, Liang

2018-01-01

The impact of social economic status (SES) on children's academic outcomes has been well documented. However, the mechanisms underlying this relationship remain poorly understood. Furthermore, the process by which SES relates to academic achievement needs to be studied separately for boys and girls. Using a sample of 598 Chinese children (299 boys, 299 girls) in grades 4 to 6 and their parents, this study examined the process of how family SES, specifically family income and parental education, indirectly relates to children's reading achievement through parental expectation and parental involvement and whether this process differs between boys and girls. The results revealed that parental expectation and specific parental involvement behaviors played critical mediating roles between family SES and reading achievement. Moreover, the exact nature of these links differed by the gender of children. For boys, both the effect of parental education and the effect of family income were partially mediated by parental expectation and parent-child communication orderly. For girls, the effect of parental education was partially mediated by three separate pathways: (1) home monitoring; (2) parent-child communication; and (3) parental expectation followed by parent-child communication, while the effect of family income was fully mediated by parent-child communication. These findings suggest a process through which SES factors are related to children's academic development and identify a context under which these associations may differ. The practical implications of these findings are discussed, along with possible future research directions.

Management Strategies in Basic Education and Participation of Parents

Directory of Open Access Journals (Sweden)

Johel Furguerle-Rangel

2016-05-01

Full Text Available In the educational process it is necessary to use management paradigms and active participation of parents. The objective was to determine the use of management strategies by the director of basic education and participation of parents in the educational process. It is a descriptive, transversal and field study, whose instrument was a questionnaire of 26 closed-questions.   The sample comprised 16 directors, 52 teachers and 62 parents. For most managers and faculty the technique of brainstorming, involvement in decision-making, continues knowledge management and radical change are crucial in the educational process of children.   But mothers and fathers believe that managerial groups do not use strategies properly except for reengineering.   The mother and fathers are mainly involved in education management but not in the learning process. It is recommended the deepening of policy management training teaching force, through continuous training provided by the government and the promotion of family participation in the teaching-learning process of children.

[Pediatric autopsy and informed parental consent].

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Rambaud, C; Guilleminault, C

2005-10-01

In French legal terminology, the definition of autopsy is "organs'withholding". This phrase is ambiguous, meaning both removing the organs for their macroscopic exam and their retention for subsequent histology. The autopsy of a child requires an informed consent from both parents. The issue is that the pathologist who performs the autopsy is not the one who delivers the information and gets the parents' consent: therefore, he does not know what they were told and what they actually agreed upon. A questionnaire was sent to 3 groups of paediatricians (N=891) to approach their knowledge regarding autopsy. Among 362 paediatricians who answered the questionnaire, 57.2% never attended an autopsy and procedures were badly known. They did not know whether or not organs, were systematically sampled especially brain. Regarding the possibility of conservation of organs, a majority thought that one should not solely answer to parents'queries (63.8%) but rather that one should point out every possibility, without giving the ins and outs (60.8%). The majority favoured organs retention and use for research. We make 3 suggestions: to register autopsy in the Natioanal Securite Sociale nomenclature, to establish information and consent forms for organs'removal, retention and disposal, and to offer parents the possibility of an interview with the pathologist before and/or after the autopsy, in association with the paediatrician.

Oral chemotherapy in paediatric oncology in the UK: problems, perceptions and information needs of parents.

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Christiansen, Nanna; Taylor, Kevin M G; Duggan, Catherine

2008-10-01

method, of which 81.6% were written reminders. This study highlights that although the support systems offered by the paediatric oncology centres were good, certain areas need improvement, specifically the manner in which parents/carers are educated and informed.

The Truth about Bullying: What Educators and Parents Must Know and Do

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Urbanski, Jan; Permuth, Steve

2009-01-01

"The Truth About Bullying" presents crucial information to assist educators and parents in creating a safe learning environment. This book is a practical guide to understanding what bullying is and the influence it has on a school. The who, what, when, where, and how of bullying are described in a clear manner that helps the reader to understand…

Racial and/or Ethnic Differences in Formal Sex Education and Sex Education by Parents among Young Women in the United States.

Science.gov (United States)

Vanderberg, Rachel H; Farkas, Amy H; Miller, Elizabeth; Sucato, Gina S; Akers, Aletha Y; Borrero, Sonya B

2016-02-01

We sought to investigate the associations between race and/or ethnicity and young women's formal sex education and sex education by parents. Cross-sectional analysis of a nationally representative sample of 1768 women aged 15-24 years who participated in the 2011-2013 National Survey of Family Growth. We assessed 6 main outcomes: participants' report of: (1) any formal sex education; (2) formal contraceptive education; (3) formal sexually transmitted infection (STI) education; (4) any sex education by parents; (5) contraceptive education by parents; and (6) STI education by parents. The primary independent variable was self-reported race and/or ethnicity. Nearly all of participants (95%) reported any formal sex education, 68% reported formal contraceptive education, and 92% reported formal STI education. Seventy-five percent of participants reported not having any sex education by parents and only 61% and 56% reported contraceptive and STI education by parents, respectively. US-born Hispanic women were more likely than white women to report STI education by parents (adjusted odds ratio = 1.87; 95% confidence interval, 1.17-2.99). No other significant racial and/or ethnic differences in sex education were found. There are few racial and/or ethnic differences in formal sex education and sex education by parents among young women. Copyright © 2016 North American Society for Pediatric and Adolescent Gynecology. All rights reserved.

A Case Study of a Parent's Educational Practice.

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Coldron, John; Boulton, Pam

1999-01-01

Examines a parent's ("Sarah") educational practice and provides a description of her family. Focuses on how Sarah began her educational practice before her children were born, her conception of education and educational success, how she makes decisions in a context of uncertainty, and the role of emotions in her educational practice. (CMK)

Parent's use of the Internet in the search for healthcare information and subsequent impact on the doctor-patient relationship.

Science.gov (United States)

Harvey, S; Memon, A; Khan, R; Yasin, F

2017-11-01

The Internet is an unavoidable source of healthcare information. This information, both reliable and unreliable, has previously been shown to influence carer's decisions. Our aim was to evaluate this information seeking behavior among parents and its subsequent potential impact on the doctor-patient relationship. We undertook a cross-sectional questionnaire-based survey of paediatric outpatients. Enrollment took place over 4 weeks in March 2015. There were no inclusion or exclusion criteria and enrollment was voluntary. In total 100 questionnaires were completed. General Practitioners were the most common source of healthcare information. The Internet ranked third as a reliable source of healthcare information. The Internet was commonly used as an educational resource to learn about causes, treatment, and medications. A significant percentage of our population expressed concern regarding Internet information reliability. A small percentage of parents were concerned that disclosing Internet usage may worsen the relationship with their doctor. Parents showed a willingness to learn about diseases and treatments, and felt that the Internet was a good resource to do so. This study shows that open discussion about Internet usage between parents and doctors is not common and carers feel at risk of judgment should they admit to Internet usage. The Internet should be seen as a positive adjunct to patient education which can improve understanding, thus strengthening the doctor-patient relationship. The Internet will never replace the role of healthcare professionals but must be seen as an integral part of a multi-disciplinary approach.

[Parental aptitude to prevent child sexual abuse after a participatory education intervention].

Science.gov (United States)

Higareda-Almaraz, Martha Alicia; Higareda-Almaraz, Enrique; Higareda-Almaraz, Irma Reyna; Barrera-de León, Juan Carlos; Gómez-Llamas, Meynardo Alonso; Benites-Godínez, Verónica

2011-01-01

To evaluate the aptitude of parents regarding the educational impact of equity education for children to prevent child sexual abuse using participatory strategies. Quasi-experimental design. Ninety-two parents with children in preschool were included in the study. The parents were given a course using participatory educational strategies for one hour daily over a period of 20 days. Prior to the course, a group of experts in child education and sexology prepared a questionnaire with 20 sentences. A Wilcoxon test was used to compare intergroup differences We found statistically significant differences in the parents' responses before and after the educational intervention, with a median (range) of 10(2-12)/18(6-20), pchild sexual abuse. Thus, it is imperative to continue evaluating different educational strategies.

Intergenerational transmission of educational attainment: Three levels of parent-child communication as mediators.

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Chi, Liping

2013-04-01

Although the intergenerational transmission of educational attainment has been confirmed by many researchers, its mechanism still remains controversial. Parent-child communication has been regarded as one of the important mediators. The present study primarily aimed to examine the potentially mediating role of parent-child communication in the transmission of educational attainment, based on a sample of 366 Chinese fifth and sixth graders. Parent-child communication was measured against the three levels of the parents' communication ability, the quality of the father-child and mother-child communications, and the relation between the two dyadic communications. The results duplicated the positive effect of parents' educational attainment on children's academic achievement. Moreover, it was found that parents' communication ability alone played a mediating role, and that the three levels of parent-child communication constructed a "mediator chain" between the parents' educational attainment and the children's academic achievement. Finally, the intergenerational transmission of educational attainment in China and the mediating role of the three levels of parent-child communication were discussed. © 2012 The Institute of Psychology, Chinese Academy of Sciences and Blackwell Publishing Asia Pty Ltd.

76 FR 11218 - Training and Information for Parents of Children With Disabilities Office of Special Education...

Science.gov (United States)

2011-03-01

... of Special Education and Rehabilitative Services; Overview Information; Training and Information for... work collaboratively with personnel responsible for providing special education, early intervention... at home, including information available through the Office of Special Education Programs' (OSEP...

Taking on the Perspective of the Other: Understanding Parents' and Teachers' Perceptions of Parent Involvement in Students' Educational Experiences

Science.gov (United States)

Wilson, Rene M.

2011-01-01

Parent involvement is considered a vital educational factor that is associated with students' academic success. Engaging parents in the educational process is a challenge confronting many school districts across the United States. This is a significant problem for schools in low socioeconomic communities where lack of resources for parents and…

The Role of Parents' Educational Level and Centre Type in Parent Satisfaction with Early Childhood Care Centres: A Study in Greece

Science.gov (United States)

Kelesidou, Sofia; Chatzikou, Maria; Tsiamagka, Evmorfia; Koutra, Evangelia; Abakoumkin, Georgios; Tseliou, Eleftheria

2017-01-01

This research examines specific facets of parent satisfaction with childcare centres, namely satisfaction with parent-centre communication and the educational services they provide, as well as respective parent beliefs. These were investigated in relation to centre type (private vs public) and parents' education. Parents of different educational…

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities

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Knowles, Christen; Harris, Anne; Van Norman, Renee

2017-01-01

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning…

Parents' Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action.

Science.gov (United States)

Nghipondoka-Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2015-08-18

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children's sexuality education, and the need for parental participation in their children's sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent's participation in sexuality education of their children: a situational analysis; two: parent's participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent's participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent's participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher's paradigmatic assumptions, and the focus group and individual in-depth interviews results

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes.

Science.gov (United States)

Garbacz, S Andrew; Zerr, Argero A; Dishion, Thomas J; Seeley, John R; Stormshak, Elizabeth A

2018-05-01

The present study examined influences of 6 th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7 th and 8 th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent's educational involvement in 6 th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent's engagement with the school context on early adolescent development.

Parents' Views about Child Sexual Abuse Prevention Education: A Systematic Review

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Hunt, Robyn; Walsh, Kerryann

2011-01-01

This paper presents the results of a systematic review of literature on the topic of parents' views about child sexual abuse prevention education. It describes: i) what parents know about child sexual abuse prevention education; ii) what child sexual abuse prevention messages parents provide to their children and what topics they discuss; iii)…

Maternal scaffolding behavior: links with parenting style and maternal education.

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Carr, Amanda; Pike, Alison

2012-03-01

The purpose of this study was to specify the relationship between positive and harsh parenting and maternal scaffolding behavior. A 2nd aim was to disentangle the effects of maternal education and parenting quality, and a 3rd aim was to test whether parenting quality mediated the association between maternal education and scaffolding practices. We examined associations between positive and harsh parenting practices and contingent and noncontingent tutoring strategies. Ninety-six mother-child dyads (49 boys, 47 girls) from working- and middle-class English families participated. Mothers reported on parenting quality at Time 1 when children were 5 years old and again approximately 5 years later at Time 2. Mother-child pairs were observed working together on a block design task at Time 2, and interactions were coded for contingent (contingent shifting) and noncontingent (fixed failure feedback) dimensions of maternal scaffolding behavior. Positive and harsh parenting accounted for variance in contingent behavior over and above maternal education, whereas only harsh parenting accounted for unique variance in noncontingent scaffolding practices. Our findings provide new evidence for a more differentiated model of the relation between general parenting quality and specific scaffolding behaviors. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Impact of an empowerment-based parent education program on the reduction of youth suicide risk factors.

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Toumbourou, John W; Gregg, M Elizabeth

2002-09-01

To evaluate the impact of parent education groups on youth suicide risk factors. The potential for informal transmission of intervention impacts within school communities was assessed. Parent education groups were offered to volunteers from 14 high schools that were closely matched to 14 comparison schools. The professionally led groups aimed to empower parents to assist one another to improve communication skills and relationships with adolescents. Australian 8th-grade students (aged 14 years) responded to classroom surveys repeated at baseline and after 3 months. Logistic regression was used to test for intervention impacts on adolescent substance use, deliquency, self-harm behavior, and depression. There were no differences between the intervention (n = 305) and comparison (n = 272) samples at baseline on the measures of depression, health behavior, or family relationships. Students in the intervention schools demonstrated increased maternal care (adjusted odds ratio [AOR] 1.9), reductions in conflict with parents (AOR.5), reduced substance use (AOR.5 to.6), and less delinquency (AOR.2). Parent education group participants were more likely to be sole parents and their children reported higher rates of substance use at baseline. Intervention impacts revealed a dose-response with the largest impacts associated with directly participating parents, but significant impacts were also evident for others in the intervention schools. Where best friend dyads were identified, the best friend's positive family relationships reduced subsequent substance use among respondents. This and other social contagion processes were posited to explain the transfer of positive impacts beyond the minority of directly participating families. A whole-school parent education intervention demonstrated promising impacts on a range of risk behaviors and protective factors relevant to youth self-harm and suicide.

What Do Parents Want?: An Analysis of Education-Related Comments Made by Parents of Children with Different Genetic Syndromes.

Science.gov (United States)

Fidler, Deborah J.; Lawson, John E.; Hodapp, Robert M.

2003-01-01

An analysis of educational desires found parents of children with Down syndrome (n=39) wanted changes in speech therapy and reading services, parents of children with Prader-Willi syndrome (n=25) wanted increases in adaptive physical education services, and parents of children with Williams syndrome (n=26) wanted increases in music services and…

Parents' preferred child health information sources: implications for nursing practice.

Science.gov (United States)

Keatinge, Diane

2006-01-01

To ascertain parents' preferences in sources of health information concerning their children's general health care needs, and caring for their children when they are sick. Exploratory/descriptive design. A telephone survey secured data for the study and qualitative content analysis and descriptive statistics were used for analysis. Part 2 of a larger study in which Part I evaluated parents' satisfaction with a paediatric telephone triage service. One hundred of the 101 parents who were recruited for Part 1 of the study participated in Part 2, an examination of parents' preferences in information sources relating to their child's health. Parents' preferences in child health information sources varied according to the perceived severity of their child's illness. Parents frequently selected more than one item on a list of health information sources provided. In a non-urgent situation when children were sick a total of 170 selections were made by parents, with 'telephone advice line' the source most frequently selected (58, 34%), followed by general practitioner (27, 15.8%). In an emergency situation the most frequently selected information source was again 'telephone advice line' (74, n=129, 57.4%), followed by 'other' (31, n=129, 24.3%) often identified as relating to dialing '000' (Australia's emergency services number). Finally, when parents required information about the general health care needs of their child, 'other' (most frequently identified as books) was selected on 40 (n=185, 21.6%) occasions, followed by child health clinic (35, n= 185, 18.9%). Parents prefer to receive information about the health care needs of their child from another person rather than a printed or audio-visual source.

Parental Education and Frequency of Food Consumption in European Children

DEFF Research Database (Denmark)

Fernandez-Alvira, Juan M.; Mouratidou, Theodora; Bammann, Karin

2013-01-01

years. Results: Parental education level affected the intake of obesity-related foods in children. Children in the low and medium parental education level groups had lower odds of more frequently eating low-sugar and low-fat foods (vegetables, fruits, pasta/noodles/rice and wholemeal bread) and higher...

Evaluation of the parents as primary sexuality educators program.

Science.gov (United States)

Klein, Jonathan D; Sabaratnam, Premini; Pazos, Beatriz; Auerbach, Melissa Matos; Havens, Caryn Graff; Brach, Mary Jo

2005-09-01

To determine the effectiveness of a sexuality education program designed to help parents become more confident and competent in communicating with their children about sex and sexuality. Parents attending a four- to five-part workshop series between February 2001 and April 2002 were recruited to participate. A total of 27 workshop series were conducted at various sites in neighborhoods with high teen pregnancy and STD rates. For each series, program staff administered written pre- and post-workshop surveys to parents and parent surrogates. A follow-up telephone survey was conducted with participants 10 weeks after the last workshop. Matched pre-workshop and follow-up surveys were obtained from 174 participants. Comparison of follow-up to pre-workshop responses revealed that more participants thought discussing sexuality with their children was very important (83% vs. 75%; p Parents as Primary Sexuality Educators program may be an effective way to increase parent-child communication about health, sexuality, and values. Enhancing parents' ability to communicate expectations and values about sexuality may help support children in making healthy decisions about sexual behavior as adolescents.

[Parenting Information. Informacion Sobre Como Ser Padres Mejores.

Science.gov (United States)

Moreno, Steve

These five booklets, containing information on how parenting can effect children's school achievement, are part of a series of 22 innovative booklets designed specifically to help parents understand and help their children learn. Booklet #1, "Parents--Teach Your Children to Learn [Before They Go to School]," defines intelligence and…

Threat, Pressure, and Communication About Concussion Safety: Implications for Parent Concussion Education.

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Kroshus, Emily; Babkes Stellino, Megan; Chrisman, Sara P D; Rivara, Frederick P

2018-04-01

Parental communication about the importance of reporting concussion symptoms can influence a child's attitudes about such reporting, and is likely related to perceived threat of concussion. However, parental investment in child sport achievement might impede this communication. To examine the relationship between perceived threat of concussion and parent-child communication regarding concussion symptom reporting, and the potential interaction with parental pressure regarding child sport achievement. A total of 236 parents of youth soccer players completed an anonymous online survey. There were greater odds of encouraging concussion reporting among parents who perceived that their child had a greater likelihood of sustaining a concussion ( OR = 1.03, 95% CI [1.01, 1.04]) and lower odds among parents who exhibited greater parental sport pressure ( OR = 0.88, 95% CI [0.78, 0.99]). Parents whose child had a prior concussion were much more likely to communicate with their child about concussion reporting ( OR = 7.86, 95% CI [3.00, 20.55]). Initiatives are needed to support healthy sport parenting, particularly focusing on parental encouragement of concussion reporting. Possible directions for concussion education for parents based on the results of this study include providing parents with concrete guidance about the important role they can play in encouraging their child to report symptoms of a concussion, communicating the athletic consequences of continued sport involvement while experiencing symptoms of a concussion, and using narrative messaging with exemplars to personalize the information for parents of youth who have not previously sustained a concussion.

Configurations of Parental Preferences Concerning Sources of Sex Education for Adolescents

Science.gov (United States)

Libby, Roger W.; And Others

1974-01-01

The research purpose of this study was not merely parental preferences concerning sources of sex education for adolescents, but more importantly, parental preferences of combinations of social institutions as sources of sex education. (Author)

Parents' Executive Functioning and Involvement in Their Child's Education: An Integrated Literature Review.

Science.gov (United States)

Wilson, Damali M; Gross, Deborah

2018-04-01

Parents' involvement in their children's education is integral to academic success. Several education-based organizations have identified recommendations for how parents can best support their children's learning. However, executive functioning (EF), a high-ordered cognitive skill set, contributes to the extent to which parents can follow through with these recommendations. This integrative review of the literature describes how executive function can affect parents' ability to facilitate and actively participate in their child's education and provides strategies for all school staff to strengthen parent-school partnerships when parents have limitations in EF. EF skills are fluid and influenced by several factors, including parental age, sleep, stress, and mood/affect. Despite possible limitations in parental EF, there are strategies school personnel can employ to strengthen partnership with parents to support their children's academic success. As reforms in education call for increased customization and collaboration with families, parental EF is an important consideration for school personnel. Awareness and understanding of how parents' EF affects children's learning will help schools better support parents in supporting their children's academic success. © 2018 The Authors. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.

Questioning the parental right to educational authority - arguments for a pluralist public education system

OpenAIRE

Englund, Tomas

2010-01-01

What could the principle of a parental right to educational authority mean for democracy in the long run? Taking its starting point in three models of educational authority, this article questions the current permissive attitude to a parental right in this area. It does so in the light of the shortcomings of such a right with regard to pluralism in education for each child and a development towards a democracy with deliberative qualities, which is used here as a normative point of reference. ...

Parental Authority over Education and the Right to Invite

Science.gov (United States)

Warnick, Bryan R.

2014-01-01

In this article, Bryan R. Warnick explores parents' authority to make educational decisions for their children. In philosophical debates, three types of arguments are typically invoked to justify parents' rights: arguments based on the welfare interests of children, arguments based on the expressive interests of parents, and arguments based on the…

Parent involvement when developing health education programmes

Directory of Open Access Journals (Sweden)

Holger Hassel

2008-03-01

Full Text Available

Background: The problem of obesity in children and adults has been widely recognised and described in the literature [1]. There are several challenges leading to an augmentation of the problem. Firstly, the aetiology of overweight and obesity is not clear. Secondly, the long term effectiveness of prevention programmes is low. Only in some groups and for a short period of time an effect may be visible [2]. Thirdly, little is known about what children should learn when [3]. A proper concept of educating children in regard to healthy eating or physical activity does not exist. As far as we know an essential pre-requisite for health education programmes is that they are lifestyleoriented and easily transferable into daily family life [4]. For this, working together with the parents would be essential. The main goal of this article will be 1 to get a better understanding of what parents and nurses/ teachers want 2 to strengthen the point that this method is one way to involve the target groups and thus it is likely to increase the acceptance of health education programmes 3 to describe that focus group discussions are a useful tool to identify the opinions of the target group.

Methods: In the frame of three projects, focus groups with nurses/ teachers and parents have been carried out.

Results and Conclusions: Results from different focus group discussions with pedagogues and parents will be discussed and conclusions for health education programmes relevant to all key players involved will be identified.

Education, Parenting and Family: The Social Geographies of Family Learning

Science.gov (United States)

Wainwright, Emma; Marandet, Elodie

2017-01-01

This paper explores the relationship between education, parenting and family through the prism and particularities of family learning. Family learning is an example of an educational initiative, primarily aimed at parents and linked to wider policy concerns, which can be explored through a mapping of its social geographies; family learning is…

Marketing, Information, and Parental Choice: A Comparative Case Study of Third-Party, Federally Funded Out-of-School-Time Services

Science.gov (United States)

Stewart, Molly S.; Good, Annalee G.

2016-01-01

Information and promotional marketing play central but complex roles in market-based educational programs. This in-depth qualitative study examines these complexities using the case of Supplemental Educational Services, a parental choice program providing federally funded tutoring to low-income students in K-12 public schools. Examining the…

Chinese Parents and English Education.

Science.gov (United States)

Ghuman, P.; Wong, R.

1989-01-01

Interviews of 34 Chinese families in Manchester, England, ascertained their views on their children's schooling. These parents have little knowledge of English and the school system. They value education highly, would like more homework and discipline, and would like the schools' help in preserving their language and culture. (SK)

78 FR 36642 - Proposed Information Collection (Statement of Dependency of Parent(s)) Activity: Comment Request

Science.gov (United States)

2013-06-18

...-0089'' in any correspondence. During the comment period, comments may be viewed online through the FDMS... use of other forms of information technology. Title: Statement of Dependency of Parent(s), VA Form 21... injuries and depends on his or her parent(s) for support complete VA Form 21-509 to report income and...

75 FR 61251 - Proposed Information Collection (Statement of Dependency of Parent(s)) Activity: Comment Request

Science.gov (United States)

2010-10-04

... No. 2900-0089'' in any correspondence. During the comment period, comments may be viewed online... use of other forms of information technology. Title: Statement of Dependency of Parent(s), VA Form 21... injuries and depends on his or her parent(s) for support complete VA Form 21-509 to report income and...

Effect of Socio-Economic Status of Parents on Educational ...

African Journals Online (AJOL)

Effect of Socio-Economic Status of Parents on Educational Attainment of Female ... of educational infrastructure like textbooks and well-equipped laboratories. ... homes the opportunity to acquire basic primary education to university level.

Parental Involvement as a Important Factor for Successful Education

Science.gov (United States)

Ðurišic, Maša; Bunijevac, Mila

2017-01-01

To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to…

Parent Participation in Early Childhood Education in Madagascar

African Journals Online (AJOL)

chifaou.amzat

2012-12-17

Dec 17, 2012 ... Key Words: Early childhood education; school-parents relations; parent ... Council for the Development of Social Science Research in Africa, 2012 .... employed in positions with higher pay and power than those who do not ..... on Cognitive Development among East-African Pre-School Children A Flexibly.

[Parents' actions for prevention of arterial hypertension educational technology for health].

Science.gov (United States)

Santos, Zélia Maria de Sousa Araújo; Caetano, Joselany Afio; Moreira, Francisco Getúlio Alves

2011-11-01

This participatory research aimed to evaluate behavioral changes in fifteen parents of pre-school children to prevent the risk factors of arterial hypertension, by applying education technology for health that is based on the Health Beliefs Model at a private school in Fortaleza, State of Ceará, Brazil. The field research was carried out through educational workshops and data collection through questionnaires and interviews. After organizing the data into categories, analysis was based on the premises of health education. Through the application of education technology for health, significant changes were observed in the parents' habits, besides the roles they assumed as agents of change and multipliers of educational actions in the family. Although difficulties arose in the process of change, the parents were motivated to prevent the risk factors of arterial hypertension in themselves and their children. Thus, education technology for health based on the Health Beliefs Model proved to be efficient, as significant behavioral changes occurred and the parents were motivated to prevent arterial hypertension by means of a healthy lifestyle.

Implementation of inclusive education: Do parents really matter?

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Afolabi Olusegun

2013-01-01

Full Text Available It has long been ascertained that the application of a family centered perspectives to learning is a positive strategy toward implementation of inclusive education worldwide. Similarly, research also confirmed that meaningful parent's involvement is highly recognized as the most important ingredient for successful inclusive practice. This article critically explores and reviews research literature on the relevance and usefulness of family involvement to the implementation of inclusive education. The article planned to increase our knowledge and understanding of the crucial role that engaging families of learners with special needs might have on their learning, and look at earlier studies relating to the major effects of parental involvement in inclusion. Moreover, the article also paid particular attention to how culture, ethnicity, socioeconomic background, and family characteristics influence the level of school - parent partnership in inclusive settings. Finally, findings revealed parents as social actors whose involvement is related to positive outcomes of learners with exceptional needs in inclusive settings.

Effectiveness of a Technology-Based Supportive Educational Parenting Program on Parental Outcomes in Singapore: Protocol for a Randomized Controlled Trial.

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Shorey, Shefaly; Ng, Yvonne Peng Mei; Siew, An Ling; Yoong, Joanne; Mörelius, Evalotte

2018-01-10

Supportive educational programs during the perinatal period are scarce in Singapore. There is no continuity of care available in terms of support from community care nurses in Singapore. Parents are left on their own most of the time, which results in a stressful transition to parenthood. There is a need for easily accessible technology-based educational programs that can support parents during this crucial perinatal period. The aim of this study was to describe the study protocol of a randomized controlled trial on a technology-based supportive educational parenting program. A randomized controlled two-group pretest and repeated posttest experimental design will be used. The study will recruit 118 parents (59 couples) from the antenatal clinics of a tertiary public hospital in Singapore. Eligible parents will be randomly allocated to receive either the supportive educational parenting program or routine perinatal care from the hospital. Outcome measures include parenting self-efficacy, parental bonding, postnatal depression, social support, parenting satisfaction, and cost evaluation. Data will be collected at the antenatal period, immediate postnatal period, and at 1 month and 3 months post childbirth. Recruitment of the study participants commenced in December 2016 and is still ongoing. Data collection is projected to finish within 12 months, by December 2017. This study will identify a potentially clinically useful, effective, and cost-effective supportive educational parenting program to improve parental self-efficacy and bonding in newborn care, which will then improve parents' social support-seeking behaviors, emotional well-being, and satisfaction with parenting. It is hoped that better supported and satisfied parents will consider having more children, which may in turn influence Singapore's ailing birth rate. International Standard Randomized Controlled Trial Number (ISRCTN): 48536064; https://www.isrctn.com/ISRCTN48536064 (Archived by WebCite at http

Is the association between offspring intelligence and parents' educational attainment influenced by schizophrenia or mood disorder in parents?

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Aja Neergaard Greve

2017-09-01

Full Text Available Results from twin, family, and adoption studies all suggest that general intelligence is highly heritable. Several studies have shown lower premorbid intelligence in individuals before the onset of both mood disorders and psychosis, as well as in children and adolescents at genetic high risk for developing schizophrenia. Based on these findings, we aim to investigate if the association between educational achievement in parents and intelligence in their offspring is influenced by schizophrenia or mood disorder in parents. In a large population-based sample of young adult male conscripts (n = 156,531 the presence of a mental disorder in the parents were associated with significantly lower offspring scores on a test of general intelligence, the Børge Priens Prøve (BPP, and higher educational attainment in parents was significantly associated with higher BPP test scores in offspring. A significant interaction suggested that the positive association between maternal education and offspring intelligence was stronger in offspring of mothers with schizophrenia compared to the control group (p = 0.03. The associations between parental education and offspring intelligence are also observed when restricting the sample to conscripts whose parents are diagnosed after 30 years of age. In conclusion, findings from this study show a more positive effect of education on offspring intelligence in mothers with schizophrenia compared to mothers from the control group. This effect could have both environmental and genetic explanations.

Perceptions of Elementary School Children's Parents Regarding Sexuality Education

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Fisher, Christine M.; Telljohann, Susan K.; Price, James H.; Dake, Joseph A.; Glassman, Tavis

2015-01-01

This study examined the preferences of parents of elementary school-aged children regarding when sexuality topics should be discussed in school and at home. The survey was mailed to a national random sample of parents of elementary school age children. Overall, 92% of parents believed that sexuality education should be taught in schools.…

Qualitative assessment of home environment across the different educational status of parents.

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Sharma, S

1997-01-01

This study examined the home environment of preschool children among 6 villages in Ludhiana district in Punjab state, India. The sample included 120 children aged 3-5 years. Eight composite scales were used to measure the home environment: learning stimulation, language stimulation, physical environment, warmth and affection, academic stimulation, role modeling, variety of experience, and acceptance. The sample reflected four educational groups for the father (illiterate, primary, matric, and graduate) and three educational groups for the mother (illiterate, primary, and matric). Findings clearly indicate that graduate level parents provided a more enriched home environment than less educated and illiterate parents. Education was unrelated to warmth and affection or acceptance between parents and children. Educated mothers showed slightly more warmth and affection. The stimulation in the growth of language and learning stimulation was significantly greater among graduate parents. Mothers encouraged their children to speak correctly, whereas illiterate mothers did not realize the importance. The lesser physical environment among lower educated parents supports findings of R.K. Srivastava (1974) on the association between lower scholastic achievement and overcrowding in the home. The study included homes where parents had sufficient financial resources to provide a safe and adequate physical environment but did not do so.

Resolved Parental Infertility and Children's Educational Achievement.

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Branigan, Amelia R; Helgertz, Jonas

2017-06-01

Although difficulty conceiving a child has long been a major medical and social preoccupation, it has not been considered as a predictor of long-term outcomes in children ultimately conceived. This is consistent with a broader gap in knowledge regarding the consequences of parental health for educational performance in offspring. Here we address that omission, asking how resolved parental infertility relates to children's academic achievement. In a sample of all Swedish births between 1988 and 1995, we find that involuntary childlessness prior to either a first or a second birth is associated with lower academic achievement (both test scores and GPA) in children at age 16, even if the period of infertility was prior to a sibling's birth rather than the child's own. Our results support a conceptualization of infertility as a cumulative physical and social experience with effects extending well beyond the point at which a child is born, and emphasize the need to better understand how specific parental health conditions constrain children's educational outcomes.

Knowledge and information needs of young people with epilepsy and their parents: Mixed-method systematic review

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Noyes Jane

2010-12-01

Full Text Available Abstract Background Young people with neurological impairments such as epilepsy are known to receive less adequate services compared to young people with other long-term conditions. The time (age 13-19 years around transition to adult services is particularly important in facilitating young people's self-care and ongoing management. There are epilepsy specific, biological and psycho-social factors that act as barriers and enablers to information exchange and nurturing of self-care practices. Review objectives were to identify what is known to be effective in delivering information to young people age 13-19 years with epilepsy and their parents, to describe their experiences of information exchange in healthcare contexts, and to identify factors influencing positive and negative healthcare communication. Methods The Evidence for Policy and Practice Information Coordinating Centre systematic mixed-method approach was adapted to locate, appraise, extract and synthesise evidence. We used Ley's cognitive hypothetical model of communication and subsequently developed a theoretical framework explaining information exchange in healthcare contexts. Results Young people and parents believed that healthcare professionals were only interested in medical management. Young people felt that discussions about their epilepsy primarily occurred between professionals and parents. Epilepsy information that young people obtained from parents or from their own efforts increased the risk of epilepsy misconceptions. Accurate epilepsy knowledge aided psychosocial adjustment. There is some evidence that interventions, when delivered in a structured psycho-educational, age appropriate way, increased young people's epilepsy knowledge, with positive trend to improving quality of life. We used mainly qualitative and mixed-method evidence to develop a theoretical framework explaining information exchange in clinical encounters. Conclusions There is a paucity of evidence

An Earthquake Education Program with Parent Participation for Preschool Children

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Gulay, Hulya

2010-01-01

The purpose of this study was to determine the effects of the earthquake education program which was prepared for 5 to 6 year old children and to draw attention to the importance of parent participation. The earthquake education program was applied to 93 children and 31 parents in the province of Denizli situated in the first degree seismic zone…

Analyzing Parental Involvement Dimensions in Early Childhood Education

Science.gov (United States)

Kurtulmus, Zeynep

2016-01-01

The importance of parental involvement in children's academic and social development has been widely accepted. For children's later school success, the first years are crucial. Majority of the research focuses on enhancing and supporting parental involvement in educational settings. The purpose of this study was to analyze dimensions of parental…

Parents' Education, Personality, and Their Children's Disruptive Behaviour

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Purwati; Japar, Muhammad

2017-01-01

The aims of this study were (1) to understand the effects of parents' education and personality aspects on child disruptive behavior, (2) to know the correlation between the parents' personality aspects (N-Deference, N-Succorance, N-Dominance and N-Aggression) and the children' disruptive behavior. A quantitative approach to the correlational…

[What preoperative information do the parents of children undergoing surgery want?].

Science.gov (United States)

Sartori, Josefina; Espinoza, Pilar; Díaz, María Soledad; Ferdinand, Constanza; Lacassie, Héctor J; González, Alejandro

2015-01-01

Parents feel fear and anxiety before surgery is performed on their child, and those feelings could obstruct their preparation for the surgery. Preoperative information could relieve those feelings. To determine the preoperative information needs of parents of children undergoing elective surgery. A study was conducted on the parents of children who underwent elective surgery. Demographic data of parents were recorded. Preoperative information received or would like to have received was assessed in terms of contents, methods, opportunity, place and informant. Descriptive statistics were used. Thirteen hundred parents were surveyed. More than 80% of them want preoperative information about anaesthesia, surgery, preoperative fasting, drugs and anaesthetic complications, monitoring, intravenous line management, pain treatment, postoperative feeding, anxiety control, hospitalisation room, recovery room, and entertainment in recovery room. Most want to be informed verbally, one to two weeks in advance and not on the same day of surgery. The informant should be the surgeon and in his office. In addition, they want information through leaflets, videos and simulation workshops, or guided tours. Parents need complete preoperative information about anesthesia, surgery and postoperative care, received verbally and in advance. Copyright © 2015 Sociedad Chilena de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

The impact of an environmental education program on children's and parents' knowledge, attitudes, motivation and behaviors

Science.gov (United States)

Legault, Louise M. R.

1999-11-01

Developments in the Quebec educational system enabled us to evaluate the impact of a new educational environmental program (EEP) on a group of children enrolled in this program for the first time (i.e., the experimental group). This EEP comprised a formal curriculum and environmental activities. A control group of children was enrolled in schools where environmental issues were confined to the natural sciences subject. The goals of this study were threefold. The first goal was to evaluate the impact of an EEP on children's and parents' ecological knowledge, attitudes, motivation, and behaviors. The second goal was to investigate if a motivational model of ecological behaviors observed in adult populations could be replicated with children. Part of this goal also included the comparison of path analyses results across experimental conditions, independently for children and parents. The third goal was to identify more clearly what specific children's characteristics influenced parents' ecological attitudes and motivation. Included in this goal was the investigation of possible differences in the strength of associations between constructs in paths analyses conducted in the experimental and control groups of parents. Results suggested that children in the experimental group were more likely to ask teachers and parents for ecological information and presented a more self-determined motivational profile. Additional analyses revealed that children enrolled in an EEP performed ecological behaviors less for extrinsic motives. Level of knowledge, other attitudes and behavioral measures did not differ significantly between the two groups. Parents of children in the experimental group reported lower levels of satisfaction towards the environment and were more likely to get information on ecological issues and strategies from children. No other significant differences between groups of parents were found. Path analyses results suggested that parents' perceptions of children

"Doug C. v. Hawaii Department of Education": Parental Participation in IEP Development

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Yell, Mitchell L.; Katsiyannis, Antonis; Losinski, Mickey

2015-01-01

Parental participation is a crucial component of the Individuals with Disabilities Education Act. When developing students' Individualized Education Programs (IEPs), school-based teams must place a high priority on involving students' parents in a collaborative effort to develop their children's educational programs and determine their placements.…

CONCEPTUAL ASPECTS OF IMPLEMENTATION OF INFORMATION EDUCATIONAL ENVIRONMENT FOR THE TRAINING OF BACHELORS IN HIGHER EDUCATION

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Патимат Магомедовна Исаева

2017-12-01

Full Text Available The article describes aspects of the implementation of information and educational environment in order to implement the priorities for the development and implementation of innovative distance learning technologies for the transition from a traditional institution in the model of the innovation Institute, which connects professional, cultural or scientific competence of bachelors. The essence of the problem ongoing research is the need to achieve efficiency new quality of education, i.e. the transition to a higher level of preparation of bachelors.In accordance with the requirements of Federal state educational standard of higher education in conditions of modernization of education, teacher’s professional work is increasingly associated with innovative research innovative research of the educational process.It was the introduction of electronic information-educational environment is one of the main directions for the preparation of future bachelors and forces to reconsider their views on the content of the educational system. Describes the experience of creation of information-educational environment of Pyatigorsk state linguistic University on the basis of Moodle. Thanks to the creation of information-educational environment in high schools, teachers, parents, and students aware of all the events of the learning process and in the world of science and, moreover, this system gives you the opportunity to maintain close communication with teachers and between students.

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

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Kantor, Leslie; Levitz, Nicole

2017-01-01

More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs) and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

Parents' views on sex education in schools: How much do Democrats and Republicans agree?

Directory of Open Access Journals (Sweden)

Leslie Kantor

Full Text Available More than 93 percent of parents place high importance on sex education in both middle and high school. Sex education in middle and high school is widely supported by parents regardless of their political affiliation. Using data from a large diverse sample of 1,633 parents of children aged 9 to 21 years, we examined whether views on sex education differed by parents' political affiliation. More than 89 percent of parents that identified as Republicans or Democrats support including a wide range of topics in sex education including puberty, healthy relationships, abstinence, sexually transmitted diseases (STDs and birth control in high school. In middle school, 78 percent or more of both parents that identified as Republicans and Democrats support the inclusion of those topics. Controlling for key demographic factors, parents that identified as Democrats are more likely than those that identified as Republicans to support the inclusion of the topics of healthy relationships, birth control, STDs, and sexual orientation in both middle and high school. However, a strong majority of Republican parents want all these topics included in sex education. Sex education which includes a broad set of topics represents an area of strong agreement between parents of both political parties.

Development of a 22q11DS psycho-educational programme: exploration of the views, concerns and educational needs of parents caring for children or adolescents with 22q11DS in relation to mental health issues.

Science.gov (United States)

Alugo, T; Malone, H; Sheehan, A; Coyne, I; Lawlor, A; McNicholas, F

2017-07-01

22q11.2 deletion syndrome (22q11DS) is a multisystem genetic condition with a broad phenotype. It is associated with a high prevalence of depression and anxiety during childhood and increased risk of schizophrenia in adulthood. Despite this, studies report that families may receive inadequate information of mental health (MH) risks at diagnosis. Therefore, this study investigated parents' experiences of caring for a child with 22q11DS, investigated their knowledge regarding the risk of MH problems and assessed the need for a psycho-educational programme. A qualitative design and purposeful sampling was utilized. Parents registered with the '22q11 Ireland' support group, and parents listed on the cleft palate database in a children's hospital in Ireland were invited to participate. Focus groups were held with 22 parents. Data were thematically analysed using Burnard's method of analysis. Most parents had some knowledge of the relationship between 22q11DS and an increased risk of MH issues. Parents reported that MH information relating to 22q11DS was mainly obtained from 22q11DS conferences, the '22q11 Ireland' support group and the Internet. Parents expressed a need for information to prevent or cope with their child's MH issues. Parents suggested that the following topics would be quite useful in a psycho-educational programme. These included information on the early warning signs of MH issues and guidance on when and how to tell the child about the condition and how to manage the child or young person's anxiety, obsessive behaviour or hearing voices. The findings indicated parental support for a psycho-educational programme that would provide relevant, accurate and timely information on how to effectively care for a child with 22q11DS MH needs. © 2017 John Wiley & Sons Ltd.

IDEA Special Education Mediation. A Guide for Parents of Children & Youth (Ages 3-21)

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Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014

2014-01-01

This information guide was designed to assist in resolving special education disputes, as well as to provide dispute resolution options for parents or school district staff when communications are difficult or there is a dispute that cannot be resolved. Mediation is a voluntary process that (1) brings people together to resolve their…

Perceived influence, decision-making and access to information in family services as factors of parental empowerment: a cross-sectional study of parents with young children.

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Vuorenmaa, Maaret; Halme, Nina; Perälä, Marja-Leena; Kaunonen, Marja; Åstedt-Kurki, Päivi

2016-06-01

Parental empowerment is known to increase parents' resources and to reduce stress, and therefore to improve family well-being. Professionals working in family services (child health clinics, school health care, day care, preschool and primary school) encounter families in various everyday settings and can significantly support parental empowerment. This study aimed (i) to identify associations between parental empowerment and demographic and family service characteristics (i.e. parents' participation and perceived influence, decision-making and access to information) and (ii) to identify predictors of maternal and paternal empowerment. Study design was cross-sectional. Participants were mothers (n = 571) and fathers (n = 384) of children aged 0-9 who were selected by stratified random sampling in 2009. Associations were analysed by t-test, one-way analysis of variance and multiple linear regression analysis. Sufficient perceived influence and joint decision-making by family and professionals on family service appointments emerged as significant variables of increased parental empowerment. Access to adequate information about municipal services was also associated with high empowerment. These family service characteristics were associated with parents' sense that they were able to manage in everyday life and had influence on specific service situations and family services in general. Mothers with a child aged under 3 or a child in home care or primary school, and fathers with a lower education feel less empowered in family services than other parents. Knowledge about the factors associated with parental empowerment can contribute to further reinforce parental empowerment, help identify parents who need special attention and contribute to the development of family services. © 2015 Nordic College of Caring Science.

Gender, Parental Education, and Ability: Their Interacting Roles in Predicting GCSE Success

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Glaesser, Judith; Cooper, Barry

2012-01-01

We investigate the relations between gender, parental education, ability, and educational achievement in Britain, focusing on the way in which gender and parental education interact with ability to contribute to a pupil's obtaining secondary school qualifications. This allows us to provide evidence relevant to claims concerning the effects of…

Effectiveness of Mindfulness-Based Parenting Educational Program on the Anxiety, Parent-Child Conflict and Parent Self-Agency in Mothers with Oppositional Defiant Disorder Children

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F. Ghazanfari

2017-09-01

Full Text Available Aims: Oppositional defiant disorder that occurs in pre-school or early school-age children and in pre-adolescent stage has a widespread impact on the child, family, teachers and society. The aim of the study was to determine the effect of mindful parenting education program on reducing the anxiety and parent-child conflict and increasing the self-agency of parenting in mothers who have oppositional defiant disorder daughters. Materials & Methods: This semi-experimental study with a pretest-posttest control group was performed during 2015-2016 academic year in 34 mothers of primary school girl students of Noorabad City, Iran, who were suffering from oppositional defiant disorder. The samples were selected by purposeful clustering method and were randomly divided into 2 test and control groups (each had 17 members. The research tools were Child Behavioral Logbook and Teacher Report Form, Beck Anxiety Inventory, Conflict Strategy and Parent Self-efficacy Questionnaires. Mindfulness-based parenting educational program was conducted for the experimental group one 2-hour session a week for 2 months. Data were analyzed by SPSS 23 software using MANCOVA test. Findings: The average of total anxiety, parent-child conflict and parental self-efficacy scores were higher in the experimental group in posttest. After controlling the effect of pre-test scores, there were significant differences between the test and control groups in terms of all variables (p<0.001. Conclusion: Mindfulness-based parenting educational program reduces the anxiety and parent-child conflict and increases the parental self-efficacy in mothers with oppositional defiant disorder.

Iranian parents' experiences about children sexual training: Control, restriction and education

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Mahboubeh Sharifi

2016-11-01

Full Text Available Sexual training is one of the most important and sensitive aspects of upbringing of children, to which little attention is paid for some reasons, such as shame, pudency, and being a taboo subject in some societies. Parents also do not have sufficient knowledge and insight into this context, and by gaining knowledge from invalid sources, maybe they cannot play this important educational role. This study has dealt with exploring parents' experiences about children sexual training, through a qualitative approach. This study was designed as a qualitative content analysis method. Thirty seven qualified parents were selected using a purposeful sampling method. Data collection was performed by holding 6 focus group discussions (FGDs and 5 individual interviews. FGDs and individual interviews were written and data analysis was performed using a conventional content analysis. Analyzing participants` experiences in the sexual training of children, led to the emergence of three main categories; control and punishment of the child, restricting the child and trying to educate the child, as parenting strategies. The parents adopted several strategies for the sexual training of their children, most of them associated with control and restriction and some of which could have led to subsequent injuries. They had not received any education in this area and experienced frequent worry, doubt, and wandering during their children sexual training. Hence it seems necessary to provide valid educational resources according to the cultural and religious teachings, create opportunities to educate parents,and respond to their problems.

Decision-making around moving on from full-time education: the roles and experiences of parents of disabled young people with degenerative conditions.

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Maddison, Jane; Beresford, Bryony

2012-09-01

Little is known about the decision-making processes that take place within families when a disabled young person is moving on from full-time education and, particularly, parents' roles and experiences. This paper reports the analysis of data collected from a subsample of parents (representing seventeen families) participating in the Choice and Change Project who had discussed choices associated with their child leaving full-time education. (The Choice and Change Project is a longitudinal, qualitative study of choice-making by four different groups of service users including disabled young people with degenerative conditions and their parents.) The data were collected from parents during up to three semi-structured interviews conducted over a thirty-month period. Descriptive theories of decision-making informed the analysis. Parents differed in the extent to which they were actively involved in making choices about the 'destination' of their child after leaving full-time education. To some extent, the ability of the young person to make choices themselves influenced this. Parents who were assuming responsibility for making choices stressed the importance of having relevant information and felt professionals had a key role to play in supporting access to information. Parents used a number of criteria to guide their choice-making, including distance from home, perceived quality of the environment and staff and the young person's responses to the setting. Much of the information needed to make a choice required a visit to all the possible options. Ensuring such visits were positive and useful experiences for themselves and their child could be very difficult; support to achieve these visits was highly valued but not routinely provided. The study also highlights the lack of recognition given to the significant amount of work that many parents undertake to ensure that a choice is realised, and also to the emotional journey parents take when making or assisting in such

Look! Listen! Learn! Parent Narratives and Grounded Theory Models of Parent Voice, Presence, and Engagement in K-12 Education

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McKenna, Maria K.; Millen, Jessica

2013-01-01

Educators' expectations and understandings of parental involvement in our nation's schools are often disconnected from the reality of students' home lives. This qualitative study purports that educators often lose opportunities to more fully understand and serve students, particularly when perceptions of parental involvement and…

Promoting Parent-Child Sexual Health Dialogue with an Intergenerational Game: Parent and Youth Perspectives.

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D'Cruz, Jina; Santa Maria, Diane; Dube, Sara; Markham, Christine; McLaughlin, Jeffrey; Wilkerson, Johnny M; Peskin, Melissa F; Tortolero, Susan; Shegog, Ross

2015-04-01

Sexual health discussions between parents and their preadolescent youth can delay sexual debut and increase condom and contraceptive use. However, parents frequently report being uncomfortable talking with their youth about sex, often reporting a lack of self-efficacy and skills to inform and motivate responsible decision making by youth. Intergenerational games may support parent-youth sexual health communication. The purpose of this study was to explore parent and youth perspectives on a proposed intergenerational game designed to increase effective parent-youth sexual health communication and skills training. Eight focus groups were conducted: four with parents (n=20) and four with their 11-14-year-old youth (n=19), to identify similarities and differences in perspectives on gaming context, delivery channel, content, and design (components, features, and function) that might facilitate dyadic sexual health communication. Participants concurred that a sex education game could improve communication while being responsive to family time constraints. They affirmed the demand for an immersive story-based educational adventure game using mobile platforms and flexible communication modalities. Emergent themes informed the development of a features inventory (including educational and gaming strategies, communication components, channel, and setting) and upper-level program flow to guide future game development. This study supports the potential of a game to be a viable medium to bring a shared dyadic sexual health educational experience to parents and youth that could engage them in a motivationally appealing way to meaningfully impact their sexual health communication and youth sexual risk behaviors.

Evaluating the Efficacy of an Attachment-Informed Psychotherapeutic Program for Incarcerated Parents

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Kamptner, N. Laura; Teyber, Faith H.; Rockwood, Nicholas J.; Drzewiecki, Dolly

2017-01-01

An attachment-based, psychotherapeutic parent education course was created for incarcerated mothers and fathers to help improve their ability to provide positive parenting and a more stable home environment for their children. The current study assessed the effects of this parenting curriculum on parents' reported tendencies to be abusive, their…

Impact of Providing Information to Parents in Texas about the Role of Algebra II in College Admission. REL 2018-290

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Stoker, Ginger; Mellor, Lynn

2018-01-01

This study examines the impact of providing parents with an informational brochure about the role of algebra II in college access on students' grade 11 algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study. Parents in the 54 treatment schools were…

Parents' and teachers' views on sexual health education and screening for sexually transmitted infections among in-school adolescent girls in Kenya: a qualitative study.

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Wanje, George; Masese, Linnet; Avuvika, Ethel; Baghazal, Anisa; Omoni, Grace; Scott McClelland, R

2017-08-14

To successfully develop and implement school-based sexual health interventions for adolescent girls, such as screening for Chlamydia trachomatis, Neisseria gonorrhoeae, and Trichomonas vaginalis, it is important to understand parents' and teachers' attitudes towards sexual health education and acceptability of sexually transmitted infection (STI) screening interventions. In this qualitative study, we approached parents and teachers from three high schools to participate in in-depth interviews (IDIs) and focus-group discussions (FGDs). Parents and teachers were asked about their general knowledge of STIs and sexual health education. In addition, they were asked whether they would support utilizing outreach to schools to facilitate provision of sexual health education and screening for STIs in adolescent girls. Data were audio-recorded, transcribed, and translated into English. An initial coding matrix was developed and refined throughout the coding process. Transcripts were coded by two researchers and analyzed using the content analysis approach. We conducted 10 IDIs (5 parents and 5 teachers) and 4 FGDs (2 with parents, 2 with teachers, total of 26 participants). Most parents reported few or no discussions regarding STIs with their adolescent girls. Parents were more comfortable discussing consequences of sexual activity including loss of virginity and the potential for pregnancy. Parents tended to place responsibility for sexual health education with teachers. The teachers, in turn, provided basic sexual and reproductive health education including puberty, abstinence, and overview of STIs. Both parents and teachers found the idea of screening for STIs in adolescent girls to be acceptable, and were comfortable with research staff contacting girls through informational meetings at schools. Parents felt that adolescents' STI screening results should be shared with their parents. In this African setting, parents and teachers provide limited sexual health education

Investments into education - Doing as the parents did

DEFF Research Database (Denmark)

Kirchsteiger, Georg; Sebald, Alexander Christopher

2010-01-01

Empirical evidence suggests that parents with higher levels of education generally attach a higher importance to the education of their children. This implies an intergenerational chain transmitting the attitude towards the formation of human capital from one generation to the next. We incorporat...

Capturing Parents' Individual and Institutional Interest Toward Involvement in Science Education

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Kaya, Sibel; Lundeen, Cynthia

2010-11-01

Parents are generally less involved in their children’s science education (as compared to reading and mathematics) due to low self-efficacy and a lack of home-school communication. This study examined parental interest and attitudes in science as well as the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results, compiled from observations, exit surveys, and interviews revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Parents frequently used productive questioning techniques during activities. These results imply that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.

A Parent Education Program for Parents of Chinese American Children with Autism Spectrum Disorders (ASDs): A Pilot Study

Science.gov (United States)

Chiang, Hsu-Min

2014-01-01

This study was conducted to examine the effectiveness of a parent education program on decreasing parenting stress and increasing parental confidence and quality of life in parents of Chinese American children with autism spectrum disorders (ASDs). A pre-, posttest group design was used in this study. A total of nine families of Chinese American…

Teens as Parents of Babies and Toddlers: A Resource Guide for Educators. Revised Edition.

Science.gov (United States)

Birckmayer, Jennifer; Mabb, Katherine; Westendorf, Bonnie-Jo; Wilson, Jerridith

Providing effective parent education for teen parents can be a challenge for educators. This guide for cooperative extension facilitators provides workshop outlines for teen parents regarding their social world, infant and toddler development, and health and safety. The guide's introduction discusses the challenges of parenting, the Eriksonian…

Assessing Acceptability Of Parents/Guardians Of Adolescents ...

African Journals Online (AJOL)

Assessing Acceptability Of Parents/Guardians Of Adolescents Towards Introduction Of Sex And Reproductive Health Education In Schools At Kinondoni Municipal In Dar ... The preferred source of information about sex education and reproductive health should be from the parents/guardians (86%), religious leaders (70%),

Parental Involvement in Education during Middle School: Perspectives of Ethnically Diverse Parents, Teachers, and Students

Science.gov (United States)

Hill, Nancy E.; Witherspoon, Dawn P.; Bartz, Deborah

2018-01-01

Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors…

The influence of parental education and other socio-economic factors on child car seat use.

Science.gov (United States)

Rok Simon, Mateja; Korošec, Aleš; Bilban, Marjan

2017-03-01

The behaviour of parents in ensuring car passenger safety for their children is associated with socio-economic (SE) status of the family; however, the influence of parental education has rarely been researched and the findings are contradictory. The aim of the study was to clarify whether parental education influences the use of a child car seat during short rides. A cross-sectional survey was carried out in outpatient clinics for children's healthcare across Slovenia. 904 parents of 3-year-old children participated in the study; the response rate was 95.9%. A self-administered questionnaire was used. A binary multiple logistic regression was applied to assess the association between parental unsafe behaviour as dependent variable, and education and other SE factors as independent variables. 14.6% of parents did not use a child car seat during short rides. Families where mother had low or college education had higher odds of the non-use of a child car seat than families where mother had a university education. Single-parent families and those who lived in areas with low or medium SE status also had higher odds of the non-use of a child car seat. Low educational attainment influences parents' behaviour regarding the non-use of a child car seat. Low parental education is not the only risk factor since some highly educated parents also have high odds of unsafe behaviour. All parents should therefore be included in individually tailored safety counselling programmes. SE inequalities could be further reduced with provision of free child car seats for eligible families.

Long-Term Effects of a Brief, Video-Based Parenting Education Program on Parenting Knowledge, Attitudes, and Self-Efficacy in College Students

Science.gov (United States)

Sigel, Benjamin A.

2010-01-01

Scope and Method of Study: The focus of this project was to evaluate the effectiveness of a brief parent education program, as a teaching and preventative tool for nonexpectant individuals. The study was designed to test whether or not this parent education program would be effective long-term in positively impacting parenting knowledge, approval…

Guide to Improving Parenting Education in Even Start Family Literacy Programs.

Science.gov (United States)

Powell, Douglas R.; D'Angelo, Diane

This guide provides a framework and suggestions for strengthening the quality and impact of parenting education services in Even Start. It is aimed at Even Start state coordinators and local program administrators responsible for supporting and monitoring the quality of parenting education services in Even Start, and at local program staff…

45 CFR 303.70 - Requests by the State Parent Locator Service (SPLS) for information from the Federal Parent...

Science.gov (United States)

2010-10-01

... OPERATIONS § 303.70 Requests by the State Parent Locator Service (SPLS) for information from the Federal... information: (1) The parent's name; (2) The parent's social security number (SSN). If the SSN is unknown, the... child, or for making or enforcing a child custody or visitation determination as defined in section 463...

Parenting Education: An Exemplary Program for Rural/Migrant Youth and Adults. Final Report.

Science.gov (United States)

Baum, Rosemere; And Others

Designed for use in a parenting education course for rural/migrant youth and adults, this parenting education learning kit consists of a coordinator's manual and bilingual instructional materials for seven course sessions. Issues addressed in the coordinator's manual include program content, program format, orientation for experienced parents,…

Parental suicide attempt and offspring educational attainment during adolescence in the Avon Longitudinal Study of Parents and Children (ALSPAC) birth cohort.

Science.gov (United States)

Geulayov, G; Metcalfe, C; Gunnell, D

2016-07-01

Few studies have investigated the impact of parental suicide attempt (SA) on offspring outcomes other than mental health. We investigated the association of parental SA with offspring educational attainment in the Avon Longitudinal Study of Parents and Children (ALSPAC). Parental SA was prospectively recorded from pregnancy until the study children were 11 years old. National school test results (ages 11-16 years) were obtained by record linkage. Multilevel regression models quantified the association between parental SA and offspring outcomes. Data were available for 6667 mother-child and 3054 father-child pairs. Adolescents whose mothers had attempted suicide were less likely than their peers to achieve the expected educational level by age 14 years [adjusted odds ratio (aOR) 0.63, 95% confidence interval (CI) 0.41-0.95] in models controlling for relevant confounders, including parental education and depression. At age 16 years, adolescents whose mothers had attempted suicide were less likely to obtain the expected educational level (five or more qualifications at grade A*-C) (aOR 0.66, 95% CI 0.43-1.00) in models controlling for relevant confounders and parental education; however, after additionally controlling for maternal depression the results were consistent with chance (aOR 0.74, 95% CI 0.48-1.13). Findings in relation to paternal SA were consistent with those of maternal SA but power was limited due to lower response rate amongst fathers. Maternal SA was associated with diminished educational performance at age 14 years. Educational attainment during adolescence can have substantial effect on future opportunities and well-being and these offspring may benefit from interventions.

Exploring high school science students' perceptions of parental involvement in their education.

Science.gov (United States)

Mji, Andile; Mbinda, Zoleka

2005-08-01

This exploratory study describes high school students' perceptions of their parents' involvement in their education and in relation to school achievement. A new 12-item Parental Involvement Scale was used to measure parents' involvement in curricular and extracurricular activities and using exploratory analyses to estimate the scale's properties. Exploratory analysis resulted in the reduction of the 12 items to 8, with an internal consistency (Cronbach alpha) .82. Grade 12 science students indicated that their less educated parents were involved in activities pertaining to their learning; however, high perceived parental involvement in curricular activities was related to low achievement. It is recommended that further exploratory analyses be undertaken to examine the reported two-dimensional model of the Parental Involvement Scale.

Parent's Guide to Special Education in Washington State, 1985-86 [and] Guia para Padres: Para Educacion Especial en el Estado de Washington.

Science.gov (United States)

Washington Office of the State Superintendent of Public Instruction, Olympia.

This pamphlet guides parents of children with disabilities through the procedures for acquiring special education services in the state of Washington. Following an overview of special education, the pamphlet presents information on notice and consent procedures, confidentiality of records, individualized education programs (IEP), the placement…

Parents' Perceptions of HIV and AIDS Education among their ...

African Journals Online (AJOL)

The study sought to establish Zimbabwean parents' views on HIV and AIDS Education among their children attending secondary schools in Masvingo. A qualitative design was used. An open ended questionnaire was used to collect data from twenty conveniently selected parents with children attending secondary schools ...

Influence of Parental Education and Family Income on Children's Education in Rural Uganda

Science.gov (United States)

Drajea, Alice J.; O'Sullivan, Carmel

2014-01-01

This article investigates the effect of parents' literacy levels and family income in Uganda on the quality and nature of parents' involvement in their children's primary education. A mixed-methods study with an ethnographic element was employed to explore the views and opinions of 21 participants through a qualitative approach. Methods for data…

Parental modeling, education and children's sports and TV time: The ENERGY-project

NARCIS (Netherlands)

Fernández Alvira, J.M.; te Velde, S.J.; Singh, A.S.; Jimenez-Pavon, D.; de Bourdeaudhuij, I.; Bere, E.; Manios, Y.; Kovacs, E.; Jan, N.; Moreno, L.A.; Brug, J.

2015-01-01

Objective: We assessed whether differences in children's sports participation and television time according to parental education were mediated by parental modeling. Moreover, we explored the differences between parental and child reports on parental sports participation and television time as

Effects of Individualized Education Program Meeting Facilitation on Parent and Educator Relationships

Science.gov (United States)

Barrett, Frances Ziehr

2013-01-01

For a student with a disability to receive special education services, an IEP team composed of education professionals and the student's parents must reach consensus on eligibility, programming, and placement. Conflict, mistrust, and dissatisfaction contributed to the breakdown in the IEP process. These three factors were examined through a…

Parental Choice and Learner Achievement in Primary Education in Rachuonyo Sub County, Kenya: Focusing on Quality of Education

Science.gov (United States)

Oyier, Charles Richard; Odundo, Paul Amollo; Obat, Rispa Atieno; Lilian, Ganira Khavugwi; Akondo, Joseph Ochieng

2015-01-01

Kenyan government launched Free Primary Education (FPE) in 2003 to make schooling affordable to all parents, but less attention has been paid to the quality assurance and equity of the education system. Studies have indicated that the FPE policy sacrificed the quality of education and this led to parents avoiding FPE offered in primary schools and…

Educational Priorities for Individuals with Angelman Syndrome: A Study of Parents' Perspectives

NARCIS (Netherlands)

Radstaake, M.; Didden, H.C.M.; Peters-Scheffer, N.C.; Sigafoos, J.; Korzilius, H.P.L.M.; Curfs, L.M.G.

2014-01-01

The priorities of parents of children with intellectual disability should be considered when selecting educational goals. To this end, 77 parents of children with Angelman syndrome (AS) completed a questionnaire that involved rating their child's abilities and prioritizing educational goals across a

'BeSAFE', effect-evaluation of internet-based, tailored safety information combined with personal counselling on parents' child safety behaviours: study design of a randomized controlled trial

Directory of Open Access Journals (Sweden)

van Beeck Eduard F

2010-08-01

Full Text Available Abstract Background Injuries in or around the home are the most important cause of death among children aged 0-4 years old. It is also a major source of morbidity and loss of quality of life. In order to reduce the number of injuries, the Consumer Safety Institute introduced the use of Safety Information Leaflets in the Netherlands to provide safety education to parents of children aged 0-4 years. Despite current safety education, necessary safety behaviours are still not taken by a large number of parents, causing unnecessary risk of injury among young children. In an earlier study an E-health module with internet-based, tailored safety information was developed and applied. It concerns an advice for parents on safety behaviours in their homes regarding their child. The aim of this study is to evaluate the effect of this safety information combined with personal counselling on parents' child safety behaviours. Methods/Design Parents who are eligible for the regular well-child visit with their child at child age 5-8 months are invited to participate in this study. Participating parents are randomized into one of two groups: 1 internet-based, tailored safety information combined with personal counselling (intervention group, or 2 personal counselling using the Safety Information Leaflets of the Consumer Safety Institute in the Netherlands for children aged 12 to 24 months (control group. All parents receive safety information on safety topics regarding the prevention of falling, poisoning, drowning and burning. Parents of the intervention group will access the internet-based, tailored safety information module when their child is approximately 10 months old. After completion of the assessment questions, the program compiles a tailored safety advice. The parents are asked to devise and inscribe a personal implementation intention. During the next well-child visit, the Child Health Clinic professional will discuss this tailored safety information

Gift and sacrifice: parental involvement in Latino adolescents' education.

Science.gov (United States)

Ceballo, Rosario; Maurizi, Laura K; Suarez, Gloria A; Aretakis, Maria T

2014-01-01

Although myriad studies document the benefits of parental involvement in education on various indicators of children's academic performance, less research examines parental involvement among adolescents in low-income Latino families. Incorporating a multidimensional conceptualization of parental involvement, this study examined the relation between parental involvement and academic outcomes in a sample of 223 low-income, Latino adolescents. Results indicated that three types of parental involvement (gift/sacrifice, future discussions/academic socialization, and school involvement) had significant, positive associations with academic outcomes. Moreover, our results suggest that parents' stories about struggles with poverty and immigration are an important component of parental involvement, contributing to adolescents' desire to succeed academically and "give back" to parents. Additionally, our findings indicated that the positive relations between parental involvement and academic outcomes were stronger for immigrant youth and for those with higher endorsements of the Latino cultural value of respeto (respect).

Ecological content validation of the Information Assessment Method for parents (IAM-parent): A mixed methods study.

Science.gov (United States)

Bujold, M; El Sherif, R; Bush, P L; Johnson-Lafleur, J; Doray, G; Pluye, P

2018-02-01

This mixed methods study content validated the Information Assessment Method for parents (IAM-parent) that allows users to systematically rate and comment on online parenting information. Quantitative data and results: 22,407 IAM ratings were collected; of the initial 32 items, descriptive statistics showed that 10 had low relevance. Qualitative data and results: IAM-based comments were collected, and 20 IAM users were interviewed (maximum variation sample); the qualitative data analysis assessed the representativeness of IAM items, and identified items with problematic wording. Researchers, the program director, and Web editors integrated quantitative and qualitative results, which led to a shorter and clearer IAM-parent. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Does parental education level interferes with the permanence of children in school?

Directory of Open Access Journals (Sweden)

Hilda Bayma-Freire

2015-07-01

Full Text Available The aim of this study is to verify whether the level of education of parents (father and mother of nuclear family, single-parent, reconstituted and absent fathers is a determining factor for school dropout among adolescents in development for the training. In this perspective, 504 students were investigated (between 15 and 17 years studying in Brazilian state school and their parents (father / mother. The results show that low educational level of parents (father / mother directly affects the continuity of children's studies, an adverse problem and a major impact in Brazilian lower classes.

What Do Parents Teach Their Children?--The Effects of Parental Involvement on Student Performance in Dutch Compulsory Education

Science.gov (United States)

Cabus, Sofie J.; Ariës, Roel J.

2017-01-01

Theory and evidence indicate that, if family size grows, the younger children will get less parental involvement than the older children. These differences in parental involvement through birth order may impact academic achievement if, and only if, parental involvement is an important determinant of children's educational attainment. The oldest…

Una guia a los padres acerca del sistema educacional = A Parent's Guide to Education. Spanish Edition.

Science.gov (United States)

Rowch, Nancy

A guide for Spanish-speaking parents of elementary and secondary school students in Nebraska provides in Spanish, and then in English, information concerning education in the state. Topics covered include: state policy concerning enrolling children in school, medical requirements for enrollment and attendance, the school curriculum requirements…

Long-term Effects of Parents' Education on Children's Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations.

Science.gov (United States)

Dubow, Eric F; Boxer, Paul; Huesmann, L Rowell

2009-07-01

We examine the prediction of individuals' educational and occupational success at age 48 from contextual and personal variables assessed during their middle childhood and late adolescence. We focus particularly on the predictive role of the parents' educational level during middle childhood, controlling for other indices of socioeconomic status and children's IQ, and the mediating roles of negative family interactions, childhood behavior, and late adolescent aspirations. Data come from the Columbia County Longitudinal Study, which began in 1960 when all 856 third graders in a semi-rural county in New York State were interviewed along with their parents; participants were reinterviewed at ages 19, 30, and 48 (Eron et al, 1971; Huesmann et al., 2002). Parents' educational level when the child was 8 years old significantly predicted educational and occupational success for the child 40 years later. Structural models showed that parental educational level had no direct effects on child educational level or occupational prestige at age 48 but had significant indirect effects that were independent of the other predictor variables' effects. These indirect effects were mediated through age 19 educational aspirations and age 19 educational level. These results provide strong support for the unique predictive role of parental education on adult outcomes 40 years later and underscore the developmental importance of mediators of parent education effects such as late adolescent achievement and achievement-related aspirations.

Realizing the American Dream: A Parent Education Program Designed to Increase Latino Family Engagement in Children's Education

Science.gov (United States)

Walker, Joan M. T.

2016-01-01

Grounded in Hoover-Dempsey and Sandler's parent involvement process model, the Realizing the American Dream (RAD) parent education program targets Latino parents' involvement beliefs and knowledge to enhance their involvement behaviors. Comparison of more than 2,000 parents' self-reported beliefs, knowledge, and behavior before and after RAD…

Parental Perspectives and Challenges in Inclusive Education in Singapore

Science.gov (United States)

Wong, Meng Ee; Poon, Kenneth K.; Kaur, Sarinajit; Ng, Zi Jia

2015-01-01

Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental…

Student Debt Spans Generations: Characteristics of Parents Who Borrow to Pay for Their Children's College Education.

Science.gov (United States)

Walsemann, Katrina M; Ailshire, Jennifer A

2017-10-01

Discussions of student debt often overlook the debt parents take on to pay for their children's education. We identify characteristics of parents with child-related educational debt among the late baby boom cohort. Data come from the National Longitudinal Survey of Youth 1979, a nationally representative sample of individuals born between 1957 and 1964. We restrict our sample to parents who had any children aged ≥17 and answered questions on educational debt during midlife (n = 6,562). Craggit models estimated (a) having any child-related educational debt and (b) the amount of debt owed among debtors. Black parents and parents with more education, higher income, and higher net worth were more likely to report child-related educational debt than White parents and parents with no degree, low-income, or negative net worth. Among debtors, high-income parents had more debt than low-income parents. Our findings suggest concerns about the student debt crisis should extend to aging parents. © The Author 2016. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Questioning the parental right to educational authority – arguments for a pluralist public education system1

OpenAIRE

Englund, Tomas

2010-01-01

What could the principle of a parental right to educational authority mean for democracy in the long run? Taking its starting point in three models of educational authority, this article questions the current permissive attitude to a parental right in this area. It does so in the light of the shortcomings of such a right with regard to pluralism in education for each child and a development towards a democracy with deliberative qualities, which is used here as a normative point of reference. ...

Does Mother Know Best? Parental Discrepancies in Assessing Child Behavioral and Educational Outcomes

DEFF Research Database (Denmark)

Gupta, Nabanita Datta; Lausten, Mette; Pozzoli, Dario

2018-01-01

We investigate the degree of correspondence between parents’ reports on child behavioral and educational outcomes using wave four of a rich Danish longitudinal survey of children (the DALSC). All outcomes are measured at age 11 when the children are expected to be in fifth grade. Once discrepancies...... are detected, we analyze whether they are driven by noisy evaluations or by systematic bias, focusing on the role of parental characteristics and response heterogeneity. We then explicitly assess the relative importance of the mother’s versus the father’s assessments in explaining child academic performance...... and diagnosed mental health to investigate whether one parent is systematically a better informant of their child’s outcomes than the other. Our results show that parental psychopathology, measured as maternal distress, is a source of systematic misreporting of child functioning, that the parent–child...

How Do Patients and Parents Decide for Orthodontic Treatment-Effects of Malocclusion, Personal Expectations, Education and Media.

Science.gov (United States)

Tuncer, C; Canigur Bavbek, N; Balos Tuncer, B; Ayhan Bani, A; Çelik, B

2015-01-01

To examine patients' and parents' perceptions and expectations from orthodontic treatment. 491 patients (274 female, 217 male) aged 14-22 years, and 399 parents (245 female, 154 male) completed a questionnaire about preferences, needs and expectations about orthodontic treatment, and scored the present problem. Continuous variables were compared by Mann-Whitney U and Kruskal-Wallis tests, whereas Chi-square test was used for categorical variables. Patients'(77.1%) and parents'(84.6%), decision about orthodontic treatments were influenced by suggestion of dentists. Patients who decided to attend to clinic by themselves were higher than parents (p=0.006). Dental aesthetics was the determinant factor for treatment demand for patients(61.0%) and parents(57.3%). Improvement in oral functions was more important for Class III patients than Class I patients (p=0.040). Adult patients/parents with higher education gave more importance to oral functions as well as dental aesthetics (p=0.031). There was no difference among Angle classifications regarding orthodontic problem scores. Parents found media sources valuable (p=0.018) but majority expected dentists for information about orthodontic treatments. Education degree of adult patients/parents effected this decision(p=0.002). Desire to have better dental aesthetics was the primary motivating factor for all participants. Clinicians should consider concerns of Class III patients about oral functions during treatment planning.

A Parent's Dream Come True: A Study of Adult Students Who Are Parents and Their Academic Engagement in Higher Education

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Muser, Heather M.

2017-01-01

The context and experiences of student-parents is an important topic for higher education. Educators need to know who these adult students are and where they come from. Due to the additional responsibilities that student-parents carry, educators are challenged by the fact that most of these adult students are enrolled in higher education on a…

The Role of Law in Prompting Parents to Participate Accountably with Education Partners

Directory of Open Access Journals (Sweden)

Elda De Waal

2015-12-01

Full Text Available Bearing in mind the previous Gauteng Education MEC’s recent indication that “discipline starts at home”, our article focuses on what South African law has contributed during the past 20 years to prompt parents participate accountably with partners in public school education, and how case law has defined parent accountability in this regard. Examples of relevant legislation would be those which assign the ultimate responsibility for learner conduct to parents, and call for a harmonious relationship between parents and educators. In line with the South African Schools Act’s requiring that parents partner with the State, educators and learners in accepting responsibility for their children’s schooling, this article highlights the need for a shared vision of the way forward. The importance of having such a shared vision to bring these disparate stakeholders’ aspirations together around the common goal, namely to develop all learners’ talents and capabilities, is underscored. The authors argue that factors such as reciprocal blame and a lack of cooperation are among the problems that hamper the full realisation in practice of the legislative provisions pertaining to parental accountability. Our article identifies solutions to this challenge, such as parents’ setting upright examples by behaving in an accountable manner, and recommendations, such as empowering parents for their roles as partners in education

Efforts and Models of Education for Parents: the Danish Approach

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Rosendal Jensen, Niels

2009-12-01

Full Text Available The report examines the relationship between day care institutions, schools and so called “parents unfamiliar to education” as well as the relationship between the institutions. With in Danish public and professional discourse concepts like parents unfamiliar to education are usually referring to environments, parents or families with either no or just very restricted experience of education except for the basic school (folkeskole. The “grand old man” of Danish educational research, Prof. Em. Erik Jørgen Hansen, defines the concept as follows: Parents who are distant from or not familiar with education, are parents without tradition of education and by that fact they are not able to contribute constructively in order to back up their own children during their education. Many teachers and pedagogues are not used to that term; they rather prefer concepts like “socially exposed” or “socially disadvantaged” parents or social classes or strata. The report does not only focus on parents who are not capable to support the school achievements of their children, since a low level of education is usually connected with social disadvantage. Such parents are often not capable of understanding and meeting the demands from side of the school when sending their children to school. They lack the competencies or the necessary competence of action. For the moment being much attention is done from side of the Ministries of Education and Social Affairs (recently renamed Ministry of Welfare in order to create equal possibilities for all children. Many kinds of expertise (directions, counsels, researchers, etc. have been more than eager to promote recommendations aiming at achieving the ambitious goal: 2015 95% of all young people should complement a full education (classes 10.-12.. Research results are pointing out the importance of increased participation of parents. In other word the agenda is set for ‘parents’ education’. It seems necessary

A Descriptive Study: Parental Opinion and Teacher-Student Perceptions Regarding Parents' Involvement in Their Children's Education and Development.

Science.gov (United States)

Freeman, Maria A.; Karr-Kidwell, PJ

Using surveys and data from the Dallas Public School District (Texas), this study examined the perceptions of parents, students, and teachers about parents' involvement in their children's education and development. In addition, academic achievement at the two study schools was examined. At one school (School A), 63 of 100 parents surveyed…

Parent Feedback about Individualized Education Program Team Meetings for Students in Kindergarten through Grade 12

Science.gov (United States)

Cooper-Martin, Elizabeth; Wilson, Heather M.

2014-01-01

This report presents parent feedback from a study that focused on experiences at Individualized Education Program (IEP) team meetings and also explored parent satisfaction with delivery of special education services. The study included all parents of Montgomery County (Maryland) Public Schools (MCPS) students who had educational disabilities, were…

The IEP Meeting: Perceptions of Parents of Students Who Receive Special Education Services

Science.gov (United States)

Fish, Wade W.

2008-01-01

The author investigated parental perceptions of the individualized education program (IEP) meeting among 51 parents of students who were receiving special education services from 1 family support service agency. Survey questions pertained to the following areas: (a) IEP meeting experiences, (b) knowledge level of special education law, (c)…

Involvement of Roma Parents in Children's Education in Croatia: A Comparative Study

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Pahic, Tea; Vidovic, Vlasta Vizek; Miljevic-Ridicki, Renata

2011-01-01

This article compares Roma and mainstream parents' involvement in the education of their children, based on Epstein's six-dimensional model of parent-school partnership. The survey was conducted in Croatia on two sub-samples: 60 Roma parents and 908 mainstream parents. Results suggest that Roma parents show lower interest in participating in…

Experience of parents of children with autism on YouTube: are there educationally useful videos?

Science.gov (United States)

Azer, Samy A; Bokhari, Raghad A; AlSaleh, Ghadah S; Alabdulaaly, May M; Ateeq, Khawlah I; Guerrero, Anthony P S; Azer, Sarah

2018-09-01

The aims of this study were to determine the following: first, are there educationally useful videos of parents of children with autism sharing their experiences? Second, do any of the data related to videos help in identifying useful videos? And third, what do posted comments tell us? YouTube was searched for videos of parents sharing their experiences. The following parameters were collected: title, creator, URL, duration, number of viewers, likes, dislikes, comments, days on YouTube, and country. Based on agreed-upon criteria, videos were divided independently into educationally useful and non-useful categories. A critical thematic analysis of comments was conducted. A total of 180 videos were finally identified, of which 106 (59%) provided useful information, scoring 15.3 ± 0.7 (mean ± SD); 74 (41%) were determined to be not educationally useful, scoring 8.6 ± 2.1. The differences in scores were significant (p YouTube in sharing experiences.

The Parents' Parenting Patterns, Education, Jobs, and Assistance to Their Children in Watching Television, and Children's Aggressive Behavior

Science.gov (United States)

Purwati; Japar, Muhammad

2016-01-01

The objective of this present is to test the effects of the parents' parenting patterns, education, jobs, and assistance to children in watching television on the children's aggressive behavior. This present research employed a quantitative approach with an ex-post factor design. The data were collected from 175 parents of which the children…

Family and College Environmental Exposures Mediate the Relationship between Parental Education and Depression among College Students.

Science.gov (United States)

Zhai, Hui; Chen, Lu; Yang, Yanjie; Sun, Hailian; Pan, Hui; He, Jincai; Zhu, Xiongzhao; Sui, Hong; Wang, Wenbo; Qiu, Xiaohui; Qiao, Zhengxue; Yang, Xiuxian; Yang, Jiarun; Yu, Yunmiao; Ban, Bo; He, Changzhi

2016-01-01

Depression is a major health concern for college students due to its substantial morbidity and mortality. Although low parental education has been identified as a factor in depression in college students, the mechanisms through which parental educational achievement affects students' depression are not well understood. We tested whether adverse family and college environments mediate the relationship between parental educational level and depression among Chinese college students. A total of 5180 respondents were selected using a cross-sectional survey. We examined the association of parental education, adverse family and college environments with depression in college students using the Adolescent Self-Rating Life Events Checklist, Beck Depression Inventory and socio-demographic questionnaires. Lower parental educational level is significantly correlated with depression in college students in our sample. Additionally, low family economic status, paternal or maternal unemployment, long periods spent apart from family, family conflicts, having been scolded and beaten by parents, poor or dissatisfying test performance, conflict with friends, heavy course load and failure in selection processes are also associated with parental education. Low family economic status, paternal or maternal unemployment, long periods spent apart from family, family conflicts, poor or dissatisfying test performance, conflict with friends and heavy course load mediated the relationship between parental education and depression in college students. Adverse family and college environments could explain the influence of parental educational level on depression in college students.

Parents' Educational Expectations for Young Children with Autism Spectrum Disorder

Science.gov (United States)

Bush, Hillary H.; Cohen, Shana R.; Eisenhower, Abbey S.; Blacher, Jan

2017-01-01

Among typically developing children, many characteristics have been associated with parents' expectations for their children's adjustment to school and academic progress. Despite the history of increased parental involvement in the education of children with autism spectrum disorder (ASD) relative to parents of children without ASD, there is…

Understanding Parental Views of Adolescent Sexuality and Sex Education in Ecuador: A Qualitative Study

Science.gov (United States)

Jerves, Elena; López, Silvia; Castro, Cecilia; Ortiz, William; Palacios, María; Rober, Peter; Enzlin, Paul

2014-01-01

Parents' contribution to sex education is increasingly receiving research attention. This growing interest stems from recognition of the influence that parental attitudes may have both on young people's sexual attitudes and behaviour, and on school-based sex education. Studies regarding parental attitudes towards sexuality are, however, still…

What information do parents need when facing end-of-life decisions for their child? A meta-synthesis of parental feedback.

Science.gov (United States)

Xafis, Vicki; Wilkinson, Dominic; Sullivan, Jane

2015-04-30

The information needs of parents facing end-of-life decisions for their child are complex due to the wide-ranging dimensions within which such significant events unfold. While parents acknowledge that healthcare professionals are their main source of information, they also turn to a variety of additional sources of written information in an attempt to source facts, discover solutions, and find hope. Much has been written about the needs of parents faced with end-of-life decisions for their child but little is known about the written information needs such parents have. Research in the adult intensive care context has shown that written resources impact positively on the understanding of medical facts, including diagnoses and prognoses, communication between families and healthcare professionals, and the emotional wellbeing of families after their relative's death. A meta-synthesis of predominantly empirical research pertaining to features which assist or impede parental end-of-life decisions was undertaken to provide insight and guidance in our development of written resources (short print and online comprehensive version) for parents. The most prominently cited needs in the literature related to numerous aspects of information provision; the quantity, quality, delivery, and timing of information and its provision impacted not only on parents' ability to make end-of-life decisions but also on their emotional wellbeing. The meta-synthesis supports the value of written materials, as these provide guidance for both parents and healthcare professionals in pertinent content areas. Further research is required to determine the impact that written resources have on parental end-of-life decision-making and on parents' wellbeing during and after their experience and time in the hospital environment.

Parental Involvement in Elementary Children's Religious Education: A Phenomenological Inquiry

Science.gov (United States)

Bunnell, Peter W.; Yocum, Russell; Koyzis, Anthony; Strohmyer, Karin

2018-01-01

Biblical texts mandate parental involvement in children's religious education. Researchers consider it important as well. Through analysis of interviews, site documents, and a focus group this phenomenological study seeks to provide a rich description of parents' experience with involvement in the religious education of their elementary children.…

Cultural Competence of Parenting Education Programs Used by Latino Families: A Review

Science.gov (United States)

Vesely, Colleen K.; Ewaida, Marriam; Anderson, Elaine A.

2014-01-01

The cultural competence of 13 parenting education programs for Latino families with young children was examined in this study. Based on our analyses, we make several recommendations for improving the cultural competence and effectiveness of parenting education programs for Latino families with young children. Specifically, we recommend the…

The Importance of the Distance to a Non-Residential Parent - An analysis of Children's Health, Behavior, and Educational Outcomes

DEFF Research Database (Denmark)

Rasmussen, Astrid Würtz; Stratton, Leslie S.

between the household where the child resides and the child‟s other parent‟s household is employed to proxy for contact and instrumental variables techniques are employed to control for endogeneity. The preliminary results suggest that educational and behavioral outcomes are better for children who live...... with each of their biological parents. This shift away from maternal custody is based on the belief that having contact with each parent is in the child‟s best interest. As our concern in this study is the impact of contact with the non-residential parent on child outcomes, we limit our analysis to children...... who have experienced at least one parental separation or divorce. In order to track family structure over time we use a population sample of Danes and explore children‟s educational achievement, health outcomes, and criminal activity using detailed register data. Information on the travel distance...

Ability, Parental Valuation of Education and the High School Dropout Decision

DEFF Research Database (Denmark)

Foley, Kelly; Gallipoli, Giovanni; Green, David

of the factor model set out in Carneiro, Hansen, and Heckman (2003). Specically, we consider the impact of cognitive and non-cognitive ability and the value that parents place on education. Our results support three main conclusions. First, cognitive ability at age 15 has a substantial impact on dropping out....... Second, parental valuation of education has an impact of approximately the same size as cognitive ability e ects for medium and low ability teenagers. A low ability teenager has a probability of dropping out of approximately .03 if his parents place a high value on education but .36 if their education......We use a large, rich Canadian micro-level dataset to examine the channels through which family socio-economic status and unobservable characteristics a ect children's decisions to drop out of high school. First, we document the strength of observable socio-economic factors: our data suggest...

Meeting the Needs of Single-Parent Families.

Science.gov (United States)

Olson, Myrna R.; Haynes, Judith A.

1992-01-01

Schools can better meet the needs of single-parent families in the following ways: (1) acknowledge the diversity of single-parent families; (2) avoid assumptions about single-parent families; (3) provide educators with information about differing family structures; and (4) facilitate the connection between single parents and schools. (11…

Predictors of Parent Involvement and Their Impact on Access of Postsecondary Education Facilitators among White and American Indian Parents

Science.gov (United States)

Bardhoshi, Gerta; Duncan, Kelly; Schweinle, Amy

2016-01-01

This study examined demographic factors as predictors of parent involvement (engagement with school, support of learning, support of child) among parents of children that attended a school implementing a college access program. The authors also examined whether involvement predicted access of postsecondary education facilitators in parents, when…

Sexual Health Education for Young People with Disabilities: Research and Resources for Parents/Guardians. From Research to Practice

Science.gov (United States)

Szydlowski, Mary Beth

2016-01-01

All young people need access to and can benefit from sexual health information. Young people with disabilities have the same right to this education as their peers. However, considerations must be made in order to modify the program to allow for information to be understood and learned in a way that is meaningful to them. Parents/guardians might…

The Effect of Children's Gender and Parental Education on Toddler Language Development

Science.gov (United States)

Umek, Ljubica Marjanovic; Fekonja, Urska; Kranjc, Simona; Bajc, Katja

2008-01-01

Several studies have demonstrated that children's gender and parental education exert a significant, but not equal, effect on toddler language development at different ages. This study determined the effect of children's gender and parental education on the verbal competence of toddlers between 16 and 30 months. The sample included 953 Slovenian…

A Meta-Analysis of the Relationship between Learning Outcomes and Parental Involvement during Early Childhood Education and Early Elementary Education

Science.gov (United States)

Ma, Xin; Shen, Jianping; Krenn, Huilan Y.; Hu, Shanshan; Yuan, Jing

2016-01-01

This meta-analysis examined the relationship between learning outcomes of children and educational involvement of parents during a unique period of early childhood education and early elementary education based on 100 independent effect sizes from 46 studies. Learning outcomes are academic achievement, and frameworks of parental involvement…

Education in Twins and Their Parents Across Birth Cohorts Over 100 years: An Individual-Level Pooled Analysis of 42-Twin Cohorts.

Science.gov (United States)

Silventoinen, Karri; Jelenkovic, Aline; Latvala, Antti; Sund, Reijo; Yokoyama, Yoshie; Ullemar, Vilhelmina; Almqvist, Catarina; Derom, Catherine A; Vlietinck, Robert F; Loos, Ruth J F; Kandler, Christian; Honda, Chika; Inui, Fujio; Iwatani, Yoshinori; Watanabe, Mikio; Rebato, Esther; Stazi, Maria A; Fagnani, Corrado; Brescianini, Sonia; Hur, Yoon-Mi; Jeong, Hoe-Uk; Cutler, Tessa L; Hopper, John L; Busjahn, Andreas; Saudino, Kimberly J; Ji, Fuling; Ning, Feng; Pang, Zengchang; Rose, Richard J; Koskenvuo, Markku; Heikkilä, Kauko; Cozen, Wendy; Hwang, Amie E; Mack, Thomas M; Siribaddana, Sisira H; Hotopf, Matthew; Sumathipala, Athula; Rijsdijk, Fruhling; Sung, Joohon; Kim, Jina; Lee, Jooyeon; Lee, Sooji; Nelson, Tracy L; Whitfield, Keith E; Tan, Qihua; Zhang, Dongfeng; Llewellyn, Clare H; Fisher, Abigail; Burt, S Alexandra; Klump, Kelly L; Knafo-Noam, Ariel; Mankuta, David; Abramson, Lior; Medland, Sarah E; Martin, Nicholas G; Montgomery, Grant W; Magnusson, Patrik K E; Pedersen, Nancy L; Dahl Aslan, Anna K; Corley, Robin P; Huibregtse, Brooke M; Öncel, Sevgi Y; Aliev, Fazil; Krueger, Robert F; McGue, Matt; Pahlen, Shandell; Willemsen, Gonneke; Bartels, Meike; van Beijsterveldt, Catharina E M; Silberg, Judy L; Eaves, Lindon J; Maes, Hermine H; Harris, Jennifer R; Brandt, Ingunn; Nilsen, Thomas S; Rasmussen, Finn; Tynelius, Per; Baker, Laura A; Tuvblad, Catherine; Ordoñana, Juan R; Sánchez-Romera, Juan F; Colodro-Conde, Lucia; Gatz, Margaret; Butler, David A; Lichtenstein, Paul; Goldberg, Jack H; Harden, K Paige; Tucker-Drob, Elliot M; Duncan, Glen E; Buchwald, Dedra; Tarnoki, Adam D; Tarnoki, David L; Franz, Carol E; Kremen, William S; Lyons, Michael J; Maia, José A; Freitas, Duarte L; Turkheimer, Eric; Sørensen, Thorkild I A; Boomsma, Dorret I; Kaprio, Jaakko

2017-10-01

Whether monozygotic (MZ) and dizygotic (DZ) twins differ from each other in a variety of phenotypes is important for genetic twin modeling and for inferences made from twin studies in general. We analyzed whether there were differences in individual, maternal and paternal education between MZ and DZ twins in a large pooled dataset. Information was gathered on individual education for 218,362 adult twins from 27 twin cohorts (53% females; 39% MZ twins), and on maternal and paternal education for 147,315 and 143,056 twins respectively, from 28 twin cohorts (52% females; 38% MZ twins). Together, we had information on individual or parental education from 42 twin cohorts representing 19 countries. The original education classifications were transformed to education years and analyzed using linear regression models. Overall, MZ males had 0.26 (95% CI [0.21, 0.31]) years and MZ females 0.17 (95% CI [0.12, 0.21]) years longer education than DZ twins. The zygosity difference became smaller in more recent birth cohorts for both males and females. Parental education was somewhat longer for fathers of DZ twins in cohorts born in 1990-1999 (0.16 years, 95% CI [0.08, 0.25]) and 2000 or later (0.11 years, 95% CI [0.00, 0.22]), compared with fathers of MZ twins. The results show that the years of both individual and parental education are largely similar in MZ and DZ twins. We suggest that the socio-economic differences between MZ and DZ twins are so small that inferences based upon genetic modeling of twin data are not affected.

Educational Expectations, Parental Social Class, Gender, and Postsecondary Attainment

DEFF Research Database (Denmark)

Lesley, Andres; Adamuti-Trache, Maria; Yoon, Ee-Seul

2007-01-01

1, 5, and 10 years after graduation to examine the extent to which educational expectations change over time in relation to parental socioeconomic status and eventual postsecondary attainment. Using the method of correspondence analysis, they demonstrate that graduates leave high school with educ...

Educational inequalities in parental care time: Cross-national evidence from Belgium, Denmark, Spain, and the United Kingdom.

Science.gov (United States)

Gracia, Pablo; Ghysels, Joris

2017-03-01

This study uses time-diary data for dual-earner couples from Belgium, Denmark, Spain, and the United Kingdom to analyze educational inequalities in parental care time in different national contexts. For mothers, education is significantly associated with parenting involvement only in Spain and the United Kingdom. In Spain these differences are largely explained by inequalities in mothers' time and monetary resources, but not in the United Kingdom, where less-educated mothers disproportionally work in short part-time jobs. For fathers, education is associated with parenting time in Denmark, and particularly in Spain, while the wife's resources substantially drive these associations. On weekends, the educational gradient in parental care time applies only to Spain and the United Kingdom, two countries with particularly large inequalities in parents' opportunities to engage in parenting. The study shows country variations in educational inequalities in parenting, suggesting that socioeconomic resources, especially from mothers, shape important variations in parenting involvement. Copyright © 2016. Published by Elsevier Inc.

Developing A Food Allergy Curriculum for Parents

Science.gov (United States)

Vargas, Perla A.; Sicherer, Scott H.; Christie, Lynn; Keaveny, Maureen; Noone, Sally; Watkins, Debra; Carlisle, Suzanna K; Jones, Stacie M

2014-01-01

Food allergy (FA) is potentially severe and requires intensive education to master allergen avoidance and emergency care. There is evidence suggesting the need for a comprehensive curriculum for food allergic families. This paper describes the results of focus groups conducted to guide the development of a curriculum for parents of food allergic children. The focus groups were conducted using standard methodology with experienced parents of food allergic children. Participants were parents (n=36) with experience managing FA recruited from allergy clinics at two academic centers. Topics identified by parents as key for successful management included as expected: 1) early signs/symptoms, 2) “cross-contamination”, 3) label-reading, 4) self-injectable epinephrine; and 5) becoming a teacher and advocate. Participants also recommended developing a “one pageroad map” to the information, and to provide the information early and be timed according to developmental stages/needs. Suggested first points for curriculum dissemination were emergency rooms, obstetrician and pediatrician offices. Participants also recommended targeting pediatricians, emergency physicians, school personnel, and the community-at-large in educational efforts. Parents often sought FA information from non-medical sources such as the Internet and support groups. These resources were also accessed to find ways to cope with stress. Paradoxically, difficulties gaining access to resources and uncertainty regarding reliability of the information added to the stress experience. Based on reports from experienced parents of food allergic children, newly diagnosed parents could benefit from a comprehensive FA management curriculum. Improving access to clear and concise educational materials would likely reduce stress/anxiety and improve quality of life. PMID:21332804

Disability and stigma: how Japanese educators help parents accept their children's differences.

Science.gov (United States)

Kayama, Misa; Haight, Wendy

2014-01-01

In this report, part of a larger ethnographic study, the authors examined the support Japanese elementary school educators provide to parents of children with relatively mild cognitive and behavioral disabilities, such as learning disabilities, attention deficit/hyperactivity disorders, and high-functioning autism. Conditions that affect children's learning and behaviors are widespread, but cultures vary in responses to children with such difficulties and their families. In many cultures, disability remains a sensitive issue due to lingering stigma. Japan's recent implementation of special education services for children with mild cognitive and behavioral disabilities provided a unique context in which to examine otherwise taken-for-granted beliefs and practices related to disability. Participant observations in a Japanese elementary school and individual interviews with educators and parents suggest that parents' sensitivity to other people's "eyes," or stigma, can be an obstacle to their acceptance of their children's need for special education, permission for their children to receive services, and collaboration with educators. Educators supported parents through a steadfast focus on emotional support, communication, relationship building, and partnerships. Japanese practices and adults' reflections on stigma provide a broader context for international, school, and other social workers to reflect on their own beliefs and practices with families of children with disabilities.

Diabetes Movie (For Parents)

Medline Plus

Full Text Available ... Answers (Q&A) Staying Safe Videos for Educators Search English Español Diabetes Movie KidsHealth / For Parents / Diabetes ... Nondiscrimination Visit the Nemours Web site. Note: All information on KidsHealth® is for educational purposes only. For ...

Parent Educational Involvement in Middle School: Longitudinal Influences on Student Outcomes

Science.gov (United States)

Garbacz, S. Andrew; Zerr, Argero A.; Dishion, Thomas J.; Seeley, John R.; Stormshak, Elizabeth A.

2017-01-01

The present study examined influences of 6th grade student-reported parent educational involvement on early adolescent peer group affiliations at 7th and 8th grade. In addition, student gender and ethnicity were explored as possible moderators. Drawn from a large effectiveness trial, participants in this study were 5,802 early adolescents across twenty middle schools in the Northwest region of the United States. Findings suggested that specifically parent’s educational involvement in 6th grade predicted increases in positive peer affiliation, when controlling for a general score of parent monitoring practices. The relation between parent educational involvement and peer affiliation varied by student ethnicity but not by gender. Findings suggest the social benefits of parent’s engagement with the school context on early adolescent development. PMID:29731534

SELF-HELP GROUPS FOR PARENTS WITH MENTALLY RETARDED CHILDREN

Directory of Open Access Journals (Sweden)

Vaska STANCHEVA-POPKOSTADINOVA

1997-09-01

Full Text Available This presentation concerns a group for parents of mentally retarded children.A group of these parents receives professional help and environmental support. The parents are encouraged to assume responsibility in the everyday life educational process of their children.As Baker / 1980 / states: “ If parents cope better on daily basis with the child who has mental retardation, not only the child but also the parents would benefit”.Taking part in the group gave the parents:· the opportunity to meet other parents with the same children;· to talk to other parents and feel less isolated;· to share information and experiences, skills and ideas;· the opportunity to listen to the needs and problems of other parents;· to change the ways of working to meet the child’s needs;· share information about the possibilities of education and services;· parents are encouraged to meet together to support one another;· parents need a special approach to many problems existing in their families.· the education in the group puts the beginning of the work with the parents.The idea is to gather the efforts of specialists from different fields and to establish multi-disciplinary group aiming to work with the parents and create a good collaboration and partnership between them in order to improve the living conditions and services to the retarded persons.This paper reports on the development, evaluation and dissemination of the program for education of parents with mentally retarded children. At the Symposium we will be able to present the results of the effectiveness of the education.

Reducing Parental Dissatisfaction with Special Education in Two School Districts: Implementing Conflict Prevention and Alternative Dispute Resolution

Science.gov (United States)

Mueller, Tracy Gershwin; Singer, George H. S.; Draper, Lisa M.

2008-01-01

Parental dissatisfaction with special education services is a national problem. This article presents two districts that have undergone systemwide changes to decrease the dissatisfaction of families who have children with disabilities. Using qualitative inquiry, the authors analyzed documents and observed and interviewed 24 informants about the…

Information needs of adolescent and young adult cancer patients and their parent-carers.

Science.gov (United States)

McCarthy, Maria C; McNeil, Robyn; Drew, Sarah; Orme, Lisa; Sawyer, Susan M

2018-05-01

This study aimed to explore health-related information needs of adolescent and young adults (AYAs) and their parent-carers and to examine demographic and clinical variables associated with unmet information needs, including patient activation. In a national cross-sectional study, 196 Australian AYAs diagnosed with cancer between 15 and 25 years and within 24 months of diagnosis and 204 parent-carers reported on total and unmet needs for cancer and health-related information. Fifty-one percent of AYAs were male, 81% had completed treatment and 86% were treated in adult hospitals. AYAs and parents reported high levels of total need for information. The mean number of unmet needs was 5.63 and 6.82 for AYAs and parents, respectively. AYAs reported the highest unmet needs in relation to their cancer (e.g. late effects and cancer recurrence, and having children in the future). The highest unmet parent information needs were related to medical information about their child as well as information on financial issues for their children and themselves. Unmet information need was associated with psychological distress (posttraumatic stress symptoms) for AYAs and parents. Patient activation was negatively associated with unmet information needs for AYAs. Demographic and treatment variables were not significantly associated with information needs. These findings indicate the importance of information needs for AYAs and their carers. The association between patient activation and information needs suggests that promoting young people's engagement with healthcare is a key opportunity within AYA care. Parent information needs and associated emotional distress additionally highlight the importance of family-centered care.

Children First Study: how an educational program in cardiovascular prevention at school can improve parents' cardiovascular risk.

Science.gov (United States)

Fornari, Luciana S; Giuliano, Isabela; Azevedo, Fernanda; Pastana, Adriana; Vieira, Carolina; Caramelli, Bruno

2013-04-01

To evaluate whether a multidisciplinary educational program (EP) in cardiovascular prevention (CVP) for children could improve the Framingham cardiovascular risk (FCR) of their parents after one year. This was a prospective community-based study in Brazil during 2010 that randomized students aged 6 to 10 years old to two different approaches to receiving healthy lifestyle information. The control group received written educational material (EM) for their parents about healthy lifestyle. The intervention group received the same EM for parents, and children were exposed to a weekly EP in CVP with a multidisciplinary health team. At onset and end of the study, we collected data from parents and children (weight, height, arterial blood pressure, and laboratory tests). We studied 197 children and 323 parents. Analyzing the parents' FCR we found that 9.3% of the control group and 6.8% of the intervention group had more than a 10% year risk of cardiovascular heart disease (CHD) over the next 10 years. After the children's EP for the year, the intervention group had a reduction of 91% in the intermediate/high FCR group compared with a 13% reduction in the control group, p = 0.002). In the same way, analyzing the FCR of all parents, there was a reduction of the average risk in the intervention group (3.6% to 2.8% respectively, p children can reduce the FCR risk of their parents, especially in the intermediate/high risk categories.

PREFERENCES FOR INTRODUCTION OF ELECTIVE SPORTS IN PHYSICAL EDUCATION CLASSES AMONG PARENTS OF ELEMENTARY SCHOOL PUPILS

Directory of Open Access Journals (Sweden)

Jelena Ilić

2013-07-01

Full Text Available The aim of this study was to determine which sports are most popular among parents of pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education. The sample included 5865 parents. Most parents would like to introduce as an optional sport swimming, football, basketball, volleyball and at last parents would like to introduce acrobatics, wrestling, orienteering and rowing. Obtained were statistically significant differences according to gender (fathers would like to be introduced football and mothers would like swimming and according to educational level (parents with higher educational level would most like to be introduced swimming and volleyball; while parents with the lowest educational level prefered football. The results indicates that with enlargement of educational level of parents comes higher level of interest for other sports, like skiing and basketball and decrease level interest for bicycling, football and karate.

Taking Stock of Parent Education in the Family Courts: Envisioning a Public Health Model

Science.gov (United States)

Salem, Peter; Sandler, Irwin; Wolchik, Sharlene

2012-01-01

The paper reviewed the development and current status of the parent education movement in the Family Courts. Parent education programs are now being implemented in courts throughout the United States and have a high level of public acceptance; however, a stronger research methodology to evaluate the effects and continued work to align the goals with the content and teaching strategies of these programs are needed. A new conceptual framework is proposed for parent education, which views divorce as a public health problem for children as well as a legal issue. The three-level framework uses concepts from public health to align the goals, content and format of parent education programs and to enable rigorous evaluations of the outcomes achieved by these programs. PMID:23641191

Effects of Diagnostic Label and Disease Information on Emotions, Beliefs, and Willingness to Help Older Parents with Osteoarthritis

Science.gov (United States)

Thomas, Kali S.; McIlvane, Jessica M.; Haley, William E.

2012-01-01

We studied the impact of the diagnostic label of osteoarthritis and educational information on family members' attributions, perceptions, and willingness to help older parents with pain. Undergraduate students (N = 636) were randomly assigned to one of three conditions where they read vignettes about an older mother with chronic pain, which varied…

Practices for Parent Participation in Early Intervention/ Early Childhood Special Education

OpenAIRE

Acar, Serra; Akamoğlu, Yusuf

2014-01-01

The authors examined the extent to which practices for parent participation in early intervention/ early childhood special education (EI/ECSE) programs. The role of parents in the EI/ECSE is important and supported through the literature. The changing traditional family picture in the classrooms, the importance of evolving laws and regulations and recommended practices regarding parent participation are highlighted. The conceptual framework is based on the children, parents, and practitioners...

Usability Testing of an HPV Information Website for Parents and Adolescents

Science.gov (United States)

Starling, Randall; Nodulman, Jessica A.; Kong, Alberta S.; Wheeler, Cosette M.; Buller, David B.; Woodall, W. Gill

2015-01-01

Objective Parents make the decisions regarding their children’s health care. Unfortunately, many parents are misinformed about HPV and HPV vaccines. In order to help parents make an informed decision regarding HPV vaccination for their daughter, the GoHealthyGirls website was created for parents and their adolescent daughters. Usability testing was conducted with members of the target population to refine the website prior to conducting an efficacy trial. Methods Parents with girls (n=9) between the ages of 11-13 and 11-13 year old adolescents (n=10) were recruited for usability testing. The testing consisted of completing twelve scenarios where participants were asked to find specific information on the GoHealthyGirls site. This was followed by a self-administered system usability scale—to determine ease of use and functionality of the website—and a user satisfaction survey. Results Both adult and adolescent participants were able to easily find the requested information and reported an increased positive opinion of HPV vaccines after visiting the website. Both groups of participants reported favorable evaluations of using the website. Conclusion The GoHealthyGirls website has the potential to help parents of adolescent daughters make an informed decision about HPV vaccination. A large scale efficacy trial will determine its usefulness. PMID:26594313

Parental knowledge and attitudes about human papilloma virus in Iran.

Science.gov (United States)

Ghojazadeh, Morteza; Naghavi-Behzad, Mohammad; Azar, Zahra Fardi; Saleh, Parviz; Ghorashi, Sona; Pouri, Ali-Asghar

2012-01-01

Infection by human papillomavirus (HPV) is one of common sexually transmitted diseases leading to cervical cancer. Evaluation of parental knowledge and attitudes toward HPV were aims of present study to provide an appropriate method to decrease burden of this infection on society. During this study, 358 parents were assessed for knowledge about HPV and its related disorders. Some 76% of parents had no information about HPV infection and among the informed parents 36% had obtained their information via internet and others from studying medical resources. The average score of mothers information about HPV infection was higher than that of fathers, and also educational level and age had significant impact on knowledge of parents about HPV. Parent knowledge about the hazards of HPV was higher than their knowledge about modes of transmission. Lack of awareness about HPV infection was high in this study, underlining the urgency of education among all adult people in our society.

Information site for parents of young children

OpenAIRE

Heggedal, Eivind

2005-01-01

For parents of small children and lay people it can be difficult to navigate specialist literature when trying to access paediatric problems on their own. Although information targeted at this group already exists, both on the Internet and in different brochures, pamphlets and books, it is of varying quality and is not always easily accessible. With this in mind, there is a need to collect and simplify the literature on this subject, and make it available to lay people and parents of smal...

Information sources used by parents to learn about medications they are giving their children.

Science.gov (United States)

Holappa, Miina; Ahonen, Riitta; Vainio, Kirsti; Hämeen-Anttila, Katri

2012-01-01

Previous studies have indicated the use of medication by children to be dependent on the attitudes of knowledge of their parents; however, little is known about sources parents might use in driving medication use decisions. The aim of this study was to describe the information sources that parents use regarding their children's medication and their perceptions of the reliability of these information sources. This study is part of a cross-sectional population survey with a random sample of 6000 children younger than 12 years. The response rate of the questionnaire was 67%. Parents were asked about the use of information sources and their perception of reliability with a list of 16 information sources. The information sources that parents reported having used were physicians (72%), patient information leaflets (PILs) (67%), public or school health nurses (52%), and pharmacists (44%). Regardless of the child's age, physicians were the parents' most-used information source. Physicians were the most-used information source also when the child had at least 1 of the 4 most common long-term diseases among children in Finland (asthma, diabetes, epilepsy, and juvenile idiopathic arthritis). Parents considered physicians (50%), PILs (31%), pharmacists (27%), nurses (20%), and public or school health nurses (17%) very reliable information sources. Finnish parents seek information from health care professionals and PILs when looking for information concerning their children's medication. Furthermore, they find health care professionals and PILs to be reliable information sources. Copyright © 2012 Elsevier Inc. All rights reserved.

Parent Perspectives of Applying Mindfulness-Based Stress Reduction Strategies to Special Education.

Science.gov (United States)

Burke, Meghan M; Chan, Neilson; Neece, Cameron L

2017-06-01

Parents of children with (versus without) intellectual and developmental disabilities report greater stress; such stress may be exacerbated by dissatisfaction with school services, poor parent-school partnerships, and the need for parent advocacy. Increasingly, mindfulness interventions have been used to reduce parent stress. However, it is unclear whether parents apply mindfulness strategies during the special education process to reduce school-related stress. To investigate whether mindfulness may reduce school-related stress, interviews were conducted with 26 parents of children with intellectual and developmental disabilities who completed a mindfulness-based stress reduction intervention. Participants were asked about their stress during meetings with the school, use of mindfulness strategies in communicating with the school, and the impact of such strategies. The majority of parent participants reported: special education meetings were stressful; they used mindfulness strategies during IEP meetings; and such strategies affected parents' perceptions of improvements in personal well-being, advocacy, family-school relationships, and access to services for their children. Implications for future research, policy, and practice are discussed.

A Research Project on Successful Single-Parent Families.

Science.gov (United States)

Barry, Ann

1979-01-01

Studies variables associated with successful single-parent families. Single parents volunteered to share their positive family experiences. Information was sought on ages of family members and length of single-parent family status, education level and income, relations with absent parent, and relations with children. A hypothesis and counseling…

Science education through informal education

Science.gov (United States)

Kim, Mijung; Dopico, Eduardo

2016-06-01

To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

Parental Involvement and Adolescents' Educational Success: The Roles of Prior Achievement and Socioeconomic Status.

Science.gov (United States)

Benner, Aprile D; Boyle, Alaina E; Sadler, Sydney

2016-06-01

Parental educational involvement in primary and secondary school is strongly linked to students' academic success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents' educational involvement (i.e., home- and school-based involvement, educational expectations, academic advice) and young people's proximal (i.e., grades) and distal academic outcomes (i.e., educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents' prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental educational expectations and adolescents' cumulative high school grades and educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents' academic socialization seemed to better promote the academic success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the educational success of all young people.

Effectiveness of an educational intervention of physiotherapy in parents of children with haemophilia.

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Cuesta-Barriuso, R; Torres-Ortuño, A; López-García, M; Nieto-Munuera, J

2014-11-01

Haemophilia is a haematological disorder with an orthopaedic outcome. It requires not only medical but rather comprehensive care from infancy. The aim of this study was to assess the effectiveness of an educational intervention of Physiotherapy in parents of children with haemophilia under 4 years old. This is a non-randomized clinical trial, in which 22 parents participated children's with haemophilia under 4 years old. Half of them received an educational intervention of Physiotherapy. At the beginning and end of the study, a psychologist blinded to the assignment of subjects to each of the study groups, assessed the perceived quality of life, anxiety, perceived stress and family functioning of parents. A significant improvement was observed in the variables of perceived stress and family functioning of parents in the experimental group. The realization of an educational intervention in parents of children with haemophilia under 4 years old is effective. It reduces the stressors perceived by the parents and improves family cohesion and adaptability, as a consequence of the disease. It is necessary to carry out studies with follow-up periods to assess the effectiveness of educational programs of Physiotherapy for long term. © 2014 John Wiley & Sons Ltd.

Attitudes of Parents towards Inclusive Education: A Review of the Literature

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de Boer, Anke; Pijl, Sip Jan; Minnaert, Alexander

2010-01-01

The aim of this study is to review literature about parents' attitudes towards inclusive education. Special attention is paid to parents' attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold…

Parents of adolescents with type 1 diabetes--their views on information and communication needs and internet use. A qualitative study.

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Sam Nordfeldt

Full Text Available BACKGROUND: Little is known about parents' views on the use of online resources for information, education and support regarding childhood type 1 diabetes (T1DM. Considering the rapidly evolving new communication practices, parents' perspectives need to be explored. The main purpose of this paper was to explore parents' perceptions of their information-seeking, Internet use, and social networking online. This applied to their everyday life, including the contexts of T1DM and contact with peers. A second aim was to identify implications for future development of Internet use in this respect. METHODOLOGY/PRINCIPAL FINDINGS: Twenty-seven parents of 24 young persons aged 10-17 with T1DM participated in eight focus group interviews during their regular visits to a county hospital. Focus group discussions were video/audio-taped, transcribed and analysed using inductive qualitative content analysis. Self-reported demographic and medical information was also collected. A main theme was Finding things out, including two sub-themes, Trust and Suitability. The latter were key factors affecting parents' perceptions of online resources. Parents' choice of information source was related to the situation, previous experiences and knowledge about sources and, most importantly, the level of trust in the source. A constantly present background theme was Life situation, including two sub-themes, Roles and functions and Emotions and needs. Parents' information-seeking regarding T1DM varied greatly, and was closely associated with their life situation, the adolescents development phases and the disease trajectory. CONCLUSIONS/SIGNIFICANCE: Health practitioners and system developers need to focus on creating trust and suitability for users' needs. They should understand the children's diverse needs, which depend on their life situation, on the children's development, and on the disease trajectory. To enhance trust in online health information and support services

Single-parent family forms and children's educational performance in a comparative perspective: Effects of school's share of single-parent families

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Lange, M. de; Dronkers, J.A.; Wolbers, M.H.J.

2014-01-01

Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use

Parental Attitudes Regarding School-Based Sexuality Education in Utah

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Steadman, Mindy; Crookston, Benjamin; Page, Randy; Hall, Cougar

2014-01-01

Sexuality education programs can be broadly categorized as either risk-avoidance or risk-reduction approaches. Health educators in Utah public schools must teach a state mandated risk-avoidance curriculum which prohibits the advocacy or encouragement of contraception. Multiple national surveys indicate that parents prefer a risk-reduction approach…

Multimedia based health information to parents in a pediatric acute ward: a randomized controlled trial.

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Botngård, Anja; Skranes, Lars P; Skranes, Jon; Døllner, Henrik

2013-12-01

To determine whether multimedia based health information presented to parents of children with breathing difficulties in a pediatric acute ward, is more effective than verbal information, to reduce parental anxiety and increase satisfaction. This randomized controlled trial was conducted in a pediatric acute ward in Norway, from January to March 2011. Parents were randomly assigned to a multimedia intervention (n=53), or verbal health information (n=48). Primary outcome measure was parental anxiety, and secondary outcome measures were parental satisfaction with nursing care and health information. Parental anxiety decreased from arrival to discharge within both groups. At discharge the anxiety levels in the intervention group were no lower than in the control group. There was no difference in satisfaction with nursing care between the groups, but parents in the intervention group reported higher satisfaction with the health information given in the acute ward (p=.005). Multimedia based health information did not reduce anxiety more than verbal information, among parents to children with breathing difficulties. However, after discharge the parents were more satisfied with the multimedia approach. More research is needed to recommend the use of multimedia based information as a routine to parents in pediatric emergency care. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Parents' Views on the Success of Integration of Students with Special Education Needs

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Hotulainen, Risto; Takala, Marjatta

2014-01-01

This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the…

The Influence of Parental Divorce on Educational Ambitions of 18/19 Year-Old Adolescents from Oslo, Norway.

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Zeratsion, Henok; Bjertness, Cecilie B; Bjertness, Espen; Dalsklev, Madeleine; Haavet, Ole R; Halvorsen, Jon A; Lien, Lars; Claussen, Bjørgulf

Former studies have shown that children and adolescents of divorced parents have significantly poorer educational attainment than their peers from continuously married parents. Educational ambition is important because it has relationship with educational attainment. Our aim was to investigate the associations between parental divorce and educational ambitions among adolescents in the Scandinavian region. Data were used from Young-HUBRO surveys that were conducted in Oslo in the years 2000/2001 and 2004. A change in educational ambition was investigated in a prospective study (n = 1,861) by comparing 18/19 year-olds who experienced late parental divorce with adolescents of continuously married parents. 18/19 year-old adolescents who experienced parental divorce during childhood or adolescence were compared in a cross-sectional study (n = 2,391) with their peers from continuously married parents. Multinomial logistic regression models were fitted to include, among others, mental health problem as a potential confounder. The prospective study showed that a change from ambition for university/college education to having undecided educational ambition was significantly higher among adolescents with experience of late parental divorce than among adolescents of continuously married parents (OR 1.8; 95 % CI 1.1-3.0). In the cross-sectional study, adolescents who experienced parental divorce during childhood or adolescence were more likely to have undecided educational ambition, compared to their peers from continuously married parents (OR 1.3; 95 % CI 1.1-1.8). In conclusion, experience of parental divorce seems to be associated with undecided educational ambition among 18/19 year-old adolescents. Mechanisms that reduce the adverse influence of parental divorce on educational ambitions need to be in place.

Psychological Stress and Parenting Behavior among Chinese Families: Findings from a Study on Parent Education for Economically Disadvantaged Families

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Lam, Ching Man

2011-01-01

With the recognition of the crucial role of family and with the belief that parents have the greatest influence on a child's life, family and parent education has been widely practiced in Hong Kong and many other countries as measure for poverty alleviation. A study, employed quantitative method of a cross-sectional parent survey (N = 10,386) was…

From parent to child? Transmission of educational attainment within immigrant families: methodological considerations.

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Luthra, Renee Reichl; Soehl, Thomas

2015-04-01

One in five U.S. residents under the age of 18 has at least one foreign-born parent. Given the large proportion of immigrants with very low levels of schooling, the strength of the intergenerational transmission of education between immigrant parent and child has important repercussions for the future of social stratification in the United States. We find that the educational transmission process between parent and child is much weaker in immigrant families than in native families and, among immigrants, differs significantly across national origins. We demonstrate how this variation causes a substantial overestimation of the importance of parental education in immigrant families in studies that use aggregate data. We also show that the common practice of "controlling" for family human capital using parental years of schooling is problematic when comparing families from different origin countries and especially when comparing native and immigrant families. We link these findings to analytical and empirical distinctions between group- and individual-level processes in intergenerational transmission.

Bullying in German Primary Schools: Gender Differences, Age Trends and Influence of Parents' Migration and Educational Backgrounds

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von Marees, Nandoli; Petermann, Franz

2010-01-01

The study discussed herein assessed the prevalence of bullying and analysed possible predictors for bullying in a sample of urban primary school-age children. Factors considered were students' gender and age differences as well as parents' educational level and migration backgrounds. Using a cross-informant approach (self- and teacher-reports),…

Regional Queensland Parents' Views of Science Education: Some Unexpected Perceptions

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Boon, Helen J.

2012-01-01

Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research has examined factors relating to science curricula and students' attitudes about science, but parental views of science education remain largely unexplored in Australia. Because parents have a strong role in shaping their…

Education Fever: Korean Parents' Aspirations for Their Children's Schooling and Future Career

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Kim, Jin-Sook; Bang, Hyeyoung

2017-01-01

Korean parents set high academic expectations for their children. Utilising Takeuchi's and Clark's theoretical framework and Q methodology, this study explores Korean parents' "education fever" as aspiration for their children's schooling, and how socio-economic status influences this phenomenon. Thirty-six parents in Busan, South Korea,…

Parental Beliefs Concerning Development and Education, Family Educational Practices and Children's Intellectual and Academic Performances

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Tazouti, Youssef; Malarde, Amelie; Michea, Aurelie

2010-01-01

The present study examines the relationships between parental beliefs relating to development and education, parenting practices, and the intellectual and academic performances of children. Data were collected for 128 families with a child in the second or third year of primary school. Investigations of the factors affecting the children's…

Effectiveness of structured comprehensive paediatric oral health education for parents of children less than two years of age in Germany.

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Strippel, H

2010-06-01

To examine the effectiveness of expanding and improving oral health education in a clinical setting. Controlled prospective intervention study. Structured comprehensive oral health education (SC-OHE) supported by written information. was performed by 36 clinicians in all of the 30 specialist paediatric practices in the city and the administrative district of Kassel, central Germany. Parents of all children attending the practices for health examinations. SC-OHE was tested in two intervention groups (IG), one with a mean child age of seven months and another with a mean child age of 24 months. The SC-OHE content was adapted to the respective age groups. Control group (CG) subjects were recruited in a similar region in northern Germany and received conventional oral health education only. This consisted of comparable topics but was less comprehensive than SC-OHE. The two IGs comprised 2,170 children; the two age-matched CGs 2,040. Parental knowledge, attitudes and behaviour relevant to decreasing the risk of early childhood caries (ECC) development. The outcomes were measured by questionnaires sent to the parents. The response rate was 88%. On average, control group paediatricians provided 2.1 information items at each child examination whereas the intervention group provided 3.8 items. Parental knowledge increased by 23%. Self-efficacy and attitudes remained unchanged. 41% of 7-month-olds in the CG received baby bottles with cariogenic content during daytime as opposed to 32% in the IG (p parents were less likely to add sugar to puréed baby food of the 7-month-olds. In 24-month-old children, the frequent consumption of cariogenic beverages in the daytime decreased slightly (CG 66%, IG 61%, p parental oral health knowledge. SC-OHE provided by clinicians alone will not be capable of influencing crucial oral health behaviours in such a way that prevents ECC.

Parental informal payments in Kyrgyzstani schools: Analyzing the strongest and the weakest link

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Rubén Ruiz Ramas

2016-07-01

Full Text Available This paper aims to explain why parental informal payments emerge and then spread in different manners in Kyrgyzstani schools and to examine their interaction as informal institutions with the school as a formal one. It is argued that the main reason behind informal payments is the survival of the schools; parents' acceptance of them was a result of necessity. In a small percentage of experiences where marketization of public schools was successful, there was a socioeconomic segregation of pupils, advancing toward a de facto privatization of public schools. Then, while the key logic behind informal payments was the upgrading or elitization of schools, the nature of the engagement of givers and receivers was by choice rather than by necessity. Finally, following Helmke and Levitsky (2004, I link the survival strategy to a substitutive relationship to formal public school outcomes, and to the elitization strategy, a competing nature with the formal logic of Kyrgyzstani basic education. Special attention is given to the social function approach toward informal economy practices, and to the significance of social stratification on how those informal practices work. The paper focuses on the comparison of informal payments in two schools representing the two strategies previously described: an elitnaya school from the center of Bishkek, the 13th Gymnasium School; and the conventional 21st Middle School in the novostroika (new settlement of Enesay, the capital's periphery. The fieldwork of this research was developed in two stays during the months of July/August and October/November in 2011.

Parents' opinions and sources of information on immunization in children

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Agata Anna Salwa

2017-07-01

Conclusions. Despite their doubts about their effectiveness and safety, parents expressed their positive opinion about the use of immunization in children. Increase physician activation as they are the primary source of health information for parents.

Parent and Adolescent Interest in Receiving Adolescent Health Communication Information From Primary Care Clinicians.

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Ford, Carol A; Cheek, Courtney; Culhane, Jennifer; Fishman, Jessica; Mathew, Leny; Salek, Elyse C; Webb, David; Jaccard, James

2016-08-01

Patient-centered health care recognizes that adolescents and parents are stakeholders in adolescent health. We investigate adolescent and parent interest in receiving information about health topics and parent-teen communication from clinicians. Ninety-one parent-adolescent dyads in one practice completed individual interviews. Items assessed levels of interest in receiving health and health communication information from the adolescent's doctor about 18 topics, including routine, mental health, sexual health, substance use, and injury prevention issues. Analyses tested differences between parents and adolescents, within-dyad correlations, and associations with adolescent gender and age. Most parents were female (84%). Adolescents were evenly divided by gender; 36 were aged 12-13 years, 35 were aged 14-15 years, and 20 were aged 16-17 years. Adolescent race reflected the practice population (60% black; 35% white). The vast majority of parents and adolescents reported moderate or high levels of interest in receiving information about all 18 health issues and information to increase parent-teen communication about these topics. Parents' interest in receiving information varied by adolescent age when the expected salience of topics varied by age (e.g., acne, driving safety), whereas adolescents reported similar interest regardless of age. Adolescent gender influenced parent and adolescent interest. Level of interest in receiving information from doctors within adolescent-parent pairs was not significantly correlated for one-half of topics. Parents and adolescents want health care professionals to help them learn and talk about a wide range of adolescent health topics. Feasible primary care interventions that effectively improve parent-teen health communication, and specific adolescent health outcomes are needed. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Stress, competence, and parental educational styles in victims and aggressors of bullying and cyberbullying.

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Garaigordobil, Maite; Machimbarrena, Juan M

2017-08-01

The family can be a protective/risk factor for violence. The study analyzes differences in family variables (parental stress, parental competence and parenting styles) among severe student victims, aggressors, cybervictims, and cyberaggressors (who have very frequently suffered or carried out bullying/cyberbullying behaviors in the past year) and those who have neither suffered nor carried out any aggressive behavior or only occasionally. Participants were 1,993 students in the 5th-6th grade (9-13 years old). Victims and aggressors of bullying had parents with higher levels of parental stress, who used more authoritarian educational styles (low affection, coercive discipline, high control), and more permissive practices (high affection/overprotection, low demand/control); parents of aggressors also had a lower level of parental competence. Cybervictims had parents with higher parental stress who used more permissive educational styles. Cyberaggressors had parents with a low level of parental competence. The family context is relevant for bullying/cyberbullying, but family variables have more influence on bullying than on cyberbullying.

Partnering with parents in interprofessional leadership graduate education to promote family-professional partnerships.

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Margolis, Lewis H; Fahje Steber, Kathryn; Rosenberg, Angela; Palmer, Ann; Rounds, Kathleen; Wells, Marlyn

2017-07-01

Evidence supports the benefits to families of relationships with professionals that build on the concept of partnership, but there are few studies in the literature of strategies involving joint education for parents and professionals to enhance the capacity of parents of children with special healthcare needs to be effective interprofessional partners. Since 2007, parents of children with special healthcare needs have participated alongside graduate students from five different profession-based training programmes in a structured interprofessional leadership programme. The aims of this summative evaluation study were to elicit the influences of this training model on parents' capacity to partner with both health professionals and other parents and explore features of the training that facilitated these partnership skills. Using qualitative analysis, a semi-structured interview, guided by sensitising concepts informing leadership development, was conducted with 17 of the 23 parents who participated in the training. Transcriptions of the interviews were used for creating codes and categories for analysis. Parents described how the programme enhanced abilities to see other points of view, skills in communicating across professions, skills in conflict management, and feelings of confidence and equality with providers that influenced their relationships with their own providers and their capacity to assist other parents in addressing challenges in the care of their children. Parents reported that building concrete skills, organised opportunities to hear other viewpoints, structured time for learning and self-reflection, and learning in the context of a trusting relationship facilitated the development of partnership skills. These findings suggest that the leaders of interprofessional training programmes should involve parents and graduate students as equal partners to enhance partnership skills.

Blame, Guilt and the Need for "Labels"; Insights from Parents of Children with Special Educational Needs and Educational Practitioners

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Broomhead, Karen

2013-01-01

Previous research on home-school relationships and blame has concentrated on the experiences of parents with children with behavioural, emotional and social difficulties (BESD). This has led to the voices of educational practitioners, as well as parents of children with other special educational needs, being neglected. This article, by Karen…

Parental Aspirations for Their Children's Educational Attainment and the Realisation of Universal Primary Education (UPE) in Kenya: Evidence from Slum and Non-Slum Residences

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Oketch, Moses; Mutisya, Maurice; Sagwe, Jackline

2012-01-01

There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum…

Information model design health service childhood cancer for parents and caregivers

Science.gov (United States)

Ramli, Syazwani; Muda, Zurina

2015-05-01

Most Malaysians do not realize that they are suffer from a chronic disease until the disease is confirmed to be at a critical stage. This is because lack of awareness among Malaysians about a chronic disease especially in a childhood cancer. Based on report of the National Cancer Council (MAKNA),11 million adults and children suffered with cancer and 6 million of them die in a worldwide. Lack of public exposure to this disease leads to health problems to their children. Information model design health service childhood cancer for p arents and caregivers using an android application medium can be used by a doctor to deliver an information of cancer to the parents and caregivers. The development of this information model design health service childhood cancer for parents and caregivers are using an integration of health promotion theory, spiral model and lean model to form a new model that can be used as a model design content of health service. The method using in this study are by an interview technique and questionnaires along the study was conducted. Hopefully the production of this information model design health service childhood cancer for parents and caregivers using an android apps as a medium can help parents, caregivers and public to know more about information of childhood cancer and at the same time can gain an awareness among them and this app also can be used as a medium for doctors to deliver an information to the parents and caregivers.

The Online Parent Information and Support project, meeting parents' information and support needs for home-based management of childhood chronic kidney disease: research protocol.

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Swallow, Veronica; Knafl, Kathleen; Sanatacroce, Sheila; Hall, Andrew; Smith, Trish; Campbell, Malcolm; Webb, Nicholas J A

2012-09-01

This article is a report of a protocol for studying the development and evaluation of an online parent information and support package for home-based care of children with chronic kidney disease stages 3-5. The study is funded by a National Institute of Health Research, Research for Patient Benefit Grant awarded (December 2010). Approval to undetake the study was obtained from the Department of Health National Research Ethics Service (June 2011). Children with chronic kidney disease require skilled, home-based care by parents, supported by professionals. Parents have identified a need for continuously available online resources to supplement professional support, and structured resources tailored to parents' needs are highlighted by policy makers as key to optimizing care; yet, online resource provision is patchy with little evidence base. Using mixed methods, we will (i) conduct parent/child/young person/professional/patient and parent volunteer focus groups to explore views on existing resources, (ii) collaboratively define gaps in provision, identify desirable components, develop/test resources and conduct a feasibility randomized controlled trial, and (iii) of usual professional support versus usual support supplemented by the package. Eighty parents of children with chronic kidney disease will be randomized. Primary outcomes will assess parents' self-efficacy and views of resources, using standardized measures at entry and 24 weeks, and semi-structured interviews at 24 weeks. We will finalize trial components for a later definitive trial. By working collaboratively, we will derive a detailed insight into parents' information and support needs and experiences of using the package, and should see improved parental self-efficacy. © 2012 Blackwell Publishing Ltd.

Parenting Needs of Urban, African American Fathers.

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Smith, Tyler K; Tandon, S Darius; Bair-Merritt, Megan H; Hanson, Janice L

2015-07-01

Fathers play a critical role in children's development; similarly, fatherhood positively affects men's health. Among the larger population of fathers relatively little is known about the parenting knowledge of urban, African American fathers. Focusing on urban, African American fathers, the objectives of this study were to (1) understand the primary sources from which fathers learn about parenting, (2) determine where and how fathers prefer to receive future parenting education, and (3) explore the information perceived as most valuable to fathers and how this compares with the recommended anticipatory guidance (Bright Futures-based) delivered during well visits. Five focus groups, with a total of 21 participants, were conducted with urban fathers at a community-based organization. Study eligibility included being more than 18 years old, English speaking, and having at least one child 0 to 5 years old. During the focus groups, fathers were asked where they received parenting information, how and where they preferred to receive parenting information, and what they thought about Bright Futures parenting guidelines. Fathers most commonly described receiving parenting information from their own relatives rather than from their child's health care provider. Most fathers preferred to learn parenting from a person rather than a technology-based source and expressed interest in learning more about parenting at community-based locations. Although fathers viewed health care providers' role as primarily teaching about physical health, they valued Bright Futures anticipatory guidance about parenting. Fathers valued learning about child rearing, health, and development. Augmenting physician counseling about Bright Futures with community-based parenting education may be beneficial for fathers. © The Author(s) 2014.

How Informed Are Informal Educators?

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Lederman, Norman G.; Niess, Margaret L.

1998-01-01

Explores current reforms in both mathematics and science education that emphasize the importance of learning in informal settings. Suggests that informal education must include planned and purposeful attempts to facilitate students' understanding of mathematics and science in community settings other than the local school. (Author/CCM)

The Role of Online Social Support in Supporting and Educating Parents of Young Children With Special Health Care Needs in the United States: A Scoping Review

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Staten, Lisa K; Rodgers, Rylin Christine; Denne, Scott C

2016-01-01

theoretical framework of social support. This opens new opportunities to effectively educate and support parents of young CSHCN. Providers seeking to inform, educate, and support families of CSHCN should develop strategies to help parents find and use social support through digital resources to facilitate their emotional adjustment and practical abilities to care for and access services for their child. PMID:28007689

The impact of parent's and spouses' education on divorce rates in Norway

Directory of Open Access Journals (Sweden)

2004-04-01

Full Text Available According to both economic and sociological theory, a couple's divorce rate may be influenced by their own educational attainment, that of their parents, and whether they have taken further education after marriage, although predictions are ambiguous. However, these three variables have never been included simultaneously and few studies have included both partners' characteristics. A discrete-time hazard model based on register and census data on 54178 Norwegian first marriages started 1980-1999 reveals a very strong negative educational gradient in divorce risk and no particularly harmful influence of heterogamy. Parent's education exerts a small positive effect, however. Among couples with the same current level of education, those who have taken education after entry into marriage display the highest divorce rate.

A Survey of Information Source Preferences of Parents of Individuals with Autism Spectrum Disorder.

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Gibson, Amelia N; Kaplan, Samantha; Vardell, Emily

2017-07-01

For parents of children with an Autism spectrum disorder (ASD), high quality, easily accessible information and a strong peer network can be the key to raising a happy, healthy child, and maintaining family well-being and emotional resilience. This article reports the findings of an anonymous survey examining the information source preferences for 935 parents of individuals with ASDs in North Carolina. Data indicates that parents show similar information seeking patterns across the age spectrum, that availability of information (as indicated by overall information source selection) decrease as children age. It also shows that parents rely heavily on local sources of information, preferring them to nonlocal sources (such as the internet) for many types of information.

[Impact of an educational program for parents of children with cancer on the increased knowledge of their children's disease and the decrease in anxiety].

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de la Maza L, Verónica; Fernández C, Maria; Concha R, Lorena; Santolaya D, María Elena; Villarroel C, Milena; Castro C, Magdalena; Torres T, Juan Pablo

2015-01-01

To determine the impact of an educational program provided by a nurse to parents of children with cancer to improve the level of knowledge of the disease and to decrease the levels of anxiety. A prospective randomized study was conducted on parents of children recently diagnosed with cancer and treated in the Hospital Luis Calvo Mackenna. After informed consent, parents were randomized in two groups: one receiving the educational program and another without intervention. Both groups completed a questionnaire on social risk, and three tests to assess the levels of knowledge and anxiety. A total of 96 parents were enrolled (July 2010-November 2011). When comparing the number of correct responses on day 10, and day 90 after the intervention, a significant increase was observed in the level of parental knowledge in the group that received the educational program (P<.0001). No significant differences were observed in the levels of anxiety (P=.06) between both groups. An educational program provided by nurses to parents of children recently diagnosed with cancer, increased the knowledge of their children's disease. However there was no effect on the levels of anxiety. A feasible educational intervention is proposed that could be implemented at other cancer centers for children. Copyright © 2015 Sociedad Chilena de Pediatría. Publicado por Elsevier España, S.L.U. All rights reserved.

Bullying: A Handbook for Educators and Parents

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Rivers, Ian; Duncan, Neil; Besag, Valerie E.

2009-01-01

"Bullying: A Handbook for Educators and Parents" offers a comprehensive exploration of the bullying within public schools, drawing upon research conducted in the United States, United Kingdom, Scandinavia, and Canada. It offers insights into the immediate and long-term impact bullying can have upon the lives of students, their families,…

Variations in Chinese Parental Perceptions of Early Childhood Education Quality

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Hu, Bi Ying; Zhou, Yisu; Li, Kejian

2017-01-01

As consumers of Early Childhood Education and Care (ECEC), Chinese parents play a crucial role in the ongoing process of monitoring, evaluating, and improving the quality of ECEC in China. This study used questionnaires to solicit parental feedback on the importance of, and their quality ratings for, aspects of ECEC. The researchers used a random…

Implementation of a national school-based Human Papillomavirus (HPV) vaccine campaign in Fiji: knowledge, vaccine acceptability and information needs of parents.

Science.gov (United States)

La Vincente, S F; Mielnik, D; Jenkins, K; Bingwor, F; Volavola, L; Marshall, H; Druavesi, P; Russell, F M; Lokuge, K; Mulholland, E K

2015-12-18

In 2008 Fiji implemented a nationwide Human Papillomavirus (HPV) vaccine campaign targeting all girls aged 9-12 years through the existing school-based immunisation program. Parents of vaccine-eligible girls were asked to provide written consent for vaccination. The purpose of this study was to describe parents' knowledge, experiences and satisfaction with the campaign, the extent to which information needs for vaccine decision-making were met, and what factors were associated with vaccine consent. Following vaccine introduction, a cross-sectional telephone survey was conducted with parents of vaccine-eligible girls from randomly selected schools, stratified by educational district. Factors related to vaccine consent were explored using Generalised Estimating Equations. There were 560 vaccine-eligible girls attending the participating 19 schools at the time of the campaign. Among these, 313 parents could be contacted, with 293 agreeing to participate (93.6%). Almost 80% of participants reported having consented to HPV vaccination (230/293, 78.5%). Reported knowledge of cervical cancer and HPV prior to the campaign was very low. Most respondents reported that they were satisfied with their access to information to make an informed decision about HPV vaccination (196/293, 66.9%). and this was very strongly associated with provision of consent. Despite their young age, the vaccine-eligible girls were often involved in the discussion and decision-making. Most consenting parents were satisfied with the campaign and their decision to vaccinate, with almost 90% indicating they would consent to future HPV vaccination. However, negative media reports about the vaccine campaign created confusion and concern. Local health staff were cited as a trusted source of information to guide decision-making. Just over half of the participants who withheld consent cited vaccine safety fears as the primary reason (23/44, 52.3%). This is the first reported experience of HPV introduction

Danish children born to parents with lower levels of education are more likely to become overweight

DEFF Research Database (Denmark)

Matthiessen, Jeppe; Stockmarr, Anders; Fagt, Sisse

2014-01-01

than fathers and their educational level was inversely associated with their child being overweight, especially if it was a boy. However, the highest educational level of the parents was the only significant educational variable, suggesting that education was associated with overweight children......AIM: Little is known about whether the socio-economic status of parents is linked to their children becoming overweight. This study examined the association between parents' educational level and overweight Danish children in a nationally representative sample. METHODS: Body mass index...... was calculated for a random sample of 512 children aged from four to 14 from the Danish National Survey of Diet and Physical Activity 2005-2008. Their parents provided weight and height data during an interview, together with details of their own educational level. Children were classified as overweight...

Is the association between offspring intelligence and parents' educational attainment influenced by schizophrenia or mood disorder in parents?

DEFF Research Database (Denmark)

Greve, Aja Neergaard; Mors, Ole; Mortensen, Erik Lykke

2017-01-01

,531) the presence of a mental disorder in the parents were associated with significantly lower offspring scores on a test of general intelligence, the Børge Priens Prøve (BPP), and higher educational attainment in parents was significantly associated with higher BPP test scores in offspring. A significant...

Parental Educational Attainment and Offspring Subjective Well-being and Self-Beliefs in Older Adulthood.

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Sutin, Angelina R; Stephan, Yannick; Terracciano, Antonio

2018-07-01

This research examines whether parental educational attainment and subjective childhood socioeconomic status (SES) is associated with adult offspring well-being and self-beliefs (broadly defined). Participants from the Health and Retirement Study were included if they completed the leave-behind questionnaire in 2006 or 2008 ( N =10,827; M age =68.38; SD =9.81; range=50-101). Participants reported on their own and both parents educational attainment, subjective childhood financial situation, and financial difficulties in childhood at study entry and on well-being in 2006/2008. Linear regression was used to examine the association between offspring education, parental education, childhood SES and three aspects of well-being and self-beliefs: positive affect (e.g., positive emotions, optimism), negative affect (e.g., loneliness, hostility), and cognitive evaluation (e.g., life satisfaction). Participants with more education reported higher well-being (median β=.12). Parental educational attainment, subjective childhood SES, and a significant financial event during childhood were associated with more positive affect, less negative affect, and higher life satisfaction (median β=.05); these associations held controlling for offspring education. The educational and financial environment of childhood may hamper well-being into older adulthood; the offspring's own experiences and achievements do not completely attenuate the association with these aspects of the childhood environment.

Parent and Family Involvement in Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-102

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McQuiggan, Meghan; Megra, Mahi

2017-01-01

This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2016 (NHES:2016). The Parent and Family Involvement in Education Survey collected data on children enrolled in public or private school for kindergarten through 12th grade or homeschooled for these grades.…

Do mother's and father's education condition the impact of parental divorce on child well-being?

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Mandemakers, Jornt J; Kalmijn, Matthijs

2014-03-01

We use the British Cohort Study to investigate to what extent parental resources moderate the association between parental divorce in childhood and lowered child well-being as indicated by maternal reports of child psychological well-being and by academic test scores (reading and math tests). We argue that children of mothers with more years of education suffer less when their parents split up because better educated mothers may be better able to provide a safe and stable environment for their children after divorce. In addition, we argue that having a better educated father could either aggravate or reduce the effects of parental divorce. This is one of the first studies to simultaneously investigate the role of maternal, and paternal resources, and pre-divorce shared resources. Our analyses indicate that the effect of parental divorce on psychological well-being is reduced for better educated mothers and for families with more pre-divorce economic resources, but increased for better educated fathers. For academic test scores we find a protective effect of having a better educated father and higher pre-divorce social resources. Copyright © 2013 Elsevier Inc. All rights reserved.

Single-Parent Family Forms and Children's Educational Performance in a Comparative Perspective: Effects of School's Share of Single-Parent Families

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de Lange, Marloes; Dronkers, Jaap; Wolbers, Maarten H. J.

2014-01-01

Living in a single-parent family is negatively related with children's educational performance compared to living with 2 biological parents. In this article, we aim to find out to what extent the context of the school's share of single-parent families affects this negative relationship. We use pooled data from the Organisation for Economic…

Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education

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Sanja Berčnik

2017-12-01

Full Text Available This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementioned alternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education of preschool children.

The Micro-Politics of Parental Involvement in School Education in Hong Kong: Ethnocentrism, Utilitarianism or Policy Rhetoric!

Science.gov (United States)

Ng, Shun-wing; Yuen, Wai Kwan Gail

2015-01-01

The impact of parental involvement on school management has been recognized by many education professionals and policy-makers. Thus parental involvement in school education becomes one of the prime focuses in the current education reform movement in Hong Kong. Particularly, specific guidelines and policies for involving parents at various levels…

Negligence and the communication of neonatal genetic information to parents.

Science.gov (United States)

Fay, Michael

2012-01-01

It is inevitable that neonatal genetic information will be communicated to parents and a potential for psychiatric injury exists where the communication is negligent. An important question in this regard is whether a health-care provider may owe a duty of care to parents when communicating accurate genetic information, or whether the courts might treat it as merely the receipt of distressing news, which hitherto attracts no liability in English Tort Law. The important role of genetic counselling in this context will likely be determinative in deciding whether communicating accurate genetic information is actionable because it arguably distinguishes the parent-physician relationship from that of messenger-recipient. If communication is accepted as being something more than the receipt of distressing news and is capable of causing 'shock', then parents will need to establish themselves as either primary or secondary victims if claims are to be reconciled with the Alcock paradigm. Claims by parents as secondary victims will be unlikely to succeed because the neonate does not fulfil the role of primary victim, although parents may be owed a duty as elevated primary victims as a result of the lack of an immediate victim. Elevating claimants to primary victim status is not without criticism and may serve to further complicate a difficult area of tort law. Alternatively, it may be open to parents to demonstrate that a duty exists subsequent to an assumption of responsibility, as the provision of genetic counselling during and after neonatal screening is indicative of health-care providers assuming responsibility for the parents' mental health. If parents are able to establish that a duty of care exists, then success of their claims will be determined by reference to breach and causation. The potential difficulties and solutions, particularly with regard to causation, are also briefly considered. It is suggested that breach will likely be determined by reference to a

The role as moderator and mediator in parent education groups--a leadership and teaching approach model from a parent perspective.

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Forslund Frykedal, Karin; Rosander, Michael

2015-07-01

To investigate the didactic and social leadership in parent education groups based on a parent perspective, and to conceptualise parent experiences of the leader roles in these groups. Leadership in parent education groups has been associated with a lack of confidence in one's ability to function in that role. Research on how it can be delivered to produce a favourable outcome is scarce. It can be difficult to abandon the role of expert and let participants set their own learning agenda. To facilitate these processes requires leadership skills, knowledge of group dynamics as well as pedagogical skills. Qualitative interview study. Semi-structured interviews with parents (25 participants, 21 interviews). Transcripts were analysed using, first, thematic analysis, then comparative analysis. The study resulted in a four-field model, The Leadership - Teaching Approach model. It consists of the dimensions 'Teaching approaches' ('Knowledge is imparted' and 'Knowledge is jointly constructed'), and 'Leadership approaches' ('Instrumental approach' and 'Investigative approach'). Using an investigative approach is necessary to get a well-functioning group that can help the expectant and new parents in the transition to parenthood. Supervision can help develop an awareness of one's professional role as a nurse and leader of a parent education group. The actions and choices of nurses as leaders of parent groups have an impact on how the participants perceive and take in the content and purpose of the group, and whether they perceive it as meaningful. Getting support in reflecting about one's role as a leader in this context can help create a learning environment in which the participants can become engaged in the activities and be strengthened by the experience. © 2015 John Wiley & Sons Ltd.

Involvement of Portuguese-Speaking Parents in the Education of Their Special-Needs Children.

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Tellier-Robinson, Dora

2000-01-01

Interviews with parents from nine families who were foreign born, were Portuguese-speaking, and had at least one child in special education revealed that parents had to fight for what they wanted in their child's education, and lacking proficiency in English was a barrier to procuring the services their child needed. (Contains 28 references.) (SV)

Parent emotional distress and feeding styles in low-income families. The role of parent depression and parenting stress.

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Hughes, Sheryl O; Power, Thomas G; Liu, Yan; Sharp, Carla; Nicklas, Theresa A

2015-09-01

Depression and other stressors have been associated with general parenting and child outcomes in low-income families. Given that parents shape child eating behaviors through their feeding interactions with their child, it is important to investigate factors that may influence parental feeding of young children. The aim of this study was to examine how depressive symptoms and parenting stress might influence the nature of parent feeding styles in low-income families. Questionnaires were completed by 290 African-American and Hispanic parents residing in a large urban city in the southwestern United States. Twenty-six percent of the parents reported depressive symptoms above the clinical cutoff. Multivariate logistic regression was used to examine how depressive symptoms and parenting stress might influence the nature of parent feeding styles. After adjusting for potential confounding variables (e.g., ethnicity, education, age), parents with an uninvolved feeding style reported less positive affect and more parenting stress than parents showing the other three feeding styles - authoritative, authoritarian, and indulgent. Because feeding styles tend to be associated with child obesity in low income samples, the results of this study provide important information regarding the parent-child eating dynamic that may promote less optimal child eating behaviors and the development of childhood obesity. This information could be useful for prevention studies aimed at changing parent behaviors that negatively impact the socialization of child eating behaviors. Copyright © 2015 Elsevier Ltd. All rights reserved.

Parental Strains and Rewards among Mothers: The Role of Education

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Nomaguchi, Kei M.; Brown, Susan L.

2011-01-01

Using data from the NICHD Study of Early Child Care and Youth Development (N = 1,198), this study examines the associations between education and parental strains and rewards among mothers of young children. Findings indicate that a college degree or more is related to less parenting anxiety, but more role captivity, and less new life meaning from…

Promoting Educational Resiliency in Youth with Incarcerated Parents: The Impact of Parental Incarceration, School Characteristics, and Connectedness on School Outcomes.

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Nichols, Emily B; Loper, Ann B; Meyer, J Patrick

2016-06-01

The United States has the highest incarceration rate in the world, and as a result, one of the largest populations of incarcerated parents. Growing evidence suggests that the incarceration of a parent may be associated with a number of risk factors in adolescence, including school drop out. Taking a developmental ecological approach, this study used multilevel modeling to examine the association of parental incarceration on truancy, academic achievement, and lifetime educational attainment using the National Longitudinal Survey of Adolescent Health (48.3 % female; 46 % minority status). Individual characteristics, such as school and family connectedness, and school characteristics, such as school size and mental health services, were examined to determine whether they significantly reduced the risk associated with parental incarceration. Our results revealed small but significant risks associated with parental incarceration for all outcomes, above and beyond individual and school level characteristics. Family and school connectedness were identified as potential compensatory factors, regardless of parental incarceration history, for academic achievement and truancy. School connectedness did not reduce the risk associated with parental incarceration when examining highest level of education. This study describes the school related risks associated with parental incarceration, while revealing potential areas for school-based prevention and intervention for adolescents.

Education as a Value: Students, Teachers and Parents Point of View

Directory of Open Access Journals (Sweden)

Valdas Pruskus

2011-04-01

Full Text Available In this article based upon empiric empirical experimental research, we disclose point of view from students, teachers and parents side. Highlighting school and parents influence to students attitude to education importance. Disclosing different views on education between 10th and 12th grade students. Students view on modern youths values shows that they don’t really care about education (10th grade – 7%, 12th grade – 9%. The most valuable thing is money (10th gr. – 23%, 12th gr. – 32%, and independence (10th gr. – 23%, 12th gr. – 33%. This shows us that material fulfillment, as they think, leads to successful future. So in this case “fast” money and independence becomes a successful life standard. However answer to question what is most important to them personally education is most reachable value (10th gr. – 58%, 12th gr. – 49%. This shows us that youth is not ready (psychologically prepared to open up their true values. In the other hand that shows us lack of openness in our relationship. Personally highest rates goes to education (10th gr. – 58%, 12th gr. – 49%; communication and collaboration (10th gr. – 52%, 12th gr. – 45%, self esteem (10th gr. – 48%, 12th gr. – 49%, honesty (10th gr. – 41%, 12th gr. – 37%. In conclusion we can say that social relationship and collaboration helps to achieve goals, in this case – education. Most of students are looking forward to achieve higher education (10th gr. – 43%, 12th gr. – 46%. Planning to study in Lithuania (10th gr. – 44%, 12th gr. – 50%. Students planning to go for postgraduate studies (10th gr. – 18%, 12th gr. – 25%. This shows us that not only 12th grade students, but also 10th grade students understand higher education importance. It is not a surprise that amount of postgraduate students is growing each year. Achievement of higher education students are linking with opportunity to make more money (10th gr. – 26%, 12th gr. – 32%; getting

Parent Education for Dialogic Reading: Online and Face-to-Face Delivery Methods

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Beschorner, Beth; Hutchison, Amy

2016-01-01

This study explored the impact of a parent education program and the contextual factors that influenced the experiences of families in the program. Seventeen parents completed a 9-week, face-to-face program and 15 parents completed a similar online program. This study was designed as a multiple case study and utilized multimethods for data…

The correlation between parents' educational attitudes and ethnocentrism among adolescents

Directory of Open Access Journals (Sweden)

Pavićević Miljana S.

2016-01-01

Full Text Available The paper discusses the contribution that family upbringing has on the development of ethnocentrism among adolescents. This study included 345 respondents from Kosovo and Metohija of Serbian nationality. The following instruments were used for data collection: a scale for assessing educational attitudes of parents (Kodžopeljić, 2009 and the Scale for the assessment of ethnocentrism (SRAM, 2010. The research results show that adolescents exhibiting the highest level of national homogenization, and that according to their procenidominantan educational attitude of their parents cold-limiting. Correlation analysis is utvrđena najveća association (r = is 0. 35 between the confining upbringing father and national superiority or bias and ethnic exclusion and prejudice. On the other hand, the highest correlation (r = is 0. 37 was found between mothers and cold upbringing national homogenization, as well as between confining education of mothers and ethnic exclusion and prejudice. Also, the correlation of medium intensity (r = is 0. 30 = r is 0. 49 exist between a cold upbringing mothers and ethnic exclusion and prejudice (r = is 0. 30; mothers and permissive upbringing national homogenization (r = is 0. 35; confining education of mothers and national superiority or bias (r = is 0. 35. In addition, regression analysis showed that parental attitudes mother significant predictors of all four aspects of ethnocentrism, while the educational attitude father a significant predictor only one aspect of ethnocentrism and national superiority or bias.

The genetic architecture of body mass index from infancy to adulthood modified by parental education.

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Silventoinen, Karri; Huppertz, Charlotte; van Beijsterveldt, Catharina E M; Bartels, Meike; Willemsen, Gonneke; Boomsma, Dorret I

2016-09-01

A higher prevalence of obesity in lower socioeconomic classes is common in Western societies. This study examined the role of gene-environment interactions in the association between parental education and body mass index (BMI) from infancy to the onset of adulthood. Parentally reported BMI from 1 to 13 and self-reported BMI from 14 to 20 years of age were collected in 16,646 complete Dutch twin pairs and analyzed by genetic twin modeling. At 7 to 8 years of age, children whose parents had middle or low educational levels had more excess weight than the children of more highly educated parents, and the difference increased until 18 to 20 years of age. The major part of the BMI variation was explained by additive genetic factors (a(2)  = 0.55-0.85), but environmental factors common for co-twins also played a significant role, especially from 3 to 7-8 years of age (c(2)  = 0.15-0.29). The genetic variation in BMI was higher in children whose parents had middle or low educational levels compared with children whose parents had a high educational level. The interaction between genetic factors and the childhood social environment may contribute to the formation of socioeconomic differences in obesity. © 2016 The Obesity Society.

Parents' Executive Functioning and Involvement in Their Child's Education: An Integrated Literature Review

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Wilson, Damali M.; Gross, Deborah

2018-01-01

Background: Parents' involvement in their children's education is integral to academic success. Several education-based organizations have identified recommendations for how parents can best support their children's learning. However, executive functioning (EF), a high-ordered cognitive skill set, contributes to the extent to which parents can…

Parental Involvement in Children's Education : A Gendered Perspective

OpenAIRE

Stanikzai, Razia

2013-01-01

The importance of parental involvement as an enabling factor in children’s education is well evidenced. Teachers have a critical role in facilitating or hindering parents’ involvement in their children’s learning. The research project provides an analysis of what teachers view as parents’ role in their children’s education with an emphasis on gender-differentiated involvement. It also discusses the barriers to parents’ involvement as well as explores whether teachers understand the importance...