WorldWideScience

Sample records for parents teachers counselors

  1. Youth at Risk: A Resource for Counselors, Teachers and Parents. Part 3. Working with Youth at Risk: Behavioral Issues and Interventions.

    Science.gov (United States)

    Kempley, Frances A.; And Others

    This document consists of Part 3 of a book of readings on at-risk youth designed to provide information and strategies for counselors, teachers, parents, administrators, social workers, and others who work with youth at risk. It includes six readings, each dealing with a specific behavior that places a young person at risk. "The Secret and…

  2. Rationalization and the Role of the School Counselor.

    Science.gov (United States)

    Clark, Arthur J.

    1995-01-01

    Examines rationalization in counselors' interactions with students, parents, and teachers--provides examples of each kind of interaction. Describes the dynamics of rationalization in the schools and outlines interventions that may be used with students, parents, and teachers. Also explores counselors' use of rationalization and gives examples of…

  3. Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

    Science.gov (United States)

    Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

    2016-01-01

    School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

  4. Comparative Study of Mental Health of High School Teachers and Educational Counselors

    Directory of Open Access Journals (Sweden)

    Mansour Shakiba

    2012-03-01

    Full Text Available Background: Teachers have an important effect on mental health and development of students. Teaching and counseling may be stressful jobs. The objective of this study was to compare psychological status of high school teachers and educational counselors measured by the Minnesota Multiphasic Personality Inventory (MMPI.Materials and Method: In a cross-sectional study 60 teachers (20 male and 40 female and 60 educational counselors (20 male and 40 female from high schools of Zahedan city were recruited randomly and asked to complete Minnesota Multiphasic Personality Inventory (Iranian short form of MMPI. Data were analyzed using descriptive statistics and t test.Results: The results showed significant differences between teachers and educational counselors in 6 clinical scales of MMPI so that the teachers had higher scores than educational counselors in D (depression, Pd (psychopathy, Pa (paranoid, Pt (Psychastenia, Sc (schizophrenia and Ma (hypomania scales of MMPI. Mean scores of Male counselors in hysteria and psychopathy were higher than female's scores and also female teachers had higher mean scores in hypochondria, hysteria, paranoid, psychastenia and schizophrenia than male teachers.Conclusion: Although the profiles of both teachers and educational counselors were normal but teachers had higher mean scores than counselors, thus, efforts need to be made to explore possible factors associated to those differences

  5. The Elementary School Counselor's Role: Perceptions of Teachers.

    Science.gov (United States)

    Ginter, Earl J.; And Others

    1990-01-01

    Surveyed 313 public elementary school teachers concerning their perceptions of counselor functions. Results indicated that the role of the counselor appeared to be comprised of two distinct factors. The helper dimension centered on problem identification and resolution while the consultant dimension was aimed at providing professional or technical…

  6. Teachers and Counselors: Building Math Confidence in Schools

    Directory of Open Access Journals (Sweden)

    Joseph M. Furner

    2017-08-01

    Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

  7. Teacher and parent experiences of parent-teacher conferences

    African Journals Online (AJOL)

    teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home- ...

  8. An Ethics Challenge for School Counselors

    Science.gov (United States)

    Froeschle, Janet G.; Crews, Charles

    2010-01-01

    Ethical issues arise more often for school counselors than for those who work in other settings (Remley, 2002). The challenge of working not only with minors but also with other stakeholders including parents, teachers, school administrators, and community members sets the stage for potential legal and ethical dilemmas. Awareness and adherence to…

  9. Impact of Parental Severe Mental Illness: Ethical and Clinical Issues for Counselors

    Science.gov (United States)

    Spiegelhoff, Sarah F.; Ahia, C. Emmanuel

    2011-01-01

    This article draws attention to the issue of parental severe mental illness and the ethical and clinical implications for counselors who work with this population. Parents with mental illness face a multitude of life challenges including, but not limited to, parenting difficulties, medication and hospitalization, custody and placement of their…

  10. Who's doing the talking? Teacher and parent experiences of parent-teacher conferences

    Directory of Open Access Journals (Sweden)

    E M Lemmer

    2012-01-01

    Full Text Available The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour. However, teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home-school communication and an overview of extant themes in the literature. In the present qualitative inquiry, teacher, parent and learner participants were selected by purposeful and snowball sampling and data were gathered by individual and focus group interviews, school visits and the perusal of written parent-teacher conference reports. The findings indicate that parent-teacher conferences are ritualised school events in all types of schools; parents and teachers' expectations of conferences are limited; teachers are not trained to conduct parent-teacher conferences; and conferencesare overwhelmingly directed at problem solution. Parent-teacher conferences are characterised by a client orientation to parents, rather than a partnership orientation to home-school relations.

  11. Measuring the Relationship between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

    Science.gov (United States)

    Johnson, Kaprea; Hannon, Michael D.

    2014-01-01

    This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were…

  12. The Experiences of School Counselors in Reducing Relational Aggression among Female Students K-12: A Generic Qualitative Study

    Science.gov (United States)

    Stringer, Tomeka C.

    2014-01-01

    The current generic qualitative study investigated the experiences of eight K-12 school counselors working with female students and relational aggression. School counselors can be a resource in schools to help students that may have been involved with relational aggression incidents. They can collaborate with administrators, teachers, parents, and…

  13. The school counselor's support during parental divorce

    OpenAIRE

    Raišp, Julija

    2016-01-01

    The diploma thesis deals with divorce and the role of school counselor to give support to the child. The theoretical part presents the different definitions of family, characteristics of family life in Slovenia and the importance of being raised by both parents. Definition of separation, divorce statistics in Slovenia and the impact of divorce on children is also described. An important issue that is mentioned in the diploma thesis is the time after the divorce. Because of that, an entire cha...

  14. Say the Word Islam: School Counselors and Muslim Children

    Science.gov (United States)

    Saleem, Daa'iyah; Rasheed, Sakinah

    2010-01-01

    Two Muslim women who hold Ph.D.'s, a clinical and developmental psychologist and a teacher educator speak personally and professionally about important information school counselors need to know about Islam and providing services to Muslim children. First, the authors draw from personal experiences in parenting Muslim children who have come of age…

  15. Individualism, Collectivism, and Cultural Compatibility: Implications for Counselors and Teachers.

    Science.gov (United States)

    Yamauchi, Lois A.

    1998-01-01

    Culture influences expectations about classroom goals. The cultural distinction between individualism and collectivism is one factor that affects students' adjustment from home to school. Article suggests teachers and counselors may want to capitalize on students' cultural tendencies, but also plan for ways to expand students' repertories of…

  16. The Role of the Guidance Counselor in Dealing with Drug Abuse

    Science.gov (United States)

    Tobias, Jerry

    1971-01-01

    The author takes issue and places marihuana among perhaps the more dangerous drugs. He then highlights the role of the counselor in the community setting and as the link between students, teachers, administrators, and parents with information about drugs and their associated problems. (Author/BY)

  17. Terrorism, Trauma, and Tragedies: A Counselor's Guide to Preparing and Responding.

    Science.gov (United States)

    Bass, Debra D., Ed.; Yep, Richard, Ed.

    Conceived as a resource for counselors, teachers, administrators, parents and others, this is a hands-on book that provides useful information and guidance on strategies, techniques and plans that have worked well in addressing the trauma of a tragic event. This book is a collection of original material, news stories, handouts, and even…

  18. Principal-Counselor Collaboration and School Climate

    Science.gov (United States)

    Rock, Wendy D.; Remley, Theodore P.; Range, Lillian M.

    2017-01-01

    Examining whether principal-counselor collaboration and school climate were related, researchers sent 4,193 surveys to high school counselors in the United States and received 419 responses. As principal-counselor collaboration increased, there were increases in counselors viewing the principal as supportive, the teachers as regarding one another…

  19. Parent-Teacher Relationships in Elementary School: An Examination of Parent-Teacher Trust

    Science.gov (United States)

    Santiago, Rachel T.; Garbacz, S. Andrew; Beattie, Tiffany; Moore, Christabelle L.

    2016-01-01

    Trust is an important dimension of parent educational involvement and parent-teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of…

  20. The Design of Mobile Application for Teacher and Parents Communication in Indonesian School

    Directory of Open Access Journals (Sweden)

    Setyawan Sholeh Hadi

    2016-01-01

    Full Text Available One of the success factor to achieve education goals is the good communication between the student’s parents and the school. Most of Indonesian schools use written communication in form of communicator book, renewed yearly when the student move to the new grade. All of the important information contained in the conversation will be lost if the book is missing, torn, damaged or replaced by the new book. The response time of the conversation is very slow, parent should wait the answer from the school until the student goes home. A mobile application is designed to replace the communicator book electronically. The application is hybrid, enables the parent to communicate easily to the class teacher, counselors, health services and also the school managements. The design has been reviewed dan feedback given from the users.

  1. Who's doing the talking? Teacher and parent experiences of parent ...

    African Journals Online (AJOL)

    The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour.

  2. A Study on the Impact of Military Parent Deployment on Student Performance; Academic Achievement, Absenteeism, Discipline, and Counselor Visits

    Science.gov (United States)

    Arnold, Hilda

    2013-01-01

    The purpose of the study was to determine if parents' military deployment had an impact on the academic achievement of their children. The study examined if there were a parallel between parental military deployment and absenteeism, parental deployment and discipline, and parental deployment and counselor visits. The study also examined if…

  3. Effective Strategies for Communicating with Parents in Sport

    Science.gov (United States)

    Van Mullem, Pete; Cole, Mike

    2015-01-01

    Participation in athletics provides student-athletes a place to develop autonomy and grow socially through interactions with peers, parents, and coaches (Torres & Hager 2013). Coaches entrusted by parents to guide and nurture their child's sport experience fulfill the role of teacher, counselor, colleague, mentor, supervisor, and leader…

  4. Adult Children of Divorce and Relationship Education: Implications for Counselors and Counselor Educators

    Science.gov (United States)

    Johnson, Veronica I.

    2011-01-01

    This article explores the impact of relationship education on young adults' optimism about relationships and attitudes toward marriage whose parents were divorced and offers implications and suggestions for counselors and counselor educators. Previous research in the area of intimate and family relationships has demonstrated that adults who have…

  5. Parenting Styles and Adolescents' Learning Strategies in the Urban Community.

    Science.gov (United States)

    Boveja, Marsha E.

    1998-01-01

    Examines the relationship between perceived parenting styles and urban adolescents' learning and studying strategies. Results revealed that those adolescents who perceived their parents as being authoritative tended to engage in more effective learning and study strategies. Discusses implications for counselors and teachers using this information…

  6. Conceptual knowledge of vesico-vagina fistula among parents ...

    African Journals Online (AJOL)

    MJP

    2015-04-18

    Apr 18, 2015 ... obstetric fistula remains a neglected issue in global health. Aim: This ... parents, teachers and counselors of senior secondary school have very little knowledge ... mental distress, infidelity, intolerance, frustration, hatred for ...

  7. Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: El logro de la participacion de los padres, cuaderno III. Edicion para el estudiante. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Success with Parent Participation, Book III. Student Edition. Bilingual Education Teacher Training Packet).

    Science.gov (United States)

    Rodriguez, Rodolfo, Comp.

    The student version of a learning module for teacher training in bilingual education is one of three focusing on promoting parent participation in the school system, and concentrates specifically on the role of parents as counselors and co-participants in decisionmaking. An introductory section discussing the overall objectives of the materials is…

  8. Children of Divorce: Implications for Counselors.

    Science.gov (United States)

    Hammond, Janice M.

    1979-01-01

    School counselors may be the most appropriate people to provide assistance for children whose parents are divorced and to the school staff. Study suggests that school counselors become aware of recent research of the impact of divorce on children. (Author/CMG)

  9. Mutual attitudes and expectations of teachers, school counselors and parents in the context of cooperation between the school and the home

    Directory of Open Access Journals (Sweden)

    Barbara Šteh

    2011-04-01

    Full Text Available In this paper we focus on the role of some factors of quality co-operation between the school and the home, particularly focusing on the role of attitudes and expectations of parents, teachers and counselling workers towards each other. The empirical research was carried out in the 2007/08 school year on a representative sample of primary school teachers together with primary and secondary school counsellors and parents of children who attended the third, fifth/sixth and ninth primary school grades in Slovenia. One of the main findings is that teachers, counsellors and parents doubt each other's competences, which is not a sound basis for quality mutual co-operation. Establishment of successful co-operation is based primarily on awareness that both parents and the school share responsibility for the child's development and socialization and that in this shared responsibility they meet as equal interlocutors who confer, through their varied areas of expertise, skills, experiences and sources of power, concerning goals and tasks of mutual co-operation, aimed at supporting and encouraging the child's comprehensive personal development.

  10. The Law, the Counselor, and Student Records

    Science.gov (United States)

    Killian, John D.

    1970-01-01

    Counselor's legal responsibilities in release of information about students involves matters of parental rights to information; defamation, libel, and slander; and privileged communication. Counselor has little to fear provided he performs professionally and ethically. (Author)

  11. Truancy: How Parents and Teachers Contribute.

    Science.gov (United States)

    Little, Linda F.; Thompson, Rock

    1983-01-01

    Compared attitudes and behaviors of parents and teachers toward junior-high habitually truant students (N=94) and regular attenders (N=94). Data from the Little Parenting Valuing Styles Scale and Little Teacher Valuing Styles Scale suggest parents may contribute to truancy by being overprotective and overindulgent. Teachers may reject and…

  12. Sexting: New Challenges for Schools and Professional School Counselors

    Science.gov (United States)

    McEachern, Adriana G.; McEachern-Ciattoni, Renee T.; Martin, Filomena

    2012-01-01

    Sexting, the practice of sending sexually explicit messages or photographs of oneself or others on digital electronic devices, presents challenges for schools and professional school counselors. The implications of sexting for schools, school counselors, students, and parents are discussed. School counselor interventions, developing school…

  13. School Counselors and Ethical Decision Making

    Science.gov (United States)

    West, Dana R.

    2016-01-01

    Students and their parents/guardians rely on school counselors to provide counseling services based on ethically sound principles. However, there is a lack of empirical evidence about what influences a school counselor's ethical decision making. Ethical decision making for this study was defined as the degree to which decisions pertaining to…

  14. Parental Expectations of Their Adolescents' Teachers.

    Science.gov (United States)

    Tatar, Moshe; Horenczyk, Gabriel

    2000-01-01

    Examines parental expectations of their children's teachers through use of the Expectations of Teachers questionnaire. Participating parents (N=765) reported greater expectations for help and assistance, followed by teaching competence and fairness on the part of the teacher. Mothers were found to hold higher fairness, help, and assistance…

  15. Maintaining Parental Involvement in Their Children's Education: Examining Parent and Teacher Perceptions

    Science.gov (United States)

    Gilbert, Ailia S.

    2017-01-01

    The purpose of this study was to examine the perceptions of teachers and parents and factors that developed and maintained parental involvement among middle and high school parents. The research included eight teachers (four middle school teachers and four high school teachers) and eight parents (four whose children were in middle school and four…

  16. The Guidance Counselor and the Reading Curriculum.

    Science.gov (United States)

    Ediger, Marlow

    There are many ways guidance counselors can help teachers achieve more optimal reading instruction. Counselors first may have to ascertain the kinds of problems faced by a student in learning to read. Assessing a student's ability to use picture clues to decipher words may be necessary with primary grade students. Knowledge about phonics, using…

  17. Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. 61st Edition, 1996-97.

    Science.gov (United States)

    Tryneski, John, Ed.

    This publication offers an update in concise form of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations of regional and national associations regarding school staff responsibilities and school policies are presented, as well as current addresses for…

  18. Requirements for Certification For Elementary Schools, Secondary Schools, and Junior Colleges. Teachers, Counselors, Librarians, Administrators. Forty-Sixth Edition.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This book lists certification standards for teachers, school librarians, school counselors, and administrators in each of the fifty states and the District of Columbia. Types of degrees and specializations required, duration of the certification, and application procedures are outlined. The certification recommendations of the Middle States…

  19. Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Fifty-Second Edition, 1987-88.

    Science.gov (United States)

    Burks, Mary Paxton

    This publication offers an update of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations from regional and national associations on school staff responsibilities and school policies are presented, as well as current addresses for sources of…

  20. Requirements for Certification for Elementary Schools, Secondary Schools, Junior Colleges: Teachers, Counselors, Librarians, Administrators. Forty-Ninth Edition, 1984-85.

    Science.gov (United States)

    Burks, Mary P.

    This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by the following regional and national associations: Middle…

  1. Approaches to Building Teacher-Parent Cooperation

    Directory of Open Access Journals (Sweden)

    Franc Cankar

    2012-01-01

    Full Text Available The purpose of this study was to explore the areas of cooperation inwhich parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about the importance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’ views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation to collaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.

  2. Requirements for Certification: Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. 45th Edition, 1980/81.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This book presents up to date information on the state and regional certification differences and changes in the various educational fields. Certification standards for early childhood, elementary, and secondary teachers, pupil personnel services, administrators, special educators, special school service personnel, counselors, school librarians,…

  3. Transforming High School Counseling: Counselors' Roles, Practices, and Expectations for Students' Success

    Science.gov (United States)

    Mau, Wei-Cheng J.; Li, Jiaqi; Hoetmer, Kimberly

    2016-01-01

    This study examined the current roles and practices of American high school counselors in relation to the ASCA [American School Counselor Association] National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers' and school administrators'. A nationally representative sample of 852…

  4. Requirements for Certification [of] Teachers, Counselors, Librarians, Administrators for Elementary Schools, Secondary Schools, Junior Colleges. Forty-eighth Edition, 1983-84.

    Science.gov (United States)

    Woellner, Elizabeth H.

    This edition of "Requirements for Certification" updates pertinent information on certification requirements for teachers, administrators, librarians, counselors, and other school personnel in each state in the United States. Outlines are provided of recommendations on certification by regional and national associations, and sources of information…

  5. Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers' Counseling Competence

    Science.gov (United States)

    Gerich, Mara; Schmitz, Bernhard

    2016-01-01

    In research on parental involvement and teacher professionalization, counseling parents on the support of their children's learning processes is considered to be an increasingly important competence area of teachers. However, to date little research has been conducted on the development of appropriate approaches to the assessment of teachers'…

  6. Researching Teachers' and Parents' Perceptions of Dialogue

    Science.gov (United States)

    Tveit, Anne Dorthe

    2014-01-01

    While there has been a great deal of research done on parent involvement and the challenges of conducting effective dialogue in parent-teacher meetings, less attention has been paid to how teachers and parents themselves perceive dialogue. The purpose of the present article is to study whether deliberative principles are vital to teachers'…

  7. Students Who Self-Injure: School Counselor Ethical and Legal Considerations

    Science.gov (United States)

    White Kress, Victoria E.; Costin, Amanda; Drouhard, Nicole

    2006-01-01

    This article explores ethical considerations that school counselors may need to address when providing counseling services to self-injurious students. Ethical issues related to student confidentiality, responsibilities to parents and to the school, and professional competence are discussed in relation to the American School Counselor Association's…

  8. The Influence of Parents on the Educational and Occupational Decision Making of Their Children: Reducing Sex Role Stereotyping in Vocational Education.

    Science.gov (United States)

    Young, Priscilla M.

    Parents, peers, teachers, counselors, and siblings all exert an influence on the educational and occupational decisions made by students. Of all these of persons, however, parents have the greatest influence. Mothers are the major influence on their daughters' career aspirations and choice, whereas fathers are the primary influence on their sons'…

  9. Counselor Bilingual Ability, Counselor Ethnicity, Acculturation, and Mexican Americans' Perceived Counselor Credibility

    Science.gov (United States)

    Ramos-Sanchez, Lucila

    2009-01-01

    This study examined the effects of counselor bilingual ability and counselor ethnicity on client-perceived counselor credibility and cultural competence. Participants were assigned to 1 of 4 treatment conditions created by crossing counselor ethnicity with counselor language. No significant differences were found. Regarding rank ordering of the…

  10. 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...

  11. Rural elementary students', parents', and teachers' perceptions of bullying.

    Science.gov (United States)

    Stockdale, Margaret S; Hangaduambo, Saidou; Duys, David; Larson, Karl; Sarvela, Paul D

    2002-01-01

    To examine the prevalence and correlates of bullying in 7 rural elementary schools from students', parents', and teachers' perspectives. Surveys were completed by 739 fourth, fifth, and sixth grade students, 367 parents, and 37 teachers. Students tended to report higher prevalence of bullying than did parents or teachers, and their reports were associated with aggression, attitudes toward violence, and perceptions of school safety. Bullying behavior is prevalent in rural elementary schools and is indicative of aggression and proviolence attitudes. Parents and teachers need to pay closer attention to bullying behavior among schoolchildren and to impart their knowledge to children in a comprehensive, coordinated manner.

  12. The DANGERTOME Personal Risk Threat Assessment Scale: An Instrument to Help Aid Immediate Threat Assessment for Counselors, Faculty, and Teachers

    Science.gov (United States)

    Juhnke, Gerald A.

    2010-01-01

    Threats of violence are not uncommon to counselors, faculty, or teachers. Each must be taken seriously, quickly analyzed, and safety procedures implemented. Yet, there exists a paucity of brief, face-to-face, assessments designed to aid threat assessment. To address this paucity, the author created The DANGERTOME Personal Risk Threat Assessment…

  13. The Communication Barriers between Teachers and Parents in Primary Schools

    Science.gov (United States)

    Ozmen, Fatma; Akuzum, Cemal; Zincirli, Muhammed; Selcuk, Gulenaz

    2016-01-01

    Problem Statement: In educational institutions, the effectiveness of communication between teachers and parents, in terms of student achievement and attendance, has a great importance. Parent-teacher communication provides multi-faceted benefits to teachers, the school, and parents as well. However, various obstacles hinder the realization of…

  14. Parent Involvement in Head Start Programs: The Role of Parent, Teacher and Classroom Characteristics

    Science.gov (United States)

    Castro, D.C.; Bryant, D.M.; Peisner-Feinberg, E.S.; Skinner, M.L.

    2004-01-01

    The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs,…

  15. Teacher - parent partnerships: Preservice teacher competences and attitudes during teacher training in the Netherlands

    NARCIS (Netherlands)

    Denessen, E.J.P.G.; Bakker, J.T.A.; Kloppenburg, H.L.; Kerkhof, M.

    2010-01-01

    Teachers are expected to build strong relationships with their students' parents, but little is known about the way they develop their perspectives on parent involvement and their competences in relating to parents. To gain insight in these developments, a survey study was conducted about the

  16. Social discomfort in preadolescence: predictors of discrepancies between preadolescents and their parents and teachers.

    Science.gov (United States)

    Tu, Kelly M; Erath, Stephen A

    2013-04-01

    The present study investigated whether salient preadolescent behaviors and experiences predicted parents' and teachers' underestimation of preadolescents' shyness. Participants included a community sample of 129 fifth and sixth graders, along with one parent and teacher per preadolescent. Preadolescents, parents, and teachers provided reports about preadolescents' shyness, and parents and teachers rated preadolescents' prosocial and aggressive behaviors, peer victimization experiences, and academic performance. Results indicated that parent- and teacher-reported prosocial behavior, teacher-reported aggressive behavior, and parent-reported peer victimization were associated with lower parent and teacher reports of preadolescent shyness, relative to preadolescent reports, controlling for demographic variables and parent stress. Additionally, higher parent-reported academic performance was associated with lower teacher reports of preadolescent shyness, compared to preadolescent reports. These findings suggest that preadolescents with higher levels of relatively conspicuous behaviors and experiences feel more shyness than their parents and teachers report.

  17. Co-Producing Children's Sociality in Parent-Teacher Conferences

    Science.gov (United States)

    Närvänen, Anna-Liisa; Markström, Ann-Marie

    2015-01-01

    The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent-teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are…

  18. Parents' and Teachers' Perceptions of Adolescent Storm and Stress: Relations with Parenting and Teaching Styles

    Science.gov (United States)

    Hines, Allyn R.; Paulson, Sharon E.

    2006-01-01

    The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress…

  19. Cyberbullying: What Counselors Need to Know

    Science.gov (United States)

    Bauman, Sheri

    2011-01-01

    This informative book offers complete, up-to-date coverage of the growing problem of cyberbullying. Written for counselors, teachers, school leaders, and other professionals who work with children and teens, "Cyberbullying" addresses the real-life dangers students face on the Internet, including offensive, confrontational, and harassing messages;…

  20. Conferencias de padres-educadores: Sugerencias para los padres (Parent-Teacher Conferences: Suggestions for Parents). ERIC Digest.

    Science.gov (United States)

    Clark, Ann-Marie

    Parent-teacher conferences sometimes become a cause for concern for everyone involved. This Spanish-language ERIC Digest outlines ways to improve communication during parent-teacher conferences. Suggestions are offered to help parents participate more effectively in conferences, including identifying what is being done to help a child overcome a…

  1. 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

  2. Protecting Children's Rights: "I Want to Live with BOTH Daddy and Mommy."

    Science.gov (United States)

    Hall, Alex S.; Kelly, Kevin R.

    1992-01-01

    Contends that counselors and teachers can promote children's rights to nurturance and self-determination by encouraging parents to respect children's desire to live with both parents after divorce. Attempts to increase awareness among teachers and counselors that children as persons, rather than property, have specific rights in relation to…

  3. Parents are Teachers: A Child Management Program.

    Science.gov (United States)

    Becker, Wesley C.

    This manual is designed to help parents apply reinforcement theory in managing their children. The program explains how parents can systematically use consequences to teach children in positive ways. Units include: When to Reinforce; How to Reinforce; Reinforcement and Punishment in Everyday Life; and Why Parents (and Teachers) Goof; the Criticism…

  4. Albinism: Educational Techniques for Parents and Teachers.

    Science.gov (United States)

    Ashley, Julia R.; Cates, Dennis L.

    1992-01-01

    A survey of teachers of the visually impaired and adults with albinism or parents of children with albinism (total responses=144) found no use of Braille by the adults or children with albinism, awareness of the condition by almost all teachers, support for mainstreaming by all, and specific teaching suggestions from teachers. (DB)

  5. Parent-teacher agreement on children's problems in 21 societies

    DEFF Research Database (Denmark)

    Rescorla, Leslie A; Bochicchio, Lauren; Achenbach, Thomas M

    2014-01-01

    Parent-teacher cross-informant agreement, although usually modest, may provide important clinical information. Using data for 27,962 children from 21 societies, we asked the following: (a) Do parents report more problems than teachers, and does this vary by society, age, gender, or type of proble...

  6. Parent-Teacher Partnership and High School Students' Development in Mainland China: The Mediating Role of Teacher-Student Relationship

    Science.gov (United States)

    Deng, Linyuan; Zhou, Nan; Nie, Ruihong; Jin, Peipei; Yang, Mengxi; Fang, Xiaoyi

    2018-01-01

    Parent-teacher partnership is associated closely with adolescents' development. However, little is known about the association between parent-teacher partnership and Chinese high school students' development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates…

  7. 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.

  8. Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors

    Science.gov (United States)

    Bodenhorn, Nancy

    2006-01-01

    Results of a survey asking public school counselors in Virginia to indicate their most common and most challenging ethical dilemmas are presented. Ninety-two school counselors reported that the most common and challenging ethical dilemmas included those involving student confidentiality, dual relationship with faculty, parental rights, and acting…

  9. Principals' and Teachers' Practices about Parent Involvement in Schooling

    Science.gov (United States)

    Erdener, Mehmet Akif

    2016-01-01

    Parent involvement has an influence on children's educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators' and teachers' perceptions about parent…

  10. Is the Feeling Mutual? Examining Parent-Teacher Relationships in Low-Income, Predominantly Latino Schools

    Science.gov (United States)

    Miller, Hannah; Robinson, Michelle; Valentine, Jessa Lewis; Fish, Rachel

    2016-01-01

    Strong parent-teacher relationships are critical to students' academic success. Mismatches in parents' and teachers' perceptions of each other may negatively affect children's outcomes. Using survey data collected from parents and teachers in 52 low-income, predominantly Latino schools, we explore subgroup variation in parents' and teachers'…

  11. Mexican Parents' and Teachers' Views of Effective Elementary Schools

    Science.gov (United States)

    Slate, John R.; Jones, Craig H.

    2007-01-01

    We surveyed 374 parents and 82 teachers in the Juarez, Mexico schools regarding their views of what makes an effective elementary school. The survey was a Spanish translation of an instrument used by Johnson (1998). Although both parents and teachers supported most of the factors associated with effective schools, they emphasized different aspects…

  12. Socioeconomic inequalities in parent-reported and teacher-reported psychological well-being.

    Science.gov (United States)

    Lewis, Hannah; Hope, Steven; Pearce, Anna

    2015-01-01

    To determine whether there are differences in the social gradient of parent-reported and teacher-reported child psychological well-being. Secondary data analysis comparing ratings of child psychological well-being (Strengths and Difficulties Questionnaire, SDQ) in the UK Millennium Cohort Study at 7 years by socioeconomic circumstances (SEC). A number of measures of SEC were tested; results are reported for maternal education. From a sample of 13,168 singletons who participated at the age of 7 years, complete data were available for 8207 children. There was a social gradient in SDQ scores reported by parents and teachers, with 'borderline/abnormal' scores more prevalent in children with lower-educated mothers. However, the gradient was more marked in parent report compared with teacher report, and discrepancies between parent and teacher reports were greatest for children from higher SECs. The social gradient in child psychological well-being, although present, was weaker in teacher report compared with parent report. This may be because children behave differently in school and home settings, or parents and teachers demonstrate reporting bias. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  13. Great Expectations for Middle School Counselors

    Science.gov (United States)

    Wright, Robert J.

    2012-01-01

    During the Great Recession, 2008 to 2010, school systems scrambled to balance budgets, and the ratio of counselors to students became even larger. To make matters worse, the Great Recession had a major impact on cuts in educational funding. Budget cutbacks tend to occur where the public will be least likely to notice. The loss of teachers and the…

  14. Working with Parents of Aggressive Children: Clinical Vignettes.

    Science.gov (United States)

    Mordock, John B.

    1988-01-01

    Seven brief clinical vignettes are presented, illustrating principles of intervention with parents of aggressive children. The vignettes describe family relationships; parents' feelings toward counselors, especially anger; counseling techniques; actions taken by counselors; and outcomes of treatment. (JDD)

  15. Mother Tongue Usage in Ghanaian Pre-Schools: Perceptions of Parents and Teachers

    Science.gov (United States)

    Tackie-Ofosu, Vivian; Mahama, Sheriffa; Vandyck, E. Solomon Tetteh Dosoo; Kumador, David Kwame; Toku, Nana Ama Afriyie

    2015-01-01

    The present study investigated the perceptions of parents and teachers on the use of the mother tongue and their preferred medium of communication and instruction for preschool children at home and in school. The sample was made up of a cross-section of parents and teachers (N=120, Female=80% for teachers and 55% for parents) of children (between…

  16. Comparing parent and teacher assessments of mental health in elementary school children.

    Science.gov (United States)

    Boman, Fiffi; Stafström, Martin; Lundin, Nils; Moghadassi, Mahnaz; Törnhage, Carl-Johan; Östergren, Per-Olof

    2016-03-01

    Screening instruments are often used for detecting mental health problems in children and adolescents. The Strengths and Difficulties Questionnaire (SDQ) is one instrument for screening children's mental health. The SDQ can be used for assessment by different informants, i.e. parents, teachers and by 11-16 year olds for self-reporting. The aim was to compare the precision and validity of parental and teacher SDQ assessments in elementary school children, and to analyze whether assessments were affected by the child's sex and by socio-demographic factors. A total of 512 primary school students were included in a cross-sectional study. Exploratory factor analysis, sensitivity/specificity analysis, Cronbach's alphas, and logistic regression were applied. Parents rated 10.9% and teachers 8.8% of the children as high-risk individuals, but the overlap was low (32.1%). Cronbach's alphas were 0.73 and 0.71 for parents and teachers, respectively. However, factor analysis showed that the five-factor solution could be confirmed only for teacher ratings. Moreover, only the parents' ratings were affected by maternal educational level and parental country of birth when rating the same children as the teachers. Construct validity was only confirmed for teacher assessments. However, parental assessments might capture a dimension of a child's mental health that seems to be sensitive to socioeconomic factors, which could be important when addressing equity issues, and for the dialogue between parents and school. © 2015 the Nordic Societies of Public Health.

  17. Socioeconomic Status and Its Effect on Teacher/Parental Communication in Schools

    Science.gov (United States)

    Ankrum, Raymond J.

    2016-01-01

    The power of communication and community engagement utilized by teachers to actively involve parents and guardians in the educational process of their children is essential to the growth of the students. An important component to student motivation is a teacher's ability to leverage parental/guardian relationships. A teacher's ability to form…

  18. The Surprise Element: How Allaying Parents' Misconceptions Improves a Teacher's Communicative Process

    Science.gov (United States)

    Kumar, Rashmi

    2010-01-01

    Challenged by parents' misconceptions about the role of cooperative learning activities in developing their gifted children, a teacher began to mentor the parents. The act of mentoring those parents resulted in the teacher's longer-term professional development: specifically, creating a process of seeking structured feedback from parents and…

  19. Impact of Children's Identified Disability Status on Parent and Teacher Behavior Ratings

    Science.gov (United States)

    Schwehr, Ethan; Bocanegra, Joel O.; Kwon, Kyongboon; Sheridan, Susan M.

    2014-01-01

    This study was an examination of the possible influence of a child's pre-identified disability on parent and teacher behavior ratings and whether a child's disability status affected parent ratings, when controlling for parenting stress. The sample included 206 kindergarten through third grade students and their teachers and parents from a…

  20. Parents' and Teachers' Perceptions of Abnormal Attention Span of Elementary School-Age Children.

    Science.gov (United States)

    Segal-Triwitz, Yael; Kirchen, Louisa M; Shani Sherman, Tal; Levav, Miriam; Schonherz-Pine, Yael; Kushnir, Jonathan; Ariel, Raya; Gothelf, Doron

    2016-01-01

    To determine teacher and parental perception of minimal expected sustained attention span during various daily tasks among elementary school children. 54 parents and 47 teachers completed the attention span questionnaire (AtSQ) that was developed for this study. The AtSQ consists of 15 academic and leisure tasks that require a child's sustained attention. The study focused on third and fourth graders in Israel. There was a high degree of variability among teachers and parents in their responses to the AtSQ. The expected attention span of children as judged by parents was higher and more varied compared to teachers, and higher for girls than for boys. Our results indicate poor agreement in cutoff values for sustained attention span between teachers and parents and within each group.

  1. Preservice Teacher Attitudes toward Gay and Lesbian Parents

    Science.gov (United States)

    Herbstrith, Julie C.; Tobin, Renée M.; Hesson-McInnis, Matthew S.; Schneider, W. Joel

    2013-01-01

    Gay and lesbian parents are raising an increasing number of children, but little is known about how these parents are viewed by school personnel. In this study, preservice teacher attitudes toward gay and lesbian parents were assessed using implicit, explicit, behavioral, and behavioroid measures. Implicit measures indicate that participants rated…

  2. Latino Parents and Teachers: Key Players Building Neighborhood Social Capital

    Science.gov (United States)

    Martinez, Elizabeth; Ulanoff, Sharon H.

    2013-01-01

    This narrative study examines how Latino parents and teachers in the Boyle Heights/East Los Angeles community create and appropriate social capital to increase student achievement. Specifically, the study explores how parents and teachers participate in two community organizations to extend resources that have the potential to positively impact…

  3. How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students

    Science.gov (United States)

    Campayo-Muñoz, Emilia; Cabedo-Mas, Alberto

    2016-01-01

    This paper explores the importance and effects of parents' and teachers' attitudes on students' academic performance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at…

  4. Play Therapy Practices among Elementary School Counselors

    Science.gov (United States)

    Ray, Dee C.; Armstrong, Stephen A.; Warren, E. Scott; Balkin, Richard S.

    2005-01-01

    When elementary school counselors have a solid developmental understanding of children, play therapy might be one counseling intervention that they use with their students. Landreth (2002) has promoted the use of play therapy in schools by explaining that its objective is to help children get ready to profit from what teachers have to offer. Play…

  5. The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist

    Directory of Open Access Journals (Sweden)

    Savina E.A.,

    2018-04-01

    Full Text Available The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers; and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.

  6. Parent-Teacher-Student Discrepancies in Academic Ability Beliefs: Influences on Parent Involvement

    Science.gov (United States)

    Patel, Nimisha; Stevens, Sharon

    2010-01-01

    Most studies examining influences on parent involvement focus on common demographic factors, such as social class or gender, and on elementary grades. In the present study, we investigated a more malleable influence, perceptions of ability, in the context of middle school. We examined how perceptions held by parents, teachers, and students…

  7. Survey of School Counselors' Perceptions of Graduate Training Priorities.

    Science.gov (United States)

    Sisson, Carol F.; Bullis, Michael

    1992-01-01

    Surveyed practicing school counselors (n=895) in Oregon to identify their opinions of educational priorities for graduate counseling training programs. Findings revealed that counseling theories, skills dealing with personal problems, development of counseling and guidance programs, consultation with teachers about individual students, and…

  8. Breaking Down Barriers--Building Strong Foundations: Parents and Teachers of Exceptional Students Working Together.

    Science.gov (United States)

    Spinelli, Cathleen G.

    1999-01-01

    Provides guidelines for fostering positive teacher-parent relationships. Discusses recent legislative mandates, how parent/teacher relationships are affected by current policy issues promoted by professional education organizations, and methods of constructive communication. Parents and teachers of students with learning disabilities are urged to…

  9. Helping military children cope with parental deployment: role of attachment theory and recommendations for mental health clinicians and counselors.

    Science.gov (United States)

    Miller, Laurence; Miller, Halle B; Bjorklund, David

    2010-01-01

    Military deployment of a parent carries with it a number of stresses for children, all centering around uncertainty, instability and unpredictability. This article conceptualizes military deployment and relocation stress in the context of attachment theory, and describes the types of adverse outcomes that can occur as the result of impaired attachment. It then presents a set of practical recommendations for mental health clinicians and counselors for helping children and families cope productively and negotiate the developmental hurdles associated with maintaining healthy attachment and family stability in the face of military deployment.

  10. Use of Mobile Application: Means of Communication between Parents and Class Teacher

    Science.gov (United States)

    Can, Mustafa Harun

    2016-01-01

    Collaboration in between parents and teachers is an important step for student's achievement. Stakeholders in education sector are trying to find best solution to encourage parents' involvement in school activities. To involve parents in schooling activities and in other events, a good info-notice system should be established. Teachers should give…

  11. Avoiding Corporal Punishment in School: Issues for School Counselors.

    Science.gov (United States)

    Forness, Steven R.; Sinclair, Esther

    1984-01-01

    Focuses on the legal status and societal values that promote the use of corporal punishment in public schools, and on the role of the elementary school counselor in helping teachers deal with punishment. Discusses factors affecting the effectiveness of punishment and suggests alternatives. (JAC)

  12. African Urbanism: Preparation for Multi-Ethnic Schools' Counselors.

    Science.gov (United States)

    Makinde, Olu

    1987-01-01

    Focuses on cross-cultural perspectives of urbanization and urbanism by comparing the Yoruba cities of western Nigeria with cities of Europe and North America. Concludes that cross-cultural counselors working with Yoruba clients must understand Yoruba city clients and their home life, physical environment, family structure, parent attitudes, and…

  13. Blaming the helpers: the marginalization of teachers and parents of the urban poor.

    Science.gov (United States)

    Farber, B A; Azar, S T

    1999-10-01

    The nature and origins of the current tendency toward disparaging parents and teachers of the urban poor are examined. It is suggested that the influence of parents and teachers must be understood in the context of multiple intervening variables. Several explanations are offered for the phenomenon of blame, including the fact that women constitute the great majority of teachers and are often the primary agents of parenting.

  14. Practical Guide to Discipline and Behavior Management for Teachers and Parents.

    Science.gov (United States)

    Ross, Peter A.

    Almost every teacher and parent encounters children with behavior problems. Social changes, including an increasingly violent and information-based society, affect ways in which children view and function in the world. Teachers and parents need to have greater understanding and skill in implementing discipline strategies. This guide presents…

  15. Making Our Way through: Voices of Hispanic Counselor Educators

    Science.gov (United States)

    Lerma, Eunice; Zamarripa, Manuel X.; Oliver, Marvarine; Cavazos Vela, Javier

    2015-01-01

    Through 23 open-ended questionnaires and 8 individual interviews, this phenomenological study explored the experiences of Hispanic men and women (N = 23) who completed doctoral degrees in counselor education. Six themes were identified: family role models, educational support, parental expectations, ethnic identity, acculturation/cultural…

  16. Rational emotive behavior therapy: applications for working with parents and teachers

    OpenAIRE

    Terjesen,Mark D.; Kurasaki,Robyn

    2009-01-01

    Given the high rates of reported emotional stress among parents and teachers, the Rational Emotive Behavior Therapy approach appears to be a useful strategy to promote more effective parent and teacher emotional functioning and increase child positive behaviors and learning. The Rational Emotive Behavior Therapy model may be helpful for clinicians who work with the parents and the family by identifying and subsequently changing their unhealthy ideas, enhancing emotional functioning, and incre...

  17. Mindfulness programming for parents and teachers of children with ADHD.

    Science.gov (United States)

    Miller, Carlin J; Brooker, Brianne

    2017-08-01

    Parents and teachers of children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for a range of suboptimal psychosocial outcomes, including mental health difficulties and heightened stress, problems perhaps ameliorated through mindfulness-based programming. To show pilot data from an investigation of the outcomes of a purpose-built mindfulness training for parents and teachers of children with ADHD (N = 26). The program represents a purpose-driven modification of the Mindfulness-Based Stress Reduction (MBSR) curriculum. Namely, we reduced participant time commitment and added psychoeducation about ADHD with brief parent training. The measurement protocol included measures of stress, anxiety, depression, and mindfulness. Following the 8-week program, parents and teachers reported reduced perceived stress, reduced self-reported anxiety, and improvements in some facets of mindfulness. The work highlights the promise of specialized mindfulness-based interventions in promoting positive psychosocial outcomes in specific at-risk groups, such as the carers of children with ADHD. Copyright © 2017 Elsevier Ltd. All rights reserved.

  18. Oral health-related quality of life among parents and teachers of disabled schoolchildren in Kuwait.

    Science.gov (United States)

    Shyama, Maddi; Honkala, Sisko; Al-Mutawa, Sabiha A; Honkala, Eino

    2013-01-01

    The objective of this study was to assess the oral health-related quality of life between the parents and the teachers of disabled schoolchildren in Kuwait. The three category response version of the General Oral Health Assessment Index (GOHAI) (12 questions, always, sometimes, never) was used in the questionnaires in Kuwait. Three hundred and eight (308) parents and 112 teachers were enrolled in this study. The mean age of the parents was 45 ± 9.9 years and of the teachers 38 ± 8.4 years. The mean GOHAI was 27.2 ± 3.5 among the parents and 27.8 ± 3.3 among the teachers (p = 0.091). GOHAI was higher in the older age groups (p = 0.002) and among the parents with a university education (p < 0.001). GOHAI was also higher with increasing toothbrushing frequency among the parents (p = 0.047) and the teachers (p = 0.003). Altogether, 203 (66%) of the parents and 85 (76%) of the teachers were always able to swallow comfortably; 123 (40%) of the parents and 41 (37%) of the teachers were able to eat without discomfort. Overall, 132 (43%) of the parents and 41 (37%) of the teachers were always pleased and happy with the looks of their teeth and gums, or dentures. The Cronbach's alpha (0.83) indicated a high degree of internal consistency between different GOHAI items. There seemed to be no difference in the impact of oral health on the quality of life between the parents and the teachers of disabled schoolchildren. Oral health had a relatively weak impact on the quality of life of these adults. Copyright © 2012 S. Karger AG, Basel.

  19. More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

    Directory of Open Access Journals (Sweden)

    Elizabeth Graue

    2004-12-01

    Full Text Available This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

  20. Teachers' and parents' conceptions of students' academic success and failure

    OpenAIRE

    Hočevar, Nina

    2017-01-01

    Personal conceptions regarding academic (in)efficiency are directing the thinking and behaviour of all those involved in the educational process. Due to the subjectivity and complexity of personal conceptions, the individuals are experiencing academic (in)efficiency differently. Also, various factors contribute to students academic (in)efficiency, including teachers and parents. The Master's thesis deals with personal conceptions of teachers and parents about academic (in)efficiency. In the t...

  1. "Don't Leave Me!": Helping the Child Whose Parents Are Separating. Between Teacher & Parent

    Science.gov (United States)

    Brodkin, Adele M.

    2005-01-01

    This article relates the story of a young girl's difficulties in accepting her parents' separation, and offers suggestions for both teachers and parents on how to help a child cope with his or her feelings and anxiety in this situation. Resources for further study are also offered.

  2. Process into Products: Supporting Teachers to Engage Parents

    Science.gov (United States)

    Abel, Yolanda

    2014-01-01

    This article addresses the need for novice teachers to receive exposure and experiences related to family engagement as part of their academic preparation to better facilitate their actual parent involvement practices. In a graduate-level parent involvement in education course, early childhood educators had an opportunity to engage in a variety of…

  3. Oppositional Defiant Disorder: prevalence based on parent and teacher ratings of Malaysian primary school children.

    Science.gov (United States)

    Gomez, Rapson; Hafetz, Nina; Gomez, Rashika Miranjani

    2013-08-01

    This study examined the prevalence rate of Oppositional Defiant Disorder (ODD) in Malaysian primary school children. In all 934 Malaysian parents and teachers completed ratings of their children using a scale comprising DSM-IV-TR ODD symptoms. Results showed rates of 3.10%, 3.85%, 7.49% and 0.64% for parent, teacher, parent or teacher ("or-rule"), and parent and teacher ("and-rule") ratings, respectively. When the functional impairment criterion was not considered, the rate reported by parents was higher at 13.28%. The theoretical, diagnostic and cultural implications of the findings are discussed. Copyright © 2013 Elsevier B.V. All rights reserved.

  4. What We Need to Know to Help the Teenage Parent

    Science.gov (United States)

    Honig, Alice S.

    1978-01-01

    Problems of teenage parenting demand from counselors not only traditional skills, but knowledge more relevant to the particular needs of adolescents. In addition to special knowledge about the individual, counselors need knowleges of teen peer cultures, sexuality, adolescent and infant development, health and nutrition needs, parenting skills, and…

  5. Impressions of Counselors as a Function of Counselor Physical Attractiveness

    Science.gov (United States)

    Carter, Jean A.

    1978-01-01

    Research assessed the effects of counselor physical attractiveness and inter-actions between attractiveness and counselor subject sex. It is suggested that sex of counselor and client may play a more important role independently and in conjunction with attractiveness than does attractiveness alone in influencing impressions and expectations.…

  6. Understanding parent-teacher agreement of the Strengths and Difficulties Questionnaire (SDQ): Comparison across seven European countries.

    Science.gov (United States)

    Cheng, Sabrina; Keyes, Katherine M; Bitfoi, Adina; Carta, Mauro Giovanni; Koç, Ceren; Goelitz, Dietmar; Otten, Roy; Lesinskiene, Sigita; Mihova, Zlatka; Pez, Ondine; Kovess-Masfety, Viviane

    2018-03-01

    Assessments of child psychopathology are often derived from parental and teacher reports, yet there is substantial disagreement. This study utilized data from 7 European countries to examine parent-teacher agreement and possible explanatory factors for parent-teacher disagreement such as child and family characteristics, parenting dimensions, and maternal distress were explored. Parent-teacher agreement of the Strengths and Difficulties Questionnaire were assessed using a cross-sectional survey of 4,894 school aged children 6-11 from the School Children Mental Health Europe Project. Parent-teacher agreement was low to moderate (Pearson correlation ranging from .24 (Prosocial) to .48 (Hyperactivity) for the 5 subscales across 7 countries); kappa coefficient ranged from .01 (Turkey) to .44 (Italy) for internalizing problems and .19(Romania) to .44(Italy) for externalizing problems. Child's gender and age, mother's employment status, single parent home, number of children in household, and selected parenting dimension were found to be explanatory of informant disagreement. This study not only serves to advance our understanding of parent-teacher agreement of the Strengths and Difficulties Questionnaire in 7 European countries but provides a novel approach to examining the factors that contribute to informant disagreement. Copyright © 2017 John Wiley & Sons, Ltd.

  7. Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators

    Science.gov (United States)

    Alexander-Albritton, Carrie; Hill, Nicole R.

    2015-01-01

    Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects…

  8. Twins and Kindergarten Separation: Divergent Beliefs of Principals, Teachers, Parents, and Twins

    Science.gov (United States)

    Gordon, Lynn Melby

    2015-01-01

    Should principals enforce mandatory separation of twins in kindergarten? Do school separation beliefs of principals differ from those of teachers, parents of twins, and twins themselves? This survey questioned 131 elementary principals, 54 kindergarten teachers, 201 parents of twins, and 112 twins. A majority of principals (71%) believed that…

  9. The Effects of Parental Involvement, Trust in Parents, Trust in Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers

    Science.gov (United States)

    Karakus, Mehmet; Savas, Ahmet Cezmi

    2012-01-01

    In this study it was aimed to determine the effects of parental involvement, teachers' trust in parents and students, and teachers' pupil control ideology on the conflict management strategies used by teachers in classroom management. Data were collected from a sample of 254 teachers through paper and pencil questionnaires. Data were analyzed with…

  10. The role of parenting styles and teacher interactional styles in children's reading and spelling development.

    Science.gov (United States)

    Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

    2012-12-01

    This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers (N=123). Children's risk for reading disabilities and reader status were assessed in kindergarten. Children were also tested on reading and spelling skills in Grades 1 and 2. Parenting styles and teacher interactional styles were measured using parents' and teachers' self-reports in Grade 1. First, the results indicated that both an authoritative parenting style and authoritative teacher interactional style positively predicted children's spelling skill development. Second, authoritative parenting was particularly beneficial for the spelling skill development of children who were at risk for reading disabilities. Third, authoritative teaching promoted spelling skill development particularly among children who were nonreaders in kindergarten but had no risk for reading disabilities. Finally, some evidence was found that authoritative teaching could compensate for the negative impact of nonauthoritative parenting on reading development among kindergarten nonreaders. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  11. [Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy].

    Science.gov (United States)

    Bruland, Dirk; Kornblum, Katharina; Harsch, Stefanie; Bröder, Janine; Okan, Orkan; Bauer, Ullrich

    2017-12-01

    Students Having Parents with Mental Health Issues and Teachers' Mental Health Literacy Mental health issues of parents of school children often negatively affects the children as well, including their school performance and social behavior in the school setting. Teachers are then required to take actions with regards to supporting children in their coping with and mastering of their home situation and their responds to educational demands. As such, schools' and teachers' actions can either support affected children and fulfill a protective function or respond inappropriately, with negative impact on the affected children. Although the societal discussion about and acceptance of mental illnesses have increased in recent years, scientific knowledge on how well teachers are prepared for meeting the needs of affected students remains insufficient. Therefore, this research study examines teachers' attitudes towards, knowledge about, and competencies regarding children affected by a mentally ill parent. 15 in-depth interviews and 3 focus groups (n = 11) with teachers from primary and secondary schools were conducted and systematically analyzed. Although burdens in the family are perceived as major influences on children's school day and performance, teachers report to not feel sufficiently prepared for and uncertain about supporting and coping with the special needs of affected students. Instead they report to "learn from a case to case" basis. Recognizing the family situation of children with mentally ill parents is reported to be especially difficult for teachers. Responding inadequately and insensitive to the needs of affected children was perceived as a serious burden for teachers themselves. While schools can function as entry points to professional social help systems, teachers frequently reported barriers and challenges in accessing, communicating, and collaborating with these systems. The practical implications of these results regarding the "Mental Health

  12. Parent and Teacher Perspectives about Problem Behavior in Children with Williams Syndrome

    Science.gov (United States)

    Klein-Tasman, Bonita P.; Lira, Ernesto N.; Li-Barber, Kirsten T.; Gallo, Frank J.; Brei, Natalie G.

    2015-01-01

    Problem behavior of 52 children with Williams syndrome ages 6 to 17 years old was examined based on both parent and teacher report. Generally good inter-rater agreement was found. Common areas of problem behavior based both on parent and teacher report included attention problems, anxiety difficulties, repetitive behaviors (e.g., obsessions,…

  13. Congruence in Parent-Teacher Communication: Implications for the Efficacy of CBC for Students with Behavioral Concerns

    Science.gov (United States)

    Garbacz, S. Andrew; Sheridan, Susan M.; Koziol, Natalie A.; Kwon, Kyongboon; Holmes, Shannon R.

    2015-01-01

    The present study examined parent-teacher congruent communication within conjoint behavioral consultation (CBC). Specifically, the study purpose was to determine the extent to which congruence in parent-teacher communication (i.e., the degree to which parents and teachers view their communication in a similar fashion) moderated CBC's effects on…

  14. Teachers' Self-Efficacy vs. Parental Involvement: Prediction and Implementation

    Science.gov (United States)

    Fisher, Yael; Kostelitz, Yifat

    2015-01-01

    This research examines the influence of teachers' views regarding parental involvement on their perception of self-efficacy. Data were collected from a sample of 319 Israeli elementary schools teachers. A path analysis procedure was employed to test the mediating effect of personal background and organizational variables and perceived parental…

  15. Parent-based diagnosis of ADHD is as accurate as a teacher-based diagnosis of ADHD.

    Science.gov (United States)

    Bied, Adam; Biederman, Joseph; Faraone, Stephen

    2017-04-01

    To review the literature evaluating the psychometric properties of parent and teacher informants relative to a gold-standard ADHD diagnosis in pediatric populations. We included studies that included both a parent and teacher informant, a gold-standard diagnosis, and diagnostic accuracy metrics. Potential confounds were evaluated. We also assessed the 'OR' and the 'AND' rules for combining informant reports. Eight articles met inclusion criteria. The diagnostic accuracy for predicting gold standard ADHD diagnoses did not differ between parents and teachers. Sample size, sample type, participant drop-out, participant age, participant gender, geographic area of the study, and date of study publication were assessed as potential confounds. Parent and teachers both yielded moderate to good diagnostic accuracy for ADHD diagnoses. Parent reports were statistically indistinguishable from those of teachers. The predictive features of the 'OR' and 'AND' rules are useful in evaluating approaches to better integrating information from these informants.

  16. Mediating effects of teacher and peer relationships between parental abuse/neglect and emotional/behavioral problems.

    Science.gov (United States)

    Ban, Jiyoon; Oh, Insoo

    2016-11-01

    The current study examined the mediating effects of the teacher and peer relationships between parental abuse/neglect and a child's emotional/behavioral problems. A total of 2070 student surveys from the panel of the Korean Child Youth Panel Study (KCYPS) were analyzed by path analysis. The key findings of this study are outlined below. Firstly, parental physical and emotional abuse and neglect had significant effects on children's problems. The direct effect of parental abuse on emotional/behavioral problems was higher than the direct effect of parental neglect on emotional/behavioral problems. Secondly, the teacher relationship partially mediated the effects of the parental abuse/neglect on emotional/behavioral problems. Thirdly, the peer relationship also partially mediated the effects of parental abuse/neglect on children's emotional/behavioral problems. The indirect effect of parental neglect via teacher relationships and peer relationships was stronger than the indirect effect of parental abuse. This study is significant in that it identified that parental abuse/neglect was mediated by the teacher and peer relationship, thereby suggesting an implication for effective intervention with children who have suffered abuse and neglect. In terms of the teacher and peer relationship, understanding the influence of parental abuse and neglect on children's problems was discussed, and the limitations and recommendations for future study were suggested. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Keeping the Spirits Up: The Effect of Teachers' and Parents' Emotional Support on Children's Working Memory Performance.

    Science.gov (United States)

    Vandenbroucke, Loren; Spilt, Jantine; Verschueren, Karine; Baeyens, Dieter

    2017-01-01

    Working memory, used to temporarily store and mentally manipulate information, is important for children's learning. It is therefore valuable to understand which (contextual) factors promote or hinder working memory performance. Recent research shows positive associations between positive parent-child and teacher-student interactions and working memory performance and development. However, no study has yet experimentally investigated how parents and teachers affect working memory performance. Based on attachment theory, the current study investigated the role of parent and teacher emotional support in promoting working memory performance by buffering the negative effect of social stress. Questionnaires and an experimental session were completed by 170 children from grade 1 to 2 ( M age = 7 years 6 months, SD = 7 months). Questionnaires were used to assess children's perceptions of the teacher-student and parent-child relationship. During an experimental session, working memory was measured with the Corsi task backward (Milner, 1971) in a pre- and post-test design. In-between the tests stress was induced in the children using the Cyberball paradigm (Williams et al., 2000). Emotional support was manipulated (between-subjects) through an audio message (either a weather report, a supportive message of a stranger, a supportive message of a parent, or a supportive message of a teacher). Results of repeated measures ANOVA showed no clear effect of the stress induction. Nevertheless, an effect of parent and teacher support was found and depended on the quality of the parent-child relationship. When children had a positive relationship with their parent, support of parents and teachers had little effect on working memory performance. When children had a negative relationship with their parent, a supportive message of that parent decreased working memory performance, while a supportive message from the teacher increased performance. In sum, the current study suggests that

  18. 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…

  19. Early Childhood Behavior Changing in Terms of Communication between Parents and Teachers

    Science.gov (United States)

    Dewi, Nurul Fitria Kumala; Rachmi, Titi; Imaniah, Ikhfi; Firdaus, Moh Iqbal

    2015-01-01

    The study aims to explore the effectiveness of the approach of communication between parents and teachers to change the behavior of young children. Surely, it prioritizes on the social interaction between teachers and parents of the students. The method used in this study is field research that is qualitative, while the analysis of the data used…

  20. Teacher self-efficacy in instruction and in parent involvement

    Directory of Open Access Journals (Sweden)

    Peter Gavora

    2012-06-01

    Full Text Available The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teaching efficacy of TES and ZdUR was only 0.01. Teachers inthis sample had better scores in all dimensions of ZdUR than those of TES, with theexception of engaging parents in school activities. Scores of four teachers in TES andZdUR were analysed to document the possibility of making the individual profiles ofteacher self-efficacy.

  1. Disability, Stigma and Otherness: Perspectives of Parents and Teachers

    Science.gov (United States)

    Lalvani, Priya

    2015-01-01

    This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers' beliefs were generally consistent…

  2. Use of mobile application: Means of communication between Parents and Class Teacher

    Directory of Open Access Journals (Sweden)

    Mustafa Harun CAN

    2016-11-01

    Full Text Available Collaboration in between parents and teachers is an important step for student’s achievement. Stakeholders in education sector are trying to find best solution to encourage parents’ involvement in school activities. To involve parents in schooling activities and in other events, a good info-notice system should be established. Teachers should give exact information about any student’s progress as well as other information. In Nepal, most of the schools use notebook called “communication book or school diary as the means of communication with parents”. This traditional and most known system is still being used in many parts of the country. Class Teacher writes down a note or notice to parents on it about any information of current activities or forth coming events. The use of mobile applications has been increasing rapidly, and is being used in many aspects in education. The aim of this study is to investigate parents’ view on using mobile application to communicate with teachers. The Meridian Connect mobile application, which has been widely coming in use in between parents and class teachers, is used for this research. The study was designed to apply the questionnaire based survey methodology in which 573 parents of the students of Meridian International School were asked.. The results of data analysis indicated that parents’ view on the use of mobile application to upgrade the education environment has been proved to be positive and useful

  3. Teachers' and Parental Attribution for School Performance of Ethnic Majority and Minority Children

    Science.gov (United States)

    Wissink, Inge B.; de Haan, Mariette

    2013-01-01

    This study examines whether teachers' and parental attributions for children's school performance differ depending on the ethnic background of the child. Using both quantitative and qualitative methods, real-life attributions within 54 teacher-parent conversations (15 ethnic majority; 39 minority) were examined. The results indicated that,…

  4. Turkish Prospective Early Childhood Teachers' Emotional Intelligence Level and Its Relationship to Their Parents' Parenting Styles

    Science.gov (United States)

    Kotaman, Hüseyin

    2016-01-01

    The current study explored Turkish prospective early childhood teachers' emotional intelligence scores in order to determine whether levels indicated differentiations according to grade level, and parenting style. Participants responded to the Turkish version of the Parenting Style Inventory and Emotional Intelligence Scale (EIS). EIS also…

  5. Cyberbullying: Emergent Concerns for Adolescents and Challenges for School Counselors

    Science.gov (United States)

    Burnham, Joy J.; Wright, Vivian H.; Houser, Rick A.

    2011-01-01

    Cyberbullying is a complex and disturbing 21st century phenomena. School counselors must understand the dynamics and risks of cyberbullying in order to help students, parents, and faculty deal with this difficult issue. We examined the extent to which middle school students understand, participate, and cope with cyberbullying issues in today's…

  6. INFORMATION SECURITY OF CHILDREN IN LAY THINKING OF PARENTS AND TEACHERS

    Directory of Open Access Journals (Sweden)

    I B Bovina

    2016-12-01

    Full Text Available The problem of the information security of children is discussed in the presented paper. A special attention is paid to the Internet as a risk source. The article gives evidence to the importance of the analysis of the so called lay thinking about the information security of children. The presented study is based on the social representations theory proposed by S.Moscovici. The total of the study is 136 people (parents and teachers, aged from 21 to 62 years old. We supposed that the lay thinking about the information security in groups of parents and teachers was formed on two main themes - about the threats and about the ways to manage these threats. Also we supposed that parents and teachers had similar thinking about the threats but differed in their thinking about the way to manage the threat. The suppositions got partial empirical support.

  7. Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation

    Science.gov (United States)

    Rautamies, Erja; Poikonen, Pirjo-Liisa; Vähäsantanen, Katja; Laakso, Marja-Leena

    2016-01-01

    This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher-child…

  8. Understanding Silence: An Investigation of the Processes of Silencing in Parent-Teacher Conferences with Somali Diaspora Parents in Danish Public Schools

    Science.gov (United States)

    Matthiesen, Noomi Christine Linde

    2016-01-01

    This article questions the dominant understanding that immigrant and refugee parents in parent-teacher conferences are silent because they come from a culture where one does not question the authority of the teacher. Instead, it is argued that they "become" silent through certain interactional processes. Building on material from an…

  9. Examining Pre-Kindergarten-Grade 8 Teacher Practices and Perceptions Regarding Using Facebook and Twitter for Parent-Teacher Communication

    Science.gov (United States)

    Gruber, Heidi

    2016-01-01

    The purpose of this quantitative, descriptive, survey research was to examine pre-Kindergarten- Grade 8 teacher's perceptions regarding their preparedness, propensity, and felt value of using Facebook and Twitter for parent-teacher communication. The 38 participants completed the Teacher Presurvey, followed by an online instructional intervention,…

  10. 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…

  11. Pre-Service Early Childhood Teachers' Self-Efficacy Beliefs towards Parent Involvement

    Science.gov (United States)

    Alaçam, Nur; Olgan, Refika

    2017-01-01

    This study aimed to investigate the parent involvement self-efficacy beliefs held by pre-service early childhood teachers and their self-reported skills in implementing parent involvement strategies. Another aim was to examine the impact made on parent involvement self-efficacy beliefs by taking a course on parent involvement and by self-reported…

  12. Preservice Teachers' Multicultural Teaching Concerns and Knowledge of Parent Involvement

    Science.gov (United States)

    Trotti, Judy; Harris, Mary M.; Jacobson, Arminta; Brown, Amber

    2012-01-01

    Implementation of a parent involvement curriculum at a large university in the Southwest United States is described. Pre- and posttests confirmed that preservice teachers (n = 78) gained significant knowledge about parent engagement practices (p less than 0.001). Scores from a multicultural teaching-concerns survey were correlated with…

  13. Teachers Engaging Parents as Tutors to Improve Oral Reading Fluency

    Science.gov (United States)

    Kupzyk, Sara S.

    2012-01-01

    This dissertation examined the application of evidence-based tutoring for oral reading fluency (ORF) to a natural setting, using teachers as parent trainers. Measures used to determine the impact of parent tutoring included treatment integrity, student reading outcomes, attitudes towards involvement and reading, and social validity. Six teachers…

  14. Teachers' Experiences with and Expectations of Children with Incarcerated Parents

    Science.gov (United States)

    Dallaire, Danielle H.; Ciccone, Anne; Wilson, Laura C.

    2010-01-01

    Children with incarcerated parents, and mothers in particular, are at increased risk for academic failure and school dropout. In two studies, we examined teachers' experiences with children with incarcerated parents and their expectations for competence of children with incarcerated mothers. In Study 1, a descriptive, qualitative study, teachers…

  15. 24 CFR 206.308 - Continuing education requirements of counselors listed on the HECM Counselor Roster.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Continuing education requirements of counselors listed on the HECM Counselor Roster. 206.308 Section 206.308 Housing and Urban... MORTGAGE INSURANCE HECM Counselor Roster § 206.308 Continuing education requirements of counselors listed...

  16. "I Feel Much More Confident Now to Talk with Parents": An Evaluation of In-Service Training on Teacher-Parent Communication

    Science.gov (United States)

    Symeou, Loizos; Roussounidou, Eleni; Michaelides, Michalis

    2012-01-01

    This paper describes a teacher in-service training program on teacher-parent communication in Cyprus and its impact on teacher trainees. Data were gathered through questionnaires completed by teachers prior to their training and after having tried, in real school settings, the communication skills and approaches taught during the course. The…

  17. Los Pactos entre Padres y Maestros (Teacher-Parent Partnerships). ERIC Digest.

    Science.gov (United States)

    Swick, Kevin J.

    Research provides insight into parent attributes that support partnerships with teachers. These attributes include warmth, sensitivity, nurturance, the ability to listen, consistency, positive self-image, personal competence, and effective interpersonal skills. Researchers have cited positive attitudes, continuous teacher training, involvement in…

  18. How to Handle Difficult Parents: Proven Solutions for Teachers. Second Edition

    Science.gov (United States)

    Tingley, Suzanne Capek

    2012-01-01

    "How to Handle Difficult Parents" is a funny, but practical, guide to working effectively with parents and avoiding unnecessary conflict. Whether you're a teacher (regular or special education) or a coach, this book will give you practical suggestions regarding what to say and how to say it to parents who question your lesson plans, challenge your…

  19. Which Characteristics of Gifted Students should be Developed? Student, Teacher and Parent Opinions

    Directory of Open Access Journals (Sweden)

    M. Serdar Köksal

    2017-06-01

    Full Text Available The aim of this research was to investigate parent, student and teacher opinions about which characteristics of gifted students should be developed in cognitive, affective, psychomotor and social learning areas. The participants included 609 gifted students, 350 parents and 157 teachers from Science and Art Canters. Participants were surveyed using “The Which Characteristics of Gifted Students Should Be Developed”. The results of research revealed that students, parents and teachers agreed that social and affective skills should be improved. On the other hand, they held different opinions on the importance of music, art, dance, role-play, sport, domestic economy skills. This result indicates that these skills are thought by participants to be less important for gifted students’ development. In addition, teachers did not think technology so important for the development of gifted students, placing more emphasis on cognitive and affective domains.

  20. The Interactive Effects of Perceived Parental Involvement and Personality on Teacher Satisfaction

    Science.gov (United States)

    Li, Chung-Kai; Hung, Chia-Hung

    2012-01-01

    Purpose: This study aims to examine the relations between teachers' perception of parental involvement and teacher satisfaction. It further aims to investigate how this relationship may be moderated by interpersonal personality traits. Design/methodology/approach: A questionnaire was conducted; participants were 572 classroom teachers who teach at…

  1. Moving to higher ground: Closing the high school science achievement gap

    Science.gov (United States)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should

  2. Parental stress, family quality of life, and family-teacher partnerships: Families of children with autism spectrum disorder.

    Science.gov (United States)

    Hsiao, Yun-Ju; Higgins, Kyle; Pierce, Tom; Whitby, Peggy J Schaefer; Tandy, Richard D

    2017-11-01

    Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Strengths and difficulties in children with cochlear implants--comparing self-reports with reports from parents and teachers.

    Science.gov (United States)

    Anmyr, Lena; Larsson, Kjerstin; Olsson, Mariann; Freijd, Anders

    2012-08-01

    The aim was to explore and compare how children with cochlear implants, their parents, and their teachers perceive the children's mental health in terms of emotional and behavioral strengths and difficulties. The self-report, parents', and teachers' versions of the Strengths and Difficulties Questionnaire (SDQ) were used to assess the mental health of 22 children with cochlear implants. The children's assessments were then compared to the parents' and 17 teachers' assessments. The data were analyzed using the SPSS software package. Total difficulties (p=.000), emotional symptoms (p=.000), and conduct problems (p=.007) were greater according to the children than according to parents and teachers. Younger children (9 years, n=12) reported more emotional symptoms than older children (12 and 15 years, n=10). Almost a quarter of the children rated themselves in a way indicating mental ill-health. Parents and teachers each indicated mental ill-health for one child. Children with cochlear implants express greater concerns about their mental health than their parents and teachers do. This is important knowledge for adults in families, schools, and health care in order to support these children and offer treatment when needed. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

  4. Primary School Teachers and Parents Perception of Peer Bullying Among Children in Iran: A Qualitative Study.

    Science.gov (United States)

    Salehi, Somaieh; Patel, Ahmed; Taghavi, Mona; Pooravari, Minoo

    2016-09-01

    The present study aimed to recognize bullying behavior in the students in Iran and analyze the perception of school teachers and parents in this regard. Several semi-structured interviews and observations were conducted with four teachers and eight parents of children involved in bully/victim problems and the analysis was interpreted through established comparative evaluation methods. Iranian teachers and the parents perceived bullying mainly as physical and verbal attacks with little understanding of the psychological factors. They emphasized that the underlying influence of religious beliefs should also be considered in the context of bullying among Iranian society due to the strict conformance applied by parents upon their child. Based on the outcomes of the study, it is recommended that the teachers participate in anti-bullying programs orientated to prevent bullying behaviors and develop strong supportive relationship with parents to reduce this behavior through personal contacts and interactive workshops.

  5. Teachers and parents as a source of stereotype formation

    Directory of Open Access Journals (Sweden)

    Đerić Ivana

    2008-01-01

    Full Text Available Teachers and parents play an important role in developing and maintaining stereotype beliefs in children and youth, and therefore this paper discusses their role and importance for the development and manifestations of stereotypes in children. Authors' intention is to introduce the readers to the developmental prerequisites of stereotype formation in children and youth, to point out to the ways in which adults exert influence on children's understanding of stereotypes and to discover how stereotypes mediate in the interaction between teachers and parents. Studies imply that the development of stereotype beliefs in children is conditioned by developmental changes on the cognitive level and that the first indications of stereotypes occur in the third, that is, fourth year of life. The first sources of stereotype formation are parents, who, as a model for socialization, promote the social and cultural norms and express certain behavioral patterns which are then "imprinted" in the repertoire of child's behavior. Teachers present an important source of stereotypes, whether we are talking about their roles in carrying over the pattern of the dominant culture or we are dealing with the stereotypical perception of the pupils of different categories (such as, for example, ethnic background, gender. This paper also points out to the categories of pupils that are more sensitive to stereotypes in educational context.

  6. Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

    Science.gov (United States)

    Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Sheridan, Susan M.; Mandell, David S.

    2016-01-01

    Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem-solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the…

  7. Defining the "Good Mother" and the "Professional Teacher": Parent-Teacher Relationships in an Affluent School District

    Science.gov (United States)

    Landeros, Mary

    2011-01-01

    This article examines the challenges of parent-teacher relationships in an affluent school district, drawing on 30 in-depth interviews of mothers and elementary school teachers in the USA. Professional women who have put their careers on hold to care for their children are apt to define being a good mother in terms of the academic achievement of…

  8. AIDS Awareness and Educating Adolescents about Contraception Techniques: A Sociological Study of Parents and Teachers

    Directory of Open Access Journals (Sweden)

    Amanpreet Singh

    2011-04-01

    Full Text Available This paper is based on partially exploratory and partially descriptive research design to find out AIDS awareness and agreement of parents and teachers on educating adolescents about contraception techniques. For this study 60 parents and 60 teachers were interviewed from 10 different Govt. Senior Secondary schools in district Sangrur, Punjab, India. The random sampling technique was used. The knowledge of AIDS among parents was found partial. Mothers showed lesser knowledge of AIDS in comparison to fathers. Teachers showed comprehensive knowledge of AIDS. Majority of respondents disagree on educating adolescents about contraception techniques. But all responded reported to be in agreement to provide full knowledge about AIDS to adolescents. The education of contraception for adolescent found to be associated with the knowledge of prevention from unwanted pregnancy. Parents and teachers showed propensity to provide such education to adolescents which advocates sexual abstinence until marriage. The plausible reason to such perception could be that in most of Indian societies there is taboo on sex or sex related discussion. Keywords: Adolescents and AIDS; contraception knowledge to adolescents; teachers and AIDS; parents and AIDS DOI: 10.3126/dsaj.v4i0.4520 Dhaulagiri Journal of Sociology and Anthropology Vol.4 2010 pp.193-210

  9. Oral health activities of early head start teachers directed toward children and parents.

    Science.gov (United States)

    Kranz, Ashley M; Rozier, R Gary; Zeldin, Leslie P; Preisser, John S

    2011-01-01

    This cross-sectional study examined Early Head Start (EHS) teachers' oral health program activities and their association with teacher and program characteristics. Self-completed questionnaires were distributed to the staff in all EHS programs in North Carolina. Variables for dental health activities for parents (four items) and children (four items) were constructed as the sum of responses to a 0-4 Likert-type scale (never to very frequently). Ordinary least squares regression models examined the association between teachers' oral health program activities and modifiable teacher (oral health knowledge, values, self-efficacy, dental health training, perceived barriers to dental activities) and program (director and health coordinator knowledge and perceived barriers to dental activities) characteristics. Teachers in the parent (n=260) and child (n=231) analyses were a subset of the 485 staff respondents (98 percent response rate). Teachers engaged in child oral health activities (range = 0-16; mean = 9.0) more frequently than parent activities (range = 0-16; mean = 6.9). Teachers' oral health values, perceived oral health self-efficacy, dental training, and director and health coordinator knowledge were positively associated with oral health activities (P oral health activity in EHS programs is less than optimal. Several characteristics of EHS staff were identified that can be targeted with education interventions. Evidence for effectiveness of EHS interventions needs to be strengthened, but results of this survey provide encouraging findings about the potential effects of teacher training on their oral health practices.

  10. "The lunatics have taken over the asylum": A phenomenological perspective on parent-teacher relationships

    Directory of Open Access Journals (Sweden)

    Jackie Laluvein

    2006-05-01

    Full Text Available Contextualisation My research explores the relationships between the parent/carers of children with special educational needs and their teachers. The section of analysis detailed in this paper draws upon the interviews given by the mother as parent (P and class teacher (T of an 11 year old boy described as having ‘emotional and behavioural difficulties’. Using a phenomenological perspective, microsystems and/or environments are described in terms of how they are perceived or experienced by the participants. The analysis is viewed through two lenses: the sociocultural view of development proposed by Bronfennbrenner’s Ecology of Human Development (1979, in which an ecological approach is taken to the analysis of human relationships, and Wenger’s work on Communities of Practice (1998 which presents a theory of learning as a process of social participation. Abstract: Parent-teacher relationships operate at different points along a continuum of engagement involving two or more participants engaged in common, complementary or independent undertakings. My research has a particular focus upon the (often problematic relationships between the parent/carers of children with special educational needs and their teachers. In this paper, the theories of both Wenger and Bronfenbrenner are discussed and utilised to reflect individuals existing within layers of relationships and influences. The paper highlights the way in which a parent, teacher and child, concurrently involved in more than one community or microsystem at work and at home, are subject to the influence of different ecosystems. The analysis of dyadic interviews is used to demonstrate that both context and setting can be instrumental in explicating parent-teacher relationships. The final section of the paper demonstrates that a workable definition of ‘what matters and what doesn’t matter’ cannot be presumed to be shared by parents and teachers. Negotiation of meaning is an

  11. Parent and Teacher Ratings of Communication among Children with Severe Disabilities and Visual Impairment/Blindness

    Science.gov (United States)

    Cascella, Paul W.; Trief, Ellen; Bruce, Susan M.

    2012-01-01

    Three trends emerged from independent parent and teacher ratings of receptive communication and expressive forms and functions among students with severe disabilities and visual impairment/blindness. Parents had higher ratings than teachers, receptive communication was rated the highest, and no skills occurred often. Implications are discussed for…

  12. The Role of Parenting Styles and Teacher Interactional Styles in Children's Reading and Spelling Development

    Science.gov (United States)

    Kiuru, Noona; Aunola, Kaisa; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Viljaranta, Jaana; Lyyra, Anna-Liisa; Leskinen, Esko; Tolvanen, Asko; Nurmi, Jari-Erik

    2012-01-01

    This study examined the associations between parenting styles, teacher interactional styles, and children's reading and spelling skills. The sample consisted of 864 Finnish-speaking children and their parents (864 mothers, 864 fathers) and teachers ("N" = 123). Children's risk for reading disabilities and reader status were assessed in…

  13. Children of Divorced Parents: A Perceptual Comparison.

    Science.gov (United States)

    Stangeland, Charlotte S.; And Others

    1989-01-01

    Studied the consistency between parent and child responses with respect to the way in which divorced parents reacted since the divorce. Results from self-report questionnaires suggest that a counselor can best assist the child by first assessing the divorce and parental reactions to the divorce. (Author/BH)

  14. Brief Report Teachers' work as appreciated by pupils, parents ...

    African Journals Online (AJOL)

    Brief Report Teachers' work as appreciated by pupils, parents, department heads and principals. ... Open Access DOWNLOAD FULL TEXT Subscription or Fee ... one does contributes to job satisfaction which in turn leads to a high level of

  15. Proactive Parent Communication.

    Science.gov (United States)

    Babcock, Sharel; Backlund, Judy

    2001-01-01

    Presents examples of teacher-parent interactions designed to help teachers communicate with parents. The scenarios involve a teacher communicating with parents about a struggling student, a teacher communicating with parents about a student's behavior problems, and a teacher attempting to communicate with a confrontational parent. Teacher prompts…

  16. PERCEPTIONS OF THE ELEMENTARY SCHOOL COUNSELOR.

    Science.gov (United States)

    BRADEN, BILLY; AND OTHERS

    FACTORS ASSOCIATED WITH THE ROLE AND FUNCTION OF THE ELEMENTARY SCHOOL COUNSELOR AS THEY WERE PERCEIVED BY SELECTED ELEMENTARY SCHOOL COUNSELORS, ELEMENTARY SCHOOL PRINCIPALS, COUNSELOR EDUCATORS, AND STATE SUPERVISORS IN THE SOUTHERN ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION (SACES) REGION WERE IDENTIFIED. THREE INSTRUMENTS WERE…

  17. Are We Talking about the Same Child? Parent-Teacher Ratings of Preschoolers' Social-Emotional Behaviors

    Science.gov (United States)

    Major, Sofia O.; Seabra-Santos, Maria J.; Martin, Roy P.

    2015-01-01

    The parent-teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent-teacher agreement (correlations) and discrepancies (t…

  18. What Will Teachers Do to Involve Parents in Education?: Using a Theory of Reasoned Action

    Science.gov (United States)

    Pryor, Brandt W.; Pryor, Caroline R.

    2009-01-01

    Parents' involvement in their children's education is associated with a variety of benefits, including higher achievement, yet teachers are not uniformly supportive and encouraging. Teacher attitudes and beliefs about parental involvement are a predictive factor which schools, and preservice programs, could influence, yet little is known about how…

  19. Factors Influencing School Counselors' Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics

    Science.gov (United States)

    Tillman, Kathleen S.; Prazak, Michael D.; Burrier, Lauren; Miller, Sadie; Benezra, Max; Lynch, Lori

    2016-01-01

    This study sought to explore possible child abuse reporting problems for children, including both disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about…

  20. Instrumental and expressive traits of the spanish community education: students, parents and teachers

    Directory of Open Access Journals (Sweden)

    Yolanda Rodríguez Castro

    2013-08-01

    Full Text Available The aim of this study is to analyze the expressive and instrumental traits of the Spanish Educational Community (students, teachers and parents and to determine whether fathers and mothers or teachers are who have the greatest infl uence in the transmission of stereotypes gender to students in secondary education. The sample were of teacher (n = 744, students (n = 1113 and their mothers and fathers (n = 917. The scales were administered: the Personal Attributes Questionnaire, PAQ (Spence et al., 1974. The results showed that women are being more expressive, whereas men are more Instrumental and Instrumental-Expressive. Furthermore, teachers are more expressive and more instrumental. This is that they are less stereotyped. Therefore, schools should involve parents in co-educational practices.

  1. Does a successful teacher educate like a good parent

    Directory of Open Access Journals (Sweden)

    Ševkušić-Mandić Slavica G.

    2004-01-01

    Full Text Available Starting from the assumption on the importance of influence that school and family exert on child development, the paper analyzes the effects of parental treatments on child social behavior. Empirical evidence proves that parents who contribute to the fullest extent to their children’s successful adaptation to school conditions, possess a specific style of communication with their children: they consistently support just behavior standards encourage a two-way communication, respect child’s opinions, are highly expectant of child’s responsible and mature behavior and care about his physical and emotional well-being. However, there is relatively lesser empirical evidence of teacher contributions to child successful adaptation to school conditions. The findings of more recent studies on the problem indicate that adaptation of younger age children significantly correlates with the quality of relations established with teacher, characterized by warmness, conflict absence and frank communication. The possibility of solving the problems children encounter is found in cooperation of school and family. A child generalizes his experience of family interpersonal relations onto relations he will find himself in throughout his life. In addition to family, the classes where cooperative relations intensively develop are a favorable base for socio-emotional development. Democratic and cooperative climate contribute to stronger ties between students. Joint activities of teachers, parents and peers, in and out of the class, are of crucial importance for student optimal socio-emotional development.

  2. Knowledge, attitudes and practices among parents and teachers about soil-transmitted helminthiasis control programs for school children in Guimaras, Philippines.

    Science.gov (United States)

    Parikh, Divya Sinha; Totañes, Francis I G; Tuliao, Alex H; Ciro, Raezelle N T; Macatangay, Bernard J C; Belizario, Vicente Y

    2013-09-01

    We determined the attitudes toward and practices regarding soil-transmitted helminthes (STH) control among parents and school teachers to identify reasons behind attitudes and practices that do not promote STH control. Written knowledge, attitudes and practices surveys were distributed to parents (N = 531) and teachers (N = 105) of students at 11 elementary schools in Guimaras Province, the Philippines. The survey addressed attitudes about mass drug administration (MDA), knowledge about STH control, hygienic practices, and acceptability of distributing deworming tablets among teachers. More than 90% of parents and teachers held favorable attitudes towards MDA. Sixty-nine percent of parents and 75.5% of teachers believed stool exams were necessary before MDA. Thirty-seven percent of parents stated they would not allow teachers to administer deworming tablets and 91.5% of parents feared teachers would not detect side effects of the medication. Forty-eight percent of teachers felt they could safely give deworming tablets and 81.4% of teachers were afraid of managing the side effects of deworming tablets. Forty-seven point eight percent of parents and 42.2% of teachers stated defecation in the open occured in their community. Although attitudes toward STH control were largely favorable, misconceptions about the MDA strategy, lack of support for teachers giving deworming tablets, and the practice of open defecation still exist as barriers to STH control efforts. The next step to achieve effective STH control will be to clarify misconceptions in education campaigns, to train teachers about medication administration, campaign to improve sanitation and hygiene and begin targeted mass treatment in Guimaras, the Philippines.

  3. Understanding Teachers' Perspectives of Factors That Influence Parental Involvement Practices in Special Education in Barbados

    Science.gov (United States)

    Blackman, Stacey; Mahon, Erin

    2016-01-01

    Parental involvement has been defined in various ways by researchers and is reported to have many advantages for children's education. The research utilises a case study strategy to investigate teachers' perspectives of parental involvement at four case sites in Barbados. In-depth interviews were done with teachers and analysis utilised content…

  4. Family Mathematics Nights: An Opportunity to Improve Preservice Teachers' Understanding of Parents' Roles and Expectations

    Science.gov (United States)

    Bofferding, Laura; Kastberg, Signe; Hoffman, Andrew

    2016-01-01

    Providing preservice teachers with opportunities to engage with parents and begin to see them as collaborators in their children's education is a persistent challenge in mathematics methods courses and teacher preparation programs more broadly. We describe the use of family mathematics nights as a model for engaging parents and preservice…

  5. Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

    Science.gov (United States)

    Cavendish, Wendy; Connor, David

    2018-01-01

    This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

  6. Information Security of Children and Adolescents According to Parents and Teachers (Part 2: The Results of an Empirical Study

    Directory of Open Access Journals (Sweden)

    Budykin S.V.

    2016-03-01

    Full Text Available In this paper we present a second part of the study on information security of children and adolescents according to parents and teachers. This part of the study focuses at empirical research results aimed in studying the so-called "naive theories" about information security. 136 people (aged 21 to 62 years attended the study. We based on the following hypotheses : 1 the group of parents and teachers understand similarly the issue of information threat for children and adolescents, yet they have different understandings of the dangerous effects of information on children and adolescents: parents underestimate the seriousness of the effects compared with teachers; 2 according to parents and teachers, the formers are primarily responsible for information security of children; while teachers expect parents to monitor, prohibit, restrict the access to information for children and adolescents. Parents, in turn, expect teachers to train children and teenagers to observe the safety procedures, as well as use Internet safely. Our assumptions are confirmed partly, and study results are discussed in terms of the theory of social representations.

  7. The Role of Student-Teacher Ratio in Parents' Perceptions of Schools' Engagement Efforts

    Science.gov (United States)

    Rodriguez, Raymond J.; Elbaum, Batya

    2014-01-01

    Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The…

  8. Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.

    Science.gov (United States)

    Gniewosz, Burkhard; Watt, Helen M G

    2017-07-01

    This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  9. Prenatal Testing for Adult-Onset Conditions: the Position of the National Society of Genetic Counselors.

    Science.gov (United States)

    Hercher, Laura; Uhlmann, Wendy R; Hoffman, Erin P; Gustafson, Shanna; Chen, Kelly M

    2016-12-01

    Advances in genetic testing and the availability of such testing in pregnancy allows prospective parents to test their future child for adult-onset conditions. This ability raises several complex ethical issues. Prospective parents have reproductive rights to obtain information about their fetus. This information may or may not alter pregnancy management. These rights can be in conflict with the rights of the future individual, who will be denied the right to elect or decline testing. This paper highlights the complexity of these issues, details discussions that went into the National Society of Genetic Counselors (NSGC) Public Policy Task Force's development of the Prenatal testing for Adult-Onset Conditions position statement adopted in November 2014, and cites relevant literature on this topic through December 2015. Issues addressed include parental rights and autonomy, rights of the future child, the right not to know, possible adverse effects on childhood and the need for genetic counseling. This paper will serve as a reference to genetic counselors and healthcare professionals when faced with this situation in clinical practice.

  10. Value Added?: Teachers' Investments in and Orientations toward Parent Involvement in Education

    Science.gov (United States)

    Schecter, Sandra R.; Sherri, Dana L.

    2009-01-01

    Research suggests that community-referenced pedagogy initiatives foster academic inclusion for minority students. However, we know little about such engagements' benefits for teachers. This study provides insights into teachers' dispositions toward school-based parent involvement in education based on ethnographic data collected through…

  11. Attention deficit hyperactivity disorder symptoms reporting in Malaysian adolescents: do adolescents, parents and teachers agree with each other?

    Science.gov (United States)

    Wan Salwina, Wan Ismail; Baharudin, Azlin; Nik Ruzyanei, Nik Jaafar; Midin, Marhani; Rahman, Fairuz Nazri Abdul

    2013-12-01

    Attention Deficit Hyperactivity Disorder (ADHD) is a clinical diagnosis relying on persistence of symptoms across different settings. Information are gathered from different informants including adolescents, parents and teachers. In this cross-sectional study involving 410 twelve-year old adolescents, 37 teachers and 367 parents from seven schools in the Federal Territory of Kuala Lumpur, reliability of ADHD symptoms among the various informants were reported. ADHD symptoms (i.e. predominantly hyperactive, predominantly inattentive and combined symptoms) were assessed by adolescents, teachers and parents, using Conners-Wells' Adolescent Self-report Scale (CASS), Conner's Teachers Rating Scale (CTRS) and Conner's Parents Rating Scale (CPRS) respectively. For predominantly hyperactive symptoms, there were statistically significant, weak positive correlations between parents and teachers reporting (r=0.241, pADHD symptoms among Malaysian adolescents. While multiple informant ratings are required to facilitate the diagnosis of ADHD, effort should be taken to minimize the disagreement in reporting and better utilize the information. Copyright © 2013 Elsevier B.V. All rights reserved.

  12. From a Medicinal to Educational Context: Implementing a Signature Pedagogy for Enhanced Parent-Teacher Communication

    Science.gov (United States)

    Dotger, Benjamin H.

    2009-01-01

    Many teachers are not well prepared for, nor are they being trained to communicate effectively with, parents/caregivers from the different backgrounds and cultures with whom they will interact. Yet, one knows that teachers' professional communication skills are important as they work with parents to promote the success of all children in the…

  13. 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.

  14. Competencies of Teachers Regarding School-Parent Relations: A Case of Antalya

    Science.gov (United States)

    Eres, Figen

    2016-01-01

    Aim of the study is to determine competence of classroom teachers and branch teachers regarding school-parent relations according to the opinions of school principals and supervisors. This study is based on a survey model. The population of this study consists of school principals who work in public primary and middle schools in the central…

  15. Disrupting Racialized Institutional Scripts: Toward Parent-Teacher Transformative Agency for Educational Justice

    Science.gov (United States)

    Ishimaru, Ann M.; Takahashi, Sola

    2017-01-01

    Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide "taken-for-granted" norms, expectations, and assumptions…

  16. Effective Parental Involvement in Education: Experiences and Perceptions of Turkish Teachers from Private Schools

    Science.gov (United States)

    Gokturk, Soheyda; Dinckal, Selin

    2018-01-01

    Parental involvement has been associated with numerous student benefits. However, related literature reveals that neither parents nor teachers are content with the scope and depth of parental involvement in schools. This may be partly due to differential understandings that both sides have on the concept of parental involvement. In this study,…

  17. Perceived Parenting Styles and Goal Orientations: A Study of Teacher Education Students in Hong Kong

    Science.gov (United States)

    Chan, Kwok-wai; Chan, Siu-mui

    2005-01-01

    Two achievement goals and three perceived parenting styles were identified in a sample of Hong Kong teacher education students. Significant correlations exist within the perceived parenting styles and the achievement goals. Parental authoritativeness was significantly and positively related to learning goal, and parental authoritarianism was…

  18. Guia para padres y maestros de ninos bilingues (A Parents' and Teachers' Guide to Bilingualism). Parents' and Teachers' Guides Number 5.

    Science.gov (United States)

    Ada, Alma Flor; Baker, Colin

    This book provides a practical introduction to questions about bilingualism. It is for parents and teachers who are themselves bilingual, for monolinguals who want to know more, for those with some intuitive understanding of bilingual situations and for those who are starting from the very beginning. The book poses questions that people often ask…

  19. Teaching Children to Care: Engendering Prosocial Behavior through Humanistic Parenting.

    Science.gov (United States)

    Horton-Parker, Radha J.

    1998-01-01

    Focuses on how counselors can help parents understand that parenting styles influence children's behavior. Offers ideas for humanistic parenting to elicit socially desirable outcomes behavior in children. Presents strategies that parents can use to increase the likelihood that young children will develop prosocial behavior and learn to respond to…

  20. HOME-SCHOOL INTERACTION: REMODELLING A FRAMEWORK OF PARENTS-TEACHERS RELATIONSHIP FOR SUPPORTING STUDENTS’ LEARNING

    Directory of Open Access Journals (Sweden)

    Adi Suryani

    2013-06-01

    Full Text Available Family and school are not separated social institution. Many parents view that it is schools and teachers which and who should be responsible for their children education. These views should be challenged by arising concern and awareness of parents and teachers of the importance of shared responsibility and cooperativeness. Parents are responsible for laying the basic/foundation of children’s learning, basic values, moral education, and basic social learning. Teachers and schools bear responsibility for developing those basic education. During their learning at school, students have a chance to develop their social competence. School also can be environment where children are gradually learning to be adult learners. They can be adult learners through engaging in collaborative learning activities. Through this social learning, children can learn develop social concern and sensitivity. Moreover, they can develop their learning through experience.

  1. Chinese and German Teachers' and Parents' Conceptions of Learning at Play--Similarities, Differences, and (In)Consistencies

    Science.gov (United States)

    Wu, Shu-Chen; Faas, Stefan; Geiger, Steffen

    2018-01-01

    This qualitative study investigated Chinese and German teachers' and parents' conceptions and understanding of learning at play. A total of 28 teachers and 12 parents took part in this study. Among the participants, 12 kindergarten teachers (6 German and 6 Chinese) were interviewed to obtain their perspectives on learning at play. These…

  2. Prevalence for Private Tuition among Parents, Teachers and Pupils in Public Primary Schools in Machakos County

    Science.gov (United States)

    Kirigwi, Lucy Wambui; Maithya, Redempta

    2016-01-01

    Private tuition refers to tutoring offered outside mainstream teaching. The study sought to establish the difference in prevalence for private tuition among parents, teachers and pupils in public primary schools in Machakos County. The study employed descriptive survey design. The target populations were all teachers, parents and pupils of public…

  3. Forms of Capital and Teachers' Views of Collaboration and Threat Relations with Parents in Israeli Schools

    Science.gov (United States)

    Addi-Raccah, Audrey; Grinshtain, Yael

    2017-01-01

    Neo-liberal ideologies have given parents influence over education. This requires teachers to find ways to engage with parents and use resources for dealing with them. Following Bourdieu's notion of field, in which different groups struggle over resources to maintain their social position, we examine the relations between teachers' attitudes…

  4. Parents and schools that grow in the 21st century

    Directory of Open Access Journals (Sweden)

    Eulalia Torrubia Balagué

    2017-07-01

    Full Text Available The University Pontificia of Salamanca a few years ago has offered a program of parental training for families who come to the Master of clinical intervention of Logopedia, by teacher Dolors Rivas Serrat. Children with disorders in language and development receive speech-language intervention. Parents participate in a training program every week and the children receive educational guidance, intervention in learning problems and study support. Some of the issues addressed between parents and education professionals are covered in this article and have to do with changes in the Spanish family, new family models or lack of authority in educational relationships established in the family. And at school. The work we do is developed through a parent school. This methodology is indispensable in the family formation processes. They are privileged spaces of participation and learning, constitute an adequate methodology for educators, counselors and other professionals of education. Pedagogy, as normative science, explains the most adequate family models, the risks of certain educational styles or the importance of authority in family-school relations. These are some of the conclusions that we have reached and which we set out below.

  5. Children's self-perceived bodily competencies and associations with motor skills, body mass index, teachers' evaluations, and parents' concerns

    DEFF Research Database (Denmark)

    Toftegaard-Stoeckel, Jan; Groenfeldt, Vivian; Andersen, Lars Bo

    2010-01-01

    The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor...... ability test "Korperkoordinationstest fur Kinder", while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient ...

  6. Teacher Evaluations of Executive Functioning in Schoolchildren Aged 9-12 and the Influence of Age, Sex, Level of Parental Education.

    Science.gov (United States)

    van Tetering, Marleen A J; Jolles, Jelle

    2017-01-01

    Executive functions (EFs) develop over the period of early childhood and adolescence up until young adulthood. Individual children differ substantially in the pace at which their EFs develop, and characteristics such as sex and the level of parental education (LPE) are thought to contribute to these differences. In the present study, we assessed age-related changes in EFs as perceived and evaluated by teachers and parents as well as the influence of sex and LPE on their evaluations. We used a newly developed observer-report questionnaire, the Amsterdam Executive Function Inventory (AEFI). The AEFI assesses three important components of the executive aspects of daily life behavior in 13 questions: Attention; Self-control and Self-monitoring; and Planning and Initiative taking. Teachers and parents evaluated these aspects of executive functioning in 186 schoolchildren in grades 3-6 (age: 9-12 years). Age effects within grades and differences in social economic status between the four participating schools were controlled. Results showed a significant increase in teacher-perceived EFs from third to fourth grades and from fifth to sixth grades. This development was influenced both by the sex of the child and by the LPE. As perceived by teachers, the component self-control and self-monitoring was higher for girls than for boys, and planning abilities were higher for children from families with a higher LPE. Additional analyses showed that there is a systematic and statistically significant difference between the evaluations of the teachers and that of parents. Parents reported higher scores for planning, whereas teachers reported higher scores for self-control and self-monitoring. Evaluations by parents and teachers were different for girls, but not for boys. These findings are important because they imply that the development of EFs as perceived by parents and teachers is influenced by child-related factors. Second, there are clear differences in evaluations between

  7. Perceived social support from parents and teachers' influence on ...

    African Journals Online (AJOL)

    kofi.mereku

    1Emmanuel Adu-Tutu Bofah works at Department of Mathematics and ICT Education, University of. University ... Studies have shown that students' social support such as parental and teacher support predict their academic .... mediation model (TM) and associated competing models tested in the present study are presented.

  8. Teacher Justice and Parent Support as Predictors of Learning Motivation and Visions of a Just World

    Science.gov (United States)

    Berti, Chiara; Mameli, Consuelo; Speltini, Giuseppina; Molinari, Luisa

    2016-01-01

    In this study we explore teacher justice and parent support in learning motivation and visions of a just world. The study sample was 509 Italian secondary school students, 163 males and 346 females. Regression analyses investigated the impact of teacher justice, parental involvement and factors of school choice (one's interests and parental…

  9. Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher-Child Closeness

    Science.gov (United States)

    Bardack, Sarah; Obradovic´, Jelena

    2017-01-01

    Research Findings: Drawing from a diverse community sample of 89 children, ages 4-6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children.…

  10. Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on…

  11. Burnout and Job Satisfaction among Counselor Educators

    Science.gov (United States)

    Sangganjanavanich, Varunee Faii; Balkin, Richard S.

    2013-01-01

    The relationship between burnout and job satisfaction among counselor educators was investigated. A total of 220 full-time counselor educators participated in this quantitative research study. Emotional exhaustion seemed to be the most significant predictor of burnout among counselor educators. Implications for counselor education and future…

  12. Volunteers as Teachers of Child Management to Parents of Behaviour-Disordered Preschoolers.

    Science.gov (United States)

    Seymour, Frederick W.; France, Karyn G.

    1984-01-01

    Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…

  13. The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

    Directory of Open Access Journals (Sweden)

    Helena Smrtnik Vitulić

    2014-03-01

    Full Text Available The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

  14. Parenting Roles and the College Decision

    Science.gov (United States)

    Strop, Jean

    2011-01-01

    Both parents and students bring their own styles into the college selection process. Counselors who are aware of the characteristics of these styles can best help students when selecting appropriate schools. This article discusses parental approaches to choosing a college. To assure good decisions, educators need to take a more active, systematic…

  15. Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data.

    Science.gov (United States)

    DuPaul, George J; Reid, Robert; Anastopoulos, Arthur D; Lambert, Matthew C; Watkins, Marley W; Power, Thomas J

    2016-02-01

    Comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD) symptoms includes parent and teacher questionnaires. The ADHD Rating Scale-5 was developed to incorporate changes for the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). This study examined the fit of a correlated, 2-factor structure of ADHD (i.e., DSM-5 conceptual model) and alternative models; determined whether ADHD symptom ratings varied across teacher and child demographic characteristics; and presented normative data. Two samples were included: (a) 2,079 parents and guardians (1,131 female, 948 male) completed ADHD symptom ratings for children (N = 2,079; 1,037 males, 1,042 females) between 5 and 17 years old (M = 10.68; SD = 3.75) and (b) 1,070 teachers (766 female, 304 male) completed ADHD symptom ratings for students (N = 2,140; 1,070 males, 1,070 females) between 5 and 17 years old (M = 11.53; SD = 3.54) who attended kindergarten through 12th grade. The 2-factor structure was confirmed for both parent and teacher ratings and was invariant across child gender, age, informant, informant gender, and language. In general, boys were higher in symptom frequency than girls; older children were rated lower than younger children, especially for hyperactivity-impulsivity; and non-Hispanic children were rated higher than Hispanic children. Teachers also rated non-Hispanic African American children higher than non-Hispanic White, Asian, and Hispanic children. Non-Hispanic White teachers provided lower hyperactivity-impulsivity ratings than non-Hispanic, African American, and Hispanic teachers. Normative data are reported separately for parent and teacher ratings by child gender and age. The merits of using the ADHD Rating Scale-5 in a multimodal assessment protocol are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  16. Reasons of Aggressive Behaviour Against School Fellows, Its Frequency, Forms: Reaction of Schoolchildren, Teachers and Parents

    Directory of Open Access Journals (Sweden)

    Valdas Pruskus

    2011-12-01

    Full Text Available The present article, which is based on conducted research data, analyzes an attitude of schoolchildren, teachers and parents towards the reasons of schoolchildren’s aggressive behaviour, its frequency and forms. Different factors and motives that stimulate the aggressiveness of schoolchildren, who go to the city, village and different professional (arts and technology schools are examined. Schoolchildren’s approach towards violence against school fellows and themselves is being discussed, as well as reaction of teachers and parents to this phenomenon. The article reveals opinion of schoolchildren, teachers, and parents about the means used to prevent violence towards schoolchildren and existing ways that can be used to make preventive means to be more effective.

  17. Influences on the Congruence between Parents' and Teachers' Ratings of Young Children's Social Skills and Problem Behaviors

    Science.gov (United States)

    Dinnebeil, Laurie A.; Sawyer, Brook E.; Logan, Jessica; Dynia, Jaclyn M.; Cancio, Edward; Justice, Laura M.

    2013-01-01

    A comprehensive research base exists concerning the congruence between parents' and teachers' ratings of the behavior of typically developing young children. However, little research has been conducted regarding the degree to which parents' and teachers' behavioral ratings of young children with disabilities are congruent. Additionally, previous…

  18. Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers

    Science.gov (United States)

    Daniel, Graham R.; McLeod, Sharynne

    2017-01-01

    Teachers play a major role in supporting children's educational, social, and emotional development although may be unprepared for supporting children with speech sound disorders. Interviews with 34 participants including six focus children, their parents, siblings, friends, teachers and other significant adults in their lives highlighted…

  19. Responses to Including Parents in Teacher Evaluation Policy: A Critical Policy Analysis

    Science.gov (United States)

    Fernández, Erica; LeChasseur, Kimberly; Donaldson, Morgaen L.

    2018-01-01

    The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education.…

  20. Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response

    Science.gov (United States)

    US Agency for International Development, 2009

    2009-01-01

    The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

  1. Does a child's language ability affect the correspondence between parent and teacher ratings of ADHD symptoms?

    Science.gov (United States)

    Gooch, Debbie; Maydew, Harriet; Sears, Claire; Norbury, Courtenay Frazier

    2017-04-05

    Rating scales are often used to identify children with potential Attention-Deficit/Hyperactivity Disorder (ADHD), yet there are frequently discrepancies between informants which may be moderated by child characteristics. The current study asked whether correspondence between parent and teacher ratings on the Strengths and Weakness of ADHD symptoms and Normal behaviour scale (SWAN) varied systematically with child language ability. Parent and teacher SWAN questionnaires were returned for 200 children (aged 61-81 months); 106 had low language ability (LL) and 94 had typically developing language (TL). After exploring informant correspondence (using Pearson correlation) and the discrepancy between raters, we report inter-class correlation coefficients, to assess inter-rater reliability, and Cohen's kappa, to assess agreement regarding possible ADHD caseness. Correlations between informant ratings on the SWAN were moderate. Children with LL were rated as having increased inattention and hyperactivity relative to children with TL; teachers, however, rated children with LL as having more inattention than parents. Inter-rater reliability of the SWAN was good and there were no systematic differences between the LL and TL groups. Case agreement between parent and teachers was fair; this varied by language group with poorer case agreement for children with LL. Children's language abilities affect the discrepancy between informant ratings of ADHD symptomatology and the agreement between parents and teachers regarding potential ADHD caseness. The assessment of children's core language ability would be a beneficial addition to the ADHD diagnostic process.

  2. The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

    Science.gov (United States)

    Brown, Carleton H.; Olivárez, Artura, Jr.; DeKruyf, Loraine

    2018-01-01

    Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from…

  3. Parent and Teacher Perceptions of the Impact of School Nurse Interventions on Children's Self-Management of Diabetes

    Science.gov (United States)

    Peery, Annette I.; Engelke, Martha Keehner; Swanson, Melvin S.

    2012-01-01

    Diabetes is a common chronic illness among school-age children. The school nurse collaborates with the student, parents, and teachers to help the child manage their diabetes effectively. Very little is known about the relationship between school nurse interventions and parent/teacher perceptions of the child's self-management. We examined this…

  4. Tensions in Home-School Partnerships: The Different Perspectives of Teachers and Parents of Students with Learning Barriers

    Science.gov (United States)

    Ludicke, Penelope; Kortman, Wendy

    2012-01-01

    This paper presents the findings of a qualitative study of learning partnerships between teachers and parents of students with learning barriers. The aim was to investigate the beliefs and understandings of parents and teacher participants around roles in partnerships, so as to identify operational processes that support effective collaboration.…

  5. Improving Teacher Perceptions of Parent Involvement Patterns: Findings from a Group Randomized Trial

    Science.gov (United States)

    Herman, Keith C.; Reinke, Wendy M.

    2017-01-01

    For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few…

  6. Desktop Publishing for Counselors.

    Science.gov (United States)

    Lucking, Robert; Mitchum, Nancy

    1990-01-01

    Discusses the fundamentals of desktop publishing for counselors, including hardware and software systems and peripherals. Notes by using desktop publishing, counselors can produce their own high-quality documents without the expense of commercial printers. Concludes computers present a way of streamlining the communications of a counseling…

  7. Communication without Speech: A Guide for Parents and Teachers.

    Science.gov (United States)

    Bloomberg, Karen, Ed.; Johnson, Hilary, Ed.

    This guide addresses issues facing the parents, teachers and caregivers of children who are unable to use normal speech as a means of communication. It focuses on people who are intellectually disabled or children who are starting to use augmentative communication. The guide includes the following topics: the nature of communication; an overview…

  8. Depression among Migrant and Left-Behind Children in China in Relation to the Quality of Parent-Child and Teacher-Child Relationships

    Science.gov (United States)

    Wang, Xiaohua; Qu, Zhiyong; Zhou, Qianyun; Ran, Chun; Wang, Xia; Hu, Juan

    2015-01-01

    The objective of this study was to examine rates of depression among migrant children (MC) and left-behind children (LBC) as compared to non-left-behind children (NLBC) and also to examine the relationship between depression among these children and the quality of their parent-child and teacher-child relationships. This study collected data from a large sample of 3,759 children aged from 8 to 17 years, including 824 who had been left behind by one parent (LBCO), 423 who had been left behind by both parents (LBCB), 568 MC and 1944 NLBC. Children’s Depression Inventory–Short Form was used to measure child depression. Parent-Child Relationship Scale (PCRS) and Teacher-Child Relationship Scale (TCRS) were used to measure the quality of parent-child and teacher-child relationships, respectively. The results showed that the prevalence of depression was 10.5% among NLBC, 13.1% among LBCO, 16.1% among LBCB, and 20.1% among MC. Depression was related to parent-child relationship quality and teacher-child relationship quality. Negative parent-child relationship was more relevant to depression than negative teacher-child relationship among LBCB, while negative teacher-child relationship was the most correlated with depression among MC. PMID:26719895

  9. Early adolescents' relationships with parents, teachers, and peers and increases in social anxiety symptoms.

    Science.gov (United States)

    Weymouth, Bridget B; Buehler, Cheryl

    2018-04-05

    Previous research on social anxiety has clearly identified interpersonal relationships as important for social anxiety symptoms. Few studies, however, have utilized longitudinal designs and have examined mechanisms that might explain links between negative interpersonal relationships and changes in youths' social anxiety over time. Recent models of social anxiety suggest that negative interpersonal relationships are linked to social anxiety through effects on social skills and behaviors. Using an autoregressive design and a sample of 416 two-parent families (51% female, 91% White), this study examined whether connections among parent-adolescent hostility, teacher support (6th grade), and changes in early adolescent social anxiety symptoms (6th to 8th grades) are mediated by youths' compliance with peers (7th grade). Results indicated that youths who experienced greater parent-adolescent hostility and lower teacher support engaged in greater compliance with peers. In turn, those who engaged in greater compliance with peers experienced increases in social anxiety symptoms. Significant indirect effects were substantiated for only parent-adolescent hostility. Associations were unique to adolescent social anxiety after accounting for depressive symptoms. Associations did not differ for early adolescent girls and boys. The results reveal that nuanced social processes involving social behaviors and relationships with parents and teachers have important and potentially unique implications for changes in early adolescent social anxiety symptoms. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  10. Aspiring to Quality Teacher-Parent Partnerships in Vietnam: Building Localised Funds of Knowledge

    Science.gov (United States)

    Hedges, Helen; Fleer, Marilyn; Fleer-Stout, Freya; Hanh, Le Thi Bich

    2016-01-01

    Collaborative and reciprocal teacher-parent partnerships have been established in prior research as vital in empowering ethnic-minority children to be competent learners who value their home background, culture, and language and also learn the language used by teachers as the medium of education. Such collaborative relationships may be challenging…

  11. Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

    Science.gov (United States)

    Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

    2017-09-01

    Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

  12. Teacher Centers and Advisory Work. A Panel Discussion.

    Science.gov (United States)

    Apelman, Maja; And Others

    Highlights of a panel discussion on advisory work and how it relates to teacher centers and inservice education programs are contained in this transcript. The role of an advisor in a teacher center is to act as a helper, counselor, confidant, and supportive professional to teachers who seek their services. An important function of the advisor is…

  13. Transformative Leadership: The Camp Counselor Experience

    Directory of Open Access Journals (Sweden)

    Stephanie Femrite

    2017-01-01

    Full Text Available A study, utilizing focus groups, was conducted with teens serving as camp counselors at the North Central 4-H camp in Missouri.  High school students, 14-18 years old, served as camp counselors during a four-day residential camp the summer of 2014. Each counselor was a current 4-H member and had served as a 4-H camp counselor in Missouri for at least one year, some serving as many as five years. Comparing two training models, evidence was found that intentional training sessions are crucial for the empowerment that leads to transformation.

  14. Mexican parents' and teachers' literacy perspectives and practices: construction of cultural capital.

    Science.gov (United States)

    Reese, Leslie; Arauz, Rebeca Mejía; Bazán, Antonio Ray

    2012-01-01

    This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents' own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.

  15. Parental Attitude and Teacher Behaviours in Predicting School Bullying

    Science.gov (United States)

    Erdogdu, M. Yüksel

    2016-01-01

    The main goal of this research is to present the relationship between "parental attitude and teacher behaviors in predicting school bullying". The population of this research is consisted of all primary school 4th grade students within Istanbul Küçükçekmece Municipality borders. Data were gathered from lower, mid and upper socio-economic…

  16. Psychometric Evaluation of a Brief Parent- and Teacher-Rated Screen for Children at Risk of Conduct Disorder

    Science.gov (United States)

    Duncombe, Melissa E.; Havighurst, Sophie S.; Holland, Kerry A.; Frankling, Emma J.

    2012-01-01

    This study examined the psychometric properties of the Conduct Problems Risk Screen (CPRS), a seven-item screen derived from DSM-IV-TR criteria that can be completed by parents or teachers. The sample consisted of 4,752 Australian five- to nine-year-old primary school children. The results showed the parent and teacher screens had very good…

  17. Parents' perception, students' and teachers' attitude towards school sex education.

    Science.gov (United States)

    Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

    2012-07-01

    Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of

  18. Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior.

    Science.gov (United States)

    Fekkes, M; Pijpers, F I M; Verloove-Vanhorick, S P

    2005-02-01

    Bullying victimization is associated with several health issues. Prevention of bullying is therefore an important goal for health and education professionals. In the present study, 2766 children from 32 Dutch elementary schools participated by completing a questionnaire on bullying behavior, and the involvement of teachers, parents and classmates in bullying incidents. The results of this study show that bullying is still prevalent in Dutch schools. More than 16% of the children aged 9-11 years reported being bullied on a regular basis and 5.5% reported regular active bullying during the current school term. Almost half of the bullied children did not tell their teacher that they were being bullied. When teachers knew about the bullying, they often tried to stop it, but in many cases the bullying stayed the same or even got worse. With regard to active bullying, neither the majority of the teachers nor parents talked to the bullies about their behavior. Our results stress the importance of regular communication between children, parents, teachers and health care professionals with regard to bullying incidents. In addition, teachers need to learn effective ways to deal with bullying incidents. Schools need to adopt a whole-school approach with their anti-bullying interventions.

  19. Measuring growth in bilingual and monolingual children's english productive vocabulary development: the utility of combining parent and teacher report.

    Science.gov (United States)

    Vagh, Shaher Banu; Pan, Barbara Alexander; Mancilla-Martinez, Jeannette

    2009-01-01

    This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur-Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bilingual children who spoke mostly English than mostly Spanish at home. Parent-teacher composite reports, like parent reports, significantly related to children's directly assessed productive vocabulary at ages 30 and 36 months, but parent reports fit the model better. Implications for vocabulary assessment are discussed.

  20. The Role of Child Temperament on Low-Income Preschool Children's Relationships with Their Parents and Teachers

    Science.gov (United States)

    Acar, Ibrahim H.; Torquati, Julia C.; Encinger, Amy; Colgrove, Amy

    2018-01-01

    The current study examined the associations between low-income preschool children's temperament (reactive and regulatory) and their relationships with parents and teachers. In particular, we focused on the moderating role of regulatory temperament on reactive temperament in the prediction of closeness and conflict with parents and teachers. Two…

  1. Physical Attractiveness: Its Influence on the Perceptions of Counselors.

    Science.gov (United States)

    Sanders, Connie H.; Borowy, Thomas D.

    Research has shown that a client's positive views of a counselor enhance commitment to treatment, positive outcome expectancies, and receptivity to counselor influence. To examine the impact of counselor gender and physical attractiveness on perceived counselor effectiveness, 60 college students evaluated male and female counselors on 15 variables…

  2. Digital games and learning mathematics: Student, teacher and parent perspectives

    Directory of Open Access Journals (Sweden)

    Su Ting Yong

    2016-12-01

    Full Text Available The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy. 

  3. The structure and use of the teacher and parent Maltese Strengths and Difficulties Questionnaire

    Directory of Open Access Journals (Sweden)

    Carmel Cefai

    2011-04-01

    Full Text Available The Strengths and Difficulties Questionnaire (SDQ (Goodman, 1997 is one of the most commonly used measures of mental health in children and young people and has been translated into more than forty languages. This paper discusses the translation of the SDQ in Maltese and explores the structure and use of the teacher and parent Maltese translations. 4797 school teachers and 2865 parents completed the Maltese teacher and parent SDQ respectively. The results indicate that the Maltese SDQ, particularly the teacher version, meets the basic psychometric properties which make it a useful index of social, emotional and behaviour difficulties and prosocial behaviour amongst Maltese children and young people. Exploratory factor analysis suggests that the Maltese version clearly discriminates between difficulty and prosocial behaviour, and that it may be closer in fit to a three factor model, namely internalized difficulties, externalized difficulties and prosocial behaviour. While there are a number of variations, which may be explained by the local educational and socio-cultural context, Maltese mean scores are quite comparable with international SDQ norms. In view of a number of limitations, however, the use of the Maltese SDQ needs to be used with caution and further research into its psychometric properties is suggested.

  4. The Role of Parent Governors in School Governance in Zimbabwe: Perceptions of School Heads, Teachers and Parent Governors

    Science.gov (United States)

    Chikoko, Vitallis

    2008-03-01

    This paper reports on a study of the role of parent governors in five neighbouring rural primary schools in Zimbabwe. The study proposed that despite the presence of a legal decentralised school governance structure in which parents form the majority, they did not have the capacity to function effectively therein, and were still marginalised in school governance decision-making. Four areas of decision-making were investigated: school organisation; curriculum; employment and appraisal of teaching staff; and financial resources. Interviews were conducted with parent governors, school heads and teachers. Findings show that all the respondent groups perceived significant parental involvement in the area of school finances only. However, parents were perceived to lack the capacity to make decisions in all four areas. The study concludes that the role of parents in the running of schools in the country has not significantly grown from that of being school financiers and builders of infrastructure. Therefore, building school governance capacity among parents is necessary.

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

    Science.gov (United States)

    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.…

  6. Sex-Role Attitudes of Drug Abuse Treatment Counselors.

    Science.gov (United States)

    Schor, Carole

    1982-01-01

    Examined the sex-role attitude of the drug abuse treatment counselor. Found: 1) male counselors viewed clients of both sexes more negatively; 2) male clients were viewed more negatively by counselors of both sexes; 3) counselors with less education had more negative attitudes; and 4) attitudes differed with treatment program type. (Author/RC)

  7. Focus Groups Investigating Mental Health Attitudes and Beliefs of Parents and Teachers in South Lebanon: Are They Culturally Determined?

    Science.gov (United States)

    Doumit, Myrna A A; Farhood, Laila F; Hamady, Carmen

    2018-05-01

    The wars that Lebanon had endured led to a devastating number of deaths, injuries, and displacements. Such tragedies have detrimentally affected its civilians psychologically. To identify knowledge, attitudes, and practices of teachers and parents concerning child/adolescent mental health. Using purposeful sampling, five focus groups were conducted with teachers and parents of students from elementary, middle, and secondary levels in two private hub schools in South Lebanon. A total of 27 teachers and 18 parents participated separately in focus groups. Three themes emerged: (a) Mental health care is a priority for overall health, (b) Mental illness is a cultural taboo, and (c) There is a need for better education and cultural understanding about mental health. This is the first study in Lebanon directly targeted at parents' and teachers' mental health concerns. Such findings will add to transcultural nursing knowledge about the importance of mental health care.

  8. Counsellor Use of the Adlerian-Dreikurs Approach with Parents in the School Setting.

    Science.gov (United States)

    Van Hesteren, Frank

    1979-01-01

    Involvement with parents constitutes an important dimension of the elementary school counselor's role. The Adlerian-Dreikurs approach is described in terms of its underlying theory and the means by which it can be implemented by school counselors. Certain advantages of using the approach in the schools are also discussed. (Author)

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

    Science.gov (United States)

    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

  10. A national survey of genetic counselors' personal values.

    Science.gov (United States)

    Pirzadeh, Sara M; McCarthy Veach, Patricia; Bartels, Dianne M; Kao, Juihsien; Leroy, Bonnie S

    2007-12-01

    Personal values are motivational sources for an individual's actions [Hitlin and Piliavin (Annual Review of Sociology 30:359-393, 2004)]. Genetic counselors' values may influence their behaviors in clinical practice, but a profile of their personal values has not been identified empirically. In this study, 292 genetic counselors completed the Schwartz Universal Values Questionnaire (SUVQ; Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 1-65). Boston, MA: Academic.), a widely used measure of value types, and provided information about their demographic characteristics. Results indicate that respondents highly valued benevolence, self-direction, achievement, and universalism indicating a strong pattern of concern for the welfare of others. They placed considerably less value on stimulation, tradition, and power, which reflect personal interests. Respondents who reported practicing a religion scored significantly lower on stimulation and hedonism and higher on tradition and spirituality than those not practicing; married respondents and parents scored significantly lower on stimulation and achievement; and males scored higher on power than females. The value types are described, and training and research recommendations are provided.

  11. Parent-teacher conferences in Dutch culturally diverse schools : Participation and conflict in institutional context

    NARCIS (Netherlands)

    Elbers, Egmond; de Haan, Mariette

    2014-01-01

    In The Netherlands, the transition from primary to secondary education is prepared by formal talks between teachers and parents. The purpose of these conferences is to discuss the child's score on the national CITO test and the teacher's recommendation for the child's track in secondary school. We

  12. Perceptions of Parents of Children with Autism Spectrum Disorders towards Their Partnerships with Teachers

    Science.gov (United States)

    Hsiao, Yun-Ju

    2016-01-01

    The purpose of this study was to investigate the parent perceptions of partnerships between parents of children with autism spectrum disorders (ASD) and teachers who provided services. The instrument used in this study was the "Beach Center Family-Professional Partnership Scale" ("Family Version"). The results showed that…

  13. Using Theoretical Models to Examine the Acceptance Behavior of Mobile Phone Messaging to Enhance Parent-Teacher Interactions

    Science.gov (United States)

    Ho, Li-Hsing; Hung, Chang-Liang; Chen, Hui-Chun

    2013-01-01

    Student academic performance and social competence are influenced positively by parent involvement; effective parent-teacher communication not builds parent reliance on a school, it enhances parent knowledge of raising children. As information technology develops rapidly, it is already a trend that e-communication is replacing traditional paper…

  14. Importance of an Effective Principal-Counselor Relationship

    Science.gov (United States)

    Edwards, LaWanda; Grace, Ronald; King, Gwendolyn

    2014-01-01

    An effective relationship between the principal and school counselor is essential when improving student achievement. To have an effective relationship, there must be communication, trust and respect, leadership, and collaborative planning between the principal and school counselor (College Board, 2011). Principals and school counselors are both…

  15. Parental and teacher attitude to girl-child education and economic ...

    African Journals Online (AJOL)

    This study investigated how parental and teacher attitude to girl-child education affect her economic empowerment. The study is built on the premise that attitude can determine how emancipated and economic empowered the girl-child becomes when educated (and, or otherwise). It is also hinged on the assumption that ...

  16. Obesity Prevention in Early Adolescence: Student, Parent, and Teacher Views

    Science.gov (United States)

    Power, Thomas G.; Bindler, Ruth C.; Goetz, Summer; Daratha, Kenneth B.

    2010-01-01

    Background: Obesity is a significant health problem among today's youth; however, most school-based prevention programs in this area have had limited success. Focus groups were conducted with seventh- to eighth-grade students, parents, and teachers to provide insight into the development of a comprehensive program for the prevention of adolescent…

  17. Digital Channels in Teacher-Parent Communication: The Case of Estonia

    Science.gov (United States)

    Palts, Karmen; Kalmus, Veronika

    2015-01-01

    The aim of this paper is to analyse the attitudes of Estonian primary school teachers and parents regarding the role of mutual digital communication in socialising the child and in the child's academic progress, their communication channel preferences, and related experiences and opinions. The main starting points are Bronfenbrenner's (1979)…

  18. The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

    Science.gov (United States)

    Cassidy, Deborah J.; Lower, Joanna K.; Kintner-Duffy, Victoria L.; Hegde, Archana V.; Shim, Jonghee

    2011-01-01

    The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, "real-time" turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing…

  19. Counselor-Subject Sex Variables in Systematic Desensitization

    Science.gov (United States)

    Geer, Carol A.; Hurst, James C.

    1976-01-01

    A Sex of Subject x Sex of Counselor interaction in the desensitization of test anxiety among 44 college students suggested consideration of the sex variable. Results showed significant treatment effects by both male and female counselors and a significant interaction effect by the male counselor with female subjects. (Author)

  20. 12 CFR 367.16 - Ethics Counselor decisions.

    Science.gov (United States)

    2010-01-01

    ... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Ethics Counselor decisions. 367.16 Section 367... POLICY SUSPENSION AND EXCLUSION OF CONTRACTOR AND TERMINATION OF CONTRACTS § 367.16 Ethics Counselor... disputed material facts, the Ethics Counselor shall base the decision on the facts as found, together with...

  1. Increasing Minority Student Enrollment in Counselor Education

    Science.gov (United States)

    Robinson, Mona C.; Lewis, Denise; Henderson, DeAnna; Flowers, Carl R.

    2009-01-01

    Counselor education programs across the country often fail to attract, enroll and graduate students in proportion that reflects the diversity of the nation. As our country's demography changes, the impact of race and ethnicity within the client-counselor relationship is likely to have greater importance and, as such, counselor education programs…

  2. Teacher, Parent and Student Perceptions of the Motives of Cyberbullies

    Science.gov (United States)

    Compton, Louise; Campbell, Marilyn A.; Mergler, Amanda

    2014-01-01

    Understanding the motivation of students who cyberbully is important for both prevention and intervention efforts for this insidious form of bullying. This qualitative exploratory study used focus groups to examine the views of teachers, parents and students as to the motivation of students who cyberbully and who bully in other traditional forms.…

  3. Using Leader-Member Exchange Theory to Examine Principal-School Counselor Relationships, School Counselors' Roles, Job Satisfaction, and Turnover Intentions

    Science.gov (United States)

    Clemens, Elysia V.; Milsom, Amy; Cashwell, Craig S.

    2009-01-01

    Principals have considerable influence on shaping the role of school counselors with whom they work (Amatea & Clark, 2005; Dollarhide, Smith, & Lemberger, 2007; Ponec & Brock, 2000). Researchers used leader-member exchange theory (Graen & Uhl-Bien, 1995) to examine the relevance of principal-school counselor relationships to school counselors'…

  4. Perceptions of Helpfulness of Teachers in Didactic Courses

    Science.gov (United States)

    Moate, Randall M.; Cox, Jane A.; Brown, Steven R.; West, Erin M.

    2017-01-01

    Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.

  5. 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

  6. Parents and teachers reporting on a child's emotional and behavioural problems following severe traumatic brain injury (TBI): the moderating effect of time.

    Science.gov (United States)

    Silberg, Tamar; Tal-Jacobi, Dana; Levav, Miriam; Brezner, Amichai; Rassovsky, Yuri

    2015-01-01

    Gathering information from parents and teachers following paediatric traumatic brain injury (TBI) has substantial clinical value for diagnostic decisions. Yet, a multi-informant approach has rarely been addressed when evaluating children at the chronic stage post-injury. In the current study, the goals were to examine (1) differences between parents' and teachers' reports on a child's emotional and behavioural problems and (2) the effect of time elapsed since injury on each rater's report. A sample of 42 parents and 42 teachers of children following severe TBI completed two standard rating scales. Receiver Operating Characteristic (ROC) curves were used to determine whether time elapsed since injury reliably distinguished children falling above and below clinical levels. Emotional-behavioural scores of children following severe TBI fell within normal range, according to both teachers and parents. Significant differences were found between parents' reports relatively close to the time of injury and 2 years post-injury. However, no such differences were observed in teachers' ratings. Parents and teachers of children following severe TBI differ in their reports on a child's emotional and behavioural problems. The present study not only underscores the importance of multiple informants, but also highlights, for the first time, the possibility that informants' perceptions may vary across time.

  7. Children of Incarcerated Parents: Implications for School Counselors

    Science.gov (United States)

    Petsch, Priscilla; Rochlen, Aaron B.

    2009-01-01

    The recent increase in prison populations has given rise to an unprecedented number of children in the school system with incarcerated parents. To cope with stressors before, during, or after parents' incarceration, children can exhibit a range of problematic and maladaptive behaviors. This article explores the negative behaviors these children…

  8. School Counselors and Child Abuse Reporting: A National Survey

    Science.gov (United States)

    Bryant, Jill K.

    2009-01-01

    A study was done to investigate school counselors' child abuse reporting behaviors and perceptions regarding the child abuse reporting process. Participants were randomly selected from the American School Counselor Association membership database with 193 school counselors returning questionnaires. Overall, school counselors indicated that they…

  9. The Role of Nigerian Teachers and Parents: A Pre- Requisite for ...

    African Journals Online (AJOL)

    The non-challant attitudes of the Nigerian teachers and parents to the challenges of curriculum development and educational achievement have created a great gap between the school-teaching-learning programme and the achievement of educational goals. The instrument and strength of change for sustainable ...

  10. The Role of Parenting Stress in Discrepancies between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder

    Science.gov (United States)

    Reed, Phil; Osborne, Lisa A.

    2013-01-01

    The study assessed whether teacher and parent ratings of child behavior problems were similar for children with autism spectrum disorders. Two informants rated child behaviors in the same home environment, and the degree to which parenting stress impacted the similarity of the ratings was assessed. Overall behavior problem ratings did not differ…

  11. Importance of Quality of Life Issues: A Pilot Comparison of Teachers and Parents of Children with Autism Spectrum Disorders

    Science.gov (United States)

    Ivey-Hatz, Julie; Frederick, Karen

    2014-01-01

    Quality of life (QoL) issues for parents and teachers of children with autism spectrum disorders (ASD) are important to investigate. Independence, social functioning, school functioning and participating in leisure activities are some of the quality of life indicators that parents and teachers must agree upon to ensure effective communication and…

  12. Incredible Years Parent and Teacher Programmes: Emerging Themes and Issues

    Science.gov (United States)

    Wetherall, Michelle

    2014-01-01

    This paper examines the Incredible Years Parent and Teacher Programmes that have originated from the work of Webster-Stratton. It provides a brief background on the programmes and a critical analysis of the issues as identified in current literature. The issues can be grouped into four main categories, the first being government decision-making…

  13. From the Dress-Up Corner to the Senior Prom: Navigating Gender and Sexuality Diversity in PreK-12 Schools

    Science.gov (United States)

    Bryan, Jennifer

    2012-01-01

    Very few PreK-12 teachers are adequately trained to address the gender identity and sexual identity of their students in a developmentally-appropriate and pedagogically-sound manner. Yet responsible adults--parents, educators, pre-service teachers, coaches, religious instructors, camp administrators and school counselors--must help children…

  14. Am I Wearing the Right Hat? Navigating Professional Relationships between Parent-Teachers and Their Colleagues

    Science.gov (United States)

    Lipsky, Eliana; Friedman, Ilana Dvorin; Harkema, Rebecca

    2017-01-01

    Utilizing organizational role theory and cognitive role theory as a theoretical framework, this phenomenological study examined the experience of parent-teachers and colleague-teachers in small educational settings and their perceptions of these dynamic relationships and potential areas of conflict. Findings highlighted perceived strengths, yet…

  15. A Modularized Counselor-Education Program.

    Science.gov (United States)

    Miller, Thomas V.; Dimattia, Dominic J.

    1978-01-01

    Counselor-education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency-based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut.…

  16. Effects of International Student Counselors' Broaching Statements about Cultural and Language Differences on Participants' Perceptions of the Counselors

    Science.gov (United States)

    Choi, Gahee; Mallinckrodt, Brent; Richardson, John D.

    2015-01-01

    Undergraduates (N = 135) evaluated 1 of 4 simulated 1st counseling sessions. Two international counselors (Canadian and Korean) alternated between making or not making broaching statements about their language and cultural differences. Significant main effects for counselor nationality and interaction effects between counselor nationality and…

  17. Parent- and Teacher-Reported Symptoms of ADHD in School-Aged Children With Active Epilepsy: A Population-Based Study.

    Science.gov (United States)

    Reilly, Colin; Atkinson, Patricia; Das, Krishna B; Chin, Richard F M; Aylett, Sarah E; Burch, Victoria; Gillberg, Christopher; Scott, Rod C; Neville, Brian G R

    2017-09-01

    Provide data on the distribution of parent- and teacher-reported symptoms of ADHD in childhood epilepsy and describe coexisting cognitive and behavioral disorders in children with both epilepsy and ADHD. Eighty-five (74% of those eligible) children (5-15 years) in a population-based sample with active epilepsy underwent psychological assessment. The ADHD Rating Scale-IV (ADHD-RS-IV) scale was completed by parents ( n = 69) and teachers ( n = 67) of participating children with an IQ > 34. ADHD was diagnosed with respect to Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.). Parents reported significantly more symptoms of ADHD than teachers ( p epilepsy and ADHD. Symptoms of ADHD are very common in childhood epilepsy but prevalence is influenced by informant.

  18. Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents: Common Effects on Well-Being and Academic Motivation.

    Science.gov (United States)

    Chirkov, Valery I.; Ryan, Richard M.

    2001-01-01

    Examined whether autonomy-support would have a positive effect on self-motivation and well-being. U.S. and Russian high school students completed measures of perceived parental and teacher autonomy-support, academic motivation, and well-being. Russian students perceived parents and teachers as more controlling than did U.S. students. In both…

  19. Parents, Teachers, and Peers and Early Adolescent Runaway in Hong Kong

    Science.gov (United States)

    Cheung, Chan-Kiu; Liu, Suk-Ching; Lee, Tak-Yan

    2005-01-01

    Parental monitoring, teacher support, classmate support, and friend relationship presumably affect adolescents' runaway from home. According to social control theory, social control based on conventional social norms would prevent adolescent runaway, but association with friends may erode such control. This expectation appears to hold true in a…

  20. Leadership Practices of School Counselors

    Science.gov (United States)

    Mason, E. C. M.; McMahon, H. George

    2009-01-01

    Leadership is a vital skill called for by the school counseling profession. However, limited research has been done to examine how leadership is characterized by practicing school counselors. The purpose of the exploratory study in this article was to assess leadership practices of school counselors, and to analyze the relationships among…

  1. Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

    Science.gov (United States)

    Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore

    2013-01-01

    The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

  2. Preservice elementary teacher's attitudes toward gay and lesbian parenting.

    Science.gov (United States)

    Maney, D W; Cain, R E

    1997-08-01

    This preliminary investigation assessed preservice elementary teacher's attitudes toward homosexual parents and their children. The study populations included 195 college students enrolled in an elementary school health methods course at a large northeastern university. A 51-item " and Lesbian Parenting Questionnaire" was used for data collection purposes. Reliability estimates for the scales were: attitudes toward lesbians and gay men (alpha = .90), comfort toward gay and lesbian families (alpha = .92), and knowledge about homosexuality (alpha = .52). Most respondents agreed gay men: were not disgusting, should be allowed to teach, were not perverted, and should not overcome their feelings of homosexuality. Most respondents disagreed lesbians cannot fit into society or were sick. Nearly all agreed female homosexuality should not be a basis for job discrimination. Females were significantly (p attitudes toward gay fathers than did male respondents. Respondents with stronger religious attitudes had significantly (p attitudes toward lesbian parents than respondents with weaker religious attitudes.

  3. The Decision-Making Processes of Early Childhood Teachers When Working with Children Experiencing Parental Separation and Divorce

    Science.gov (United States)

    Mahony, L.; Lunn, J.; Petriwskyj, A.; Walsh, K.

    2015-01-01

    In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young…

  4. An Investigation of Greek Teachers' Views on Parental Involvement in Education

    Science.gov (United States)

    Koutrouba, Konstantina; Antonopoulou, Ekaterini; Tsitsas, Georgios; Zenakou, Eleni

    2009-01-01

    Parents' involvement in their children's education has been shown to have positive results in various aspects of child development such as behaviour, social-emotional development and academic performance. This article focuses on teachers' views of the major problems affecting home-school partnership and possible solutions to improve communication…

  5. Assessing Toddler Language Competence: Agreement of Parents' and Preschool Teachers' Assessments

    Science.gov (United States)

    Marjanovic-Umek, Ljubica; Fekonja, Urska; Podlesek, Anja; Kranjc, Simona

    2011-01-01

    According to the findings of several studies, parents' assessments of their toddler's language are valid and reliable evaluations of children's language competence, especially at early development stages. This study examined whether preschool teachers, who spend a relatively great deal of time with toddlers in various preschool activities and…

  6. Views of parents, teachers and children on health promotion in kindergarten

    DEFF Research Database (Denmark)

    Sansolios, Sanne; Mikkelsen, Bent Egberg

    2011-01-01

    The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1 st methodology ...

  7. Reported Work Emphasis of Effective and Ineffective Counselors.

    Science.gov (United States)

    Wiggins, James D.; Mickle-Askin, Kathleen

    1980-01-01

    A study of counselors in four states showed correlations between personality characteristics and job performance. Counselors rated effective emphasized individual counseling and career work and said they closely follow a theory. They also spent more time on follow-up and consultation than ineffective counselors. (JAC)

  8. 76 FR 80741 - TRICARE: Certified Mental Health Counselors

    Science.gov (United States)

    2011-12-27

    ...] TRICARE: Certified Mental Health Counselors AGENCY: Office of the Secretary, Department of Defense. ACTION... would allow licensed or certified mental health counselors to be able to independently provide care to... mental health counselors (CMHCs), who will be authorized to practice independently under TRICARE. During...

  9. Beginning Counselor Educators' Experiences Developing a Research Agenda

    Science.gov (United States)

    Wilde, Brandon J.

    2010-01-01

    To date, counselor education literature is narrow in the accounts of counselor educators' experiences as active scholars (Hill, 2004). Consequently, there is little research accounting for the experience of developing a research agenda for counselor educators during their initial faculty appointment. Hermeneutic, phenomenological methodology was…

  10. A School for Parents: An Innovation in an Elementary School.

    Science.gov (United States)

    Nash, Edna M.

    1979-01-01

    This paper describes the preparation, planning, and operation of a parent education project in an elementary school in British Columbia, based on Adlerian theory and practice. Reported benefits to the school and families support the appropriateness of school-based parent education, and the need for trained counselors to facilitate it. (Author)

  11. The role of school counselors in forming student becoming a digital citizen

    Directory of Open Access Journals (Sweden)

    Anastasia Dewi Anggraeni

    2017-11-01

    Full Text Available The Internet is a technology that continued to develop. The development of Internet applications as if ceaselessly. Starting from electronic mail applications known as e-mail, online games, to social networking, such as: twitter, path, Instagram, Facebook, and so forth. The Internet gives a lot of influence to human life. On the one hand, it provides a variety of conveniences for its users, but also gives a negative impact. The development of 21st century technology demands all elements throughout the world of education to utilize technology on all aspects. Digital Citizenship is a concept that helps school counselor and parents to know what students should know about using technology properly. Digital citizenship is the norm of using true and responsible technology. The role of school counselor is required to able the technology for guide students to become good citizen digital models, and the most important is how to form the habit of accessing the digital world in a safe way.

  12. Effects of Non-Guidance Activities, Supervision, and Student-to-Counselor Ratios on School Counselor Burnout

    Science.gov (United States)

    Moyer, Michael

    2011-01-01

    School counselors, like all mental health professionals are at high risk for burnout. High caseloads, job role ambiguity, and lack of supervision increase their propensity for burnout. Three areas were selected for study in this article due to their potential impact on burnout: supervision, student-to-counselor-ratios, and non-guidance related…

  13. Communicating with Parents of Children with Special Needs in Saudi Arabia: Parents' and Teachers' Perceptions of Using Email for Regular and Ongoing Communication

    Science.gov (United States)

    Dubis, Snaa; Bernadowski, Carianne

    2015-01-01

    The purpose of this study, by Snaa Dubis from Salman Bin Abdu Aziz University, Saudi Arabia, and Robert Morris University, USA, and Carianne Bernadowski from Robert Morris University, was to investigate parents' and special education teachers' perceptions of using email as a component of parental involvement in the academic and/or behavioural…

  14. 13 CFR 105.402 - Standards of Conduct Counselors.

    Science.gov (United States)

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Standards of Conduct Counselors. 105.402 Section 105.402 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION STANDARDS OF... Conduct Counselors. (a) The SBA Standards of Conduct Counselor is the Designated Agency Ethics Official...

  15. Four Critical Domains of Accountability for School Counselors

    Science.gov (United States)

    Bemak, Fred; Willians, Joseph M.; Chung, Rita Chi-Ying

    2015-01-01

    Despite recognition of accountability for school counselors, no clear set of interrelated performance measures exists to guide school counselors in collecting and evaluating data that relates to student academic success. This article outlines four critical domains of accountability for school counselors (i.e., grades, attendance, disciplinary…

  16. AFRREV IJAH, Vol.1 (3) July, 2012

    African Journals Online (AJOL)

    Dr Abimbola

    peer group, and individual students factors. It was recommended that ... achievement have attracted the interest of teachers, counselors and school administrators in ..... process, Early versus late influence of parental characteristics. American ...

  17. Former substance users working as counselors

    DEFF Research Database (Denmark)

    Hecksher, Dorte

    2007-01-01

    All helping professionals risk participation in "dual relationships". But in the case of former substance users working as counselors, specific dilemmas and problems are accentuated. A qualitative analysis highlights some of the ethical and personal dilemmas faced by these counselors. The data...... is derived from an interview study initiated in 2000 in Denmark on former substance users with 4 -8 years of abstinence. Through an analysis of interview data from a larger group of former substance users, it became evident that those working as counselors experienced specific dilemmas and problems...

  18. Psychological Type of Person-Centered Counselors.

    Science.gov (United States)

    Robbins, Mandy; Turley, Joanne

    2016-02-01

    There are various models and approaches to counseling and psychotherapy. Important characteristics of therapists include psychological type. This study aimed to investigate the psychological type profile of person-centered counselors. The psychological type of 85 counselors (63 women, 22 men) was measured with the Francis Psychological Type Scales (FPTS). Results indicate that the FPTS can reliably measure psychological type among counselors, and the most common psychological type was introvert, intuitive, feeling, and judging (INFJ). The relation of these psychological types with a person-centered approach is further discussed.

  19. Assessment of Counselors' Supervision Processes

    Science.gov (United States)

    Ünal, Ali; Sürücü, Abdullah; Yavuz, Mustafa

    2013-01-01

    The aim of this study is to investigate elementary and high school counselors' supervision processes and efficiency of their supervision. The interview method was used as it was thought to be better for realizing the aim of the study. The study group was composed of ten counselors who were chosen through purposeful sampling method. Data were…

  20. Perceptions of Childhood Obesity among Rural Parents, Teachers, and School Administrators

    Science.gov (United States)

    Tripp, Paula J.; Choi, Jin Young

    2015-01-01

    The purposes of this exploratory qualitative research were to describe perceptions related to childhood obesity of rural parents, teachers, and school administrators and to examine how their perceptions shape their choices and behaviors for children's eating and physical exercise. The results showed that the perceptions of childhood obesity in the…

  1. How School Counselors Make a World of Difference

    Science.gov (United States)

    O'Connor, Patrick J.

    2018-01-01

    School counselors play a key role in promoting students' academic achievement, social and emotional development, and college and career readiness. The author reviews the research on counselors' work in these areas and discusses how schools can ensure that their counselors are better able to succeed in supporting students.

  2. Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy

    Science.gov (United States)

    Glance, Dorea E.

    2012-01-01

    This research focused on how students' socioeconomic status and gender impact school counselors' ratings of student personal characteristics and school counselor self-efficacy. While previous literature focuses on how students' socioeconomic status and gender impact school counselors' ratings of academic characteristics such as…

  3. Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment.

    Science.gov (United States)

    Kocayörük, Ercan; Şimşek, Ömer Faruk

    2016-01-01

    The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.

  4. Preparation of future teachers to psychological and pedagogical parental culture improvement in incomplete families

    Directory of Open Access Journals (Sweden)

    Tetiana Strutynska

    2017-03-01

    Full Text Available The article reveals the need for special training of future teachers for improvement ofpsychological and pedagogical parents’ culture who live separately from incomplete families. Efficiency conditions of such training in semantic and technological aspects are highlighted.Key words: incomplete family, psychological and pedagogical culture of a father,efficiency conditions of future teachers preparation for working with a parent from singleparentfamilies.

  5. "As a Parent You Become a Tiger": Parents Talking about Bullying at School.

    Science.gov (United States)

    Hale, Rebecca; Fox, Claire L; Murray, Michael

    2017-01-01

    Bullying at school can be a distressing experience for children. It is also likely to be distressing for their parents. In spite of this, research in the field of school bullying and peer victimisation has tended to overlook the experience of parents when their child is bullied. This study explored school bullying from the parent's perspective. Twenty-one parents took part in semi-structured focus groups and interviews to share their experiences. Thematic analysis of the interview transcripts identified two main themes: 'perceived institutional factors' and 'being a good parent'. It was found that parents viewed their principal role as protecting their child; they referred to this as an instinct and fundamental to them being a good parent. However, during their attempts to help their child, many parents talked about difficulties working with schools and this triggered frustration and distrust towards teachers. The findings highlight the importance of communication between parents and teachers and ensuring that parents are kept informed of progress when teachers are trying to address the problem. Additionally, the findings indicate that parents may hold different views to teachers about their role in school bullying situations. This would suggest that parents looking at the situation from the teacher's perspective, and vice versa, could help to build better parent-teacher relationships when tackling school bullying.

  6. Exploring Involvement Expectations for Culturally and Linguistically Diverse Parents: What We Need to Know in Teacher Education

    Science.gov (United States)

    Gonzales, Sandra M.; Gabel, Susan L.

    2017-01-01

    In the United States parental involvement is an important part of a child's education, and teachers often rely on parents to boost student achievement. This qualitative analysis employs a two-step process, first examining the data with regards to parental involvement and then using critical theories in education to examine the intersections…

  7. The Status of Corporal Punishment in Jordanian Primary Schools from the Perspectives Of: Teachers, Students, and Parents

    Science.gov (United States)

    Khateeb, Linda Ahmad

    2015-01-01

    The study aims to investigate the status of corporal punishment in Jordanian Primary schools from the perspectives of: Teachers, students, and parents. The corpus of the study comprises (95) Male and female teachers, (135) male and female students form Jordanian primary schools. Two questionnaire forms were used in this study: one for teachers and…

  8. Social Skills Intervention Planning for Preschoolers: Using the SSiS-Rating Scales to Identify Target Behaviors Valued by Parents and Teachers

    Science.gov (United States)

    Frey, Jennifer R.; Elliott, Stephen N.; Kaiser, Ann P.

    2014-01-01

    Teachers' and parents' importance ratings of social behaviors for 95 preschoolers were examined using the "Social Skills Improvement System-Rating Scales" (Gresham & Elliott, 2008). Multivariate analyses were used to examine parents' and teachers' importance ratings at the item and subscale levels. Overall,…

  9. School Counselors' Job Satisfaction: A Comparative Study of Preschool and Primary-School Counselors in Turkey

    Science.gov (United States)

    Nas (Dalçiçek), Esref; Sak, Ramazan; Sahin Sak, Ikbal Tuba

    2017-01-01

    This mixed-methods research compared job satisfaction among counselors working in pre-schools and primary-schools. Its quantitative phase included 223 counselors, 70 of whom also participated in the qualitative phase. A demographic information form, job-satisfaction scale and a semi-structured interview protocol were used to collect data.…

  10. Seven Salutary Suggestions for Counselor Stamina

    Science.gov (United States)

    Osborn, Cynthia J.

    2004-01-01

    Counselor stamina is deemed essential in the midst of a consistently challenging, complex, and changing mental health care environment. Rather than perpetuating conversations about "burnout" and "burnout prevention," this article provides a salutary or health-promoting perspective. Seven suggestions for counselor stamina are presented and…

  11. Incorporating Feminism into Rehabilitation Counselor Education

    Science.gov (United States)

    Jeon, Mookyong

    2015-01-01

    Purpose: The author describes how rehabilitation counselor educators can incorporate the feminist perspective in teaching rehabilitation counselors-in-training by exploring history, core values, and training methods of feminism. Method: Based on a literature review, the author compares philosophy and concepts of rehabilitation counseling and…

  12. Wellness of Minority Female Counselor Educators

    Science.gov (United States)

    Shillingford, M. Ann; Trice-Black, Shannon; Butler, S. Kent

    2013-01-01

    Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female…

  13. Psychometric Properties of the Parent and Teacher ADHD Rating Scale (ADHD-RS)

    DEFF Research Database (Denmark)

    Makransky, Guido; Bilenberg, Niels

    2014-01-01

    Attention deficit/hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood and adolescence. Rating the severity of psychopathology and symptom load is essential in daily clinical practice and in research. The parent and teacher ADHD-Rating Scale (ADHD-RS) includes...

  14. Divorce: Helping Children Cope.

    Science.gov (United States)

    Cook, Alicia S.; McBride, Jean

    1982-01-01

    Examines children's reactions to the divorce process and explores ways in which adults can promote growth and adjustment in children of divorce. Suggests ways in which parents, teachers, and counselors can help children. (RC)

  15. The Creativity Handbook: A Visual Arts Guide for Parents and Teachers.

    Science.gov (United States)

    Boriss-Krimsky, Carolyn

    Children are born artists, and artistic talent emerges from the interplay of proclivity, cultural enrichment, and nurturance. Intended to demystify art for parents and teachers and to help them understand what the art experience is like for the child or adolescent, this book discusses visual art concepts in simple terms and presents art as a…

  16. Clinical Supervision of Substance Abuse Counselors: Current and Preferred Practices.

    Science.gov (United States)

    Culbreth, John R.

    1999-01-01

    Reports on a national survey of substance abuse counselors (N=134) to learn their current and preferred supervision practices. Results suggests that substance abuse counselor are receiving supervision similar to other counselors. No preference was indicated for the sex of the supervisor, nor for the 12-step recovery experience. Counselors did…

  17. Analysis of Parents/Teachers Perception of the Use of Corporal Punishment in Primary Schools in Delta and Edo State, Nigeria

    Science.gov (United States)

    Ogbe, Joseph O.

    2015-01-01

    The study was meant to analyze Parents and Teachers perception of the use of corporal punishment in primary schools in Edo/Delta state. The purpose was to find time out parents and teachers opinion on the need for continuity or to discontinue the use of corporal punishment among primary school pupils. The method was a descriptive study with the…

  18. Two New Rating Scales for Assessment of ADHD Symptoms in Italian Preschool Children: A Comparison between Parent and Teacher Ratings

    Science.gov (United States)

    Re, Anna Maria; Cornoldi, Cesare

    2009-01-01

    Objective: Two new rating scales are presented for the assessment of ADHD symptoms in Italian preschool children, and the agreement between parents and teachers on the presence of an ADHD profile is examined. Method: The scales were administered to parents and teachers of 180 children with a mean age of 5 years and 9 months, attending final year…

  19. The Flipped Classroom in Counselor Education

    Science.gov (United States)

    Moran, Kristen; Milsom, Amy

    2015-01-01

    The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped…

  20. Family Involvement and Parent-Teacher Relationships for Students with Autism Spectrum Disorders

    Science.gov (United States)

    Garbacz, S. Andrew; McIntyre, Laura Lee; Santiago, Rachel T.

    2016-01-01

    Family educational involvement and parent--teacher relationships are important for supporting student outcomes and have unique implications for families of children with autism spectrum disorder (ASD). However, little research has examined child and family characteristics among families of children with ASD as predictors of family involvement and…

  1. Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

    Science.gov (United States)

    Regner, Isabelle; Loose, Florence; Dumas, Florence

    2009-01-01

    The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

  2. Filling the Educator Pipeline: Recruiting Male Family and Consumer Sciences Teachers

    Science.gov (United States)

    Godfrey, Roxie V.; Manis, Kerry T.

    2017-01-01

    To encourage males to enter the teaching field, specifically in family and consumer sciences (FCS), FCS professionals should participate in recruitment initiatives aimed at males. Administrators, teacher educators, career counselors, and FCS teachers can play a significant role in this comprehensive and systematic effort. This paper adopts the…

  3. Perceived Ethnic Discrimination by Teachers and Ethnic Minority Students' Academic Futility: Can Parents Prepare Their Youth for Better or for Worse?

    Science.gov (United States)

    D'hondt, Fanny; Eccles, Jacquelynne S; Van Houtte, Mieke; Stevens, Peter A J

    2016-06-01

    This study focuses on the interplay of perceived ethnic discrimination by teachers, parents' ethnic socialization practices, and ethnic minority students' sense of academic futility. Since discrimination creates barriers beyond control of the individual, the first research goal is to examine the association of perceived ethnic discrimination by teachers with ethnic minority students' sense of academic futility. The second research goal is to focus on the role of perceived parental ethnic socialization (e.g., cultural socialization and preparation for bias) to get a better understanding of the interaction between family level factors and the potentially negative consequences of ethnic teacher discrimination. A multilevel analysis on 1181 ethnic minority students (50.6 % girls; mean age = 15.5), originating from migration, in 53 secondary schools in Flanders (Belgium) shows that the frequent perception of ethnic discrimination by teachers is associated with stronger feelings of academic futility, and if these students also received high levels of parents' ethnic socialization, they perceive even stronger feelings of futility. The group of ethnic minority students, who perceive frequent ethnic teacher discrimination, is a group at risk, and parents' ethnic socialization does not seem able to change this.

  4. Teachers' and Parents' Views on the Internet and Social Media Usage by Pupils with Intellectual Disabilities

    Science.gov (United States)

    Molin, Martin; Sorbring, Emma; Löfgren-Mårtenson, Lotta

    2015-01-01

    This article reports experiences from a Swedish study, discussing teachers' and parents' views on how young people with intellectual disabilities use the Internet and social media. Five semi-structured focus group interviews were conducted with teachers (n = 8) in special programmes in upper secondary schools for pupils with intellectual…

  5. Legislation Vs. Obligation: Regarding Counselor Responsibility

    Science.gov (United States)

    Krause, Frank H.

    1970-01-01

    Employment service and vocational counselors must be aware of future technological trends. In counseling the unemployed the interviewer should focus on manhood rather than manpower. Employment counselors have a commitment to implement a positive course of action through role playing, psychodrama, audiovisual tapes showing how to take job…

  6. Measurement Invariance of the Counselor Burnout Inventory across Cultures: A Comparison of U.S. and Korean Counselors

    Science.gov (United States)

    Carrola, Paul A.; Yu, Kumlan; Sass, Daniel A.; Lee, Sang Min

    2012-01-01

    This study assessed scores from the Counselor Burnout Inventory for factorial validity, convergent and discriminant validity, internal consistency reliability, and measurement invariance across U.S. and Korean counselors. Although evidence existed for factorial validity across both groups, mixed results emerged for the other forms of validity and…

  7. Parental Divorce and Family Functioning: Effects on Differentiation Levels of Young Adults.

    Science.gov (United States)

    Johnson, Patrick; Throngren, Jill M.; Smith, Adina J.

    2001-01-01

    Study examines the effect of parental divorce and various dimensions of functioning in the family of origin on young adult development. Results indicate that parental divorce and family functioning significantly affect differentiation levels of young adults. Implications of the results for counselors and future researchers are provided. (Contains…

  8. COMPUTER MEDIATED PARENT-TEACHER COMMUNICATION (LA COMUNICACIÓN ENTRE PADRE-MAESTRO MEDIADA POR COMPUTADORA

    Directory of Open Access Journals (Sweden)

    Juniu Susana

    2009-12-01

    Full Text Available Abstract:Parent-teacher communication is crucial to children’s education. The literature reveals that parents’ involvement in their children’s education improves outcomes in areas such as learning, attendance, behavior, and graduation rates. Increased and meaningful communication between home and school is likely to enhance parent involvement and may consequently support students’ learning. Schools are using various forms of technology to increase school/home communication, including voice mail, e-mail, school and classroom websites, and web access to individual student information such as attendance, grades, and student portfolios; however, this use is not consistent or widespread. This paper examines the most prevalent parent-teacher communication in a K-12 educational setting and explores various communication options to improve parent-teacher communication. The focus is to examine the communication needs between teacher and parents and the benefits of combining traditional synchronous and asynchronous communication with newer communication technologies to meet these needs.Resumen:La comunicación entre padres y maestros es crucial para la educación de los niños. La literatura revela que la participación de los padres en la educación de sus hijos mejora los resultados en áreas como el aprendizaje, asistencia, conducta, y en las tasas de graduación. Una comunicación efectiva entre la familia y la escuela aumenta la participación de los padres en la educación de sus niños y consecuentemente mejora el aprendizaje de los estudiantes. Las instituciones educativas están utilizando diversas formas de tecnología para incrementar la comunicación familia-escuela, entre ellas están el buzón de voz, el correo electrónico, páginas Web de las escuelas con acceso a la información personal de cada estudiante (asistencia, calificaciones, y actividades escolares. No obstante, este uso no es consistente o masivo. Este ensayo examina

  9. Parent, Teacher, and Student Perspectives on How Corrective Lenses Improve Child Wellbeing and School Function.

    Science.gov (United States)

    Dudovitz, Rebecca N; Izadpanah, Nilufar; Chung, Paul J; Slusser, Wendelin

    2016-05-01

    Up to 20 % of school-age children have a vision problem identifiable by screening, over 80 % of which can be corrected with glasses. While vision problems are associated with poor school performance, few studies describe whether and how corrective lenses affect academic achievement and health. Further, there are virtually no studies exploring how children with correctable visual deficits, their parents, and teachers perceive the connection between vision care and school function. We conducted a qualitative evaluation of Vision to Learn (VTL), a school-based program providing free corrective lenses to low-income students in Los Angeles. Nine focus groups with students, parents, and teachers from three schools served by VTL explored the relationships between poor vision, receipt of corrective lenses, and school performance and health. Twenty parents, 25 teachers, and 21 students from three elementary schools participated. Participants described how uncorrected visual deficits reduced students' focus, perseverance, and class participation, affecting academic functioning and psychosocial stress; how receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills; and how serving students in school rather than in clinics increased both access to and use of corrective lenses. for Practice Corrective lenses may positively impact families, teachers, and students coping with visual deficits by improving school function and psychosocial wellbeing. Practices that increase ownership and use of glasses, such as serving students in school, may significantly improve both child health and academic performance.

  10. Helping Teachers to Help Children Living with a Mentally Ill Parent: Teachers' Perceptions on Identification and Policy Issues

    Science.gov (United States)

    Bibou-Nakou, I.

    2004-01-01

    The material presented here is based on a pilot European project (Daphne Project, 2000/EU funding, collaboration of Greece and England) regarding parental mental illness and children's welfare and needs (1).The presentation focuses upon the responses of a group of teachers working in primary education in relation to identification issues and…

  11. Eating Disorders: The School Counselor's Role.

    Science.gov (United States)

    Omizo, Sharon A.; Omizo, Michael M.

    1992-01-01

    Discusses role of school counselor in providing assistance to students who may be at risk for developing anorexia nervosa and bulimia and students who already display behaviors and physical symptoms of either of these illnesses. Addresses specific concerns regarding intervention strategies used by the school counselor in the student's recovery…

  12. Role Stress among Practicing School Counselors

    Science.gov (United States)

    Culbreth, John R.; Scarborough, Janna L.; Banks-Johnson, Angela; Solomon, Stacey

    2005-01-01

    Practicing school counselors (N = 512) were surveyed, using the Role Questionnaire (J. R. Rizzo, R. J. House, & S. I. Lirtzman, 1970), to determine levels of role conflict, role incongruence, and role ambiguity. Additionally, 8 characteristics of the participants' positions as school counselors were examined to determine what factors might affect…

  13. Readiness for School, According to the Perspectives of Grade 1 Teachers and Parents

    Directory of Open Access Journals (Sweden)

    Sezai KOÇYIĞIT

    2014-07-01

    Full Text Available In Turkey, every child who turned 72 months old are initiated elementary school without considering individual differences and whether or not they had any pre-school education, but is every child who started school mentally, socially-emotionally and physically ready to meet requirements of elementary school? Purpose of this research is to determine skills and abilities required for the “school readiness” according to the Grade 1 teachers and parents and reveal results of this situation related to pre-school education. This study was performed with 14 Grade 1 teachers who work in the private and public elementary schools of Konya city and with 13 parents. In research, semi-structured interview was used in order to get perspectives of participants about the phenomenon of readiness level of school that was consisted of open-ended questions. Raw data that were obtained through interviews have been analyzed by using descriptive analysis technique. According to the findings of research, Grade 1 teachers of elementary school described school readiness as “being matured to the ability required by the Grade 1 of elementary school” and stated that this maturity depends on parallel development of social, emotional, mental and physical aspects of child. Teachers also think that pre-school education must be compulsory for children to readily start school.

  14. Teacher self-efficacy in instruction and in parent involvement

    OpenAIRE

    Peter Gavora; Jana Majerčíková

    2012-01-01

    The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teach...

  15. The Good Teacher: A Qualitative Analysis of Perceptions of Asian American Parents

    Science.gov (United States)

    Qureshi, Mariam

    2013-01-01

    This research study examined the general question "What do Asian American parents believe to be important characteristics of an effective elementary teacher?" In order to investigate this question, the researcher used a qualitative research design employing a semi-structured interview which probed into the personal perceptions voiced by…

  16. Responding to Observation: How Student Teachers´ Use of their Counselor´s Notes Support their Preparation Respondiendo a la observación: Cómo apoya la preparación de los estudiantes-maestros el uso de las notas del profesor consejero

    Directory of Open Access Journals (Sweden)

    John Jairo Viáfara González

    2005-10-01

    Full Text Available Several practices for teacher preparation remain as essential today as they have been for decades. Among them, observation of lessons continues to be highly popular to support and evaluate student teachers´ learning processes. The following pages deal with an experience in which observation was given an alternative perspective in the preparation of future teachers. Sixteen student teachers who constantly responded to their counselor´s observation notes participated in the study. Exploring the participants´ feelings about their counselor´s notes and the nature of their responses to those records were the objectives of the study. At the end, a magnifying glass, a puzzle, a book and a map emerged as valuable metaphors to explain student teachers´ use of this preparation tool.Algunas prácticas para la preparación de profesores continúan siendo tan esenciales hoy en día como lo han sido por décadas. Entre éstas, la observación de clases goza de gran popularidad para apoyar y evaluar el proceso de futuros profesores. Las siguientes páginas relatan una experiencia en la cual la observación adquirió un perfil alternativo en la preparación de los futuros docentes. Dieciséis practicantes, quienes constantemente respondieron a las notas de observación, participaron en el estudio tendiente a explorar sus opiniones respecto a las notas del tutor y la naturaleza de sus respuestas a estos registros. Al final, una lupa, un rompecabezas, un libro y un mapa surgieron como metáforas significativas para explicar el uso que los practicantes hicieron de esta herramienta en su preparación.

  17. 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…

  18. School Counselor Technology Use and School-Family-Community Partnerships

    Science.gov (United States)

    Cronin, Sarah; Ohrtman, Marguerite; Colton, Emily; Crouse, Brita; Depuydt, Jessica; Merwin, Camille; Rinn, Megan

    2018-01-01

    Research in understanding effective strategies to develop stakeholder engagement is needed to further define the school counselor role and best outreach practices. School counselors are increasing their daily technology use. This study explores how school counselor technology use is related to school-family-community partnerships. School…

  19. Counselor Education Curriculum and Online Counseling

    Science.gov (United States)

    Pipoly, Laura

    2013-01-01

    Research has demonstrated that the online counseling field is a growing industry. It has now become a viable career choice for beginning counselors entering the field, yet it remains to be covered in traditional counselor education programs. Current instructional modalities are explored and recommendations are made on how these can be incorporated…

  20. The Correlation Between Parenting Parents' and Students' Motivation in Learning English on 4rd Semester at the Faculty of Teacher Training and Education (Fkip) University Batanghari Jambi Academic Year 2016/2017

    OpenAIRE

    dewi, kartika

    2017-01-01

    Parenting parents is very important for children to provide encouragement or motivation in learning. With parenting a good influence for children, although many types of parenting applied parents' of children dependent parents' upbringing is applied parents to children.. The purpose in this research want to know whether there is any correlation between Parenting Parents' and Students Motivation in learning English on43rd Semester at the Faculty of Teacher Training and Education (FKIP) Univers...

  1. The Relationship of Counselor Attitudes to Training and Experience.

    Science.gov (United States)

    Lambert, Michael J.; Finley, Robert E.

    The Test of Counselor Attitudes (Porter) was administered to five groups representing different levels of counselor training and experience. Significant differences were found between the groups on all five of the counselor attitudes meased: (1) evaluative; (2) interpretive; (3) understanding; (4) supportive; and (5) probing. As students receive…

  2. Rehabilitation Counselor Education and the New Code of Ethics

    Science.gov (United States)

    Glosoff, Harriet L.; Cottone, R. Rocco

    2010-01-01

    The purpose of this article is to discuss recent changes in the Commission on Rehabilitation Counselor Certification "Code of Professional Ethics for Rehabilitation Counselors", effective January 1, 2010, that are most relevant to rehabilitation counselor educators. The authors provide a brief overview of these key changes along with implications…

  3. The Developing Bilingual Brain: What Parents and Teachers Should Know and Do

    Science.gov (United States)

    Mohr, Kathleen A. J.; Juth, Stephanie M.; Kohlmeier, Theresa L.; Schreiber, Kayleen E.

    2018-01-01

    The field of neuroscience is now providing research findings about how the bilingual brain functions that can be used to promote richer and more successful dual-language development. This article summarizes recent research, then provides practical applications for parents and teachers of emergent bilinguals. Key understandings about how the brain…

  4. Active gamblers as peer counselors.

    Science.gov (United States)

    Rosecrance, J

    1988-07-01

    Problem gambling is becoming a major social concern. The efficacy of current treatment programs that use a compulsion model which requires abstinence and attendance at Gamblers Anonymous meetings is open to question. The researcher advocates a controlled-gambling approach as a viable alternative to conventional methods. The centerpiece of his program is the use of active gamblers as peer counselors. A suggested format for incorporating peer counselors into an actual treatment program is presented.

  5. Limited concordance between teachers, parents and healthcare professionals on the presence of chronic diseases in ID-adolescents

    NARCIS (Netherlands)

    Oeseburg, B.; Jansen, D. E. M. C.; Reijneveld, S. A.; Dijkstra, G. J.; Groothoff, J. W.

    2010-01-01

    Evidence on teachers' knowledge about somatic and mental chronic diseases among ID-adolescent compared to the knowledge parents and healthcare professionals have, is limited. The aim of this study is: (1) to assess the knowledge of teachers on the presence of chronic diseases in ID-adolescents; (2)

  6. Teacher-Families Online Interactions and Gender Differences in Parental Involvement through School Data System: Do Mothers Want to Know More than Fathers about Their Children?

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2012-01-01

    The integration of School Systems in K-12, opens new possibilities for online interaction among teachers, students, and their parents. This paper examines three years of teacher-student and teacher-parent online interactions in seven Israeli secondary schools during the implementation of a school system called Mashov (meaning "feedback"…

  7. The Counselor's Role in the Black Ghetto: Neglected Aspects of Community.

    Science.gov (United States)

    Samuels, Frank

    Counselors working with black ghetto populations must consider the geography, moral values, and commonality of interests of the community. The counselor is primarily concerned with the deployment of community resources and, when resources are scarce, the counselor must become an advocate. Counselors striving to change the blacks' perceptions of…

  8. A Review of Children's, Teachers' and Parents' Influences on Children's Drawing Experience

    Science.gov (United States)

    Rose, Sarah E.; Jolley, Richard P.; Burkitt, Esther

    2006-01-01

    In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical…

  9. Role modeling as an early childhood obesity prevention strategy: effect of parents and teachers on preschool children's healthy lifestyle habits.

    Science.gov (United States)

    Natale, Ruby A; Messiah, Sarah E; Asfour, Lila; Uhlhorn, Susan B; Delamater, Alan; Arheart, Kris L

    2014-01-01

    To assess the effectiveness of a child care center-based parent and teacher healthy lifestyle role-modeling program on child nutrition and physical activity outcomes. Child care centers (N = 28) serving low-income families were randomized to intervention or control arms. Intervention centers (N = 12) implemented (1) menu modifications, (2) a child's healthy lifestyle curriculum, and (3) an adult (teacher- and parent-focused) healthy lifestyle role-modeling curriculum. Control centers (N = 16) received an attention control safety curriculum. Nutrition and physical activity data were collected at the beginning (T1) and at the end (T2) of the school year. Exploratory factor analysis identified positive and negative nutrition and physical activity practices by children, parents, and teachers. Intervention parents' baseline (β = .52, p consumption (β = .47, p consumption of fruits/vegetables from T1 to T2. Intervention parents significantly influenced a decrease in children's junk food consumption (β = -.04, p junk food consumption (β = .60, p junk food consumption (β = .11, p = .01) and sedentary behavior (β = .09, p consumption of fruits/vegetables, junk food, and level of sedentary behavior. Future obesity prevention intervention efforts targeting this age group should include parents as healthy lifestyle role models for their children.

  10. The Relationship Between Motor Skills, Social Problems, and ADHD Symptomatology: Does It Vary According to Parent and Teacher Report?

    Science.gov (United States)

    Goulardins, Juliana B; Rigoli, Daniela; Loh, Pek Ru; Kane, Robert; Licari, Melissa; Hands, Beth; Oliveira, Jorge A; Piek, Jan

    2018-06-01

    This study investigated the relationship between motor performance; attentional, hyperactive, and impulsive symptoms; and social problems. Correlations between parents' versus teachers' ratings of social problems and ADHD symptomatology were also examined. A total of 129 children aged 9 to 12 years were included. ADHD symptoms and social problems were identified based on Conners' Rating Scales-Revised: L, and the McCarron Assessment of Neuromuscular Development was used to assess motor skills. After controlling for ADHD symptomatology, motor skills remained a significant predictor of social problems in the teacher model but not in the parent model. After controlling for motor skills, inattentive (not hyperactive-impulsive) symptoms were a significant predictor of social problems in the parent model, whereas hyperactive-impulsive (not inattentive) symptoms were a significant predictor of social problems in the teacher model. The findings suggested that intervention strategies should consider the interaction between symptoms and environmental contexts.

  11. African American Women Counselors, Wellness, and Spirituality

    Science.gov (United States)

    Knowles, Debora; Bryant, Rhonda M.

    2011-01-01

    Given their tremendous professional responsibilities, professional counselors face daunting challenges to remaining healthy and avoiding role stress and overload. This article explores the intersection of race, gender, wellness, and spirituality in the self-care of African American women counselors. The authors give particular attention to…

  12. Supervision Experiences of New Professional School Counselors

    Science.gov (United States)

    Bultsma, Shawn A.

    2012-01-01

    This qualitative study examined the supervision experiences of 11 new professional school counselors. They reported that their supervision experiences were most often administrative in nature; reports of clinical and developmental supervision were limited to participants whose supervisors were licensed as professional counselors. In addition,…

  13. Burnout among the Counseling Profession: A Survey of Future Professional Counselors

    Science.gov (United States)

    Wardle, Elizabeth Ann; Mayorga, Mary G.

    2016-01-01

    Research studies indicate that, the rate of burnout among professional counselors is a continued concern. The nature of the work that counselors do make them susceptible to stress and poor self-care leading to possible burnout. Counselors and counselors in training need to develop awareness about the possibility of burnout when entering the world…

  14. Something for Everyone: Benefits of Mixed-Age Grouping for Children, Parents, and Teachers.

    Science.gov (United States)

    Theilheimer, Rachel

    1993-01-01

    Discusses the benefits of mixed-age grouping for children's social and cognitive development and reservations parents sometimes have about mixed-age groupings. Also discusses issues that teachers need to consider when implementing mixed-age groups: children's personal care routines; furnishings; children's language, motor, creative, and social…

  15. Digital games and learning mathematics: Student, teacher and parent perspectives

    OpenAIRE

    Su Ting Yong; Peter Gates; Ian Harrison

    2016-01-01

    The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer game...

  16. Occupational Stress within the Counseling Profession: Implications for Counselor Training.

    Science.gov (United States)

    Sowa, Claudia J., And Others

    1994-01-01

    Describes investigation examining relationship between perceived levels of occupational stress and personal strain and coping resources among counselors. Results indicate counselors with higher levels of perceived occupational stress report significantly greater personal strain and fewer coping resources than do counselors perceiving lower levels…

  17. The role of parents, friends and teachers in adolescents' cigarette smoking and tombak dipping in Sudan.

    Science.gov (United States)

    El-Amin, Salma El-Tayeb; Nwaru, Bright I; Ginawi, Ibrahim; Pisani, Paola; Hakama, Matti

    2011-03-01

    To assess the influence of smoking and tombak (local smokeless tobacco) dipping by parents, teachers and friends on cigarette smoking and tombak dipping by school-going Sudanese adolescents. This was a school-based cross-sectional survey was conducted in 2005-2006. Logistic regression was used for the analysis. A total of 4277 Sudanese school-going adolescents (aged 11-17 years) from 23 schools who completed an anonymous self-administered questionnaire on the use of tobacco products. Main outcome measures were self-reported tobacco use during the previous month defined current tobacco use. Ever smoking, tombak dipping and other tobacco products were also considered as outcomes. After adjusting for sex, age and school grade, adolescents' smoking habits were strongly associated with the habit in their parents and friends and, more weakly, with tombak dipping by teachers. When adjusted for each other, the association with smoking in friends was unaffected and remained significant (prevalence OR (POR) of having ever smoked was 1.94, 95% CI 1.64 to 2.29; OR of being current smoker was 3.77, 95% CI 2.80 to 5.07). Tobacco smoking in friends was positively associated with adolescents ever tombak dipping (POR 1.81, 95% CI 1.41 to 2.33) and current dipping (OR 3.33, 95% CI 2.20 to 5.05). The association with parental habits was reduced but still significantly elevated. Tombak dipping by teachers was only associated with adolescents ever tobacco smoking. Tobacco use by parents, teachers and friends was associated with adolescents' tobacco habits. The influence of friends was the strongest. In developing programmes against adolescents' tobacco habits, there is need to target the influence of these 'significant others'. Sudan needs to develop and implement comprehensive anti-smoking and anti-tombak dipping legislation to reduce the growing prevalence of such habits.

  18. Adolescent Health-Compromising Behaviors: Motivating School Counselors.

    Science.gov (United States)

    Nagel, Liza; Scherer, David G.; Lee, William

    2000-01-01

    Investigated middle and high school counselors' perceptions of adolescent health-compromising behaviors and motivations to intervene. Data from a survey based on protection motivation theory showed differences in counselors' perceptions of the severity of risk-taking behaviors. Perceptions were highly correlated with intentions to seek out…

  19. Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate

    Directory of Open Access Journals (Sweden)

    Gillian Inglis

    2012-01-01

    Full Text Available The efficacy of parents’ meetings in primary schools in the UK is anarea in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. This leaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.

  20. Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

    Science.gov (United States)

    Joffe, Victoria L; Black, Emma

    2012-10-01

    Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

  1. Screening Bilingual Preschoolers for Language Difficulties: Utility of Teacher and Parent Reports

    Science.gov (United States)

    Pua, Emmanuel Peng Kiat; Lee, Mary Lay Choo; Rickard Liow, Susan J.

    2017-01-01

    Purpose: The utility of parent and teacher reports for screening 3 types of bilingual preschoolers (English-first language [L1]/Mandarin-second language[L2], Mandarin-L1/English-L2, or Malay-L1/English-L2) for language difficulty was investigated in Singapore with reference to measures of reliability, validity, sensitivity, and specificity in an…

  2. An Analysis of the Views and Experiences of Children Who Are 48-66 Months Old, Their Parents, and Teachers about "Sustainable Development"

    Science.gov (United States)

    Güler Yildiz, Tülin; Özdemir Simsek, Pinar; Eren, Saliha; Aydos, Emine Hande

    2017-01-01

    This study aims at uncovering the views of children 48-66 months old regarding sustainable development (SD), as well as the attitudes of their parents and teachers. Additionally, it seeks to identify activities related to SD that are promoted in homes by parents and in schools by teachers. The study was designed as a case study, with participants…

  3. Becoming Counselors through Growth and Learning: The Entry Transition Process

    Science.gov (United States)

    Wagner, Holly H.; Hill, Nicole R.

    2015-01-01

    This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and…

  4. Vision: A Conceptual Framework for School Counselors

    Science.gov (United States)

    Watkinson, Jennifer Scaturo

    2013-01-01

    Vision is essential to the implementation of the American School Counselor Association (ASCA) National Model. Drawing from research in organizational leadership, this article provides a conceptual framework for how school counselors can incorporate vision as a strategy for implementing school counseling programs within the context of practice.…

  5. Effects of Profane Language and Physical Attractiveness on Perceptions of Counselor Behavior.

    Science.gov (United States)

    Paradise, Louis V.; And Others

    1980-01-01

    Data revealed that counselors using profanity were rated less favorably across all measures regardless of physical attractiveness. When profanity was present, female counselors were rated more positively than male counselors. Overall, physically attractive counselors were judged to have more favorable attributes. (Author)

  6. When Two Elephants Fight the Grass Suffers: Parents and Teachers Working Together to Support the Literacy Development of Sudanese Youth

    Science.gov (United States)

    Walker-Dalhouse, Doris; Dalhouse, A. Derick

    2009-01-01

    Reading achievement and academic challenges of Sudanese children were investigated. Sudanese parents, and their children, and English as a Second Language (ESL) teachers were interviewed. Parents' and children's interviews were transcribed and four themes were generated from the data: Cultural Differences/Practices; Parent roles and expectations;…

  7. School Counselors' Intervention in Bias-Related Incidents among Latino Students

    Science.gov (United States)

    Toomey, Russell B.; Storlie, Cassandra A.

    2016-01-01

    School counselors help foster student's academic, social, and career development; yet, school counselors are often neglected in research on school climate and student safety. Framed by the theory of planned behavior, this study examined how 206 school counselors' multicultural counseling competence, multicultural self-efficacy, and perceptions of…

  8. School Counselor Perceptions of Administrative Supervision Practices

    Science.gov (United States)

    Eddings, Geoffrey Creighton

    2012-01-01

    This study examined the perceptions of school counselors regarding administrative supervision practices in K-12 public schools in South Carolina. Specifically, the goal was to gain insight into how school counselors view current building-level supervision practices in relation to Pajak's Twelve Dimensions of Supervisory Practice, as well as how…

  9. Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

    NARCIS (Netherlands)

    Mooij, Ton

    2008-01-01

    Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

  10. Effects of Order of Presentation on Perceptions of the Counselor.

    Science.gov (United States)

    Newman, Jody L.; Fuqua, Dale R.

    1992-01-01

    Examined whether order in which two counselors were presented on videotape would affect ratings of their performances. Seventy subjects viewed and rated counseling interviews conducted by Carl Rogers and Everett Shostrom. Groups differed only in order of presentation of counselors. Found that order in which counselors were evaluated significantly…

  11. 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.

  12. Grandparents Affected by Parental Divorce: A Population at Risk?

    Science.gov (United States)

    Myers, Jane E.; Perrin, Novella

    1993-01-01

    When parents divorce, grandparents who have bonded with children may be affected, especially when denied visitation. Grandparenting roles and styles, family dynamics affecting grandparenthood, and other factors affecting the grandparent-grandchild bond are examined. Legal and ethical issues are discussed. Implications for counselors and human…

  13. Enhancing Learning in Africa through Students' Collaboration with Parents, Teachers and Peers

    Science.gov (United States)

    Maganda, Dainess

    2016-01-01

    Education scholars agree on the positive role that parents play in fostering educational success. Much research done also shows ways in which teachers contribute greatly to students' performance in school. Limited research focuses on how students' interactions with one another effect their academic performance. This study examines ways in which…

  14. Parent and Teacher Concordance of Child Outcomes for Youth with Autism Spectrum Disorder

    Science.gov (United States)

    Dickson, Kelsey S.; Suhrheinrich, Jessica; Rieth, Sarah R.; Stahmer, Aubyn C.

    2018-01-01

    Cross-informant ratings of are considered gold standard for child behavioral assessment. To date, little work has examined informant ratings of adaptive functioning for youth with autism spectrum disorder (ASD). In a large, diverse sample of youth with ASD, this study evaluated parent-teacher concordance of ratings of adaptive functioning and…

  15. Getting Your Counselor to Support Technology Education

    Science.gov (United States)

    Preble, Brian C.

    2016-01-01

    Is there a disconnect between counselors and educators in technology and vocational education? What is counseling, and what is a school counselor's role in a secondary school setting? How can one work with his or her guidance staff to ensure that students better understand your course offerings? The development of relationships, knowledge, and…

  16. K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

    Science.gov (United States)

    Slattery, W.; Antonucci, C.; Myers, R. J.

    2013-12-01

    The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional

  17. Experiences of School Counselors during and after Making Suspected Child Abuse Reports

    Science.gov (United States)

    Sikes, April; Remley, Theodore P., Jr.; Hays, Danica G.

    2010-01-01

    The purpose of this study was to explore the experiences of school counselors during and after making suspected child abuse and neglect reports. A total of 847 school counselors who were members of the American School Counselor Association (ASCA) participated in this study. Results showed that professional school counselors encountered some…

  18. Counselors' attachment anxiety and avoidance and the congruence in clients' and therapists' working alliance ratings.

    Science.gov (United States)

    Kivlighan, Dennis M; Marmarosh, Cheri L

    2018-07-01

    To determine how counselors' attachment anxiety and avoidance related to congruence between counselors' and clients' Working alliance (WA) ratings. Congruence strength was defined as the regression coefficient for clients' WA ratings predicting counselors' WA ratings. Directional bias was defined as the difference in level between counselors' and clients' WA ratings. Twenty-seven graduate student counselors completed an attachment measure and they and their 64 clients completed a measure of WA early in therapy. The truth-and-bias analysis was adapted to analyze the data. As hypothesized counselors' WA ratings were significantly and positively related to clients' WA ratings. Also as hypothesized, counselors' WA ratings were significantly lower than their clients' WA ratings (directional bias). Increasing counselor attachment anxiety was related to increasing negative directional bias; as counselors' attachment anxiety increased the difference between counselors and clients WA ratings became more negative. There was a significant interaction between counselor attachment anxiety and congruence strength in predicting counselor WA ratings. There was a stronger relationship between client WA ratings and counselor WA ratings for counselors low versus high in attachment anxiety. Counselors' attachment anxiety is realted to their ability to accurately percieve their clients' WA.

  19. Effective Clinical Supervision in Substance Use Disorder Treatment Programs and Counselor Job Performance.

    Science.gov (United States)

    Rothrauff-Laschober, Tanja C; Eby, Lillian Turner de Tormes; Sauer, Julia B

    2013-01-01

    When mental health counselors have limited and/or inadequate training in substance use disorders (SUDs), effective clinical supervision (ECS) may advance their professional development. The purpose of the current study was to investigate whether ECS is related to the job performance of SUD counselors. Data were obtained in person via paper-and-pencil surveys from 392 matched SUD counselor-clinical supervisor dyads working in 27 SUD treatment organizations across the United States. ECS was rated by counselors and measured with five multi-item scales (i.e., sponsoring counselors' careers, providing challenging assignments, role modeling, accepting/confirming counselors' competence, overall supervisor task proficiency). Clinical supervisors rated counselors' job performance, which was measured with two multi-item scales (i.e., task performance, performance within supervisory relationship). Using mixed-effects models, we found that most aspects of ECS are related to SUD counselor job performance. Thus, ECS may indeed enhance counselors' task performance and performance within the supervisory relationship, and, as a consequence, offset limited formal SUD training.

  20. Bullying: It's Not OK

    Science.gov (United States)

    ... and generally feel helpless. Facts About Bullying Both girls and boys can be bullies. Bullies target children who cry, ... teasing, threatening, or hurting someone. All children can learn to treat others ... with others. Together with the school principal, teachers, counselors, and parents ...

  1. The Twenty Statement Test in Teacher Development

    Directory of Open Access Journals (Sweden)

    Ahmet Aypay

    2011-10-01

    Full Text Available The purpose of this study is to describe teacher characteristics using Twenty Statements Test (TST. Study group includes a total of thirty-five individuals, including teachers, guidance and counselors and research assistants. The study used a qualitative approach on teacher identity. TST is one of the qualitative methods that were used to determine individual self-conceptualization. Study group were requested to write twenty statements that describe themselves responding to the question “Who I am?” in a free format. The findings indicated that teachers were overwhelmingly in group c (reflective. No differences were found in terms of gender and profession. Only few significant differences have been found based on marital status. The utility of TST in teacher training and development was discussed.

  2. The Twenty Statement Test in Teacher Development

    Directory of Open Access Journals (Sweden)

    Ahmet Aypay

    2011-04-01

    Full Text Available The purpose of this study is to describe teacher characteristics using Twenty Statements Test (TST. Study group includes a total of thirty-five individuals, including teachers, guidance and counselors and research assistants. The study used a qualitative approach on teacher identity. TST is one of the qualitative methods that were used to determine individual self-conceptualization. Study group were requested to write twenty statements that describe themselves responding to the question “Who I am?” in a free format. The findings indicated that teachers were overwhelmingly in group c (reflective. No differences were found in terms of gender and profession. Only few significant differences have been found based on marital status. The utility of TST in teacher training and development was discussed

  3. The Relationship between Counselors' Multicultural Counseling Competence and Poverty Beliefs

    Science.gov (United States)

    Clark, Madeline; Moe, Jeff; Hays, Danica G.

    2017-01-01

    The authors explored the relationship between counselors' multicultural counseling competence (MCC), poverty beliefs, and select demographic factors. Results of hierarchical linear regressions indicate that MCC is predictive of counselor individualistic and structural poverty beliefs. Implications for counselor multicultural training and immersion…

  4. Novice Counselors' Conceptualizations and Experiences of Therapeutic Relationships

    Science.gov (United States)

    Schwing, Alison E.; LaFollette, Julie R.; Steinfeldt, Jesse A.; Wong, Y. Joel

    2011-01-01

    This qualitative study investigated three novice counselors' experiences and characterizations of therapeutic relationships. Thematic analyses of interviews and diaries revealed six common themes: (a) the centrality of supervision and training experiences to navigating interpersonal experiences with clients; (b) anxiety about counselors' roles in…

  5. The Impact of a DBT Training on the Counselor Self-Efficacy of Preservice Counselors Working with Borderline Personality Disordered Clients

    Science.gov (United States)

    Bruton, Wendy S.

    2013-01-01

    As the demand for community mental health services grows, more and more counselors-in-training are being asked to face the challenge of working with high needs clients, including clients with Borderline Personality Disorder (BPD). Counselors-in-training are entering therapeutic relationships with high-risk clients without training specifically…

  6. Emotional Support and Expectations from Parents, Teachers, and Peers Predict Adolescent Competence at School

    Science.gov (United States)

    Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra

    2016-01-01

    We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain;…

  7. Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler's Social Skills

    Science.gov (United States)

    Heyman, Miriam; Poulakos, Anthoula; Upshur, Carole; Wenz-Gross, Melodie

    2016-01-01

    Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. & Elliott, S. N. (2008). "Social Skills Improvement System-Rating Scales." Minneapolis, MN: Pearson Assessments].…

  8. SOME ASPECTS OF TEACHING MEDIA LITERACY TO PRE-SCHOOL CHILDREN IN SLOVENIA FROM A PERCEPTION STANDPOINT OF TEACHERS AND PARENTS

    Directory of Open Access Journals (Sweden)

    Jurka Lepičnik Vodopivec

    2011-11-01

    Full Text Available This paper deals with media literacy as a multidimensional skill that parents and teachers possess. In this context we warn of the media-technical aspect of this skill and, within this aspect, of parents’ and teachers’ opinion on the presence of media in children’s lives. Following that, the paper explores teachers’ media-didactic competence as a component of educators’ media literacy. In the empiric part we used two aspects of fostering media literacy. One is the media-technical competence of parents and educators, while the other is the media-didactic competence of educators. We found that both parents and teachers believe that media have a strong presence in everyday lives of pre-school children and that they play an important role in teaching pre-school children. Teachers are aware of the importance of early teaching with media, for media and about media with the purpose of developing children’s media literacy, so they will not be afraid of media when they grow up.

  9. Investigation Of The Perceived Mobbing Behaviours By Counselor Teachers

    Directory of Open Access Journals (Sweden)

    Murside EMIROGLU

    2017-12-01

    Full Text Available The aim of this study is to research into the mobbing behaviour perceived by teacher counsellors in terms of variables. Descriptive research method has been used in this study. The universe of this study has included the teacher counsellors working at Gaziantep. As it is desired to be reached the whole of the universe in the study, the way of sampling is not preferred. 219 teachers working on seven different districts of Gaziantep have comprised the sample group of this study. With the purpose of providing the description of the personal information of the people included in the study, ‘Occupational Satisfaction Scale’ has been used, and with the purpose of evaluating the perceived mobbing behaviour ‘Mobbing Detection Scale’ which includes 35 items has been used. Data collection tools were delivered to the schools with a directive and they were retaken in closed envelopes. The obtained data was analyzed with SPSS program. With the aim of determining whether occupational satisfaction and personal variables predicts the perceived mobbing, regression analysis has been used in the study. The variables of marital status, educational level, occupational seniority and school types have been found to be a meaningful predictor of mobbing behaviour perceived by teacher counsellors. Suggestions have been developed in line with the obtained data. Key

  10. Ethics Education in CACREP-Accredited Counselor Education Programs

    Science.gov (United States)

    Urofsky, Robert; Sowa, Claudia

    2004-01-01

    The authors present the results of a survey investigating ethics education practices in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and counselor educators' beliefs regarding ethics education. Survey responses describe current curricular approaches to ethics education,…

  11. Views of Students', Teachers' and Parents' on the Tablet Computer Usage in Education

    Science.gov (United States)

    Soykan, Emrah

    2015-01-01

    This study aims at identification of views of teachers, students and their parents at Near East College in North Cyprus on use of tablets in education. The research is a descriptive case study. In collection of data, semi-structured interviews appropriate for qualitative research methods are used. Study group for this research is composed of high…

  12. A Thousand Lights [and] A Thousand Lights: Teacher and Parent Guide. Brothers Series.

    Science.gov (United States)

    Benton, Hope

    This book for children (ages 8 to 14) and the accompanying teacher/parent guide present the story of two brothers, one of whom has a severe hearing impairment, who climb up Mt. Fuji in Japan. Information on the disability is presented subtly and incidentally to encourage the reader to relate more personally and foster a deeper level of acceptance…

  13. Student Rights and Responsibilities. Derechos y Responsabilidades de Estudiantes.

    Science.gov (United States)

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

    Developed to enable teachers, counselors, and administrators in local school districts to provide Mexican American parents and students with needed information regarding student rights and responsibilities, this Spanish translation for the state of Washington provides general information concerning state regulations which school districts and…

  14. Evaluating an Accountability Mentoring Approach for School Counselors

    Science.gov (United States)

    Milsom, Amy; McCormick, Katlyn

    2015-01-01

    School counselors are encouraged to use accountability in order to advocate for their programs and students, but many school counselors lack confidence to work with data. This project examined the effectiveness of an individualized mentoring intervention targeting data attitudes, self-efficacy, and behaviors. After participating in the…

  15. The Mental Health Counselor and "Duty to Warn."

    Science.gov (United States)

    Pietrofesa, John J.; And Others

    1990-01-01

    Reviews background and case histories surrounding legal concept of "duty to warn" and confidentiality limits of counseling. Discusses professional, ethical, and legal responsibilities of mental health counselors and identifies steps to follow for counselors who have to warn potential victims of danger from their clients. (Author/ABL)

  16. Emotion Regulation, Harsh Parenting, and Teacher Sensitivity among Socioeconomically Disadvantaged Toddlers in Child Care

    Science.gov (United States)

    Mortensen, Jennifer A.; Barnett, Melissa A.

    2018-01-01

    Research Findings: This study examined the transactional nature of harsh parenting and emotion regulation across toddlerhood, including the moderating role of teacher sensitivity in child care. Secondary data analyses were conducted with a subsample of families from the Early Head Start Research and Evaluation Project who participated in…

  17. Incredible Years Parent, Teachers and Children's Series: Transportability to Portugal of Early Intervention Programs for Preventing Conduct Problems and Promoting Social and Emotional Competence

    Directory of Open Access Journals (Sweden)

    Carolyn Webster-Stratton

    2012-07-01

    Full Text Available Disruptive behavior disorders in children are on the increase. However, there is evidence that the younger a child is at the time of intervention, the more positive the behavioral effects on his/her adjustment at home and at school. Parental education might be an effective way of addressing early problems. The Incredible Years (IY programs were designed to prevent and treat behavior problems when they first appear (in infancy-toddlerhood through middle childhood and to intervene in multiple areas through parent, teacher, and child training. This paper summarizes the literature demonstrating the impact of the IY parent, teacher and child intervention programs, and describes in more detail the work done in Portugal so far to disseminate IY programs with fidelity, with particular emphasis on the IY Basic Preschool Parenting and Teacher Classroom Management programs.

  18. Development and pilot testing of an educational intervention for parents, caregivers and teachers of children with verbal communication disabilities in Mexico.

    Science.gov (United States)

    Parada-Toro, Irene; Gómez-Quiroz, Rosa M; Treviño-Siller, Sandra

    2017-03-01

    The purpose of this study was to implement and test an educational intervention aimed at training parents/caregivers and teachers in strategies to support children with verbal communication disabilities (VCDs). We carried out a descriptive observational research conducted in two phases during 2013-2014: a mixed-method diagnosis and intervention development. We used convenience sampling to select the parents/caregivers and teachers of first-to-third graders with VCDs across four public elementary schools in a suburban community in central Mexico. Diagnosis was based on questionnaires conducted with parents/caregivers (n = 38) and teachers (n = 16). The instruments focused not only on the respondents' socioeconomic characteristics and general knowledge about VCDs but also included open questions (24/42) about their common practices and support for children with VCDs. The intervention was built on data collected through the questionnaires, and was designed according to the Integral Intervention Model framework based on the ecosystemic approach. Participants were parents/caregivers and teachers of children with VCDs. Main results showed that the participants were trained in various support techniques, they gained knowledge about VCDs and changed their perception of their own ability to help children with language impairments. As an important upshot of the intervention, communication and networking among parents/caregivers and teachers increased. The main strengths of this research reside in its solid theoretical foundation and the fact that intervention design was based on the specific needs of the target group. In as much as the public health problem of VCDs in Mexico has barely been studied and has received minimal official support, it is essential to engage additional social actors, stakeholders and decision-makers in the implementation of permanent actions. Our study emphasises the importance of recognising this form of health impairment as a social

  19. Reasons for School Counselors' Use or Nonuse of Play Therapy: An Exploratory Study

    Science.gov (United States)

    Shen, Yih-Jiun

    2008-01-01

    The reasons for elementary and secondary school counselors' use or nonuse of play therapy were surveyed with 239 Texas public school counselors. Play therapy users applied the approach because of intervention advantages, counselor's philosophy, counselor's rewarding counseling outcomes, convincing empirical data, and the support of clients'…

  20. Latin American immigrant parents and their children's teachers in U.S. early childhood education programmes.

    Science.gov (United States)

    Crosnoe, Robert; Ansari, Arya

    2015-12-01

    For many immigrants, their children's schools offer their first sustained interaction with the major societal institutions of their new countries, and so exploring the ways in which immigrant parents manage their children's educational experiences offers insight into how they adapt to new cultural norms, customs and expectations and how they are treated in return. This study delved into the involvement of Latin American immigrant parents in U.S. education, shifting the traditional focus down from elementary and secondary school to early childhood education. Statistical analysis of nationally representative data revealed that Latina immigrants had lower frequencies of most home- and community-based involvement behaviours than U.S.-born and foreign-born parents of varying racial/ethnic backgrounds but higher frequencies of involvement behaviours requiring participation in early childhood education programmes. As a window into these national patterns, qualitative data from an early childhood programme in an immigration-heavy state revealed that Latina immigrant mothers and their children's teachers often talked about each other as partners in supporting children's educational experiences but that their actual interactions tended to socialise mothers into being more passive recipients of teachers' directives. © 2015 International Union of Psychological Science.

  1. Parental self-confidence, parenting styles, and corporal punishment in families of ADHD children in Iran.

    Science.gov (United States)

    Alizadeh, Hamid; Applequist, Kimberly F; Coolidge, Frederick L

    2007-05-01

    This study examines the relationship between parental self-confidence, warmth, and involvement, and corporal punishment in families of children with attention deficit/hyperactivity disorder (ADHD). The diagnosis of ADHD was established through clinical interviews with the parents, children, and teachers, according the criteria in DSM-IV-TR. This diagnosis was also established by having the parents complete the Conners' Parent Rating Scale, and the teachers complete the Conners' Teacher Rating Scale. Two groups of Iranian parents, one group with children who have ADHD (N=130) and a control group (N=120), completed questionnaires measuring parental self-confidence and parenting styles. Parents of children with ADHD were found to have lower self-confidence and less warmth and involvement with their children, and used corporal punishment significantly more than the parents of control children. The study provides strong evidence that children with ADHD are at considerable risk of abuse by their parents. Rather than focusing only on the child's ADHD, treatment may also need to address the parents' functioning.

  2. How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation

    Science.gov (United States)

    Swartz, Melissa Robinson; Limberg, Dodie; Gold, Joshua

    2018-01-01

    The authors examined the experiences of 10 peer-nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, [Strauss, A., 1998]). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social…

  3. Client Privacy and the School Counselor: Privilege, Ethics, and Employer Policies.

    Science.gov (United States)

    Tompkins, Loren; Mehring, Teresa

    1993-01-01

    Notes that number of school counselors are confused about issues of confidentiality. Discusses issues of privileged communication, confidentiality, and employer policies. Concludes with section on law, ethics, employer policy, and the counselor. Provides six recommendations for school counselors to use in their day-to-day practice to avoid…

  4. Parent-Teacher Cooperation in Early Childhood Education--Directors' Views to Changes in the USA, Russia, and Finland

    Science.gov (United States)

    Vlasov, Janniina; Hujala, Eeva

    2017-01-01

    This article aims to show how parent-teacher cooperation has evolved over the past two decades from the perspectives of child care center directors in the USA, Russia, and Finland. When analyzing the phenomenon of educational cooperation in the studied contexts, it can be noted that significant societal changes have affected parenting and early…

  5. Views of School Counselors and Social Service Workers on the Role of School in the Protection of Children in Care

    Directory of Open Access Journals (Sweden)

    Davut ELMACI

    2017-12-01

    Full Text Available The purpose of this research is to determine the views of the school counselors and social service workers about the role of the school in the protection of children in care. The participants of the research, designed as qualitative research, composed of the school counselors working at primary schools where children in care attend in the TR83 region (Amasya, Çorum, Samsun, and Tokat and the social service workers in the same region. In this scope, interviews were conducted with 11 school counselors and 12 social service workers. Research findings show that the role of school is beneficial for socializing children in care. The main problems encountered in fulfilling the current role of the school in the protection of children in care are; behavioral problems of children in care, inadequate communication between the school and the social service institution, the past problems that the children in care experienced, the school staff’s lack of knowledge about children in care and labeling. According to the research results, it is beneficial to raise awareness of school administrators and teachers about child protection and to establish an effective cooperation between school and social service institution.

  6. Public health genetic counselors: activities, skills, and sources of learning.

    Science.gov (United States)

    McWalter, Kirsty M; Sdano, Mallory R; Dave, Gaurav; Powell, Karen P; Callanan, Nancy

    2015-06-01

    Specialization within genetic counseling is apparent, with 29 primary specialties listed in the National Society of Genetic Counselors' 2012 Professional Status Survey (PSS). PSS results show a steady proportion of genetic counselors primarily involved in public health, yet do not identify all those performing public health activities. Little is known about the skills needed to perform activities outside of "traditional" genetic counselor roles and the expertise needed to execute those skills. This study aimed to identify genetic counselors engaging in public health activities, the skills used, and the most influential sources of learning for those skills. Participants (N = 155) reported involvement in several public health categories: (a) Education of Public and/or Health Care Providers (n = 80, 52 %), (b) Population-Based Screening Programs (n = 70, 45 %), (c) Lobbying/Public Policy (n = 62, 40 %), (d) Public Health Related Research (n = 47, 30 %), and (e) State Chronic Disease Programs (n = 12, 8 %). Regardless of category, "on the job" was the most common primary source of learning. Genetic counseling training program was the most common secondary source of learning. Results indicate that the number of genetic counselors performing public health activities is likely higher than PSS reports, and that those who may not consider themselves "public health genetic counselors" do participate in public health activities. Genetic counselors learn a diverse skill set in their training programs; some skills are directly applicable to public health genetics, while other public health skills require additional training and/or knowledge.

  7. Framing black boys: parent, teacher, and student narratives of the academic lives of black boys.

    Science.gov (United States)

    Rowley, Stephanie J; Ross, Latisha; Lozada, Fantasy T; Williams, Amber; Gale, Adrian; Kurtz-Costes, Beth

    2014-01-01

    The discourse on Black boys tends to suggest that Black boys are in complete peril. We begin with evidence that Black boys are excelling in certain contexts (i.e., in certain states, in certain schools, and in certain courses). We then discuss the ways in which the narratives used by parents, teachers, and Black boys themselves may serve to further reinforce views that Black boys are beyond hope. Research on Black parents suggests that they tend to view their sons as vulnerable and have lower expectations for sons than for daughters. Studies of teachers show that they tend to view Black boys as unteachable, as social problems, and as scary. Research on Black boys shows that they are sometimes complicit in supporting these narratives by engaging in negative or ste reotypical behavior. We also include recent research that includes counter-narratives of Black boys. We end with suggestions for future research.

  8. Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers

    Science.gov (United States)

    DeGarmo, John

    2015-01-01

    "Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…

  9. Use of eyeglasses among children in elementary school: perceptions, behaviors, and interventions discussed by parents, school nurses, and teachers during focus groups.

    Science.gov (United States)

    Kodjebacheva, Gergana Damianova; Maliski, Sally; Coleman, Anne L

    2015-01-01

    To investigate the perceptions, behaviors, and recommendations that parents, school nurses, and teachers have regarding children's use of eyeglasses. Focus groups with parents, school nurses, and teachers were conducted. The study took place in one Southern California school district. There were 39 participants, including 24 parents, seven school nurses, and eight teachers. An experienced moderator guided the focus group discussions. Transcripts were analyzed using grounded theory techniques. Participants perceive visual impairment as a serious problem in the development of children. The lack of eyeglasses may lead to problems such as tiredness, headaches, inability to focus on school work, and decreased reading speed. Participants experienced disappointment, unhappiness, worry, and concern when they realized they needed eyeglasses at a young age. Negative societal perceptions toward eyeglasses, lack of eye doctors in minority communities, parental perceptions that children do not need eyeglasses, and peer bullying of children wearing eyeglasses are key obstacles to children's use of eyeglasses. Participants suggest school and national campaigns featuring respected public figures who wear eyeglasses to promote positive attitudes toward eyeglasses. Parents and teachers who closely follow the academic development of children have observed that visual impairment has negative consequences for the scholastic achievement of children. They recommend interventions to promote the attractiveness of eyeglasses in society. The participants discuss the need for a national preventative message for eye care similar to the message for dental care. The public health message should emphasize the importance of embracing and respecting differences among individuals.

  10. Counselors and the Legalization of Physician-Assisted Suicide.

    Science.gov (United States)

    Kiser, Jerry D.

    1996-01-01

    With the shift in Americans' beliefs regarding legalizing physician-assisted suicide for the terminally ill, counselors must be prepared to counsel clients who have decided to end their lives. For counselors to avoid violating the ethical guidelines established by the American Counseling Association (ACA) regarding these clients, a reevaluation of…

  11. Duty-to-Warn Guidelines for Mental Health Counselors.

    Science.gov (United States)

    Costa, Luann; Altekruse, Michael

    1994-01-01

    Summarizes legal cases in which duty-to-warn was an issue. Suggests that guidelines for counselors are few and lack definition. Offers a model to guide counselors in making clinical judgments in cases and case examples to exemplify possible ethical dilemmas in the practice of counseling. Includes 36 citations. (Author/CRR)

  12. Promoting Cultural Relativism in Counselors through the Cultural De-Centering Model

    Science.gov (United States)

    McAuliffe, Garrett J.; Milliken, Tammi F.

    2009-01-01

    Counselors who are culturally encapsulated are likely to create client mistrust and to misinterpret clients' cultural norms. This article presents the Cultural De-Centering Model (CDCM) as a constructive-developmental method for helping future counselors to be less ethnocentric in their work. The goal of the CDCM is to increase counselors'…

  13. Adjustment Services.

    Science.gov (United States)

    Cutbill, C. Jean

    Intended for counselors, the document offers guidelines for identifying nonattendance in primary grade students. Sections outline procedures for analyzing attendance patterns, signs of nonattendance for teachers to look for, actions to take when nonattendance is identified, types of nonattendance (such as chronic illnesses, overprotective parent,…

  14. Transporting Motivational Interviewing to School Settings to Improve the Engagement and Fidelity of Tier 2 Interventions

    Science.gov (United States)

    Frey, Andy J.; Lee, Jon; Small, Jason W.; Seeley, John R.; Walker, Hill M.; Feil, Edward G.

    2013-01-01

    The majority of Tier 2 interventions are facilitated by specialized instructional support personnel, such as a school psychologists, school social workers, school counselors, or behavior consultants. Many professionals struggle to involve parents and teachers in Tier 2 behavior interventions. However, attention to the motivational issues for…

  15. Role Model Influencers of Nontraditional Professional Women.

    Science.gov (United States)

    Lunneborg, Patricia W.

    1982-01-01

    Tested the influence of a supportive family on 142 women employed in or studying for nontraditional careers. Results showed the importance of emotional support by parents, siblings, peers and teachers. Suggests counselors encourage women to locate role models and mentors if preparing for nontraditional careers. (Author/JAC)

  16. Self-Efficacy and Burnout in Professional School Counselors

    Science.gov (United States)

    Gunduz, Bulent

    2012-01-01

    This study investigated the relationships between burnout and self-efficacy among school counselors. Also, the level of their burnout and self-efficacy was examined in terms of the social support, task perception and the number of students. A sample of 194 school counselors filled out the Maslach Burnout Inventory, The School Counselors…

  17. CRC Credential Attainment by State Vocational Rehabilitation Counselors

    Science.gov (United States)

    Harpster, Anna M.; Byers, Katherine L.; Harris, LaKeisha L.

    2011-01-01

    This study examines 137 state vocational rehabilitation (VR) counselors' perceptions of the value of having the Certified Rehabilitation Counselor (CRC) credential. While almost 53% of this sample included persons who were certified, the majority who were not indicated that the two major reasons for not currently having this designation were: (a)…

  18. Normative Value Conceptions of Modern Parents, Teachers, and Educators (Analysis of Moral Value Judgments)

    Science.gov (United States)

    Shelina, S. L.; Mitina, O. V.

    2015-01-01

    The article presents the results of an analysis of the moral value judgments of adults (parents, teachers, educators) that directly concern the socialization process of the young generation in the modern metropolis. This paper follows the model study by Jean Piaget that investigated the moral value judgments of children. A comparative analysis of…

  19. Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition

    Science.gov (United States)

    Wong, Mun

    2015-01-01

    This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53…

  20. Bereavement and Loss Manual: For Administrators and Teachers.

    Science.gov (United States)

    Alberta Dept. of Education, Edmonton. Education Response Centre.

    This manual is designed as a resource for elementary and secondary school administrators, counselors, and teachers to help develop a crisis management plan for use in the event of death of a staff member or student through illness, accident, or by suicide. The first section discusses the grieving process. Characteristics associated with grieving…

  1. Academic Role and Perceptions of Gatekeeping in Counselor Education

    Science.gov (United States)

    Schuermann, Hope; Avent Harris, Janeé R.; Lloyd-Hazlett, Jessica

    2018-01-01

    Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research…

  2. Supporting Preschool Dual Language Learners: Parents' and Teachers' Beliefs about Language Development and Collaboration

    Science.gov (United States)

    Sawyer, Brook E.; Manz, Patricia H.; Martin, Kristin A.

    2017-01-01

    Guided by Bronfenbrenner's bio-ecological theory of human development and Moll's theory of funds of knowledge, the aim of this qualitative study was to examine the beliefs of parents and early childhood teachers on (a) the language development of Spanish-speaking preschool dual language learners (DLLs) and (b) how they can collaborate to support…

  3. Guidance Counselors' Ratings of Important Attributes for Registered Nurses and Prospective Nursing Students: A Comparison of Hispanic and Non-Hispanic Career Counselors

    Science.gov (United States)

    Robbins, Leslie K.; Hoke, Mary M.

    2010-01-01

    Perceptions of counselors from Hispanic serving high schools regarding professional nursing as a career have received limited study. A cross-sectional descriptive study of a convenience sample of 55 guidance counselors from Hispanic serving institutions identified the number of requests/referrals to nursing programs and perceptions of prospective…

  4. Composting: Wastes to Resources. 4-H Leader's/Teacher's Guide.

    Science.gov (United States)

    Bonhotal, Jean F.; Krasny, Marianne E.

    This guide is designed for adult volunteer leaders, camp counselors, and teachers who want to set up composting projects with youth. Five sections explore: (1) an introduction to composting with illustrated instructions for making compost; (2) different methods of composting and structures needed for various composting systems; (3) how to identify…

  5. Post-School Visions and Expectations of Latino Students with Learning Disabilities, Their Parents, and Teachers

    Science.gov (United States)

    Keel, Joanna Mossmond; Cushing, Lisa Sharon; Awsumb, Jessica M.

    2018-01-01

    This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…

  6. A Survey of Teachers' and Principals' Practices and Challenges in Fostering New Immigrant Parent Involvement

    Science.gov (United States)

    Peterson, Shelley Stagg; Ladky, Mary

    2007-01-01

    This research, using questionnaire and interview data, examined practices and challenges of educators in areas of southern Ontario in fostering immigrant parents' support for their children's literacy. Results showed that teachers learn about the language and culture of their students, modify homework assigned to their ESL students, and encourage…

  7. Children's Self-Concept: Parental School Engagement and Student-Teacher Relationships in Rural and Urban Australia

    Science.gov (United States)

    Gavidia-Payne, Susana; Denny, Bianca; Davis, Kate; Francis, Andrew; Jackson, Mervyn

    2015-01-01

    Self-concept is one important yet understudied construct, often associated with healthy children's well-being, and particularly crucial for those raised in rural disadvantaged communities. Also, commonly acknowledged is that adults, including parents and teachers, play an important role in fostering self-concept. The overall aim of the current…

  8. Preventing Hazing: How Parents, Teachers, and Coaches Can Stop the Violence, Harassment, and Humiliation

    Science.gov (United States)

    Lipkins, Susan

    2006-01-01

    Written with clarity and passion, "Preventing Hazing" uncovers the deep roots of hazing, how and why it permeates schools, colleges, and communities, and what parents, teachers, and coaches can do to prevent it. The author shows how to recognize the warning signs, what to do if a student has been involved in a hazing (either as a victim,…

  9. Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents

    Science.gov (United States)

    Parsons, David; Adhikar, Janak

    2016-01-01

    This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the transformation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists…

  10. Enhancing Role-Play Activities with Pocket Camcorder Technology: Strategies for Counselor-Educators

    Science.gov (United States)

    Walter, Sara Meghan; Thanasiu, Page L.

    2011-01-01

    Counselor-educators can benefit from specific guidelines and creative suggestions when implementing role-play and technology-related teaching strategies in counseling training programs. Therefore, the purpose of this article is to: (a) discuss the use of role-play and video recording in counselor education; (b) introduce counselor-educators to…

  11. Volunteer infant feeding and care counselors: a health education ...

    African Journals Online (AJOL)

    Volunteers are provided with an intervention manual and picture book. Resource inputs are low and include training allowances and equipment for counselors and supervisors, and a salary, equipment and materials for a coordinator. It is hypothesized that the counselors will encourage informational and attitudinal change ...

  12. Exploring the Work Experiences of School Counselors of Color

    Science.gov (United States)

    Dollarhide, Colette T.; Bowen, Nikol V.; Baker, Caroline A.; Kassoy, Felice R.; Mayes, Renae D.; Baughman, Amber V.

    2014-01-01

    In spite of research suggesting the importance of diverse professionals in education (Mattison & Aber, 2007), no studies have explored the professional experiences of school counselors of Color. In this exploratory grounded-theory qualitative study, researchers interviewed 19 school counselors of Color. Responses revealed both positive and…

  13. Ladders to Leadership: What Camp Counselor Positions Do for Youth

    Directory of Open Access Journals (Sweden)

    Darcy Tessman

    2012-09-01

    Full Text Available The 4-H youth development organization understands and has recognized residential camping as one of the major modes of program delivery. Primary benefactors of the residential camping program are those youth who serve as camp counselors. Not only are they recipients of the educational program, but also supervise and teach younger campers (Garst & Johnson, 2005; McNeely, 2004. As a result of their experience, camp counselors learn about and develop leadership and life skills (Thomas, 1996; Purcell, 1996. The residential camping experience allows youth to serve as volunteers through their role as camp counselors. In addition to the benefits earned from their volunteer role, residential camping provides youth camp counselors the opportunity to gain leadership skills (Arnold, 2003 as well as add to the camp structure, planning, and implementation (Hines & Riley, 2005.

  14. The Strengths and Difficulties Questionnaire: psychometric properties of the parent and teacher version in children aged 4-7.

    Science.gov (United States)

    Stone, Lisanne L; Janssens, Jan M A M; Vermulst, Ad A; Van Der Maten, Marloes; Engels, Rutger C M E; Otten, Roy

    2015-01-01

    The Strengths and Difficulties Questionnaire is one of the most employed screening instruments. Although there is a large research body investigating its psychometric properties, reliability and validity are not yet fully tested using modern techniques. Therefore, we investigate reliability, construct validity, measurement invariance, and predictive validity of the parent and teacher version in children aged 4-7. Besides, we intend to replicate previous studies by investigating test-retest reliability and criterion validity. In a Dutch community sample 2,238 teachers and 1,513 parents filled out questionnaires regarding problem behaviors and parenting, while 1,831 children reported on sociometric measures at T1. These children were followed-up during three consecutive years. Reliability was examined using Cronbach's alpha and McDonald's omega, construct validity was examined by Confirmatory Factor Analysis, and predictive validity was examined by calculating developmental profiles and linking these to measures of inadequate parenting, parenting stress and social preference. Further, mean scores and percentiles were examined in order to establish norms. Omega was consistently higher than alpha regarding reliability. The original five-factor structure was replicated, and measurement invariance was established on a configural level. Further, higher SDQ scores were associated with future indices of higher inadequate parenting, higher parenting stress and lower social preference. Finally, previous results on test-retest reliability and criterion validity were replicated. This study is the first to show SDQ scores are predictively valid, attesting to the feasibility of the SDQ as a screening instrument. Future research into predictive validity of the SDQ is warranted.

  15. Parents' and teachers' attitudes regarding school involvement in education that extends beyond the traditional academic core.

    Science.gov (United States)

    Aman-Back, Susanna; Björkqvist, Kaj

    2007-06-01

    In a survey conducted with 1,107 parents (590 mothers, M age=38.8 yr., SD=5.8; 517 fathers, M age=41.3 yr., SD=6.0) and 123 teachers (82 women, M age=41.1 yr., SD=9.2; 41 men, M age=41.3 yr., SD=9.1) in coastal rural Southern Ostrobothnia, Finland, an assessment of the relative responsibility of the family in comparison with that of school in the teaching of various skills to children was made. Parents and teachers agreed that the school carries 30-40% of the responsibility for the teaching of socio-emotional skills, such as conflict resolution, norms and values, self-esteem, sense of justice and responsibility, and close human relations. They also agreed that school carries 50% of the responsibility for providing information about sexuality and drugs. Fathers opined that school carried a greater responsibility in teaching skills than mothers did.

  16. Attitudes of parents and teachers to financial literacy of primary school students

    OpenAIRE

    Tisovec, Anja

    2017-01-01

    In the master’s thesis, we analysed the attitudes of parents and teachers of mathematics and home economics towards financial education in elementary school. Firstly, we considered the concept of financial literacy, as was defined by different authors, and the importance of formal financial education of young people. We presented the results of the researches on financial literacy that were carried out in Slovenia, and continued with the review of financial education in some countries around ...

  17. A Descriptive Qualitative Study Exploring Teacher and Parental Perceptions of African-American Middle School Male Students Related to Mathematics Performance

    Science.gov (United States)

    Fowler, Crystal Nicole

    2013-01-01

    This qualitative descriptive case study explored the perceptions of parents and teachers of the academic achievement gap in mathematics between African-American middle school males and their White counterparts. Ten parents, both African-American and White, with students attending middle school in the Cherokee County School District and 5 teachers…

  18. 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

    Science.gov (United States)

    Canfield, Jack; Wells, Harold C.

    This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

  19. Mandala Mornings: A Creative Approach for Elementary School Counselors

    Science.gov (United States)

    Cook, Katrina; Mayorga, Mary G.; Ball, Veronica

    2016-01-01

    The American School Counselor Association (ASCA, 2012) has identified one of the ways elementary school counselors can assist students to become successful in school is to offer small group counseling through the responsive services delivery system. Expressive arts, such as creating mandalas, provide a non-threatening approach for school…

  20. School Counselors: Closing Achievement Gaps and Writing Results Reports

    Science.gov (United States)

    Hartline, Julie; Cobia, Debra

    2012-01-01

    Charged with closing the achievement gap for marginalized students, school counselors need to be able to identify gaps, develop interventions, evaluate effectiveness, and share results. This study examined 100 summary results reports submitted by school counselors after having received four days of training on the ASCA National Model. Findings…

  1. Using Games to Creatively Enhance the Counselor Education Curriculum

    Science.gov (United States)

    Swank, Jacqueline M.

    2012-01-01

    Utilizing games within the classroom may assist counselor educators with enhancing learning. Counselor educators may integrate games within the curriculum to assist students in learning and developing self-awareness and to assess knowledge and skills. This article describes the utilization of games within experiential-learning theory and presents…

  2. School Dropout Indicators, Trends, and Interventions for School Counselors

    Science.gov (United States)

    Dockery, Donna J.

    2012-01-01

    School counselors are expected to develop programs that promote academic success for all students, including those at risk for dropping out of school. Knowledge of key indicators of potential dropouts and current trends in dropout prevention research may assist school counselors in better understanding this complex issue. Implementing recommended…

  3. Integrating Social Justice across the Curriculum: The Catholic Mission and Counselor Education

    Science.gov (United States)

    Calley, Nancy G.; Pickover, Sheri; Bennett-Garraway, Jocelyn M.; Hendry, Simon J.; Garraway, Garbette M.

    2011-01-01

    Counselor education and the Catholic faith share an important core value: social justice. As a counselor education program within a Jesuit and Sisters of Mercy institution, the construct of social justice is a unifying value that is rooted in academic preparation and practice. To promote a lifestyle of social justice, the counselor education…

  4. Characterizing Clinical Genetic Counselors' Countertransference Experiences: an Exploratory Study.

    Science.gov (United States)

    Reeder, Rebecca; Veach, Patricia McCarthy; MacFarlane, Ian M; LeRoy, Bonnie S

    2017-10-01

    Countertransference (CT) refers to conscious and unconscious emotions, fantasies, behaviors, perceptions, and psychological defenses genetic counselors experience in response to any aspect of genetic counseling situations (Weil 2010). Some authors theorize about the importance of recognizing and managing CT, but no studies solely aim to explore genetic counselors' experiences of the phenomenon. This study examined the extent to which clinical genetic counselors' perceive themselves as inclined to experience CT, gathered examples of CT encountered in clinical situations, and assessed their CT management strategies. An anonymous online survey, sent to NSGC members, yielded 127 usable responses. Participants completed Likert-type items rating their CT propensities; 57 of these individuals also provided examples of CT they experienced in their practice. Factor analysis of CT propensities tentatively suggested four factors: Control, Conflict Avoidance, Directiveness, and Self-Regulation, accounting for 38.5% of response variance. Thematic analysis of CT examples yielded five common triggers: general similarity to patient, medical/genetic similarity, angry patients, patient behaves differently from counselor expectations, and disclosing bad news; six common manifestations: being self-focused, projecting feelings onto the patient, intense emotional reaction to patient, being overly invested, disengagement, and physical reaction; five CT effects: disruption in rapport building, repaired empathy, over-identification, conversation does not reach fullest potential, and counselor is drained emotionally; and three management strategies: recognizing CT as it occurs, self-reflection, and consultation. Results suggest CT is a common experience, occurring in both "routine" and emotionally complex cases. Training programs, continuing education, and peer supervision might include discussion of CT, informed by examples from the present study, to increase genetic counselor awareness

  5. Teachers' and Parents' Perspectives on a Curricular Subject of "Religion and Spirituality" for Indian Schools: A Pilot Study Toward School Mental Health Program.

    Science.gov (United States)

    Ramakrishnan, Parameshwaran; Baccari, Andrew; Ramachandran, Uma; Ahmed, Syed Faiz; Koenig, Harold G

    2017-08-17

    Religious-spiritual (R/S) education helps medical students cope with caregiving stress and gain skills in interpersonal empathy needed for clinical care. Such R/S education has been introduced into K-12 and college curricula in some developed nations and has been found to positively impact student's mental health. Such a move has not yet been seen in the Indian education system. This paper aimed to examine perspectives of teachers and parents in India on appropriateness, benefits, and challenges of including R/S education into the school curriculum and also to gather their impressions on how a R/S curriculum might promote students' health. A cross-sectional study of religiously stratified sample of teachers and parents was initiated in three preselected schools in India and the required sample size (N = 300) was reached through snowballing technique. A semi-structured questionnaire, with questions crafted from "Religion and Spirituality in Medicine, Physicians Perspective" (RSMPP) and "American Academy of Religion's (AAR) Guidelines for Religious Literacy," was used to determine participants' perspectives. Findings revealed that teachers' and parents' "comfort in integrating R/S into school curriculum" was associated with their gender (OR 1.68), education status (OR 1.05), and intrinsic religiosity (OR 1.05). Intrinsic religiosity was significantly (p = 0.025) high among parents while "intrinsic spirituality" was high (p = 0.020) among teachers. How participants' R/S characteristics influence their support of R/S education in school is discussed. In conclusion, participants believe R/S education will fosters students' emotional health and interpersonal skills needed for social leadership. A curriculum that incorporates R/S education, which is based on AAR guidelines and clinically validated interpersonal spiritual care tools would be acceptable to both teachers and parents.

  6. The view points of parents and kindergarten teachers about the upbringing of children

    OpenAIRE

    Margon, Barbara

    2016-01-01

    In diploma thesis I define education, views on upbringing in the past and present and how education is defined by different educational styles. We defined various factors which play an important role in upbringing children: family, kindergarten, interpersonal relationships and interpersonal communication. In the empirical part I integrated all obtained theoretical knowledge with practical experience of four parents and two kindergarten teachers with whom I carried out interviews. In this d...

  7. Counselor Educators' Gatekeeping Responsibilities and Students' First Amendment Rights

    Science.gov (United States)

    Hutchens, Neal; Block, Jason; Young, Marianne

    2013-01-01

    In 2 recent legal cases, graduate counselor education students challenged the imposition of remediation plans as violating their First Amendment rights of freedom of speech and religion. With special emphasis on this recent litigation, the article examines the legal standards governing the authority of counselor educators at public colleges and…

  8. Burnout, Stress and Direct Student Services among School Counselors

    Science.gov (United States)

    Mullen, Patrick R.; Gutierrez, Daniel

    2016-01-01

    The burnout and stress experienced by school counselors is likely to have a negative influence on the services they provide to students, but there is little research exploring the relationship among these variables. Therefore, we report findings from our study that examined the relationship between practicing school counselors' (N = 926) reported…

  9. Exploring the Evolving Professional Identity of Novice School Counselors

    Science.gov (United States)

    Bamgbose, Olamojiba Omolara

    2017-01-01

    The study employed a grounded theory approach to explore the evolving professional identity of novice school counselors. Participants, who are currently employed as school counselors at the elementary, middle, or high school level with 1-4 years' experience, were career changers from other helping professions and graduates from an intensive school…

  10. Employment and Roles of Counselors in Employee Assistance Programs.

    Science.gov (United States)

    Hosie, Thomas W.; And Others

    1993-01-01

    Studied employment and roles of master's-level counselors in employee assistance programs (EAPs). Counselors were found to be similar to those with Master's of Social Work degrees in employment rate and percentage of EAP staff. Both groups were most frequently employed and constituted greatest percentage of professional mental health staff in…

  11. Academic and Nonacademic Validating Agents on Latinas' Mathematics and Science Self Concept: A Quantitative Study Utilizing the High School Longitudinal Study of 2009

    Science.gov (United States)

    Garza, Jennifer M.

    2017-01-01

    The purpose of this study is to inform and further the discussion of academic (i.e., teachers and school counselors) and non-academic (i.e., parents, family, friends, etc.) validating agents on Latina students' mathematics and science self-concepts. This study found a relationship between Latina students' interactions with academic and…

  12. The Use of "Harry Potter and the Sorcerer's Stone" to Discuss Identity Development With Gifted Adolescents

    Science.gov (United States)

    Frank, Andrew J.; McBee, Matthew T.

    2003-01-01

    This article examines the process of identity development in gifted adolescents and provides a theoretical and research-based explanation of its importance for influencing achievement and quality of life in adulthood. Teachers, counselors, and parents can use "Harry Potter and the Sorcerer's Stone" (Rowling, 1997) as a springboard into discussion…

  13. A Study on Substance Abuse Prevention

    Science.gov (United States)

    Seçim, Gürcan

    2017-01-01

    This study aims to examine options to increase the supportive power of parents, teachers, school administrators, and counselors who directly interact with children and adolescents and have a fundamental responsibility to protect them from the risks of substance abuse and evaluate the effectiveness of associated training programs. The study design…

  14. How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

    Science.gov (United States)

    Wang, Clare Wen; Neihart, Maureen

    2015-01-01

    This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

  15. Problem Behaviour and Psychosocial Functioning in Young Children with Williams Syndrome: Parent and Teacher Perspectives

    Science.gov (United States)

    Klein-Tasman, B. P.; Lee, K.

    2017-01-01

    Background: There is sparse literature about problem behaviour in young children with Williams syndrome (WS) and little consideration of the perspectives of multiple respondents. Methods: Problem behaviour of 35 children with WS ages 2 to 6 was examined based on both parent and teacher report using the Achenbach preschool forms. Results: The most…

  16. The School Counselor and Bulimia.

    Science.gov (United States)

    Hendrick, Susan S.

    1985-01-01

    Describes the symptoms, outcome, etiology and treatment for bulimia. Discusses the school counselor's role regarding prevention and intervention with bulimic students, and suggests individual counseling techniques to use with bulimics. (BH)

  17. Training for Inner City Parents in Child Rearing: Why Fried Chicken Franchises for Parenting Don't Work.

    Science.gov (United States)

    James, Richard; Etheridge, George

    In an effort to examine the effectiveness of commercially produced parent education programs, a child management and communication class given for Memphis, Tennessee, inner city parents is evaluated in this paper. The program, sponsored by the Mid-South Teacher Corps Project, utilized two models: (1) Becker's 1971 "Parents Are Teachers: A…

  18. Preparedness to Implement Wellness Strategies: Perceptions of School Counselors

    Science.gov (United States)

    Burnett, Tena

    2012-01-01

    The purpose of this study is to survey school counselors to determine their knowledge and perceived preparedness to implement wellness strategies in school counseling programs. Wellness plans are a requirement for thousands of public school districts in the United States. There are no established standards for the training of school counselors in…

  19. Keeping Them Happy: Job Satisfaction, Personality, and Attitudes toward Disability in Predicting Counselor Job Retention

    Science.gov (United States)

    Lawrence, Emily R.; Glidden, Laraine M.; Jobe, Brian M.

    2006-01-01

    Employee retention was studied in 48 counselors working at a summer camp for children and adults with disabilities. We hypothesized that attitudes toward persons with disabilities, personality characteristics of counselors, job satisfaction, and previous counselor experience would predict whether counselors would elect to return to work the…

  20. Training Vocational Rehabilitation Counselors in Group Dynamics: A Psychoeducational Model.

    Science.gov (United States)

    Elliott, Timothy R.

    1990-01-01

    Describes a six-session psychoeducational program for training vocational rehabilitation counselors in group dynamics. Presents evaluation of program by counselors (N=15) in which leadership styles, conflict management, and typology of group tasks concepts were rated as most beneficial. (Author/ABL)

  1. A National Survey of School Counselor Supervision Practices: Administrative, Clinical, Peer, and Technology Mediated Supervision

    Science.gov (United States)

    Perera-Diltz, Dilani M.; Mason, Kimberly L.

    2012-01-01

    Supervision is vital for personal and professional development of counselors. Practicing school counselors (n = 1557) across the nation were surveyed to explore current supervision practices. Results indicated that 41.1% of school counselors provide supervision. Although 89% receive some type of supervision, only 10.3% of school counselors receive…

  2. Evaluation of a well-established task-shifting initiative: the lay counselor cadre in Botswana.

    Science.gov (United States)

    Ledikwe, Jenny H; Kejelepula, Mable; Maupo, Kabelo; Sebetso, Siwulani; Thekiso, Mothwana; Smith, Monica; Mbayi, Bagele; Houghton, Nankie; Thankane, Kabo; O'Malley, Gabrielle; Semo, Bazghina-Werq

    2013-01-01

    Evidence supports the implementation of task shifting to address health worker shortages that are common in resource-limited settings. However, there is need to learn from established programs to identify ways to achieve the strongest, most sustainable impact. This study examined the Botswana lay counselor cadre, a task shifting initiative, to explore effectiveness and contribution to the health workforce. This evaluation used multiple methods, including a desk review, a national lay counselor survey (n = 385; response = 94%), in-depth interviews (n = 79), lay counselors focus group discussions (n = 7), lay counselors observations (n = 25), and client exit interviews (n = 47). Interview and focus group data indicate that lay counselors contribute to essentially all HIV-related programs in Botswana and they conduct the majority of HIV tests and related counseling at public health facilities throughout the country. Interviews showed that the lay counselor cadre is making the workload of more skilled health workers more manageable and increasing HIV acceptance in communities. The average score on a work-related knowledge test was 74.5%. However for 3 questions, less than half answered correctly. During observations, lay counselors demonstrated average competence for most skills assessed and clients (97.9%) were satisfied with services received. From the survey, lay counselors generally reported being comfortable with their duties; however, some reported clinical duties that extended beyond their training and mandate. Multiple factors affecting the performance of the lay counselors were identified, including insufficient resources, such as private counseling space and HIV test kits; and technical, administrative, and supervisory support. Lay counselors are fulfilling an important role in Botswana's healthcare system, serving as the entry point into HIV care, support, and treatment services. For this and other similar task shifting initiatives

  3. Mental Health Services in Public Schools: A Preliminary Study of School Counselor Perceptions

    Science.gov (United States)

    Carlson, Laurie A.; Kees, Nathalie L.

    2013-01-01

    This descriptive survey research study (N = 120) examined the self-reported comfort level of school counselors in addressing the mental health needs of their students and school counselor perceptions regarding working relationships with school-based therapists. Survey results indicated that school counselors are generally confident in their…

  4. Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching

    Science.gov (United States)

    Baltrinic, Eric R.; Jencius, Marty; McGlothlin, Jason

    2016-01-01

    This phenomenological study explored 10 counselor education doctoral students' coteaching experiences with faculty members. Three coteaching structures identified from the data were relational, operational, and developmental. A definition of coteaching supported by the findings is presented. Implications for counselor education programs,…

  5. An Exploratory Study of the Child Disciplinary Practices of Jamaican Immigrant Parents in the United States: Implications for School Counselors

    Science.gov (United States)

    Morrison, Stephaney S.; Smith, Delores E.; Bryan, Julia A.; Steele, Janeé M.

    2016-01-01

    Jamaican immigrant students are highly represented in U.S. public schools, primarily in regions concentrated throughout the east coast. Many of these students and their families have personal and social concerns that have implications for school counselors. In particular, scholars suggest that among this population, harsh methods of child…

  6. Female Counselor Educators: Encouraging and Discouraging Factors in Academia

    Science.gov (United States)

    Hill, Nicole R.; Leinbaugh, Tracy; Bradley, Carla; Hazler, Richard

    2005-01-01

    The current study explores the encouraging and discouraging factors influencing female counselor educators. This study asked 115 female counselor educators to rate each of 91 items as to how encouraging or discouraging each item was to them as faculty members. The means and standard deviations were calculated for each of the 91 items of the PMBCE.…

  7. Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents

    Science.gov (United States)

    Freeman, Nancy K.; Knopf, Herman T.

    2007-01-01

    Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project…

  8. Perceived Multicultural Counseling Competence of Malaysian Counselors: An Exploratory Study

    Science.gov (United States)

    Aga Mohd Jaladin, Rafidah

    2017-01-01

    This study investigated the nature and extent of perceived multicultural counseling competence (MCC) of 508 professional counselors in Malaysia using a national survey approach. Differences in counselors' perceived MCC pertaining to gender, ethnicity, highest education, and multicultural training were examined. Results revealed 5 factors as…

  9. A Content Analysis of Problematic Behavior in Counselor Education Programs

    Science.gov (United States)

    Brown, Maranda

    2013-01-01

    Counselor education programs are obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007; Rust, Raskin, & Hill,…

  10. School Counselors' Experiences Working with Digital Natives: A Qualitative Study

    Science.gov (United States)

    Gallo, Laura L.

    2017-01-01

    To better understand school counselors' experiences related to students' use of social media, the authors conducted a qualitative study, utilizing a phenomenological approach, with eight practicing high school counselors. Three major themes emerged from the study: "the digital cultural divide," "frustration and fear," and…

  11. Integrating Religion and Spirituality into Counselor Education: Barriers and Strategies

    Science.gov (United States)

    Adams, Christopher M.; Puig, Ana; Baggs, Adrienne; Wolf, Cheryl Pence

    2015-01-01

    Despite a professionally recognized need for training in religion/spirituality, literature indicates that religious and spirituality issues continue to be inconsistently addressed in counselor education. Ten experts were asked to identify potential barriers to integrating religion and spirituality into counselor education and indicate strategies…

  12. Family Engagement: A Collaborative, Systemic Approach for Middle School Counselors

    Science.gov (United States)

    Davis, Keith M.; Lambie, Glenn W.

    2005-01-01

    Early adolescence is a period of intrapersonal and interpersonal transformation; thus, middle school counselors need to provide services that appropriately match their students' and families' developmental needs. A collaborative, systemic approach is one way that counselors can work with other school-based professionals to support…

  13. Speech Sound Disorders in Preschool Children: Correspondence between Clinical Diagnosis and Teacher and Parent Report

    Science.gov (United States)

    Harrison, Linda J.; McLeod, Sharynne; McAllister, Lindy; McCormack, Jane

    2017-01-01

    This study sought to assess the level of correspondence between parent and teacher report of concern about young children's speech and specialist assessment of speech sound disorders (SSD). A sample of 157 children aged 4-5 years was recruited in preschools and long day care centres in Victoria and New South Wales (NSW). SSD was assessed…

  14. Ayudando a Ninos Dotados a Volar: Una Guia Practica para Padres y Maestros (Helping Gifted Children Soar: A Practical Guide for Parents and Teachers).

    Science.gov (United States)

    Strip, Carol A.

    Intended for parents of gifted children, this book, in Spanish, stresses the importance of positive relationships between parents and teachers as they work to meet children's academic, emotional, and social needs. Individual chapters address the following topics: (1) parenting the gifted child as a wild roller coaster ride; (2) determining whether…

  15. Korean Counselors' Perceptions of the Real Relationship in Counseling Process

    Science.gov (United States)

    Cho, Hwajin; Seo, Young Seok

    2017-01-01

    The purpose of this study is to explore the counselors' understanding of which behaviors represent real relationship during the counseling process. Twenty-four participants who are counseling psychologists were interviewed on what observable behaviors and verbalizations they deemed to represent real relationship between the counselors and the…

  16. Brief Counseling Scenarios from Fictional Characters for Counselors in Training

    Science.gov (United States)

    Cook, Katrina

    2018-01-01

    To develop confidence and competence, student counselors need opportunities to practice applying their counseling skills. However, practicing on actual clients before counseling students are developmentally prepared not only can provoke anxiety within students but is also unethical. Counselor educators must find ways to help students practice…

  17. Barriers to access to education for young people with epilepsy in Northern Tanzania: A qualitative interview and focus group study involving teachers, parents and young people with epilepsy.

    Science.gov (United States)

    Quereshi, Charlotte; Standing, Holly C; Swai, Amina; Hunter, Ewan; Walker, Richard; Owens, Stephen

    2017-07-01

    Educational outcomes for young people with epilepsy (YPE) in Hai District, Tanzania, are poor, as is commonly observed elsewhere in Sub-Saharan Africa. The reasons for this finding are not well understood, though stigma arising from supernatural concepts of epilepsy is frequently cited as a barrier to YPE accessing education. In this study, we aimed to explore the reasons why many YPE in Tanzania experience poor access to education, and elicit ways in which education could be improved for YPE according to teachers, parents and YPE. Ten focus group discussions with teachers were organized in Hai schools between March and May 2016. The themes arising from these discussions were identified, coded, analyzed and tested in semi-structured interviews with 19 YPE and 17 parents identified from a prevalent cohort of YPE identified in 2009. Behavioral problems and learning difficulties were cited as the main barriers to education for YPE. Other barriers included parental stigmatization, teachers' inadequate seizure management, and limited access to specialist schools. Teachers perceived that parents and YPE believe in spiritual etiology and traditional management for epilepsy. However, the majority of teachers, parents, and YPE cited biological etiology and management options, although understanding of epilepsy etiology and management could be improved amongst all groups. A multidimensional approach is needed to improve educational access, and hence outcomes, for YPE. Widespread community education is needed to improve knowledge of epilepsy etiology and management. Teachers require seizure management training, and parents need help to recognize YPE's right to education. Educational needs assessments would help to identify YPE requiring specialist schooling, and access to this could be improved. These interventions will likely reduce stigma, ensure appropriate academic and pastoral care at school, and thus enable YPE to attend, and succeed, in education. Copyright © 2017

  18. The Beliefs of Students, Parents and Teachers about Internal Factors of Academic Achievement

    OpenAIRE

    Helena Smrtnik Vitulić; Irena Lesar

    2014-01-01

    The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 4...

  19. The Impact of Social Cognitive Theory and Rational Emotive Behavior Therapy Interventions on Beliefs, Emotions, and Performance of Teachers

    Science.gov (United States)

    Warren, Jeffrey Melvin

    2010-01-01

    Mental health continues to be a concern for individuals of all ages in the United States. Teachers and students are greatly affected by the impact of mental health related issues. Teachers perform in less than effective ways and student success is hindered when distress is experienced at school. Professional school counselors are in an excellent…

  20. GUIDANCE COUNSELOR INSTITUTE FOR HEALTH CAREERS (JULY 7-22, 1966).

    Science.gov (United States)

    MORGAN, PHILIP W.

    THE INSTITUTE, SPONSORED BY A FEDERATED CHARITY REPRESENTING 78 NONPROFIT VOLUNTARY HOSPITALS IN NEW YORK CITY, WAS ATTENDED BY 48 HIGH SCHOOL AND EMPLOYMENT SERVICE COUNSELORS. THE NEED FOR SUCH INSTITUTES WAS DOCUMENTED BY A PRE-INSTITUTE QUESTIONNAIRE TO LICENSED GUIDANCE COUNSELORS. TO EVALUATE THE INSTITUTE, THE PROFESSIONAL EXAMINATION…

  1. School Counseling Faculty Perceptions and Experiences Preparing Elementary School Counselors

    Science.gov (United States)

    Goodman-Scott, Emily; Watkinson, Jennifer Scaturo; Martin, Ian; Biles, Kathy

    2016-01-01

    School counselors' job roles and preferences reportedly vary by educational level (i.e., elementary, middle and high school); however, several organizations, such as the American School Counselor Association, conceptualize and recommend school counseling practice and preparation through a K-12 lens. Little is known about how or if school…

  2. Professional emotion of university counselors and countermeasures research

    Institute of Scientific and Technical Information of China (English)

    朱铭

    2016-01-01

    with subjects such as sociology, pedagogy knowledge involved in emotion research, the connotation of the professional emotion research vision also present a major change and breakthrough, individual emotion is no longer just a simple physiological and psychological experience, but the individual behavior on the basis of subjective experience and emotional practice. this study through the review and concerns the counselor professional emotional representation and the deep roots, focusing on effective strategies to explore the enhance counselors professional emotion.

  3. Effects of Social Persuasion from Parents and Teachers on Chinese Students' Self-Efficacy: An Exploratory Study

    Science.gov (United States)

    Lam, Yuen Yi; Chan, Joanne Chung Yan

    2017-01-01

    This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and…

  4. Playground Equipment Guide: For Teachers, Park and Recreation Directors, Parents, Youth Leaders, and Other Concerned Adults.

    Science.gov (United States)

    Consumer Product Safety Commission, Washington, DC.

    This guide was designed to assist parents, teachers, youth leaders, and park and recreation directors in the safe selection, use, installation, maintenance and repair of playground equipment. The nature and necessity of children's play are discussed briefly and information is presented on four main types of playground equipment: (1) swings, (2)…

  5. Employability of genetic counselors with a PhD in genetic counseling.

    Science.gov (United States)

    Wallace, Jody P; Myers, Melanie F; Huether, Carl A; Bedard, Angela C; Warren, Nancy Steinberg

    2008-06-01

    The development of a PhD in genetic counseling has been discussed for more than 20 years, yet the perspectives of employers have not been assessed. The goal of this qualitative study was to gain an understanding of the employability of genetic counselors with a PhD in genetic counseling by conducting interviews with United States employers of genetic counselors. Study participants were categorized according to one of the following practice areas: academic, clinical, government, industry, laboratory, or research. All participants were responsible for hiring genetic counselors in their institutions. Of the 30 employers interviewed, 23 envisioned opportunities for individuals with a PhD degree in genetic counseling, particularly in academic and research settings. Performing research and having the ability to be a principal investigator on a grant was the primary role envisioned for these individuals by 22/30 participants. Employers expect individuals with a PhD in genetic counseling to perform different roles than MS genetic counselors with a master's degree. This study suggests there is an employment niche for individuals who have a PhD in genetic counseling that complements, and does not compete with, master's prepared genetic counselors.

  6. Counselor Self-Disclosure: Does Sexual Orientation Matter to Straight Clients?

    Science.gov (United States)

    Carroll, Lynne; Gauler, Andy A.; Relph, Jason; Hutchinson, Kimberly S.

    2011-01-01

    The present investigation explores the impact of counselor self-disclosure of sexual orientation on self-identified heterosexuals. Two hundred and thirty-eight psychology undergraduate students read a short description of a counselor and one of eight versions of a counseling transcript. Transcripts were identical with the exception of the gender…

  7. Job Stress, Coping Strategies, and Burnout among Abuse-Specific Counselors

    Science.gov (United States)

    Wallace, Sam Loc; Lee, Jayoung; Lee, Sang Min

    2010-01-01

    The purpose of this study is to investigate whether effective coping strategies play an important role to reduce burnout levels among sexual or substance abuse counselors. The authors examined whether coping strategies mediated or moderated relations between job stress and burnout in a sample of 232 abuse-specific counselors. Results indicated…

  8. School-Parent-Community Partnerships: The Experience of Teachers Who Received the Queen Rania Award for Excellence in Education in the Hashemite Kingdom of Jordan

    Science.gov (United States)

    Obeidat, Osamha M.; Al-Hassan, Suha M.

    2009-01-01

    The purpose of this study is to examine and understand the school-parents-community partnerships created by teachers who received the Queen Rania Award for Excellence in Education. This study analyzes the applications of the 28 teachers who received the Award in 2007 and addresses three questions: How do teachers who received the Queen Rania Award…

  9. When the topic is you: genetic counselor responses to prenatal patients' requests for self-disclosure.

    Science.gov (United States)

    Balcom, Jessica R; Veach, Patricia McCarthy; Bemmels, Heather; Redlinger-Grosse, Krista; LeRoy, Bonnie S

    2013-06-01

    A limited amount of research indicates patient requests play a major role in genetic counselors' self-disclosure decisions and that disclosure and non-disclosure responses to patient requests may differentially affect genetic counseling processes. Studies further suggest patient requests may be more common in prenatal settings, particularly when counselors are pregnant. Empirical evidence is limited however, concerning the nature of patient requests. This study explored genetic counselors' experiences of prenatal patients' requests for self-disclosure. Four major research questions were: (1) What types of questions do prenatal patients ask that invite self-disclosure?; (2) Do pregnant genetic counselors have unique experiences with prenatal patient disclosure requests?; (3) How do genetic counselors typically respond to disclosure requests?; and (4) What strategies are effective and ineffective in responding to disclosure requests? One hundred seventy-six genetic counselors completed an online survey and 40 also participated in telephone interviews. Inductive analysis of 21 interviews revealed patient questions vary, although questions about counselor demographics are most common, and patients are more likely to ask pregnant counselors questions about their personal pregnancy decisions. Participants reported greater discomfort with self-disclosure requests during pregnancy, yet also disclosing more frequently during pregnancy. Counselor responses included personal self-disclosure, professional self-disclosure, redirection, and declining to disclose. Factors perceived as influencing disclosure included: topic, patient motivations, timing of request, quality of counseling relationship, patient characteristics, and ethical/legal responsibilities. Disclosure practices changed over time for most counselors. Additional findings, practice implications, and research recommendations are discussed.

  10. Experiences of Middle-Level Students, Teachers, and Parents in the Do the Write Thing Violence Prevention Program

    Science.gov (United States)

    Peterson, Sarah E.; Williams, R. Craig; Myer, Rick A.; Tinajero, Josefina V.

    2016-01-01

    We examined experiences of participants in "Do the Write Thing" national violence prevention program for middle-level students. Using mixed methods, we conducted surveys and focus groups with students, parents, and teachers who attended the program's National Recognition Week in Washington, DC. Results revealed important affective,…

  11. Genetic counselors: translating genomic science into clinical practice

    OpenAIRE

    Bennett, Robin L.; Hampel, Heather L.; Mandell, Jessica B.; Marks, Joan H.

    2003-01-01

    In a time of emerging genetic tests and technologies, genetic counselors are faced with the challenge of translating complex genomic data into information that will aid their client’s ability to learn about, understand, make, and cope with decisions relating to genetic diagnoses. The first of two companion articles in this issue examines the role of the genetic counselor, particularly in counseling individuals at risk for or diagnosed with breast cancer, in an era of high-tech health care and...

  12. The validity, reliability and normative scores of the parent, teacher and self report versions of the Strengths and Difficulties Questionnaire in China

    Directory of Open Access Journals (Sweden)

    Coghill David

    2008-04-01

    Full Text Available Abstract Background The Strengths and Difficulties Questionnaire (SDQ has become one of the most widely used measurement tools in child and adolescent mental health work across the globe. The SDQ was originally developed and validated within the UK and whilst its reliability and validity have been replicated in several countries important cross cultural issues have been raised. We describe normative data, reliability and validity of the Chinese translation of the SDQ (parent, teacher and self report versions in a large group of children from Shanghai. Methods The SDQ was administered to the parents and teachers of students from 12 of Shanghai's 19 districts, aged between 3 and 17 years old, and to those young people aged between 11 and 17 years. Retest data was collected from parents and teachers for 45 students six weeks later. Data was analysed to describe normative scores, bandings and cut-offs for normal, borderline and abnormal scores. Reliability was assessed from analyses of internal consistency, inter-rater agreement, and temporal stability. Structural validity, convergent and discriminant validity were assessed. Results Full parent and teacher data was available for 1965 subjects and self report data for 690 subjects. Normative data for this Chinese urban population with bandings and cut-offs for borderline and abnormal scores are described. Principle components analysis indicates partial agreement with the original five factored subscale structure however this appears to hold more strongly for the Prosocial Behaviour, Hyperactivity – Inattention and Emotional Symptoms subscales than for Conduct Problems and Peer Problems. Internal consistency as measured by Cronbach's α coefficient were generally low ranging between 0.30 and 0.83 with only parent and teacher Hyperactivity – Inattention and teacher Prosocial Behaviour subscales having α > 0.7. Inter-rater correlations were similar to those reported previously (range 0.23 – 0

  13. Los padres como consejeros o coparticipes en la toma de decisiones. Serie E: [E1] logro de la participacion de los padres. cuaderno 3. Edicion para el maestro. Cuadernos para el entrenamiento de maestros de educacion bilingue. (Parents as Advisors or Participants in Decision Making. Series E: Parent Participation, Book 3. Teacher Edition. Bilingual Education Teacher Training Packet).

    Science.gov (United States)

    Rodriguez, Rodolfo, Comp.

    This guide on training bilingual education teachers focuses on parents as advisors in the decision making process at bilingual schools. The two units, "An Introduction to Parent Participation" and "Parent Participation in Educational Decision Making," include objectives, definitions of terms, lists of materials and equipment, and learning…

  14. Human Sexuality Instruction: Implications for Couple and Family Counselor Educators.

    Science.gov (United States)

    Gray, Lizbeth A.; House, Reese M.; Eicken, Sigrid

    1996-01-01

    Reports the results of a sexual curricula questionnaire sent to all United States counselor education programs (N=506). Data based on 243 responses indicate that educators believe that there is a need for sexual curricula in counselor education programs. However, many educators are not systematically including such information in their training.…

  15. The Production of Professional School Counselors in Alabama: Graduation Rates of CACREP and Non-CACREP Programs

    Science.gov (United States)

    Boes, Susan R.; Snow, Brent M.; Chibbaro, Julie S.

    2009-01-01

    Today's professional school counselors have many roles and tasks within the schools. As more children depend on the services of school counselors, well-trained counselors are needed to meet the demands. Data presented in this paper provide support for the production of professional school counselors in Alabama and the immediate southeastern area…

  16. Connections of contemporary adolescents value orientations with psychological characteristics of their teachers and parents

    Directory of Open Access Journals (Sweden)

    Andrey I. Podolskiy

    2016-06-01

    Full Text Available The article presents the results of a large-scale study of value-motivational orientation identity of adolescents living in various regions of the Russian Federation in connection with the characteristics of the social situation of development (family, school. The data obtained in the study allows to identify the most appropriate formation procedures aimed at development of adolescent orientation in value aspects of social relations. Such concepts as morality, value orientations are increasingly used in describing the development trends in society, forming the worldview of the younger generation; the relevant questions are: how is the process of formation of human moral values going; what factors determine the direction and dynamics of this process? The study involved 2731 teenager (46.1% male, 53.9% female from different regions of the Russian Federation (total 6 sites; 937 parents of adolescents; 125 teachers. Every site included 2 cities, distinguished by population and by status (one of the city is a regional capital. The identified connections of value orientations of students with various psychological characteristics of teachers and parents tell about the adverse trends in the formation of value-moral spheres of adolescents and bring to the fore the problem of working with these characteristics.

  17. Value of Family and Group Counseling Models where Grandparents Function as Parents to Their Grandchildren

    Science.gov (United States)

    Edwards, Oliver W.; Ray, Shannon L.

    2010-01-01

    Those involved in circumstances in which children are raised by their grandparents often encounter serious problems that require assistance from counselors. Research suggests that grandparents and parents in these families typically experience heightened stress and psychosocial distress. Additionally, the children often encounter behavioral,…

  18. An Investigation of the Relationship between Counselor's Ratings of Their Principal's Leadership Style and Counselor Burnout in the Public-School System

    Science.gov (United States)

    Lozano-Chapa, Maria Mayte

    2017-01-01

    This study examined the relationship between principals and counselor burnout in the public-school system. There were 109 elementary, middle school, and high school counselors from the Region One Area in the Rio Grande Valley who took part in this study. Participants completed a Demographic Questionnaire to obtain information on the school…

  19. Parents' and Teachers' Reflections on the Process of Daily Transitions in an Infant and Toddler Laboratory School

    Science.gov (United States)

    Traum, Linda C.; Moran, Mary Jane

    2016-01-01

    This qualitative study considered values, beliefs, perspectives, and meanings of 7 parents and 3 teachers within the context of daily home-to-child care transitions in one infant-toddler center in an early childhood laboratory school. Sociocultural and attachment theories anchored the study and the developmental niche framework informed…

  20. Human Sex Trafficking in America: What Counselors Need to Know

    Science.gov (United States)

    Litam, Stacey Diane A.

    2017-01-01

    The social justice issue of human sex trafficking is a global form of oppression that places men, women and children at risk for sexual exploitation. Although a body of research exists on the topics of human trafficking, literature specific to the mental health implications for counselors working with this population is limited. Counselors should…

  1. Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.

    Science.gov (United States)

    Lalor, Aislinn; Brown, Ted; Murdolo, Yuki

    2016-04-01

    Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process. This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment. Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study. The children completed the Physical Self-Description Questionnaire (PSDQ) and the Self-Perception Profile for Children. The parents completed the Developmental Profile III (DP-III) and the Developmental Coordination Disorder Questionnaire, whereas the teachers completed the Developmental Coordination Disorder Questionnaire and the Teacher's Rating Scale of Child's Actual Behavior. Children's motor performance composite scores were determined using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Spearman's rho correlation coefficients were calculated to identify if significant correlations existed and multiple linear regression was used to identify whether self/informant report data were significant predictors of children's motor skill performance. The child self-report scores had the largest number of significant correlations with the BOT-2 composites. Regression analysis found that the parent report DP-III Physical subscale was a significant predictor of the BOT-2 Manual Coordination composite and the child-report questionnaire PSDQ. Endurance subscale was a significant predictor of the BOT-2 Strength and Agility composite. The findings support the use of top-down assessment methods from a variety of sources when evaluating children's motor abilities. © 2016 Occupational Therapy Australia.

  2. Teen Legal Rights: A Guide for the 90's.

    Science.gov (United States)

    Hempelman, Kathleen A.

    Young people's legal rights have expanded dramatically in the past 25 years, but many times these rights are abridged. This publication informs teens, teachers, high school counselors, and parents of the lawful rights of minors in the 1990s. In a question-and-answer format, the book covers the expanding rights of young people at home, at school,…

  3. The relations of Arab Jordanian adolescents' perceived maternal parenting to teacher-rated adjustment and problems: the intervening role of perceived need satisfaction.

    Science.gov (United States)

    Ahmad, Ikhlas; Vansteenkiste, Maarten; Soenens, Bart

    2013-01-01

    Although the effects of important parenting dimensions, such as responsiveness and psychological control, are well documented among Western populations, research has only recently begun to systematically identify psychological processes that may account for the cross-cultural generalization of these effects. A first aim of this study was to examine whether perceived maternal responsiveness and psychological control would relate differentially to teacher ratings of adolescent adjustment in a vertical-collectivist society (i.e., Jordan). The most important aim of this study was to examine, on the basis of self-determination theory, whether these associations would be accounted for by perceived satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Results in a large sample of Jordanian adolescents (N = 545) showed that perceived maternal psychological control and responsiveness yielded, respectively, a positive and negative association with teacher-rated problems, whereas psychological control was negatively related to teacher-rated adjustment. Further, these 2 parenting dimensions related to adjustment and problems via perceived satisfaction of the basic psychological needs for autonomy and competence (but not relatedness). The findings are discussed in light of the ongoing debate between universalistic and relativistic perspectives on parenting and adolescent adjustment.

  4. Substance Abuse Counselors' Recovery Status and Self-Schemas: Preliminary Implications for Empirically Supported Treatment Implementation.

    Science.gov (United States)

    Nielson, Elizabeth M

    2016-01-01

    The purpose of this paper is to better understand the relationship between substance abuse counselors' personal recovery status, self-schemas, and willingness to use empirically supported treatments for substance use disorders. A phenomenological qualitative study enrolled 12 practicing substance abuse counselors. Within this sample, recovering counselors tended to see those who suffer from addiction as qualitatively different from those who do not and hence themselves as similar to their patients, while nonrecovering counselors tended to see patients as experiencing a specific variety of the same basic human struggles everyone experiences, and hence also felt able to relate to their patients' struggles. Since empirically supported treatments may fit more or less neatly within one or the other of these viewpoints, this finding suggests that counselors' recovery status and corresponding self-schemas may be related to counselor willingness to learn and practice specific treatments.

  5. The Role of Active Listening in Teacher-Parent Relations and the Moderating Role of Attachment Style

    Science.gov (United States)

    Castro, Dotan R.; Alex, Cohen; Tohar, Gilad; Kluger, Avraham N.

    2013-01-01

    This study tested the perceived effectiveness of "Listening-Ask questions-Focus on the issue-Find a first step" method (McNaughton et al., 2008) in a parent-teacher conversation using a scenario study (N?=?208). As expected, a scenario based on this method compared with a scenario of a conversation omitting the four steps of the method…

  6. Effectiveness Related to Personality and Demographic Characteristics of Secondary School Counselors.

    Science.gov (United States)

    Wiggins, James D.; Weslander, Darrell L.

    1986-01-01

    Studied 123 secondary school counselors and found significant correlations among tested personality characteristics and supervisor-rated job performance. Counselors rated as effective by supervisors expressed higher job satisfaction, tested higher in tolerance for ambiguity and in self-esteem, and had more congruent personality-environment Holland…

  7. Reconciling Spiritual Values Conflicts for Counselors and Lesbian and Gay Clients

    Science.gov (United States)

    Fallon, Kathleen M.; Dobmeier, Robert A.; Reiner, Summer M.; Casquarelli, Elaine J.; Giglia, Lauren A.; Goodwin, Eric

    2013-01-01

    Counselors and lesbian and gay clients experience parallel values conflicts between religious beliefs/spirituality and sexual orientation. This article uses critical thinking to assist counselors to integrate religious/spiritual beliefs with professional ethical codes. Clients are assisted to integrate religious/spiritual beliefs with sexual…

  8. Ethical Dilemmas of Rehabilitation Counselors: Results of an International Qualitative Study

    Science.gov (United States)

    Tarvydas, Vilia; Barros-Bailey, Mary

    2010-01-01

    This study reports the results of an international qualitative study conducted to inform the process of revising the Commission on Rehabilitation Counselor Certification's Code of Professional Ethics for Rehabilitation Counselors. The online survey gathered information regarding ethical dilemmas from a sample of certified rehabilitation counselors…

  9. Preparing Professional School Counselors as Collaborators in Culturally Competent School Administration

    Science.gov (United States)

    Nelson, Judith; Bustamante, Rebecca M.

    2009-01-01

    In collaboration with principals and other leadership team members, professional school counselors have ethical responsibilities in promoting culturally competent school environments. Pre-service training is the ideal time for school counselors and principals to develop the necessary background information, tools, and assessment skills to assist…

  10. A School Counselor's Guide to Reporting Child Abuse and Neglect

    Science.gov (United States)

    Sikes, April

    2008-01-01

    The process of reporting abuse can be challenging, traumatic, and at times, overwhelming. In order for school counselors to be effective helpers for children, it is essential that they know how to recognize and prevent child abuse and neglect. The purpose of this article is to provide professional school counselors with information they can use to…

  11. 25 CFR 11.205 - Are there standards for the appearance of attorneys and lay counselors?

    Science.gov (United States)

    2010-04-01

    ... lay counselors? 11.205 Section 11.205 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAW...; Administration § 11.205 Are there standards for the appearance of attorneys and lay counselors? (a) No defendant... professional attorneys and lay counselors. ...

  12. Parenting and Child Development in Adoptive Families: Does Parental Sexual Orientation Matter?

    OpenAIRE

    Farr, Rachel H.; Forssell, Stephen L.; Patterson, Charlotte J.

    2010-01-01

    This study, funded by Williams Institute, investigated child development and parenting in 106 families headed by 27 lesbian, 29 gay, and 50 heterosexual couples with young adopted children. Parents and teachers reported that, on average, children were developing in typical ways. Measures of children’s adjustment, parenting approaches, parenting stress, and couple relationship adjustment were not significantly associated with parental sexual orientation. However, several family process variabl...

  13. Parent-Teacher Concordance in Rating Preschooler Difficulties in Behavioural and Cognitive Functioning and Their Dyadic Predicting of Fluid Intelligence

    Directory of Open Access Journals (Sweden)

    Orylska Anna

    2016-04-01

    Full Text Available Objective: Present research examined children’s behavioural and cognitive functioning by using data from a screening study based on reports given by parents and teachers, and investigated the strongest predictors of children’s fluid intelligence.

  14. The Relationship between Job Satisfaction and Overall Wellness in Counselor Educators

    Science.gov (United States)

    Riley, Julie

    2017-01-01

    This study explored the relationship between overall wellness and job satisfaction in counselor educators. Full-time counselor educators employed in higher education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) completed the Five Factor Wellness Inventory to measure overall wellness…

  15. A Counselor's Guide to Career Assessment Instruments, Sixth Edition

    Science.gov (United States)

    Wood, Chris; Hays, Danica G.

    2013-01-01

    This book contains exemplary resources for counselors, career development facilitators, school counselors, and other career professionals working in a variety of settings. This edition is an essential guide to career assessment and contains a comprehensive list of career assessment instruments. It has over 70 reviews and includes…

  16. Curricular Abstinence: Examining Human Sexuality Training in School Counselor Preparation Programs

    Science.gov (United States)

    Behun, Richard Joseph; Cerrito, Julie A.; Delmonico, David L.; Campenni, Estelle

    2017-01-01

    Professional school counselors (PSCs; N = 486) rated their level of perceived preparedness acquired in their school counselor preparation program with respect to knowledge, skills, and self-awareness of five human sexuality domains (behavior, health, morality, identity, violence) across grade level (elementary vs. secondary) and three human…

  17. Research Paper: Relationship of Parent-Child Stress with Cochlear Implanted Children’s Developmental Skills

    Directory of Open Access Journals (Sweden)

    Salar Faramarzi

    2016-07-01

    Conclusion The results of this study showed that parent-child stress had a significant effect on developmental skills of children with cochlear implants. Due to the importance of developmental skills in children with cochlear implants, the results of this study warned the need to provide counseling and psychological support for this group of parents. Accordingly, the programs should be offered in the form of workshops for mothers of these children. Also, psychologists and family counselors and experts in family therapy are recommended to have special attention to the role of stress in parent-child relationships in treatment programs and training.

  18. Cambodian Parental Involvement: The Role of Parental Beliefs, Social Networks, and Trust

    Science.gov (United States)

    Eng, Sothy; Szmodis, Whitney; Mulsow, Miriam

    2014-01-01

    The role of social capital (parental beliefs, social networks, and trust) as a predictor of parental involvement in Cambodian children's education was examined, controlling for human capital (family socioeconomic status). Parents of elementary students (n = 273) were interviewed face to face in Cambodia. Teacher contact scored highest, followed by…

  19. Employee Assistance Programs in the 1980s: Expanding Career Options for Counselors.

    Science.gov (United States)

    Forrest, Donald V.

    1983-01-01

    Suggests that Employee Assistance Programs (EAPS) offer new and expanded work opportunities for counselors. Reviews the history of EAPS, current philosophy and program components, and implications for counselors as EAPs move from crisis intervention toward prevention. (JAC)

  20. Physical Attractiveness: Interactive Effects of Counselor and Client on Counseling Processes.

    Science.gov (United States)

    Vargas, Alice M.; Borkowski, John G.

    1983-01-01

    Assessed how the physical attractiveness of counselors and clients interacted to build rapport in two experiments involving college students (N=128 and N=64). Results showed the counselor's physical attractiveness had a major impact on her perceived effectiveness and the client's expectation of success irrespective of the client's attractiveness…