Journal articles: 'Parent participation'

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Moynihan, Paula, Lisa Naclerio, and Kathleen Kiley. "PARENT PARTICIPATION." Nursing Clinics of North America 30, no. 2 (June 1995): 231–41. http://dx.doi.org/10.1016/s0029-6465(22)02300-3.

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Nitti, Lodiana, and Friandry Windisany Thoomaszen. "PENERAPAN PERSEPSI ORANGTUA DALAM MEMENUHI HAK PARTISIPASI ANAK USIA 9-12 TAHUN DI DESA BENA AMANUBAN SELATAN NUSA TENGGARA TIMUR." Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan 1, no. 2 (January 30, 2019): 121–38. http://dx.doi.org/10.33541/sel.v1i2.905.

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ABSTRACT Parental perception will affect the fulfillment of childrenâ€™s participation rights. Fullfilment of childrenâ€™s participation rights will be fulfilled optimally if parents pay anttention to opinions while providing opportunities for children to make and make decisions about the childâ€™s goals and self-interest. The subjects studied consisted of 5 subjects consisting of father and mother who had children aged 9- 12 years. This study uses qualitative research methods, with data retrieval tools in teh form of interviews, observation and documentation. From the research found data were the subjects do not fulfill the right of participation of children up to the maximum ladder where childrenâ€™s participation rights range from the first ladder to the third ladder. The first ladder to the third ladder is actually a non- participating ladder. This means that children is manipulated, dominated by parents, there is direct communation and the severity of the parent. The children felt disappointed, sad, and angry with the parents but they still tried to hear and obey the parentâ€™s decision. Children from third and fourth subjects experienced excessive fear to speak to their parent (father). Suggestions for parents to be more caring and fulfill the rights of childrenâ€™s participation so as not to affect the growth and development of children. Keywords: participation rights, children, parents

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Joyce, Bonnie G. "Parent involvement: A model for program development." Rural Special Education Quarterly 8, no. 2 (June 1987): 7–13. http://dx.doi.org/10.1177/875687058700800202.

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Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their child's educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their child's educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvement activities in which they would like to participate. Most parents express interest in participating in a combination of activities, which serve as the basis for the model.

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Ruskin, Danielle, Lauren Campbell, Jennifer Stinson, and Sara Ahola Kohut. "Changes in Parent Psychological Flexibility after a One-Time Mindfulness-Based Intervention for Parents of Adolescents with Persistent Pain Conditions." Children 5, no. 9 (September 3, 2018): 121. http://dx.doi.org/10.3390/children5090121.

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Parenting a child with chronic pain can be stressful and impact parent functioning in a variety of areas. Several studies have examined mindfulness-based interventions (MBIs) for parents of children with different health and mental health conditions. However, no studies to date have examined MBIs for parents of children with pain conditions. This study aimed to: (1) determine the feasibility and acceptability of a one-time MBI workshop for parents (n = 34) of adolescents with painful conditions (chronic pain and inflammatory bowel disease) who were participating in a concurrent mindfulness group for adolescents with pain, and (2) examine changes in parent mindfulness and psychological flexibility following the intervention. A mixed-method design was used. In terms of feasibility and acceptability, high recruitment and retention rates were observed, and parents reported high satisfaction scores with the workshop. Changes pre to post intervention showed that dimensions of parent psychological flexibility, but not parent mindfulness, improved following participation in the workshop. Qualitative analyses based on parent responses on a questionnaire uncovered seven themes of parent “takeaways” following participation in the workshop: Mindfulness Skills, Not Alone, Psychological Flexibility, Parent–Child Interactions, Self-Efficacy, Optimism/Positivity/Hope, and Awareness of Values. Taken together, these findings suggest that a one-time MBI workshop offered to parents whose teen was participating in a concurrent mindfulness group for pain is a feasible and promising intervention for parents of children with pain conditions.

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Vyverman, Veerle, and Nicole Vettenburg. "Parent Participation At School." Childhood 16, no. 1 (February 2009): 105–23. http://dx.doi.org/10.1177/0907568208101693.

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Albez, Canan, and Şükrü Ada. "School Administrators Skills in Organizing the Parent Participation Studies." Journal of Education and Training Studies 5, no. 4 (March 20, 2017): 165. http://dx.doi.org/10.11114/jets.v5i4.2184.

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The objective of this study is to ascertain administrator, teacher and parent opinions on the level of school administrators’ skills of organising parent participation efforts. The study group of the study conducted according to the descriptive survey model using the quantitative method consists of 273 school administrators, 916 teachers and 395 parents from primary schools, secondary schools and high schools, determined according to the stratified sampling method. The quantitative data of the research were obtained through the ‘scale for school administrators’ skills of organising parent participation efforts' applied to school administrators, teachers and parents after the validity - reliability studies were conducted. The study reached the conclusion that school administrators’ skills in organising parent participation efforts and the parent participation efforts conducted were inadequate.

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Dickson, Kelsey S., Sasha M. Zeedyk, Jonathan Martinez, and Rachel Haine-Schlagel. "Examining ethnic disparities in provider and parent in-session participation engagement." Journal of Children's Services 12, no. 1 (March 20, 2017): 47–58. http://dx.doi.org/10.1108/jcs-12-2016-0022.

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Purpose Well-documented ethnic disparities exist in the identification and provision of quality services among children receiving community-based mental health services. These disparities extend to parent treatment engagement, an important component of effective mental health services. Currently, little is known about differences in how providers support parents’ participation in treatment and the degree to which parents actively participate in it. The purpose of this paper is to examine potential differences in both provider and parent in-session participation behaviours. Design/methodology/approach Participants included 17 providers providing standard community-based mental health treatment for 18 parent-child dyads, with 44 per cent of the dyads self-identifying as Hispanic/Latino. In-session participation was measured with the parent participation engagement in child psychotherapy and therapist alliance, collaboration, and empowerment strategies observational coding systems. Findings Overall, results indicate significantly lower levels of parent participation behaviours among Hispanic/Latino families compared to their Non-Hispanic/Non-Latino counterparts. No significant differences were seen in providers’ in-session behaviours to support parent participation across Hispanic/Latino and Non-Hispanic/Non-Latino families. Research limitations/implications These findings contribute to the literature on ethnic differences in parent treatment engagement by utilising measures of in-session provider and parent behaviours and suggest that further investigation is warranted to documenting and understanding ethnic disparities in parents’ participation in community-based child mental health treatment. Originality/value This paper contributes to the evaluation of differences in parent treatment engagement through demonstrating the utility of an in-session observational coding system as a measure of treatment engagement.

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de Loizaga, Sarah R., Katherine Clarke-Myers, Philip R Khoury, and Samuel P. Hanke. "Parent Participation in Morbidity and Mortality Review: Parent and Physician Perspectives." Journal of Patient Experience 9 (January 2022): 237437352211026. http://dx.doi.org/10.1177/23743735221102674.

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This study examined Morbidity and Mortality (M&M) review practices and perspectives of physicians and parents regarding parent participation in M&M review. Surveys were distributed to parents of children with a prior hospitalization for congenital heart disease (CHD) and physicians caring for pediatric CHD patients. Response distributions and Fisher’s exact tests were performed to compare parent and physician responses. Qualitative survey data were thematically analyzed. Ninety-two parent and 36 physician surveys were analyzed. Physicians reported parent input or participation was rarely sought in M&M review. Parents with direct experience of adverse events or death of their child reported providers discussed events with them in a timely manner and answered their questions; however, nearly half wished their healthcare team had done something differently during the disclosure. There was no statistical difference between groups regarding transparency ( P = .37, .79); however, there was a significant difference in perspectives regarding parental involvement in the M&M review ( P < .001). Common themes important to parents which emerged from the qualitative analysis were being adequately informed, feeling their perspectives were acknowledged and respected, having attentive and empathetic providers, and receiving consistent messaging. Although rarely included in current practice, parent participation in M&M could offer unique insight and increase accountability to proposed change elucidated by M&M review.

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Soodak, Leslie C., and Elizabeth J. Erwin. "Valued Member or Tolerated Participant: Parents' Experiences in Inclusive Early Childhood Settings." Journal of the Association for Persons with Severe Handicaps 25, no. 1 (March 2000): 29–41. http://dx.doi.org/10.2511/rpsd.25.1.29.

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The present qualitative investigation explored the perspectives of parents of young children with severe disabilities to understand the factors that shape their participation in their child's inclusive education. Ten parents of children in early childhood inclusive settings were interviewed. A conceptual framework of factors that influence parent participation was developed based on the themes that emerged from the data. Findings indicated that parent participation is influenced by a number of factors, including the school's beliefs about inclusion, receptivity to parents, and willingness to change. Parent-professional partnerships were facilitated by trust, shared philosophies about children and schooling, and open communication. Achieving effective parent-professional partnerships in inclusive settings appears to be a complex process that involves commitment and understanding. Most importantly, the findings suggest that meaningful participation for children as well as parents is an important and necessary component of inclusive education.

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Lee, Soyoung. "Race, power, and minority parent participation." Phi Delta Kappan 101, no. 1 (August 26, 2019): 30–33. http://dx.doi.org/10.1177/0031721719871561.

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Literature in the field of minority parent participation has focused on cultural differences and cultural mismatch as reasons for the difficulties that minority parents face in schools and has relied on a framework of cultural sensitivity in exploring the issues. Soyoung Lee proposes that the real issue underlying the dynamics between minority parents and schools and the reasons their voices are silenced are undeniably about race, power, and the exercise of racial privilege. She uses a personal narrative to illuminate how racism and power lead to the silencing of minority parents, and she makes recommendations for researchers, schools, and teacher educators to acknowledge and act on such forms of injustice.

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Baron, George, and Nicholas Beattie. "Professional Parents: Parent Participation in Four Western European Countries." British Journal of Educational Studies 35, no. 3 (October 1987): 302. http://dx.doi.org/10.2307/3121273.

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Cone, John D., David D. Delawyer, and Vicky V. Wolfe. "Assessing Parent Participation: The Parent/Family Involvement Index." Exceptional Children 51, no. 5 (February 1985): 417–24. http://dx.doi.org/10.1177/001440298505100508.

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Weiss, Maureen R., and Carl T. Hayashi. "All in the Family: Parent-Child Influences in Competitive Youth Gymnastics." Pediatric Exercise Science 7, no. 1 (February 1995): 36–48. http://dx.doi.org/10.1123/pes.7.1.36.

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The purpose of this study was to examine parent-child influences associated with highly competitive gymnastics participation. Athletes (n = 24) responded to self-report measures of perceived parental influences, and the athletes’ parents (n = 39) responded to interview questions regarding the influence of their child’s gymnastics involvement on their own behaviors. Descriptive analyses of gymnasts’ responses revealed that parents (a) frequently attended meets, (b) encouraged their child’s participation extensively, (c) demonstrated positive affect toward their child’s involvement, and (d) held positive beliefs and realistic expectations about their child’s competence. Parents’ responses indicated large time and financial investments as a result of their child’s involvement and indicated that their child’s participation positively influenced such behaviors as (a) attendance at gymnastics meets, (b) reading sports-related literature, (c) watching sports on television, (d) participating in fitness-related activities, and (e) parenting in general. These findings support theory and research that advocate the reciprocal nature of parent-child socialization effects in sport.

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Cohen, Deborah A., and Kathryn L. P. Linton. "Parent Participation in an Adolescent Drug Abuse Prevention Program." Journal of Drug Education 25, no. 2 (June 1995): 159–69. http://dx.doi.org/10.2190/pcyv-ntfh-dy0v-euly.

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This study reports the level of participation of parents in a parent-targeted school-based drug prevention program, the differences between students whose parents participate and those who don't, and the implications for involving parents in future drug prevention programs. Among 1761 eligible seventh grade families, 1263 students (72%) and 1142 parents (65%) completed surveys assessing the quality of parent-child relationships as well as tobacco and alcohol use. Ten percent of eligible families attended at least one of the evening sessions. Compared to students whose parents completed the survey, students whose parents did not complete a survey were more likely to report they used tobacco, had more friends who used substances, were monitored less by their parents, had more risk-taking behaviors, had lower grade-point averages, and their parents had higher rates of tobacco and alcohol use. Parents who attended evening sessions had the lowest rates of tobacco use and reported spending the most time with their children. Parent-targeted drug preventions programs may stigmatize attending parents and may be unlikely to attract the highest risk families.

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Sanyod, Vatinee, Linchong Pothiban, Jutarat Mesukko, and Srimana Niyomkar. "Factors Predicting Parent Participation in Caring for Hospitalized Children with Chronic Diseases." Open Public Health Journal 14, no. 1 (April 20, 2021): 189–95. http://dx.doi.org/10.2174/1874944502114010189.

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Background: Being hospitalized with chronic disease is a stressful situation for most children that can be affect their well-being. Parent participation in child care is required for getting a better outcome. Objective: The objective of this study was to identify factors predicting parent participation in caring for hospitalized children with chronic diseases. Methods: In this study, the participants consisted of 234 parents of hospitalized children with chronic diseases and 125 nurses who cared for the children in four tertiary hospitals in central Thailand. Self-reported questionnaires were used in data collection. Data were analyzed using a descriptive statistic, Spearman’s correlation coefficient, and ordinal regression. Results: The results revealed that parent participation in caring for hospitalized children with chronic diseases had a statistically significant positive relationship with perceived self-efficacy in caring for hospitalized child, information support from health care providers, and communication between parents and nurse (r = .39, .34, and .39 p < .01, respectively). Using ordinal regression analysis, the parents’ perceived self-efficacy in caring for their child was the only predictor of parent participation in caring for hospitalized children with chronic diseases, accounting for 72.65%. Conclusion: Parents’ perceived self-efficacy in child care was the only predictor with a strong influence on parent participation in child care. This can be used as preliminary data for developing an effective intervention program for enhancing parent participation that would result in better health and quality of life for those children.

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Gao, Xiang, and Haiping Xue. "Family Background, Parent Involvement, and Shadow Education Participation of Middle School Students: Empirical Analysis from CEPS2015 Data." Best Evidence in Chinese Education 7, no. 1 (January 29, 2021): 893–905. http://dx.doi.org/10.15354/bece.21.ar004.

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Using the 2015 data of the China Education Panel Survey (CEPS), the relationship between family socioeconomic background, parent involvement, and shadow education participation was explored through structural equations. The results showed that: parent involvement strengthened shadow education participation; parent involvement played a part in the mediating role in the influence of family socioeconomic background on shadow education participation. Parent involvement activates the advantage of family socioeconomic background. Families with high socioeconomic backgrounds are more active in participating in shadow education, and families of different strata are divided into opportunities for participation in shadow education.

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Stephenson, Jennifer. "Parent Participation in Individualised Educational Program Planning in NSW Schools for Specific Purposes." Australasian Journal of Special Education 20, no. 2 (1996): 5–16. http://dx.doi.org/10.1017/s103001120002368x.

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This paper examines the role that parents play in Individual Educational Program (IEP) planning in Schools for Specific Purposes (SSPs) in NSW. Quality Assurance reports on these schools provide information about parent participation and about teacher and parent attitudes to this participation. Many of the practices and attitudes found mirror the experiences reported in USA in the late 1970s and 1980s as parent participation in IEP planning became established in that country. Some suggestions are made as to possible strategies to increase parent involvement by recognising parent values as important determinants of IEP content.

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Long, Maureen, and Margarita Frederico. "What Parents Say About their Experience of Family Preservation Programmes." Children Australia 39, no. 2 (May 21, 2014): 74–80. http://dx.doi.org/10.1017/cha.2014.3.

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This paper outlines the findings of a study which asked parents how they experienced participating in family preservation programs (FP) in Melbourne, Australia. The study explored whether participation was influential in changing their perceptions of themselves as parents. It was expected that participation would lead to a stronger sense of self-worth and that this could be harnessed to facilitate change. The study found that parents’ sense of self as a parent was enhanced by participation in FP programs and this led to an increased sense of hopefulness in their capacity to care safely for their children.

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Sakamoto, Jutaro. "The Association Between Parent Participation in School Management and Student Achievement in Eight Countries and Economies." International Education Studies 14, no. 1 (December 26, 2020): 115. http://dx.doi.org/10.5539/ies.v14n1p115.

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Parent participation in school management has been promoted as a strategy for holding schools accountable for education quality and outcomes. However, the evidence has proven inconclusive and limited in explaining mechanisms to affect student achievement. By using public school student data derived from the Programme for International Student Assessment 2015, this study examines how 1) participation of a student’s own parents in school management, which would affect their learning support at home and 2) participation of a group of parents, which would influence school decisions and thus affect the learning environment at school, are associated with student achievement in Croatia, Georgia, Portugal, the Dominican Republic, Mexico, Korea, Hong Kong, and Macao. I found no evidence that parent participation in school management contributed to improving student achievement. Instead, depending on the country, a negative association is derived from either individual-level or school-level parent participation. The associations are not moderated by parents’ socioeconomic status but by school’s openness to parental engagement in some of the countries, indicating that what matters might not be participation per se but the degree of engagement. The findings underscore the importance of understanding mechanisms and conditions in which parent participation affects student learning in context to design effective participatory school governance.

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Katsiyannis, Antonis, and Thomas J. Ward. "Parent Participation in Special Education." Remedial and Special Education 13, no. 5 (September 1992): 50–55. http://dx.doi.org/10.1177/074193259201300508.

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Adolfsen, Frode, Henriette Kyrrestad Strøm, Monica Martinussen, Bjørn Helge Handegård, Henrik Natvig, Martin Eisemann, and Roman Koposov. "Parent participation in alcohol prevention." Nordic Studies on Alcohol and Drugs 34, no. 6 (September 25, 2017): 456–70. http://dx.doi.org/10.1177/1455072517732276.

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Coyne, Imelda T. "Parent participation: a concept analysis." Journal of Advanced Nursing 23, no. 4 (April 1996): 733–40. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00045.x.

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Hornby, Garry. "A Model for Parent Participation." British Journal of Special Education 16, no. 4 (June 8, 2007): 161–62. http://dx.doi.org/10.1111/j.1467-8578.1989.tb01374.x.

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Lee, Soyoung. "Selective Parent Participation: Structural and Cultural Factors that Influence School Participation Among Korean Parents." Equity & Excellence in Education 38, no. 4 (November 2005): 299–308. http://dx.doi.org/10.1080/10665680500299734.

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Guo, Yan. "Why Didn't They Show Up? Rethinking ESL Parent Involvement in K-12 Education." TESL Canada Journal 24, no. 1 (October 1, 2006): 80. http://dx.doi.org/10.18806/tesl.v24i1.29.

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When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they cared passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative itthe resource of ESL parent participation is to be fully utilized.

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Post, Eric G., Michael D. Rosenthal, and Mitchell J. Rauh. "SPORT SPECIALIZATION AND COLLEGE SCHOLARSHIP BELIEFS AND FINANCIAL INVESTMENT AMONG HIGH SCHOOL BASEBALL PARENTS." Orthopaedic Journal of Sports Medicine 8, no. 4_suppl3 (April 1, 2020): 2325967120S0021. http://dx.doi.org/10.1177/2325967120s00219.

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BACKGROUND: Youth athletes are increasingly encouraged to specialize in a single sport and participate on club teams year-round to be offered a college scholarship. For collegiate baseball, only 11.7 scholarships are available for a 35-player team. Presently, the beliefs of parents of baseball athletes towards sport specialization are unknown along with whether they have an accurate understanding of college baseball scholarship availability. PURPOSE: To describe the beliefs of parents of high school baseball players regarding sport specialization and college scholarships. A secondary purpose was to compare child baseball participation characteristics by parent median household income (MHI) categories. METHODS: During the 2019 spring baseball season, 155 parents (female N=82 (52.9%), age: 49.45.5 years) of high school baseball players from six San Diego county high schools completed an anonymous questionnaire concerning parent and child demographics, child baseball participation information (e.g., club baseball team participation), money spent on their child’s baseball participation, sport specialization status, and parent beliefs regarding sport specialization and college scholarships. Sport specialization status was determined using a validated 3-point specialization scale. Parent MHI was estimated using residence zip code and categorized into MHI tertiles (low, middle, high). RESULTS: Seventy-three parents (47.7%) classified their children as highly specialized and 110 parents (71.0%) reported their child played club baseball in addition to their high school team. Parents reported spending a median of $3000 [$1500-6000] on their child’s baseball participation during the previous year. Only 44 parents (28.4%) reported being concerned about sport specialization. Most parents (69.9%) believed that specialization would increase their child’s chances of making a college team. Parents underestimated the number of college baseball scholarships available per team (median [IQR]: 5 [0-5]), but 55 parents (35.9%) believed it was “somewhat” or “very likely” their child would receive a college baseball scholarship. Compared to low MHI parents, high MHI parents were more likely to classify their child as highly specialized (65.8% vs. 31.7%, p=0.02), and have a child participating in club baseball (82.1% vs. 58.3%, p=0.02). CONCLUSIONS: Parents who reported a greater financial investment in their child’s baseball participation believed it would improve their child’s sport performance to play college baseball. Despite having a realistic understanding of the limited college scholarships available, parents were optimistic that their child would receive a baseball scholarship. The current year-round, highly specialized environment of youth sports in the United States may favor families with more financial resources.

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Larocca, Victoria, Stuart Wilson, and Andrea Cavaliere. "Examining the Association between Parent and Child Sport Participation in Canada: A General Social Survey Study." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 10, no. 1 (March 23, 2018): 171–90. http://dx.doi.org/10.29173/cjfy29347.

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Research has shown a relationship between parent sport participation and child sport participation. With a sample of 1,064 respondents from the 2010 General Social Survey, this study examined how child sport participation is associated with parent sport participation, household income, parent education level, and parent sex. Results found that respondents with a child aged 5-12 who participated in sport over the past 12 months were more likely to have done so themselves too. (OR = 4.39, 95% CI = 2.44-7.89, p < 0.001). Significant differences (p < 0.001) were additionally found for the respondent’s education, age, and total household income. However, no significant differences were found for sex (p = 0.13). These results suggest that evidence-based interventions targeted at parents who do not participate in sport may increase children’s participation. Further research is encouraged to take a more holistic approach to analyzing childhood sport participation.

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Björck-Åkesson, Eva, and Mats Granlund. "Family Involvement in Assessment and Intervention: Perceptions of Professionals and Parents in Sweden." Exceptional Children 61, no. 6 (May 1995): 520–35. http://dx.doi.org/10.1177/001440299506100603.

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This article describes perceptions of professionals and parents of the current and ideal state of family involvement in early intervention in Sweden. Both professionals and parents expressed significant discrepancies between current and ideal practices in four dimensions: parent involvement in decisions about child assessment, parent participation in assessment, parent participation in the team meeting and decision making, and the provision of family goals and services. Professionals showed preferences for a higher degree of family involvement. In identifying barriers, both professionals and parents most frequently mentioned system barriers. Causes for the discrepancies include the need for training and earlier inclusion of parents in the case management process.

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Šukys, Saulius, and Aušra Lisinskienė. "Exploring the Association between Adolescents Participation in Sport and Their Attachment to Parent and Peer." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (May 17, 2015): 603. http://dx.doi.org/10.17770/sie2015vol3.482.

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This qualitative cross-sectional design study examine the association between adolescents’ participation in sports activities and their attachment with parents and peers. A total of 1348 (716 female and 632 male) aged 12 to 16 completed questionnaire assessing attachment with parent and peer (trust, communication, alienation). This study showed that adolescents not participating in sports scored significantly lower on all Parent Attachment subscales when compared to adolescent athletes. The research also revealed that participation in sports has an effect on both Trust in Peers and Alienation from them. Boys scored significantly higher than girls did on Trust and Alienation with parents, while girls scored significantly higher than boys in terms of Peer attachment. Younger adolescent scored significantly higher on the Parent Attachment scale whereas senior adolescents scored higher on Trust with Peer.

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Dorsch, Travis E., Alan L. Smith, and Meghan H. McDonough. "Parents' Perceptions of Child-to-Parent Socialization in Organized Youth Sport." Journal of Sport and Exercise Psychology 31, no. 4 (August 2009): 444–68. http://dx.doi.org/10.1123/jsep.31.4.444.

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The purpose of this study was to enhance understanding of how parents are socialized by their children's organized youth sport participation. Five semistructured focus groups were conducted with youth sport parents (N = 26) and analyzed using qualitative methods based on Strauss and Corbin (1998). Sixty-three underlying themes reflected parents' perceived socialization experiences resulting from their children's organized youth sport participation. Each theme represented 1 of 11 subcategories of parental change, which were subsumed within four broad categories of parent sport socialization (behavior, cognition, affect, relationships). Each category of parental change was interconnected with the other three categories. Moreover, six potential moderators of parent sport socialization were documented, namely, child age, parent past sport experience, parent and child gender, child temperament, community sport context, and type of sport setting (individual or team). Together, these findings enhance understanding of parent sport socialization processes and outcomes, thus opening avenues for future research on parents in the youth sport setting.

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Luecking, Courtney T., Cody D. Neshteruk, Stephanie Mazzucca, and Dianne S. Ward. "Efficacy of an Enhanced Implementation Strategy to Increase Parent Engagement with a Health Promotion Program in Childcare." International Journal of Environmental Research and Public Health 19, no. 1 (December 23, 2021): 106. http://dx.doi.org/10.3390/ijerph19010106.

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Previous efforts to involve parents in implementation of childcare-based health promotion interventions have yielded limited success, suggesting a need for different implementation strategies. This study evaluated the efficacy of an enhanced implementation strategy to increase parent engagement with Healthy Me, Healthy We. This quasi-experimental study included childcare centers from the second of two waves of a cluster-randomized trial. The standard approach (giving parents intervention materials, prompting participation at home, inviting participation with classroom events) was delivered in 2016–2017 (29 centers, 116 providers, and 199 parents). The enhanced approach (standard plus seeking feedback, identifying and addressing barriers to parent participation) was delivered in 2017–2018 (13 centers, 57 providers, and 114 parents). Parent engagement was evaluated at two levels. For the center-level, structured interview questions with providers throughout the intervention were systematically scored. For the parent-level, parents completed surveys following the intervention. Differences in parent engagement were evaluated using linear regression (center-level) and mixed effects (parent-level) models. Statistical significance was set at p < 0.025 for two primary outcomes. There was no difference in parent engagement between approaches at the center-level, β = −1.45 (95% confidence interval, −4.76 to 1.87), p = 0.38l. However, the enhanced approach had higher parent-level scores, β = 3.60, (95% confidence interval, 1.49 to 5.75), p < 0.001. In the enhanced approach group, providers consistently reported greater satisfaction with the intervention than parents (p < 0.001), yet their fidelity of implementing the enhanced approach was low (less than 20%). Results show promise that parent engagement with childcare-based health promotion innovations can positively respond to appropriately designed and executed implementation strategies, but strategies need to be feasible and acceptable for all stakeholders.

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van Veenendaal, Nicole R., Jennifer N. Auxier, Sophie R. D. van der Schoor, Linda S. Franck, Mireille A. Stelwagen, Femke de Groof, Johannes B. van Goudoever, et al. "Development and psychometric evaluation of the CO-PARTNER tool for collaboration and parent participation in neonatal care." PLOS ONE 16, no. 6 (June 9, 2021): e0252074. http://dx.doi.org/10.1371/journal.pone.0252074.

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Background Active parent participation in neonatal care and collaboration between parents and professionals during infant hospitalization in the neonatal intensive care unit (NICU) is beneficial for infants and their parents. A tool is needed to support parents and to study the effects and implementation of parent-partnered models of neonatal care. Methods We developed and psychometrically evaluated a tool measuring active parent participation and collaboration in neonatal care within six domains: Daily Care, Medical Care, Acquiring Information, Parent Advocacy, Time Spent with Infant and Closeness and Comforting the Infant. Items were generated in focus group discussions and in-depth interviews with professionals and parents. The tool was completed at NICU-discharge by 306 parents (174 mothers and 132 fathers) of preterm infants. Subsequently, we studied structural validity with confirmatory factor analysis (CFA), construct validity, using the Average Variance Extracted and Heterotrait-Monotrait ratio of correlations, and hypothesis testing with correlations and univariate linear regression. For internal consistency we calculated composite reliability (CR). We performed multiple imputations by chained equations for missing data. Results A 31 item tool for parent participation and collaboration in neonatal care was developed. CFA revealed high factor loadings of items within each domain. Internal consistency was 0.558 to 0.938. Convergent validity and discriminant validity were strong. Higher scores correlated with less parent depressive symptoms (r = -0.141, 95%CI -0.240; -0.029, p = 0.0141), less impaired parent-infant bonding (r = -0.196, 95%CI -0.302; -0.056, p<0.0001), higher parent self-efficacy (r = 0.228, 95%CI 0.117; 0.332, p<0.0001), and higher parent satisfaction (r = 0.197, 95%CI 0.090; 0.308, p = 0.001). Parents in a family integrated care model had higher scores than in standard care (beta 6.020, 95%CI 4.144; 7.895, p<0.0001) and mothers scored higher than fathers (beta 2.103,95%CI 0.084; 4.121, p = 0.041). Conclusion The CO-PARTNER tool explicitly measures parents’ participation and collaboration with professionals in neonatal care incorporating their unique roles in care provision, leadership, and connection to their infant. The tool consists of 31 items within six domains with good face, content, construct and structural validity.

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Woods∗, Philip. "A strategic view of parent participation." Journal of Education Policy 3, no. 4 (October 1988): 323–34. http://dx.doi.org/10.1080/0268093880030403.

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Post, Eric G., Michael D. Rosenthal, Hayley J. Root, and Mitchell J. Rauh. "Knowledge, Attitudes, and Beliefs of Parents of Youth Basketball Players Regarding Sport Specialization and College Scholarship Availability." Orthopaedic Journal of Sports Medicine 9, no. 8 (August 1, 2021): 232596712110245. http://dx.doi.org/10.1177/23259671211024594.

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Background: Previous surveys of youth sport parents have revealed that while parents believe early sport specialization is beneficial for improving sport ability, they also overestimate their child’s chances of receiving a college scholarship. Purpose: To (1) describe knowledge, attitudes, and beliefs of parents of youth basketball players regarding sport specialization and college scholarships and (2) examine potential differences in child basketball participation characteristics based on parent income. Study Design: Cross-sectional study. Methods: A total of 805 parents (mean age, 39.9 ± 7.1 years; 353 female [43.9%]) of youth basketball players (mean age, 12.9 ± 2.5 years; 241 female [29.9%]) were recruited via Qualtrics Online Panels to complete an anonymous online questionnaire. Participants were required to be a parent of a child between 8 and 18 years of age who participated in organized youth basketball (ie, school, club, or recreational/local league). Participants were recruited to be nationally representative with regard to race/ethnicity (White, 62.7%; Hispanic/Latino of any race, 15.3%; African American/Black, 13.3%; Asian, 4.6%; ≥2 races, 2.9%; American Indian/Alaskan Native, 1.1%; Native Hawaiian/other Pacific Islander, 0.1%). The questionnaire was adapted from previous research on parent knowledge, attitudes, and beliefs and consisted of 3 sections: (1) parent and child characteristics; (2) child basketball participation information (months per year of basketball participation, sport specialization status, receiving private coaching, traveling regularly for basketball competitions, participating on multiple teams at the same time); and (3) parent attitudes, beliefs, and knowledge regarding sport specialization and college basketball scholarships. Results: Most parents believed specialization increased their child’s chances of making a high school (71.4%) or college team (69.7%). Parents underestimated the availability of college basketball scholarships at the National Collegiate Athletics Association (NCAA) Division I and II levels (8.9 ± 5.1 vs reality of 13-15 per team) but overestimated availability at the Division III level (8.6 ± 5.7 vs reality of 0 per team). High-income parents spent significantly more money ($4748 USD [$1214-$10,246]) than middle-income ($2250 USD [$727-$5079]; P < .001) and low-income ($1043 USD [$368-$2444]; P < .001) parents. Conclusion: Parents believed specialization was important for sport success, but they underestimated college scholarship availability at the NCAA Division I and II levels while overestimating scholarship availability at the Division III level.

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de Loizaga, Sarah, Katherine Clarke-Myers, Philip Khoury, and Samuel Hanke. "PARENT PARTICIPATION IN MORBIDITY AND MORTALITY REVIEW: PARENTS AND PHYSICIANS DISAGREE." Journal of the American College of Cardiology 71, no. 11 (March 2018): A640. http://dx.doi.org/10.1016/s0735-1097(18)31181-1.

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Sontag, Joanne Curry, and Robert Schacht. "An Ethnic Comparison of Parent Participation and Information Needs in Early Intervention." Exceptional Children 60, no. 5 (March 1994): 422–33. http://dx.doi.org/10.1177/001440299406000505.

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This study investigated ethnic differences in (a) parent perceptions of their information needs and their sources of information, and (b) the nature of parent participation in early intervention and participation preferences. Interviews were conducted with 536 families with infants and toddlers who had developmental problems. Comparative analyses were conducted on white, Hispanic, and American Indian groups. Results suggested the need to provide more and better information to all parents and the importance of medical doctors as a source of information, individualizing the type and source of information to different ethnic groups, and identifying unique strategies to support the participation of parents from different ethnic groups.

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Kindler, Christine, Nancy Kassam-Adams, Tia Borger, and Meghan L. Marsac. "Child and parent perceptions of participating in multimethod research in the acute aftermath of pediatric injury." Research Ethics 15, no. 3-4 (August 28, 2019): 1–14. http://dx.doi.org/10.1177/1747016119865733.

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Background: Despite growing evidence that participation in psychological trauma research is well tolerated by children and parents, ethics boards may voice concerns regarding research with families with recent acute trauma exposure. Factors impacting child and parent experiences of research participation are not well documented, particularly for methodologies including observational components. Objectives: This study describes child and parent perceptions of research participation involving an observational task following an acute traumatic event and explores potential relationships between research experience and selected demographic factors (race/ethnicity, sex, age, prior trauma exposure), and post-traumatic stress symptoms. Methods: As part of a larger study on the role of biopsychosocial factors in post-traumatic stress symptoms, 96 child–parent dyads (ages 8–12 years, M = 10.6) participated in a three–time point study following hospitalization for pediatric injury. At baseline, children and parents completed measures of reactions to research participation, post-traumatic stress symptoms, and trauma history. Measures of post-traumatic stress symptoms were repeated at 6- and 12-week follow-up assessments. Results: The majority of families reported they were glad they participated in the research study (61% children; 72% parents) and felt good about helping others (74% children; 93% parents). Negative feelings were uncommon (<10% of families). Perceptions of participation were not related to race, sex, or trauma history, but child age significantly factored into trust of the research team and informed consent (Spearman’s ρ = .289, p < .01). Reactions to research were not significantly related to child or parent post-traumatic stress symptoms at any time point. Conclusion: Current results extend past research to suggest that most children’s and parents’ research experience is positive, even when completing an observational task during hospitalization for an injury. Children under the age of 10 years may perceive their participation as less voluntary, supporting prior findings that additional steps be taken to ensure their understanding of their choice in participation.

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Wanicharoen, Natwipa, Tavee Cheausuwantavee, Issavara Sirirungruang, and Pongsak Noipayak. "Perceptions of Thai Parents Regarding Child Language Development and Parent-Implemented Intervention." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1207–16. http://dx.doi.org/10.9756/int-jecse/v14i1.221138.

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This phenomenology study was conducted to explore the parents’ perceptions of the language development of children with language impairment (LI) before and after participation in parent-implemented enhanced milieu teaching (EMT) using the teach-model-coach-review (TMCR) model and the parents’ suggestions for improvement in language development of children with LI. Thirteen parents of children with LI participated in semi-structured interview. A thematic analysis was used to analyze the content. The findings of the study show that before participation in the intervention, parents perceived that requesting and asking someone to do something was important for their children, and they expected that their children would reach language development milestones. Parents also expected that speech therapy was clinician-directed therapy. After an eight-week parent training program, parents felt empowered and learned the EMT language strategies and implemented these strategies in the clinical and home settings. They were satisfied with the language outcomes of their children. In addition, the findings of the study show that parents suggest that parent-child interaction and the home language environment play an important role in their child’s language development.

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Flippin, Michelle, and Debbie L. Hahs-Vaughn. "Parent couples’ participation in speech-language therapy for school-age children with autism spectrum disorder in the United States." Autism 24, no. 2 (July 9, 2019): 321–37. http://dx.doi.org/10.1177/1362361319862113.

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This study examined parent couples’ participation in and satisfaction with speech-language therapy for school-age children with autism spectrum disorder in the United States. Responses from 40 father–mother couples ( n = 80 parents) were examined across therapy components (i.e. parent–therapist communication, assessment, planning, and intervention). Descriptive frequencies, chi-square tests, intraclass correlations, and dyadic multilevel modeling were used to examine participation across fathers and mothers and within parent couples. Compared to mothers, fathers communicated less with therapists and participated less in assessment and planning. Fathers also had lower satisfaction than mothers with parent–therapist communication and planning. Although few parents participated in school-based therapy sessions, 40% of fathers and 50% of mothers participated in homework. However, few parents received homework support from therapists. Results are discussed in terms of clinical implications for interventionists to more effectively engage both fathers and mothers in family-centered speech-language therapy for school-aged children with autism spectrum disorder.

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Blankenship, Angela, Sheilah Harrison, Sarah Brandt, Brian Joy, and Janet M. Simsic. "Increasing Parental Participation During Rounds in a Pediatric Cardiac Intensive Care Unit." American Journal of Critical Care 24, no. 6 (November 1, 2015): 532–38. http://dx.doi.org/10.4037/ajcc2015153.

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BackgroundInviting parents of sick children to participate during the rounding process may reduce parents’ anxiety and improve communication between the parents and the health care team.ObjectivesTo increase the percentage of available parents invited to participate in morning rounds in a pediatric cardiothoracic intensive care unit (CTICU).MethodsInvitations to parents to participate in morning CTICU rounds were randomly audited from June 2012 to April 2014 (mean, 15 audits per month). From June 2012 to February 2013 (before intervention), 73% of parents available during morning rounds received an invitation to participate. From April 2013 to May 2013, the following interventions (family participation bundle) were implemented: (1) staff education, (2)“Invitation to Rounds” handout added to the parent welcome packet with verbal explanation, (3) bedside tool provided for parents to communicate desire to participate in rounds with the team, (4) reminder to invite parents added to nursing rounding sheet. Following interventions, family feedback was obtained by 1-on-1 (physician-parent) open-ended conversation.ResultsFrom April 2013 to April 2014, 94% of parents available during morning rounds received an invitation to participate. Reasons for not participating: chose not to participate (63%), sleeping—staff reluctant to wake (25%), not English speaking (7%), breastfeeding (5%).ConclusionImplementation of a family participation bundle was successful in increasing invitations to parents to participate during morning rounds in the CTICU. Engagement of staff and addressing specific staff concerns was instrumental in the project’s success.

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Mische Lawson, Lisa, Lauren Foster, Kayla Hamner, and Lacy Wright. "Exploring Effects of Sensory Garments on Participation of Children on the Autism Spectrum: A Pretest-Posttest Repeated Measure Design." Occupational Therapy International 2022 (June 6, 2022): 1–8. http://dx.doi.org/10.1155/2022/3540271.

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Objective. Autistic children experience sensory challenges that interfere with participation and increase parent stress. Sensory-based interventions are used to address children’s behaviors affected by sensory processing difficulties, but research is limited regarding use of sensory garments to support participation of autistic children. This study explored sensory garment effects on participation, parental competence, and perceived stress of autistic children and their parents. Method. Twenty-one children were recruited and 17 males with ASD and atypical sensory processing patterns completed the 14-week study. The Canadian Occupational Performance (COPM) and Goal Attainment Scaling (GAS) were used to set and monitor participation goals. After a baseline period, children wore sensory garment(s) for 8 weeks. The COPM, GAS, Parent Stress Index-Short Form (PSI-SF), and Parent Sense of Competence Scale (PSOC) were administered four times (prebaseline, before and after the intervention, and three weeks postintervention). Results. There were moderate to large significant differences in both COPM and GAS scores after the intervention and from the beginning to the end of the study indicating sensory garments may improve participation of autistic children. There were no significant differences in PSI or PSOC at any timepoint. Two children rejected the garments. Conclusions. Parent- or child-selected sensory garments may improve participation in individually meaningful activities for children who can tolerate wearing them. Children’s improvement in participation did not improve parent stress or competence, possibly due to the passive nature of the intervention. More research is needed explore the influence of heterogeneous sensory patterns on response to intervention.

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Moneva, Jerald C., Crischel Jean M. Bago, and Sheila T. Ycong. "Guardianship: Parental Communication and Students Participation in School Activities." International Journal of Social Science Research 8, no. 2 (April 2, 2020): 116. http://dx.doi.org/10.5296/ijssr.v8i2.16791.

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In the current scenario, parent child communication has been becoming vague. Usually, students are focused on their phone while at home, while their parents are too busy at work. Parental communication is the communication between a parent and a child. Having communication and stronger relationship of the family is very important, it can have an impact on the family’s closeness and can improve students participation. The study used checklist-questionnaire in gathering the data. In getting results, the study used chi-square and weighted mean to examine the relationship between the two variables. . There were two hundred forty five respondents that were gathered in Senior High School of Jagobiao National High School in North road, Jagobiao Mandaue City. The results showed that there was a relationship between parental communication and students participation in school activities. The parents should communicate to their children and encourage them to participate school activities. It can improve their performance and grades in school. The communication given by their parents can make the students more confident to join and participate the school activities.

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Leadbitter, Kathy, Wendy Macdonald, Carol Taylor, and Karen Leneh Buckle. "Parent perceptions of participation in a parent-mediated communication-focussed intervention with their young child with autism spectrum disorder." Autism 24, no. 8 (July 15, 2020): 2129–41. http://dx.doi.org/10.1177/1362361320936394.

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Paediatric Autism Communication Therapy is a parent-mediated, video-aided, communication-focussed intervention for young children with autism spectrum disorder. It has been shown in a UK randomised controlled trial to lead to improvements in parent–child communication and family quality of life, together with a sustained reduction in child autism symptom severity. This qualitative study examined parental perceptions of their participation in Paediatric Autism Communication Therapy within the context of the randomised controlled trial. Semi-structured interviews were carried out with 18 parents within 12 months of completion of the therapy. The thematic analysis provides insights into parents’ hopes, expectations, and learning processes when working with Paediatric Autism Communication Therapy therapists and carrying out daily practice in the home. Parents reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnostic therapy. Practical difficulties were also emphasised. Implications for the clinical practice of parent-mediated interventions with young children with autism spectrum disorder are discussed. Lay abstract Paediatric Autism Communication Therapy is an intervention for young children with autism spectrum disorder that focuses on parent–child communication. In Paediatric Autism Communication Therapy, the therapist and parent watch videos of the parent and child playing together. The therapist coaches the parent to carefully observe the child’s communication and to interact with their child in a more sensitive and responsive way. Parents are encouraged to use the strategies with their child at home. Paediatric Autism Communication Therapy has been shown to lead to long-term improvements in parent–child communication and family quality of life. This study aimed to explore parents’ perceptions of their participation in Paediatric Autism Communication Therapy. Interviews were carried out by an independent researcher with 18 parents. Parents discussed the learning processes they went through when working with Paediatric Autism Communication Therapy therapists and carrying out home practice. Some parents described initial doubts about the approach and hesitations about being videoed and analysing video material. In time, most parents came to really value the therapy and their relationship with the therapist. They reported positive changes in their interaction and relationship with their child and improvements to their child’s communication and interaction. Some also highlighted poignant realisations and emotional challenges associated with taking part in this post-diagnosis therapy. Practical difficulties were also emphasised, including the time commitment, accessibility of therapy venues and difficulties in occupying the child during therapist–parent discussion. Implications for the clinical practice of parent-mediated interventions are discussed.

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김현욱, Dong-Taik Kwon, and 이주영. "The Structural Relationships between a Parent, Student, Parents Participation in Elementary School." Korean Journal of Elementary Education 23, no. 4 (December 2012): 21–37. http://dx.doi.org/10.20972/kjee.23.4.201212.21.

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Coyne, Imelda. "Disruption of parent participation: nurses’ strategies to manage parents on children's wards." Journal of Clinical Nursing 17, no. 23 (December 2008): 3150–58. http://dx.doi.org/10.1111/j.1365-2702.2006.01928.x.

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Chang, Arena, and Joseph L. Mahoney. "A Longitudinal Comparison of Parent and Child Influence on Sports Participation." Journal of Youth Development 8, no. 3 (December 1, 2013): 68–82. http://dx.doi.org/10.5195/jyd.2013.85.

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Drawing on expectancy-value theory, this study examines children’s motivational attributes and parental influences on how children spend their leisure time in middle childhood and adolescence. Specifically, the study examined if parent encouragement and beliefs (i.e., perceived importance of sports and perceived child ability) and child motivation (expectancy and value for sports) are predictive of sports participation over the course of middle childhood and adolescence. Parent and child reports are compared using data from the Childhood and Beyond (CAB) longitudinal study. Findings reveal that parent beliefs and encouragement and child motivation were positively associated with sports participation in middle childhood. Both parental influences and children’s motivation measured in middle childhood were predictive of time spent participating in adolescence. However, only parent influences were predictive of whether the child continued to participate in sports in adolescence.

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Rossetti, Zach, Meghan M. Burke, Oscar Hughes, Kristen Schraml-Block, Javier I. Rivera, Kristina Rios, Janeth Aleman Tovar, and James D. Lee. "Parent Perceptions of the Advocacy Expectation in Special Education." Exceptional Children 87, no. 4 (February 22, 2021): 438–57. http://dx.doi.org/10.1177/0014402921994095.

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Although the Individuals With Disabilities Education Improvement Act (IDEA) mandates parent participation in their children’s education programs, the implementation of IDEA results in parent effort beyond participation, specifically, an expectation of advocacy. To date, research on the advocacy expectation is mixed, with some parents perceiving advocacy as an obligation to ensure appropriate services for their children, whereas others argue it is unreasonable and has cultural dissonance, disadvantaging some parents. We examined parent perspectives of the advocacy expectation in special education through 19 focus groups with 127 parents of children with disabilities across four states. Findings included a nuanced understanding of the advocacy expectation, with participants reporting the importance of advocacy and some describing that advocacy was part of their social role. However, under adversarial circumstances with school personnel, participants described feeling overwhelmed because the advocacy expectation felt more difficult than it needed to be. We discuss implications for policy and practice.

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Hahn, Ellen J. "Parent Participation and Preschool Drug Prevention Programs." Journal of Addictions Nursing 3, no. 4 (1991): 115–20. http://dx.doi.org/10.3109/10884609109078326.

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White, Elizabeth S. "Parent values, civic participation, and children’s volunteering." Children and Youth Services Review 127 (August 2021): 106115. http://dx.doi.org/10.1016/j.childyouth.2021.106115.

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JEFFREE, DOROTHY M., R. McCONKEY, and S. HEWSON. "Parent participation is essential: parental involvement project." Journal of the Institute of Mental Subnormality (APEX) 3, no. 3 (August 26, 2009): 20–22. http://dx.doi.org/10.1111/j.1468-3156.1975.tb00175.x.

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Journal articles on the topic 'Parent participation'

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