Gotowe bibliografie tematyczne / Parent

Gotowa bibliografia na temat „Parent”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 7 lipca 2024

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Artykuły w czasopismach na temat "Parent"

Santelli, Betsy, Ann Turnbull, Janet Marquis i Esther Lerner. "Parent-to-Parent Programs: A Resource for Parents and Professionals". Journal of Early Intervention 21, nr 1 (styczeń 1997): 73–83. http://dx.doi.org/10.1177/105381519702100108.

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Winch, Anne E., i Jan M. Christoph. "Parent-to-Parent Links: Building Networks for Parents of Hospitalized Children". Children's Health Care 17, nr 2 (wrzesień 1988): 93–97. http://dx.doi.org/10.1207/s15326888chc1702_6.

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Doherty, William J., Jenet Jacob i Beth Cutting. "Community Engaged Parent Education: Strengthening Civic Engagement Among Parents and Parent Educators". Family Relations 58, nr 3 (lipiec 2009): 303–15. http://dx.doi.org/10.1111/j.1741-3729.2009.00554.x.

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Lam, Ching-Man, i Wai-Man Kwong. "Powerful parent educators and powerless parents: The ‘empowerment paradox’ in parent education". Journal of Social Work 14, nr 2 (4.03.2013): 183–95. http://dx.doi.org/10.1177/1468017313477779.

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Mauclair, Stéphanie. "Être parent en droit : des parentalités empêchées". Revue française des affaires sociales, nr 2 (19.07.2023): 45–66. http://dx.doi.org/10.3917/rfas.232.0045.

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La parentalité n’est pas un terme juridique contrairement au terme de parent qui inscrit un enfant dans une lignée généalogique. Pour autant, la parentalité peut être mobilisée pour désigner une fonction, celle en principe dévolue aux parents de l’enfant. Ainsi, il existerait de prime abord une relation de principal à accessoire entre l’attribution de la parenté par le droit et l’exercice juridique de la parentalité. Toutefois, cette logique peut être remise en cause révélant des situations dans lesquelles la parentalité est empêchée. Certains événements vont ainsi faire obstacle à la parenté entraînant corrélativement l’impossibilité d’exercer la parentalité. D’autres situations vont, au contraire, mettre en avant un décalage entre parenté et parentalité, la parenté étant attribuée sans parentalité ou la parentalité s’exerçant sans parenté. Bien souvent ces situations interrogent sur le fait que la compétence attendue du parent ne repose pas nécessairement sur le père ou la mère de l’enfant au sens du lien juridique de filiation.

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Mastika, Henny Yusnita i Enik Sartika. "PROBLEMATIKA ORANG TUA SINGLE PARENT DALAM MEMBERIKAN PEMBINAAN KEAGAMAAN DI LINGKUNGAN KELUARGA". Jurnal Ilmiah Al-Muttaqin 6, nr 1 (24.02.2021): 1–23. http://dx.doi.org/10.37567/al-muttaqin.v6i1.235.

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The purpose of this study was to determine the problems of single parent parents in providing religious guidance in the family environment. This study uses a descriptive approach with qualitative research types. The result shows that the single parent problem in providing religious guidance to families in Buluh Engadang village has three problems, namely economic problems, social problems and educational problems. The problem experienced by single parents who are single parents is an economic problem. With this economic problem, single parent parents have spent a lot of time making a living. Single parent social problems studied have different social sides. This difference is motivated by the environment around where single parent parents live. The community considers a single parent with one eye so that people do not believe that single parent parents are unable to raise their children and educate their children, but the reality is that single parent parents are able to send their children to the university level. The problem of single parent education has different levels of education, so that single parent parents realize that education is so important.

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Brookman, Barbara A. "Parent to Parent". Topics in Early Childhood Special Education 8, nr 2 (lipiec 1988): 88–93. http://dx.doi.org/10.1177/027112148800800210.

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Li, Shifeng, Nan Nan, Qiongying Xu i Jiayue Li. "Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities". Child Language Teaching and Therapy 36, nr 2 (23.04.2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.

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Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.

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Konrad, Shelley Cohen. "What Parents of Seriously Ill Children Value: Parent-to-Parent Connection and Mentorship". OMEGA - Journal of Death and Dying 55, nr 2 (październik 2007): 117–30. http://dx.doi.org/10.2190/om.55.2.b.

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The value of parent-to-parent support has been noted in research with parents of children who have a range of special needs and chronic medical conditions, however, less is known about the benefit of such mentorship for parents caring for seriously ill and dying children. Findings from a qualitative study with mothers of seriously ill children, including those whose children had died, provided rich and detailed information about the personal and practical resources they received from other parents. Personal recommendations to parents by parents included the value of seeking out mentorship and appreciating the small things in life, while practical suggestions encompassed encouraging parents to become informed and to advocate for their children's best interests. Mothers also identified professionals with end-of-life training as instrumental agents of support.

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Masood, Ambrin F., Lisa A. Turner i Abigail Baxter. "Causal Attributions and Parental Attitudes toward Children with Disabilities in the United States and Pakistan". Exceptional Children 73, nr 4 (lipiec 2007): 475–87. http://dx.doi.org/10.1177/001440290707300405.

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Researchers investigated the relationship between parental attributions for children's disabilities and the quality of parent-child relationships, in both U.S. and Pakistani families. Parents of children with disabilities identified potential causes of the disability and rated their parent-child relationships. Factor analysis of the causal attributions resulted in 7 factors which became the subscales used to predict parent-child relationships. Findings indicate (a) Pakistani parents rated their relationships more negatively, (b) parents who rated “Something I Did” as an influential cause rated their parent-child relationships more negatively, and (c) parents who rated “Parent's Age” as an influential cause rated their parent-child relationships more positively. More important, parent education potentially could decrease self-blame and improve the parent-child relationship for the parents and the children.

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Rozprawy doktorskie na temat "Parent"

PERSON, KATHERINE. "Foster Parent Attitudes Toward Birth Parents and Birth Parent Visitation". CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/801.

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

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Dyke, Nathalie. "Devenir parent, étude d'entretiens avec 34 nouveaux parents". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65704.pdf.

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Nelson, Monica Leigh. "Parents' Perceptions About Parent Involvement in an Elementary School". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7413.

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

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Salamone, Christie A. Brestan Elizabeth V. "Examining the Parent Perception Inventory within the context of Behavior Parent Training". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/SALAMONE_CHRISTIE_35.pdf.

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McClure, Kelly Angela. "Parent involvement in a charter school: the persistence of traditional beliefs about parent participation". Thesis, Boston University, 2003. https://hdl.handle.net/2144/32802.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Previous research conducted in regular public and private schools has shown that parent involvement in a child's schooling is positively related to student outcomes (Henderson and Mapp, 2002). Though the creation of charter schools has purportedly expanded the possibilities for families to participate in their children's schooling, little is known about actual practices of parent involvement in charter schools. This case study explores the nature of parent involvement in a sixth- through twelfth- grade, urban charter school in order to verify and extend findings from research conducted in other school settings. The data come from surveys of and group interviews with faculty members, families, and students; observations of parent involvement events; and individual interviews with the school's founders. Two prevalent themes emerged from this study. The first reveals a sharp contrast between the founders' philosophical orientations with respect to home-school relationships and those of the families, students, and faculty members. The founders believe that the school and home are, and should be, distinct and separate institutions of support for student achievement and adolescent development. The second theme uncovered in this study concerns the faculty's citations of "cultural difference" as a key justification for why involvement at the school has proven challenging. The study shows that these perspectives shape the school's practices of partnership with families and that the philosophical and ideological positions taken by school personnel are best understood against a broader socio-historical context. The problems with parent involvement exhibited in this study are viewed as both a product of the underlying philosophical assumptions about school and family partnerships held by the founders, as well as a continuation of historically grounded patterns of home and school interaction as articulated by the faculty. The case study of this charter school verifies previous research and extends our understandings of home-school partnership into the new context ofthe charter school.
2031-01-01

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Krejci, Carol R. "Parent preference in parent-teacher conferences". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002krejcic.pdf.

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Wentland, Alicia A. "Parent assessment of parent education classes". Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002wentlanda.pdf.

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Woods, Philip A. "Parents as consumer-citizens : an investigation into parent governors". Thesis, Open University, 1995. http://oro.open.ac.uk/57610/.

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

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Woods, Philip Arthur. "Parents as consumer-citizens : an investigation into parent governors". n.p, 1994. http://ethos.bl.uk/.

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Wright, Julia A. "Parents' perspective of a home visiting parent education program". Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=68.

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Książki na temat "Parent"

(Canada), National Clearinghouse on Family Violence. Parent-child relationships: Parents. [Ottawa]: Health and Welfare Canada, 1993.

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Galeener-Moore, Laverne. Parent/Parrent biographical dictionary. Bowie, MD: Heritage Books, 1995.

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Canada. Health and Welfare Canada. National Clearinghouse on Family Violence. Parent-child relationships - parents. Ottawa: Health and Welfare Canada., 1993.

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ERIC Clearinghouse on Elementary and Early Childhood Education., red. Parent-teacher conferences: Suggestions for parents. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1999.

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Greenfield, Guy. The wounded parent: Hope for discouraged parents. Wyd. 2. Grand Rapids, Mich: Baker Book House, 1990.

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Parent as mystic, mystic as parent. New York: Riverhead Books, 1998.

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Spangler, David. Parent as mystic, mystic as parent. New York: Riverhead Books, 2000.

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Hornby, Garry. Parent to parent: Leaders training manual. Manchester: Hester AdrianResearch Centre, 1987.

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The empowered parent: How to parent without frustration, anger and guilt! Baltimore [Md.]: PublishAmerica, 2007.

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Ward, Jane. One parent plus: A handbook for single parents. London: Optima, 1989.

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Części książek na temat "Parent"

Maldonado, Laurie C., i Rense Nieuwenhuis. "Dual-Earner Family Policies at Work for Single-Parent Families". W The Palgrave Handbook of Family Policy, 303–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54618-2_13.

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AbstractThis chapter sets out to examine how family policies differently affect the poverty rate of single-parent families versus couples with children and also probes whether or not there is a premium—or penalty—for single parents. This is based on a literature review and analysis of a number of comparative family policy data infrastructures. Although single parents were found to benefit from child income support, parental leave, and ECEC, important differences were found. The evidence is strong that child income support as family benefits do in fact lower poverty for all families and especially for single-parent families. On the other hand, ECEC costs in many countries represent a larger share of their household budget compared to dual-earner couples. In countries with low replacement rates during parental leave, the income position of single parents on leave is substantially worse than among dual-earner parents in which one parent is on leave.

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Waltz, Mitzi. "Parent-Blaming, Parent Power and Research". W Autism, 121–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31015-7_7.

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McIntyre, Laura Lee, i Cameron L. Neece. "Parent Training". W Evidence-Based Practices in Behavioral Health, 467–92. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26583-4_17.

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Levesque, Roger J. R. "Parent Abuse". W Encyclopedia of Adolescence, 1964–67. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_349.

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Redding, Richard E., i Carrie F. Mulford. "Parent Training". W Encyclopedia of Adolescence, 1968–75. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_392.

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Crovisier, Jacques. "Parent Body". W Encyclopedia of Astrobiology, 1216–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-11274-4_1156.

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Hellwinkel, D. "Parent Structures". W Systematic Nomenclature of Organic Chemistry, 7–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56765-0_3.

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Barry, Tammy D., Rebecca A. Lindsey, Elizabeth C. Fair i Kristy M. DiSabatino. "Parent Psychopathology". W The Wiley Handbook of Disruptive and Impulse-Control Disorders, 275–89. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119092254.ch17.

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Capaldi, Deborah M., i Gerald R. Patterson. "Parent Depression". W Recent Research in Psychology, 59–77. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3562-0_5.

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Taylor, Ronald L., i Mary Lou Caldwell. "Parent Concerns". W Prader-Willi Syndrome, 83–92. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3854-6_7.

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Streszczenia konferencji na temat "Parent"

Sitoiu, Andreea. "Parental Education and the Need to Train Parents in 21st Century". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/32.

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The challenges of the 21st century impose on today's parent the need to take part in a new type of education, namely, parental education. This type of education takes into account the discipline of the parent, by providing relevant information on: the characteristics of children according to their age, parental typologies with the advantages and disadvantages of each, parenting strategies that ensure streamlining the parent-child relationship, as well as the obstacles encountered in the process of raising and educating the child. The multitude of information stated above, arouses the interest for training parents in the field of parenting, but also the need to implement training programs with a central theme, parental education. Following the application of a focus group interview, which was attended by eight parents whose children are part of primary school, it was found that they are aware of the shortcomings they have, but also of the mistakes they make as parents, concluding that a training program in the field of parental education would be a real guide for parenting. In agreement with the current society, a technological society, it is necessary to design and implement a training program that aims, on the one hand: issues related to parenting, on the other hand, issues related to technological resources, establishing the following objectives: to make some correspondences between the particularities of the children and the parental practices, in the technological era; streamlining the parent-child relationship in the digital age; openness to the use of digital tools; providing the necessary resources for an optimal adaptation of the parent to the digital age.

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Shcherbakova, Anna Mikhailovna, i Evgeniia Andreevna Vasil'kova. "Features of Inclusion Parents and Children with Autism Disorders in Productive Cooperative Activities". W International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98245.

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The article reveals the problem of including a parent and a child with autism spectrum disorder in cooperative activities using the example of two families participating in the research. The theoretical foundations of this problem and the practical results obtained at the first stage of the study by questioning parents, and also by observing the cooperative productive activities of the child and the parent during the drawing lessons. The question of the importance of parental involvement in the child's rehabilitation process is considered.

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Ramma, Yashwantrao, Ajeevsing Bholoa, Shobha Jawaheer, Henri Li Kam Wah, Sandhya Gunness, Khemanand Moheeput i Ajit Kumar Gopee. "Enacting the Teacher-Parent-Learner Nexus in Teaching and Learning Science using Technology". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6910.

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The teaching and learning of science have far-reaching curricular objectives which require teachers, students, and parents to be engaged in the teacher-parent-learner (TPL) nexus. During this endeavour, learners are guided to relate their prior knowledge to the science concepts (Grade 9, age group 13-14 years) during a home task activity under the supervision of their parents through an initial collaborative engagement (ICE) on the myptim platform (www.myptim.org). After finishing this activity, learners are invited to submit their work on the platform following their parents’ confirmation through the parent’s platform. In this paper, through an exploratory multiple case study involving six students and four parents, we present preliminary findings regarding the use of the myptim platform for the study of a lesson on ‘Measurement’. The empirical evidence collected through unstructured interviews with the participants indicates that the myptim platform is a promising technological pedagogical tool for the advancement of the teaching and learning of science, in particular, physics. This paper contributes to literature on technology integration through the perspective of teacher-parent-learner nexus.

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Wilson, K. D., i M. Tabatabaei. "Minimizing Parent-Child Effect in the Anadarko Basin Through Parent Recharges". W SPE Hydraulic Fracturing Technology Conference and Exhibition. SPE, 2024. http://dx.doi.org/10.2118/217818-ms.

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Abstract Recharging parents has been used as a technique in the Anadarko Basin to mitigate the parent-child effect since 2018. Usually, parent wells either don't return to their pre-infill rate or recover slowly after frac hits. On the other hand, the performance of the child directly adjacent to the parent can be negatively impacted by the presence of the parent and underperform other infills. Recharging a parent prior to completing the children not only can help the parent well recover to its pre-infill rate faster but also can help minimize the parent-child effect and improve the performance of the children, specifically direct offsets. Over time our recharge operations and design parameters have evolved significantly to increase the effectiveness and improve economics of the program. Many trials were performed to identify key design parameters that impact parent recovery post frac-hit. In addition, a robust analysis was done to quantify the effect of recharges on direct offsets. This paper presents several case studies of successful and unsuccessful parent recharges in the Anadarko Basin. We will review candidate selection criterion and discuss key parameters that optimize the recharge program to maximize the effectiveness on parent recovery and minimize the parent effect on the parent adjacent child wells. The key parameters that will be discussed are recharge volume, pump rate, magnitude of pressure depletion, distance between the parent and the direct offset, and completion design.

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Rzhanova, I. E. "Personality Traits Of Parents And Parent-Child Relationships". W ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.62.

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Hristova, Penka. "MEDIATION OF PARENTAL CONFLICTS - QUALITY PEACE INSTEAD OF QUALITY WAR". W THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2022. University publishing house "Science and Economics", University of Economics - Varna, 2022. http://dx.doi.org/10.36997/mdps2022.17.

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In this report, I lay out the concept of a new approach for addressing parental conflicts. We can recognize them by looking at the stark polarization of the many stands on the usage of parental responsibility and the regime of personal relations with the child. We are looking for the real needs of every parent, as well as the child's best interest. We explore the family as a system. When we help parents differentiate between their relationship as parents, and their relationship as partners, the type of communication that benefits the child becomes better.

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Walker, Craig, i Marianne Perie. "PARENT PORTAL: DELIVERING STUDENT PERFORMANCE INFORMATION TO PARENTS ONLINE". W 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1437.

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Marton, Kinga, i Alin Suciu. "Parallel ENT - ParENT". W 2009 Fourth Balkan Conference in Informatics. IEEE, 2009. http://dx.doi.org/10.1109/bci.2009.35.

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DICU, Adriana. "The co-parenting experience in the dissociated space of children with separated parents". W Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p195-200.

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Parental divorce is often a cause for mental disorders in children, by reason of the profound dislocation of the child’s mental coordinates. Results: Co-parenting relationships contain a set of involvement behaviours and the combined efforts of the two parents in the education, planning and life trajectory of the child. Hetherington and Kelly (apud. Luca, 2016) identify three types of co-parenting: conflicting co-parenting, which involves hostile interpersonal behaviours, cooperative co-parenting, in which parents prioritize the child’s needs and parallel co-parenting is the most common type and is the easiest to adopt by parents; it is characterized by the situation in which the two parents ignore each other, do not collaborate and do not coordinate their activities with the child. Both conflicting and parallel co-parenting prescribe poor models for developing the parent-child relationship and reflect low levels of parental competence. Prolonged conflictual co-parenting causes the emergence of emotional disorders in the child with dramatic long-term effects in terms of its developing personality.

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Phytanza, Diajeng Tyas Pinru, Sri Rizqi Widasari, Sukinah Sukinah, Rohmah Ageng Mursita, Rikrik Triwiaty i Edi Purwanta. "Parent Support Group (PSG) Approach for Parents of Children with Autism". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007052410061010.

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Raporty organizacyjne na temat "Parent"

Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima i Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.

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Namen, Olga, Emma Näslund-Hadley i María Loreto Biehl. Improving Early Childhood Development Outcomes in Times of COVID-19: Experimental Evidence on Parental Networks and SMS Messages. Inter-American Development Bank, styczeń 2022. http://dx.doi.org/10.18235/0003913.

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This paper presents novel evidence of an intervention to foster preschool students cognitive skills during COVID-19 pandemic. We conducted a policy experiment that provided preschool student parents with a SMS text message program to support student learning at home. Taking advantage of existing parent networks, we study the direct effect of being selected to receive the SMS text messages, and the spillovers of being part of a parent network. We show that after 15 weeks of intervention, SMS text messages increase student cognitive skills by 0.11 to 0.12 standard deviations. The effect is driven by an increase of parental involvement through the proposed activities. We find no evidence that information is transferred within parent networks.

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Askelson, Natoshia M., Elizabeth H. Golembiewski, Ann M. DePriest i Steven C. Williams. Parent School Breakfast Survey. Iowa City, Iowa: University of Iowa Public Policy Center, 2015. http://dx.doi.org/10.17077/cie3-adb1.

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Lavadenz, Magaly, Elvira Armas i Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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Askelson, Natoshia M., Elizabeth Golembiewski i Daniel Elchert. Iowa Parent School Lunch Survey. Iowa City, Iowa: University of Iowa Public Policy Center, 2013. http://dx.doi.org/10.17077/p68m-e0e3.

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Kuzma, John. Group parent training in Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2800.

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Munro, Eileen, i Marie Devine. TUSLA Parent Survey Overview Report. Tusla: Child and Family Agency, styczeń 2019. http://dx.doi.org/10.52516/yysg2365.

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Taylor, Sonja. Use of Role and Power in Parent-Teacher Relationships: Perceptions from the Parent Perspective. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2321.

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh i Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, sierpień 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.

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Crawford, Jane. An evaluation of parent education and parent group therapy as treatment components for child abusers. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2925.

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