Pengaruh Mindful Parenting Terhadap Parental Involvement Melalui Penurunan Stres Pengasuhan pada Orang Tua dengan Anak Berkebutuhan Khusus

Parental Involvement sangat dibutuhkan oleh anak berkebutuhan khusus dalam kehidupan sehari-hari. Parental involvement dipengaruhi oleh keadaan psikologis orang tua. Apabila orang tua memiliki masalah stres pengasuhan, maka akan berpengaruh pada keterlibatannya dalam pengasuhan anak. Tujuan penelitian ini yaitu mengetahui pengaruh mindful parenting terhadap parental involvement melalui penurunan stres pengasuhan. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain randomized pre-post test control group design. Teknik pengambilan subjek menggunakan purposive sampling. Instrumen yang digunakan untuk mengukur parental involvement yaitu PIQ (Parent Involvement Questioner), sedangkan untuk mengukur tingkat stres pengasuhan menggunakan Parenting Stress Index Short Form (PSI-SF). Analisa data menggunakan metode non-parametrik yakni uji wilcoxon, mann whitneyy, dan uji Kendall’s Tau-b. Hasil analisis data uji wilcoxon nilai Z stres pengasuhan -1.000, nilai p (0.028<0.05) dan nilai Z parental involvement -2.207, nilai p (0.027<0.05). Sedangkan untuk uji mann whitneyy nilai Z stres pengasuhan -2.898, nilai p (0.004<0.05) dan nilai Z parental involvement -2.939, nilai p (0.003<0.05). Penelitian ini menunjukkan bahwa mindful parenting dapat menurunkan stres pengasuhan sehingga meningkatkan parental involvement pada orang tua dengan anak berkebutuhan khusus

Parent, student and teacher beliefs about parental involvement in a child's learning : a mixed method study : a thesis presented in partial fulfilment for the degree of Masters of Education (Educational Administration and Leadership), Massey University, New Zealand

Parental involvement in a child’s learning has a positive impact on a child’s academic success and emotional wellbeing, yet there are differing views about what this entails (Lewin & Luckin, 2010; Selwyn, Banaji, Hadjithoma-Garstka, & Clark, 2011; Schnee & Bose, 2010). This study researched how parents, senior primary students and teachers in three New Zealand primary schools perceived ‘parental involvement in learning’ and the factors that influenced involvement. An explanatory sequential mixed methods research design was used so an understanding of the differing definitions could be gathered before they were explored in more depth in the qualitative stage of the study. The findings of the study revealed that each group understood ‘learning’ differently and that these differences influenced their definitions of ‘parental involvement in a child’s learning’. These definitions of learning shaped the actions teachers acknowledged, or valued as parental involvement, helping to create a teacher discourse of under involved parents that was not reflected in the parental data. Possible suggestions for practice and further research are explored in the study

The Historical, Jurisprudential, and Empirical Wisdom of Parental Responsibility Laws

The parent-child relationship is woven deep within historical and contemporary culture, but strong retributive ideals have led to blaming parents because of their presumed vicarious role in juvenile crime. The current article will discuss the history, forms, legal challenges, and empirical research related to parental involvement laws in the United States. The parent-child relationship provides the historical framework behind the separate juvenile justice parens patriae system; however, with the juvenile justice system not as successful as originally imagined, blame has shifted to the parents. We examine the potential constitutional implications of enacting and enforcing parental involvement statutes and ordinances and also the potential efficacy of parental involvement laws in reducing juvenile delinquency. In addition, we propose empirical research to test the underlying assumptions about blame made by parental involvement laws

“Wading Through Water” - Parental Experiences Of Their Child’s HE Choice Process

In an increasingly marketised and competitive UK HE environment understanding the student decision-making process has become very important. At the same time, there has been an increase in parental involvement in this choice amongst certain groups of parents. This paper examines parental accounts of their experiences and involvement in their child's HE choice process. It finds that the choice process is experienced as a form of parenting. Participants described their efforts in trying to get their child to talk to them and to achieve a balance in terms of their involvement and that of the child. This idea of relationships impacting on the choice process is one which is almost entirely missing from the choice literature and warrants further investigation. In this paper, parental experiences are examined relating to the literature on choice and student and parental decision-making within HE. The research adopts a qualitative phenomenological approach with parents focusing in detail on their actual experiences and on aspects of importance to them. HEIs should be wary of over-estimating the choice processes which students and their parents engage in and of assuming that parental involvement leads to a more thorough process

Forming collaborative parent-teacher relationships to increase parental involvement

This document reviews and summarizes the importance of parentteacher relationships and parental involvement in education. Both benefits and barriers will be discussed. Strategies and plans are provided as suggestions for teachers working with diverse populations. The importance of collaborative relationships and parental involvement are discussed for parents and teachers of children who are deaf or hard of hearing

Amor y Apoyo: Lecciones de Latinx Families in Nourishing Resilience to First and Second-Generation College Students

The present qualitative study aims to understand how Latino/Hispanic herea er referred to as Latinx, parent involvement is different or similar among first- and second-generation college students in how they experience higher education and how parental education impacts the use of student support services. Hence, supporting Latinx student retention by developing university and parental relationships. Second-generation college students and Latinx parents were unable to be included in the study because of their scarcity or hesitation of participating. Therefore, participants included a convenience sample of six first-generation undergraduate students from a 4-year institution. Semi-structured interviews were conducted to obtain their stories of parental involvement and student involvement. Results suggest that (1) first-generation college students experience a hands-off involvement from parents, however, they enjoyed the freedom this brought, (2) Latinx parents might have a misunderstanding of college student identity, and (3) students expressed a desire to have their parents learn about and understand mental health. Implications of findings include universities creating more resources to support Latinx students’ mental health, as well as earlier school outreach for Latinx parent involvement to better inform them about the college lifestyle