Postponing Sexual Involvement Parent/Guardian Survey 2002

The Postponing Sexual Involvement Program is an educational curriculum designed to help teenagers learn to cope with and resist social and peer pressures to become sexually active at inappropriately early ages

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

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

State and Local Report Cards: Action Guide for Parents and Communities

NCLB Action Briefs, a project of Public Education Network (PEN) and the National Coalition for Parent Involvement in Education (NCPIE), are designed to keep community and parent leaders up to date on various provisions of NCLB.The action briefs are written in easy-to-use language focused on specific sections of the law and include pertinent regulations, a glossary of terms, action steps, and additional resources.The No Child Left Behind Act of 2001 (NCLB) was signed into law on January 8, 2002; it is the current name for the Elementary and Secondary Education Act (ESEA) passed in 1965. The law comprises nine titles and over 50 different programs, the largest of which is known as Title I. Title I supports school districts educating low-income students through federal funds and programs, and includes many opportunities for parent and community involvement

The Relationship Between Mother\u27s Level of Education and Parent Involvement

Despite an extensive body of literature on the relationship between parents’ education and a child’s academic outcomes, there is considerably less research into the factors that influence parent involvement. The purpose of this study is to examine the correlates associated with parent involvement with their child inside and outside of school. I use Pierre Bourdieu\u27s theory of the Forms of Capital and Habitus, specifically focusing on cultural capital, to frame my analysis. I use data from the 2007 National Household Education Survey of Parent and Family Involvement (n=10,628), a nationally representative sample, to examine if mother’s level of education is associated with different dimensions of parent involvement. I examined six dimensions of parent involvement: parent involvement at school, parent volunteering, cultural activities, cultural outings, group activities, and homework help. Mother’s level of education was significantly associated with all types of involvement except homework help

Program for Education and Enrichment of Relational Skills: Parental Outcomes with an ADHD Sample

The goal of the current study was to examine the effect of PEERS®, a 14-week parent-assisted friendship-building program for adolescents with ADHD, on parental functioning, quality of the parent-adolescent relationship, and family functioning. Participants included 25 parents (19 mothers, 6 fathers) of adolescents with ADHD. Families completed the Program for the Education and Enrichment of Relational Skills (PEERS®; Laugeson & Frankel, 2010). Measures of parenting stress, parental efficacy, parent-adolescent communication, parent-adolescent involvement, causal attributions for negative social interactions, and family chaos were completed by parents at pre and post-treatment. Parents demonstrated statistically significant improvements in parenting stress and parent-adolescent communication and marginally statistically significant improvement in parental efficacy. Parents also demonstrated statistically reliable change in measures of parenting stress, parent-adolescent communication, parent-adolescent involvement, and family chaos. Overall, these findings demonstrate the benefit of PEERS® at improving parental functioning, quality of the parent-adolescent relationship, and family functioning for families of adolescents with ADHD

The Effects of Income, Gender, Parental-Involvement on the Education of Children with Single-Parent and Step-Parent Families

This literature review examines the findings of various authors on the topics of family structure and educational success. By examining the dynamics of income, gender, and parental involvement within both single-parent and step-parent families, we are able to better understand how those three dynamics vary between both single- and step-parent families and may cause differences academically for children living in those family structures. Reviewing the literature, we are able to determine that there are differences between single- and step-parent families in terms of income, gender, and parental involvement. Unclear though, is whether or not, over time, it is most beneficial to a child’s academics to have a step-parent in addition to their one biological parent, or if that parent should remain single. Further research is needed on this topic in order to be better implicated into society by means of parental awareness, or mentoring programs within schools and communities

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

The Role of Primary Schools in Soliciting Parent Involvement in Hulu Langat District

This exploratory study examined the role of primary schools in soliciting parent involvement in the Hulu Lanqat district. The role of primary schools was identified via the types of parent involvement activities organised by the schools, and the perceptions of headmasters and teachers on their roles in soliciting parent involvement. The extent of parent involvement in the various activities; the constraints and barriers faced by schools and the perceptions of the headmasters and teachers on the desired extent of parent involvement were also examined. Poportion a testratified cluster sampling was used. to select the subjects. Sample consisted of 119 respondents which comprised 18 head masters, 18 senior assistants (HEM) and 83 teachers who were PIBG committee members. Two sets of instruments were employed. Descriptive statistics using frequency counts and percent ages were used to analyse the data