Relational Factors Influencing Parents' Engagement in Special Education for High School Youth With Emotional/Behavioral Problems.
This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal...
| Publicado en: | Behavioral Disorders Vol. 45; no. 2; pp. 103 - 117 |
|---|---|
| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Feb2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=140999484&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 140999484 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Feb2020 vid: 45 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 140999484 140999484 140999484 10.1177/0198742919883276 140999484 ppf: 103 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Relational Factors Influencing Parents' Engagement in Special Education for High School Youth With Emotional/Behavioral Problems. aug: au: Carlson, Ryan G. Hock, Robert George, Melissa Kumpiene, Gerda Yell, Mitch McCartney, Esther D. Riddle, David Weist, Mark D. affil: University of South Carolina, Columbia, USA sug: subj: Parental Attitudes Education, Special Collaboration Learning Environment Students, High School Affective Disorders Child Behavior Disorders Human Maternal Attitudes Paternal Attitudes Semi-Structured Interview Qualitative Studies Audiorecording Parenting Communication Parent-Child Relations Academic Performance ab: This study examined the relational factors influencing school engagement for parents of high school youth with emotional/behavioral disorders. Fourteen parents of high school students (12 mothers, two fathers) who received special education services participated in semistructured interviews. Formal qualitative analyses of audiotaped phone interviews revealed some positive and some negative experiences by parents, the importance of coparenting to increase supportiveness to their child (and dimensions of effective coparenting), and recommendations from them for improving family engagement processes. In general, parents appreciated and recommended proactive and positive communication and collaboration with school staff emphasizing student strengths, being genuinely and meaningfully involved in the Individualized Education Program (IEP) process, with adequate time allowed for this involvement, and for staff to be organized and engaged in working with them. Findings are discussed in relation to ideas for practice and policy enhancement, and future research directions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|