Delivering Evidence-Based Parenting Support in Educational Settings

Autor/inn/en	Sanders, Matthew R.; Healy, Karyn L.; Hodges, Julie; Kirby, Grace
Titel	Delivering Evidence-Based Parenting Support in Educational Settings
Quelle	In: Journal of Psychologists and Counsellors in Schools, 31 (2021) 2, S.205-220 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirby, Grace)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2021.21
Schlagwörter	Evidence Based Practice; Parent Education; Parent Child Relationship; Parent Influence; Parenting Skills; Parent School Relationship; Children; Child Development; Program Implementation; Program Effectiveness; Cost Effectiveness; Barriers; Partnerships in Education + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Child; Kind; Kinder; Kindesentwicklung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Hochschulpartnerschaft
Abstract	Parent-child relationships influence learning throughout a child's formal schooling and beyond. The quality of parenting children receive has a major influence on their learning and developmental capabilities. Parental influence is important in the early years of life and extends throughout a child's schooling. Parenting has a pervasive influence on children's language and communication, executive functions and self-regulation, social and peer relationships, academic attainment, general behaviour and enjoyment of school. Schools can further enhance educational outcomes for students by developing the resources and expertise needed to engage parents as partners in learning. This can be achieved by delivering and facilitating access to a comprehensive system of high-quality, culturally informed, evidence-based parenting support programs. In this article, recent developments in the Triple P system of parenting support are used to illustrate how schools can develop a low-cost, comprehensive, high-quality parenting support strategy that blends universal components with targeted components for more vulnerable children. We identify potential organisational and logistical barriers to implementing parenting support programs and ways to address these. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01