Family Advocacy: The Parent/Professional Team.

Autor/inn/en	Hinman, Linda K.; Reynolds, Patricia J.
Institution	Central Intermediate Unit 10, Philipsburg, PA.
Titel	Family Advocacy: The Parent/Professional Team.
Quelle	(1992), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Communication Skills; Elementary Secondary Education; Models; Parent Child Relationship; Parent School Relationship; Self Concept; Sensitivity Training; Skill Development; Staff Development; Teamwork + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Kommunikationsstil; Analogiemodell; 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; Selbstkonzept; Sensitivitätstraining; Kompetenzentwicklung; Qualifikationsentwicklung; Personnel development; Personalentwicklung
Abstract	The purpose of the project reported here was to develop a model of strategies to facilitate parental access to schools and educational services and to increase parental understanding of school district procedures and practices. Other objectives of the project were as follows: improve participating parents' communication skills and self-confidence; increase parents' awareness of the effect of their expectations, attitudes, and involvement on their children's success in school; increase the sensitivity of teachers and other professionals regarding parents' apprehension about interacting with the school system; and increase educational interaction between parents and children. Educational professionals and human service agency staff identified and recruited 36 parents of special needs and at-risk children enrolled in the Keystone Central School District in Pennsylvania. A parent advocacy curriculum was developed and coordinated with workshops and classes already meeting at the local development center for adults. In the professional segment of the project, meetings were held with school professionals for the purpose of increasing their awareness of parent-teacher interaction issues, identifying issues they felt should be addressed in the parent classes, and gaining input on improving parent-professional interaction. Parent feedback regarding the project has been positive, and a project implementation manual has been developed. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC