Conjoint Behavioral Consultation and Parent Participation: The Role of Parent-Teacher Relationships. CYFS Working Paper No. 2012-1

Autor/inn/en	Kim, Elizabeth Moorman; Sheridan, Susan M.; Kwon, Kyongboon; Woods, Kathryn E.; Semke, Carrie A.; Sjuts, Tara M.
Institution	University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Titel	Conjoint Behavioral Consultation and Parent Participation: The Role of Parent-Teacher Relationships. CYFS Working Paper No. 2012-1
Quelle	(2012), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Problems; Child Behavior; Problem Solving; Parent Role; Parent Participation; Student Behavior; Parent Teacher Cooperation; Parents; Teachers; Consultation Programs; Conflict Resolution; Elementary School Students + Suchen Sie Ihr Suchwort? Problemlösen; Parental role; Elternrolle; Elternmitwirkung; Student behaviour; Schülerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Eltern; Lehrer; Lehrerin; Lehrende; Fachberatung; Conflict solving; Konfliktlösung; Konfliktregelung
Abstract	Child behavior problems are a concern for parents and teachers alike and are associated with later academic and behavioral difficulties. Parents' participation in their children's schooling has been shown to help reduce problem behaviors over time. Research indicates that parents are more likely to participate in their children's schooling when parents have high quality relationships with teachers. One intervention aimed at improving children's behavior through enhancing both parents' participation in school and their relationships with teachers is Conjoint Behavioral Consultation (CBC; Sheridan & Kratochwill, 2008). CBC is a strength-based, structured, indirect model of service delivery wherein parents and teachers collaboratively participate in a problem-solving process to promote positive and consistent behavioral outcomes for children. Although it is clear that CBC improves the quality of parent-teacher relationships, the manner in which such relationships shape both "why" and "when" parents participate in children's schooling remains unexplored. The primary goal of this research was to investigate how the quality of parent-teacher relationships may exert an influence on the effect of CBC on parents' participation in problem solving by examining two possible pathways: mediation and moderation. The results of this study revealed that the quality of parent-teacher relationships acted both as a mediator and a moderator of the effects of CBC on parents' participation in problem solving. (Contains 2 figures and 2 tables.) [This paper was presented originally by the authors at the 2010 annual meeting of the American Psychological Association.] (ERIC).
Anmerkungen	Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site: http://www.cyfs.unl.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10