Examining Frequency and Modality of Parent Engagement in an Elementary School Mental Health Intervention

Autor/inn/en	Kurian, Jennifer; Murray, Desiree W.; Kuhn, Laura; LaForett, Doré R.
Titel	Examining Frequency and Modality of Parent Engagement in an Elementary School Mental Health Intervention
Quelle	In: Journal of Applied School Psychology, 38 (2022) 1, S.74-93 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kurian, Jennifer) ORCID (Murray, Desiree W.) ORCID (Kuhn, Laura) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2021.1911896
Schlagwörter	Parent Participation; Parent School Relationship; Parent Role; Ethnic Diversity; Low Income Groups; Elementary School Students; Group Therapy; Meetings; Socioeconomic Influences; Attendance; Racial Differences; Minority Groups; Mental Health; School Health Services; Barriers; School Psychologists; Grade 1; Grade 2; Interpersonal Relationship; Homework; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parental role; Elternrolle; Meeting; Tagung; Sozioökonomischer Faktor; Anwesenheit; Rassenunterschied; Ethnische Minderheit; Psychohygiene; Schuleingangsuntersuchung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hausaufgabe
Abstract	School psychologists are encouraged to empower parents to be active partners in their child's education, including providing social-emotional supports. Typical parent engagement efforts involve trying to get parents to attend school meetings, which may overlook other ways parents can meaningfully support students. The current study examined engagement in a racially/ethnically diverse, predominantly low-income sample of parents of early elementary students participating in school-based group therapy. Most parents engaged in parent meetings, but approximately 20% engaged in other ways, including home activities. Lower income was associated with less frequent meeting attendance, while child racial/ethnic minority status predicted greater skill support at home. Therapist-parent relationship predicted meeting attendance. Results suggest that schools may enhance engagement by providing varied opportunities for parents. [For the corresponding grantee submission, see ED614468.] (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01