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3Children from lower socioeconomic status (SES) households often face reduced educational opportunities compared to their more privileged peers. This study examined whether interactive homework assignments could help mitigate educational inequality by fostering non-instructive, positive parental involvement and enhancing students’ perceived support, motivation, and well-being. To assess the effects of interactive homework, a quasi-experimental study was conducted in twelve Dutch primary and secondary schools. Six interactive homework assignments were implemented in Years 5 to 8. Pre- and post-intervention surveys were completed by 1,364 students (Nintervention = 677, Ncontrol = 687) and 618 parents (Nintervention = 316, Ncontrol = 302). Students reported on their perceived parental support, academic motivation, and well-being, while parents provided information about their perceived role and self-efficacy in supporting their child’s education. Contrary to previous research, the intervention did not lead to any significant improvements in students’ perceived parental support, motivation, or well-being, nor in parents’ self-efficacy or role construction. The homework assignments did not produce effects in the hypothesised direction on the measured variables. These findings suggest that such interventions may require deeper contextual integration and more sustained implementation. Future research should explore culturally responsive, participatory, and context-sensitive approaches, particularly to engage families from lower SES backgrounds.
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In this article we provide the results of a review study on parental involvement in children’s education with a focus on the specific position of illiterate parents. Research results indicate that parental involvement in children’s education matters. It matters for their achievement, motivation and wellbeing at school. Over the last decade, parents and teachers are supposed to collaborate more andmore as partners in education. To establish these partnerships, the primacy is placed on teachers and schools as they are the professional partners. The results of our review study reveal different good practices to enhance parental involvement: from parent and teacher training programs to reorganization of the school structure and family interventions. When illiterate parents want to be involved in their children’s education, they are faced with many difficulties. Remarkably, the research findings on the involvement of illiterate parents appeared to be limited, in contrast with the resultsof our literature search on the topic of parental involvement in children’s education in general, which was very extensive. However, we have found some good practices to foster the involvement of illiterateparents in their children’s education.
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In Europe, about 20% of children are overweight. Focus on parental responsibility is an effective method in weight control interventions in children. In this
systematic review we describe the intensity of parental involvement and behaviour change aimed at parents in long-term European childhood weight control interventions.
We include European Union studies targeting parents in order to improve children’s weight status in multi-component (parental, behaviour change and nutrition) health promotion or lifestyle interventions. The included studies have at least one objectively measured anthropometric outcome in the weight status of the child. Parental involvement was described and categorized based on the intensity of parental involvement and coded using a validated behaviour change taxonomy specific to childhood obesity. Twenty-four studies were analysed.
In effective long-term treatment studies, medium and high intensity parental involvement were identified most frequently; whereas in prevention studies low intensity parental involvement was identified most frequently. Parenting skills, generic and specific to lifestyle behaviour, scored frequently in effective weight
control interventions. To list parental skills in generic and specific to lifestyle, descriptions of the included studies were summarized. We conclude that intensity
of parental involvement and behaviour change techniques are important issues in the effectiveness of long-term childhood weight control interventions.
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Background: The aims of this systematic review were to study the effectiveness of primary school-based physical activity, sedentary behavior and nutrition interventions with direct parental involvement on children’s BMI or BMI z-score, physical activity, sedentary behavior and nutrition behavior and categorize intervention components into targeted socio-cognitive determinants and environmental types using the Environmental Research framework for weight Gain prevention. Methods: In March 2018, a systematic search was conducted in four electronic literature databases. Articles written in English about effectiveness studies on school-based interventions with direct parental involvement targeting 4–12 year olds were included. Interventions with indirect parental involvement, interventions not targeting the school environment, and pilot studies were excluded. Study and intervention characteristics were extracted. Study quality and study effectiveness were assessed and effect sizes (Cohen’s d) were calculated for the outcome measures. Types of socio-cognitive factors and environmental types targeted were distinguished. Results: In total, 25 studies were included. Most studies on BMI or BMI z-score, physical activity and sedentary behavior found favorable results: 61.1%, 81.1% and 75%, respectively. Results regarding nutrition behavior were inconclusive. Methodological study quality varied. All interventions targeted multiple environmental types in the school and family environment. Five targeted socio-cognitive determinants (knowledge, awareness, attitude, self-efficacy and intrinsic motivation) of the children were identified. No consistent pattern was found between either type of environment targeted, number of type of environment targeted, or the child’s targeted socio-cognitive determinants and intervention effectiveness. Discussion: School-based interventions with direct parental involvement have the potential to improve children’s weight status, physical activity and sedentary behavior. Based on the results, it is recommended that school-based interventions with direct parental involvement target more than one EBRB, last at least one year, and focus particularly on the physical and social environment within both the school and the family environment
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Parents who grew up without digital monitoring have a plethora of parental monitoring opportunities at their disposal. While they can engage in surveillance practices to safeguard their children, they also have to balance freedom against control. This research is based on in-depth interviews with eleven early adolescents and eleven parents to investigate everyday negotiations of parental monitoring. Parental monitoring is presented as a form of lateral surveillance because it entails parents engaging in surveillance practices to monitor their children. The results indicate that some parents are motivated to use digital monitoring tools to safeguard and guide their children, while others refrain from surveillance practices to prioritise freedom and trust. The most common forms of surveillance are location tracking and the monitoring of digital behaviour and screen time. Moreover, we provide unique insights into the use of student tracking systems as an impactful form of control. Early adolescents negotiate these parental monitoring practices, with responses ranging from acceptance to active forms of resistance. Some children also monitor their parents, showcasing a reciprocal form of lateral surveillance. In all families, monitoring practices are negotiated in open conversations that also foster digital resilience. This study shows that the concepts of parental monitoring and lateral surveillance fall short in grasping the reciprocal character of monitoring and the power dynamics in parent-child relations. We therefore propose that monitoring practices in families can best be understood as family surveillance, providing a novel concept to understand how surveillance is embedded in contemporary media practices among interconnected family members.
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This article describes a study of adult children’s forgiveness processes following severe childhood parental injury. Consistent with the phenomenological tradition of qualitative research in-depth interviews were conducted with forty-eight participants in the Netherlands, Romania, and Israel to capture their lived experiences of recovery, using forgiveness, from early parental injury. Forgiveness, although an ongoing journey, brings with it important fruits. Study findings, including their various nation-specific nuances, are discussed in light of the existing literature on forgiveness processes. Implications of study findings for clinicians working with individuals to facilitate forgiveness of parentally inflicted wounds are considered. Child–parent forgivenessforgiveness-processqualitative researchinternational research
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Paper presentatie over onderzoek naar Online Parenting Support: guiding parents towards empowerment through single session email consultation.
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Several interventions have been developed to support families living with parental mental illness (PMI). Recent evidence suggests that programmes with whole-family components may have greater positive effects for families, thereby also reducing costs to health and social care systems. This review aimed to identify whole-family interventions, their common characteristics, effectiveness and acceptability. A systematic review was conducted according to PRISMA 2020 guidelines. A literature search was conducted in ASSIA, CINAHL, Embase, Medline, and PsycINFO in January 2021 and updated in August 2022. We double screened 3914 abstracts and 212 papers according to pre-set inclusion and exclusion criteria. The Mixed Methods Appraisal Tool was used for quality assessment. Quantitative and qualitative data were extracted and synthesised. Randomised-control trial data on child and parent mental health outcomes were analysed separately in random-effects meta-analyses. The protocol, extracted data, and meta-data are accessible via the Open Science Framework (https://osf.io/9uxgp/). Data from 66 reports—based on 41 independent studies and referring to 30 different interventions—were included. Findings indicated small intervention effects for all outcomes including children’s and parents’ mental health (dc = −0.017, −027; dp = −0.14, −0.16) and family outcomes. Qualitative evidence suggested that most families experienced whole-family interventions as positive, highlighting specific components as helpful, including whole-family components, speaking about mental illness, and the benefits of group settings. Our findings highlight the lack of high-quality studies. The present review fills an important gap in the literature by summarising the evidence for whole-family interventions. There is a lack of robust evidence coupled with a great need in families affected by PMI which could be addressed by whole-family interventions. We recommend the involvement of families in the further development of these interventions and their evaluation.
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Some forms of media use may negatively affect (pre)adolescents’ health, but little is known about the parent’s role herein. Therefore, an online questionnaire among 1,741 Dutch youngsters (10-18 years) explored, a) whether they use electronic media in a healthy manner – i.e., no media during bedtime; no smartphones while cycling; lowering headset volume; taking breaks during extended media use; and keeping an upright posture during extended use, b) whether these healthy manners vary with their gender, education level, age and use of media devices, and c) whether their healthy media use varies with their parent’s mediation. The analyses revealed that ‘only’ 11 to 30% of (pre-)adolescents use media in a healthy manner. Moreover, as expected, pre-adolescents (10-12 years), adolescents from higher education and girls were more apt to use media in a healthy manner, as were frequent users of smartphones. Finally, (pre-)adolescents who are restricted in media use by their parents and who co-use media together with parents were about two times likely to use media in a healthy manner than youngsters whose parents are not involved. These outcomes imply that healthy media use deserves more attention within the framework of media-literacy and parental mediation. Url van brondocument: https://cyberpsychology.eu/article/view/10694
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Background: While various factors contributing to delinquency have been explored, the role of self-esteem in this specific context has received little attention. Hence, this study aims to investigate the complex issue of adolescent delinquency in Iran by focusing on the mediating role of self-esteem in the relationship between parental attachment and delinquent behavior. Methods: Using the multistage cluster random sampling method, the research involved 528 high school students in Tehran. Each student completed validated scales assessing their parental attachment, self-esteem, and delinquency at school. Multiple regression analyses with the Sobel test and bootstrapping method were used to examine mediated effects. Results: The findings reveal that self-esteem significantly mediates the relationship between maternal attachment and delinquency (standardized coefficient = −0.0292; p = 0.04). Adolescents with secure maternal attachments tend to exhibit higher self-esteem, which reduces the likelihood of delinquent behavior. In contrast, paternal attachment did not show a significant mediating effect in this study. These results underscore the importance of cultivating secure maternal relationships and fostering positive self-esteem to address adolescent delinquency. Conclusion: The study suggests that targeted interventions that strengthen maternal attachment and boost self-esteem could effectively mitigate delinquent behaviors among Iranian adolescents. These interventions should prioritize the emotional support and value of secure maternal bonds as key factors in promoting healthy adolescent development.
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