ABSTRACT This study explored the issues around parents’ engagement in services at a therapeutic day school. The study site is located within an urban, Midwestern medical center in the United States (US) serving thirty-three students in grades kindergarten through 8th with emotional, social and behavioral disabilities. Parents are expected to be active participants in their child’s treatment and family sessions. However, there are instances where parental engagement is poor. To explore the dynamics underlying engagement, the research team conducted semi-structured interviews with parents of children enrolled in the day school. All parents and guardians with a child enrolled at the day school were eligible to participate (N = 32). All sessions were recorded, transcribed and the data analyzed in line with qualitative descriptive methods. Five overarching themes emerged from the data: the “long road” to a therapeutic school, parent’s view of their role, service utilization and engagement, discerning what parents value, and the journey continues. With a greater sense of parents’ perspective on treatment and expectation for involvement, the clinical staff plan on shaping strategies that improve parent engagement and ultimately student outcomes.

中文翻译：

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当育儿的道路比预期的更长时：检查父母在治疗性日间学校的经验和参与的旅程

摘要这项研究探讨了父母在治疗性日间学校参与服务的问题。研究地点位于美国（美国）的中西部城市医疗中心内，为33名幼儿园至8年级的情感，社会和行为残疾的学生提供服务。父母应积极参与孩子的治疗和家庭活动。但是，在某些情况下父母的参与度很差。为了探究参与的潜在动力，研究团队对入读日校的孩子的父母进行了半结构化访谈。参加日制学校就读的所有父母和监护人都有资格参加（N = 32）。记录，转录所有会话，并根据定性描述方法对数据进行分析。数据中出现了五个总体主题：通往治疗学校的“漫长道路”，父母对他们的角色，服务利用和参与的看法，辨别父母的价值观以及旅程的继续。随着对父母对治疗和参与期望的看法有了更大的了解，临床工作人员计划制定旨在改善父母敬业度并最终提高学生成果的策略。