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.

摘要

鼓励学校心理学家让家长成为孩子教育的积极伙伴，包括提供社会情感支持。典型的家长参与工作包括试图让家长参加学校会议，这可能会忽略家长可以有意义地支持学生的其他方式。当前的研究调查了参与以学校为基础的团体治疗的早期小学生父母的种族/民族多元化，主要是低收入样本。大多数家长参加家长会，但大约 20% 的家长以其他方式参与，包括家庭活动。较低的收入与出席会议的频率较低有关，而儿童种族/少数族裔的地位预示着在家中获得更多的技能支持。治疗师-父母关系预测会议出席率。