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Worldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.

An explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.

A conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.

Participants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.

The social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.

The study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

Reports the findings of a qualitative study investigating the interactions relating to special education between principals and parent advocates. Specifically focuses on variations in perspectives among the principals and parent advocates on disability, special education and inclusion. Places a particular emphasis on exploring the perceived power imbalances in decision‐making processes and in incompatibility or conflict among values and interests. Data collected through a series of individual interviews and group dialogues involving both advocates and administrators, reveal how the participants define and manage their respective professional roles as they engage with one another in resolving ethical dilemmas in special education. The findings provide rich illustrations of shared decision‐making processes, alternative knowledge and understandings of special education and disability, and more politicized forms of parent involvement. These dialogical interactions also reveal the inequities, power imbalances and politics within organizational arenas that promote conflict. Proposes democratic, critical, and collaborative approaches to interactions as appropriate processes for managing such conflict.

The purpose of this paper is to measure the direct and indirect influences of locus of control on the communication patterns of Jordanian Muslim parents in the marketplace activities that directly influence their children’s consumption behaviour. The validity of locus of control components within the context of consumer socialisation and cultural perspectives has been taken into account before testing the hypotheses.

A total of 400 self-administered questionnaires were distributed to Muslim parents via their children aged from 8 to 12 years in 12 public schools that were randomly chosen from different areas of Amman metropolitan-Jordan. The principal component analysis, confirmatory factor analysis, paired sample t-test, the multiple regression analysis, and the bootstrapping test using structural equation modelling were used to validate the model’s constructs and to test the research hypotheses.

The communication patterns of Jordanian Muslim parents are more likely to be influenced by the high and low beliefs in the chance, whereas the highest degree of the indirect influences is associated with Muslims’ belief in powerful others.

It measured the mediation of socio-orientation, but neither concept-orientation nor the simultaneous interventions of the two dimensions were taken into consideration. The solicited sample has been relied on parents’ responses. Future research considering mothers-fathers, mothers–adolescents or fathers–adolescents dyadic perspectives may disclose the convergence and divergence among Muslim family members to better understanding the mediation process.

The local and global marketers may segment the Jordanian market into consensual, pluralistic and protective Muslim consumers; rely on reference groups on their promotion campaigns, as the Muslim parents in Jordan are more influenced by the powerful others; and use the concept of chance positively in their promotion campaigns.

Based on rigorous methodology, this is the first study that measures the direct and indirect influences of locus of control on the communication patterns of Jordanian Muslim parents in terms of marketing milieu and collectivist cultures.

This paper attempts to explore why adult progeny initiate progeny–parents family travel, how two generations interact and deal with intergenerational conflicts during travel and how they evaluate their travel experiences from the perspective of filial piety.

Based on in-depth interviews with both parents and their adult progeny, it is found that “repayment” or “compensation” of filial piety is the most important driving force to family travel with parents, and in many cases an adult child exhibits “overspending” by showing filial obedience. On the other hand, parents occasionally utilize filial piety as cultural resources to fulfill their personal goals and to evaluate their interactions with adult children. Finally, the authors offer an exploratory explanation to why filial generation has a relatively low evaluation while parent generation has a higher evaluation of family trip.

The authors suggest that future study in this particular area should attach much more importance to the “filial piety tool boxes” paradigm, which is in parallel with the paradigm of “concept (values) affecting behavior”.

The contribution of this study is to investigate the family travel process of “taking the elderly people to travel” from the perspective of interaction and filial piety.

The purpose of this paper is to provide knowledge on barriers to preventive action on early childhood overweight in non-western migrant families. It investigates the underlying understandings of the parental role in relation to weight control present in health-care professionals and in families.

The study is based on qualitative interviews with parents who are engaged in interventions aimed at helping them and their children to adopt a healthier life style, and on interviews with health-care professionals.

This study shows that the participating parents, all low SES and living under different forms of insecurity, perceived their parental task for the present as creating well-being for their children, and they were, therefore, reluctant to enforce dietary changes. The health-care professionals, in contrast, considered the need for change through a perspective on future risks.

The results are based on a rather small sample and the link between insecurity, family dynamics and health practice needs further research.

The participating parents represented a group that is rarely included in scientific research and the study, therefore, contributes valuable knowledge on health behavior in ethnic minority families. The empirical analysis provides new insights for health professionals regarding the suitability of the universal model of parental feeding styles. It illuminates the implications of implicitly applying this model in health interventions which involve vulnerable categories of parents such as refugees to western societies.

This paper aims to explore parent and school leader partnerships to engage high poverty and minority families against the backdrop of transformative educators fulfilling federal policy advice on parent involvement in schools. Policies encouraging school and home collaboration are considered in an urban school district.

Qualitative methods explore perspectives of parents and educators regarding parent engagement supporting student advancement. Data collection includes individual and group interviews, document analysis and observations.

Findings suggest that federal policy encouraged collaboration between parents and educational leaders. District initiatives contextualized parent involvement models of school home collaboration. Parents believe parental engagement is essential for student advancement but are uncertain about how to participate. Opportunities exist for transformative leadership in the district and schools.

Research implications suggest that policy can be a catalyst for parent involvement activities. Parents learn that opportunities exist for them to support children in schools and that educational leaders can be partners and advocates. Understandings are extended for educational leaders regarding parents as collaborators supporting students. Finally, policy makers are urged to be mindful in crafting legislation about school home partnerships.

This paper fills literature gaps about parent and educational leader collaboration in advancing parental involvement. Educational leaders are in prime positions to cultivate trusting linkages with high poverty and minority parents by sharing advocacy for students. Transformative educational administrators who strive for equity in schools can further school home alliances. Policy can present opportunities for educators to embrace parental involvement.

The developmental, individual-difference and relationship (DIR)/Floortime^® approach is a commonly used parent-implemented intervention with children with autism spectrum disorder (ASD). Currently, no evidence is available about the intervention’s implementation and utility in Malaysia. The aim of this paper is to investigate the applicability and impact of implementing the parent-implemented home-based DIR/Floortime^® intervention program for children with ASD and their parents in a Malaysian context from parents’ perspectives.

A qualitative study using semi-structured interviews with eight mothers and four fathers of children with ASD was conducted. The interviews were analysed using qualitative content analysis.

Five themes were developed. Theme 1 described the implementation of DIR/Floortime^® intervention; Theme 2 reported challenges parents faced when implementing the intervention; Theme 3 explored parents’ perspective on play; Theme 4 explained the improvements and changes in children with ASD and parents’ abilities and skills; and Theme 5 reported parents’ comments and suggestions about the intervention program.

Involvement of a limited number of participants and an absence of baseline data limits the interpretation of the impacts of the DIR/Floortime^® program’s implementation by parents with their children with ASD.

Utilization of DIR/Floortime^® intervention is practical and appropriate in the Malaysian context. From the parents’ perspective, the DIR/Floortime^® approach was beneficial for children with ASD and parents’ skill development and well-being. Further refinement to the program and involvement of participants from various cultural backgrounds are recommended. A greater emphasis for parents on child-led interaction style and play with children are also recommended.

The purpose of this paper is to explore the transition to and early experience of secondary school for students with autism from the perspective of their parents. It aimed to gather the parents’ personal accounts of their views of the transition experience for their child and of their perceptions of both the positive and the negative factors inherent in the process of transition. There was an emphasis on seeking useful information for others from the parent’s perception, views and choices.

As parents were reporting on their own perceptions and also their child’s experiences, a qualitative exploratory descriptive method was required. Thematic analysis was used as a pragmatic method to report on the experiences, meanings and the reality of the transition to secondary school from a parent’s perspective (Braun and Clarke, 2012).

A variety of supports and strategies were described, parents were unanimous in their emphasis of the importance of communication to them. Parents were concerned about secondary schools not fully understanding the nature of autism, and the impact this can have on their child as an individual. Despite differing perceptions and views on the purpose or end product of secondary educations for their child, all the parents communicated a desire for their child to reach their potential and make progress within the secondary school system.

This was a small qualitative study with a self-selected group of parents in the Republic of Ireland, with fathers underrepresented. It did not take any account from any other stakeholders or the students themselves.

Parents would benefit from more practical support and communication during this time in the child’s education. Their recommendations and personal experiences may serve as a useful reference point for parents preparing for this time in their child’s school life.

The study highlights the need to better understand how children with autism can be supported in making social attainments and connections within mainstream secondary schools in Ireland.

There is a small body of knowledge related to the secondary school experience for students with autism. It contributes the parental perspective and highlights areas for further research and practice.

Aims to investigate parental perspectives of the influence of the media, peers and parents on a child's perceptions of healthy food products.

Quantitative analysis was conducted, using the results from 143 questionnaires, collected through a randomly selected primary school in Dundee.

A positive significant relationship was found (p=0.006) between parents being aware of the health impact of fatty foods and purchasing healthy food products both for themselves and for their children. With regard to the influence of the media the research found a positive significant relationship (p=0.004), between the influence of adverts on children and the pestering and giving in of parents in the supermarket. The aspects of the influence of peers found that 44 per cent of parents believed that peer pressure influenced a child's demands for healthy food with 60 per cent of parents stating the influence of peers on a child's demands for junk food. No significant relationship was found, however, on peer influence and parental yielding. In the final aspect, that of parental influence, no significant relationship was found between pester power and parental yielding.

This was an exploratory study and carries the limitation of generalisability as it was conducted solely in one primary school in Dundee. Any further research should contrast perspectives from other UK cities and develop research into the family dynamics and education.

It is suggested that the media have a significant influence on a child's demands for junk food, which emphasises the importance of using the media to encourage children to eat more healthily. Further the paper provides insight into influencing factors, suggesting that advertising can play a prominent role in influencing children's eating habits.

This paper is helpful to both academics and practitioners in the field of marketing and food marketing. The paper provides some insight into parental perspectives of the influence of the media, peers and parents themselves on a child's healthy eating habits.

This study aims to explore the performance measurement of Sino‐Japanese joint ventures (JVs) by linking the relationship among subjective and objective methods, measure approaches, perspectives of parent firms and IJV general managers, and the impact of national culture. Using a sample of 76 Sino‐Japanese JVs, the findings are as follows: (1) foreign parents and JV general managers evaluate JV performance using four approaches (i.e., economic, strategic, behavioral, and learningV; (2) There are significant correlations among the four approaches; (3)Learning approach is found significantly different between the Japanese parent firms and JV general managers; (4) National culture has influence on JV performance.