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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.

Positively engaging parents who have concerns about their children's schooling is a key part of effective educational leadership. The purpose of this paper is to use empirical research on complaint interactions and interpersonal effectiveness to develop and trial an assessment of principals' interpersonal effectiveness in challenging conversations with parents. The paper presents descriptive data about principals' level of skill in one such type of conversation.

A complaint scenario was written and an actor trained to play the role of the parent during a videotaped conversation with each of 30 newly appointed principals. The tapes were transcribed and assessed on six dimensions of interpersonal effectiveness. A code book was written which included definitions of each dimension, a five‐step progression on each dimension, coding rules and examples. The actor also provided ratings of the effectiveness of each principal.

The findings indicated that the principals were, on average, more skilled in advocating their own position than in deeply inquiring into and checking their understanding of the views of the parent. Many had difficulty respectfully challenging the parent's assumptions about the situation and reaching a shared understanding of what to do next.

The paper provides rarely obtained behavioural data about the interpersonal skills of school leaders and provides a strongly grounded theoretical framework for analysing these skills. Detailed suggestions are made about how further research can contribute to both the evaluation and development of the interpersonal skills required to achieve positive outcomes from challenging conversations.

The purpose of this paper is to examine the self-reported food skills, cooking confidence and practices amongst a sample of parents on the Island of Ireland (IOI) and to highlight jurisdictional similarities and differences between Northern Ireland (NI) and the Republic of Ireland (ROI).

Parents (n=363) on the IOI completed a questionnaire exploring confidence levels of food skills, cooking techniques executed and the identification of barriers which might impact on meal preparation. Non-probability convenience sampling was utilised.

The majority of parents (75 per cent) learned their basic cooking skills from their mother with home economics classes being the second most popular source of learning. There were a number of statistically significant jurisdictional differences. For example, when preparing dinners, NI parents were less likely to enjoy cooking and more likely to use processed foods such as breaded frozen chicken and jars of sauces than ROI (x²=56.167, df=1, p<0.001). Similarly, parents in NI were less likely to involve family members in meal preparation (x²=17.939, df=1, p<0.001). Parents in the ROI reported higher confidence levels than NI parents when cooking from basic ingredients; following a simple recipe and preparing new foods. Over half (51 per cent) of parents identified barriers to cooking with fresh ingredients as: time, cost, busy family life and limited facilities.

Findings indicate that parents would benefit from exposure to practical food skills intervention focussed on quick, nutritious family meals while simultaneously developing parents’ culinary skills and cooking confidence in home cooked meal preparation.

There is a lack of information pertaining to food skills and cooking confidence amongst parents on the IOI.

The purpose of this paper is to examine Conscious Discipline’s (CD) Parenting Education Curriculum (CD PEC), the parenting component of CD’s research-based social and emotional learning program. CD aims to change child behavior by changing how adults understand and manage their own behaviors and emotions. Researchers explored CD PEC’s association with improved parenting skills, parent–child relationships and child behavior and emotion management.

During pre- and post-site visits, parents in four Head Start programs completed the Attentive Parenting Survey (n=25) and interviews (n=19); and 20 staff were also interviewed.

Parents reported that CD PEC shifted their perspectives and practices for managing children’s challenging behaviors, improved parent–child relationships and resulted in decreased child behavior problems.

The study was correlational, based on self-report, and had a small sample with no comparison group.

This study supports CD PEC as a means of shifting parenting practices, relationships and child behavior by focusing on adult social-emotional skills and self-regulation.

This study provides preliminary evidence that addressing the social-emotional needs of adults is a viable step to helping children improve their social skills, emotion regulation and general behavior, which have all been linked to later academic and life success.

The paper studies improvements in parents’ emotion recognition and self-regulation before disciplining their children.

Socially disadvantaged parents often concentrate on providing for their children instead of stimulating them to learn because of their own low self‐efficacy as learning agents. This study describes the development and pilot evaluation of a programme designed to empower new immigrant parents in Hong Kong to assume active, systematic and confident roles to teach their pre‐school children learning skills. A needs assessment was conducted to guide the development of the programme, which was also informed by research evidence and community engagement. A pilot trial was conducted and qualitative data were obtained from the participating parents. Parents reported improvements in their children's motivation to learn and the parent‐child relationship. The research provided information on programme design, delivery and implementation strategies. It suggested important entry points to engage and empower parents to provide timely stimulation to their young children.

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.

Families referred to child welfare for maltreatment and neglect are frequently mandated to attend parenting programmes. Evidence‐based parenting programmes (EBPs) are under‐utilised or not delivered with fidelity for this population. The Incredible Years (IY) parenting programme is an EPB that has been proven to reduce harsh parenting, increase positive discipline and nurturing parenting, reduce conduct problems and improve children's social competence. There is also promising preliminary evidence that IY is an effective intervention for families involved in child welfare and for foster parents. This article describes how the updated IY parenting basic programme is delivered with fidelity to this population.

Various family problems have been identified as risk factors for juvenile delinquency. While providing training on skills (e.g., interpersonal relationship skills) to tackle these family problems, delinquency-prevention programs often overlook the fact that these training components fall under the umbrella of home economics education (HEE). Moreover, they often fail to see the relevance of the entire range of HEE (ranging from cooking, handyman work skills, financial management, to child development and interpersonal relationship skills) in reducing family problems. There is also a scarcity of research examining the relationship between HEE and these family problems.

To fill this void, this study explores the relationships between HEE and three key familial problems – conflict in marital/romantic relationships, ineffective parenting behavior, and family financial conditions. This study utilized data collected from a sample of adults (N = 280) with college or graduate education. Data were analyzed using ordinary least squares (OLS) regression models available in SPSS 26. F tests were used to evaluate the fitness of models.

The results show that HEE is significantly and positively associated with respondents’ use of negotiation in solving conflict in marital/romantic relationships. It also has a marginally significant and positive association with family financial conditions. Specifically, HEE on financial management is significantly and positively associated with family financial conditions. The author concludes that the role of HEE in reducing family problems deserves more research attention.

This study aims to explore whether parents perceive themselves as responsible for helping their teenage children (aged 13–17 years) cope with the persuasive effects of personalized advertising and the related process of online data collection. In addition, this study aims to examine how this parental responsibility is shaped.

A survey among parents (N = 354) of teenagers between the ages of 13 and 17 years was conducted.

Exploratory analyses showed that parents are highly concerned about their teens’ exposure to personalized advertising and online data collection, and that they consider themselves and the commercial companies behind these practices as responsible for protecting teenagers. Furthermore, the study showed that parents who believe that their children have higher levels of media skills presume less negative and more positive influences of personalized advertising on their children. The presumed negative influences increase parental concerns and responsibility, while presumed positive influences decrease parental concerns and responsibility.

Most previous studies on personalized advertising and online data collection were conducted among the teenagers themselves or discussed the regulatory framework concerning this topic. This study, however, focuses on one of the most important socialization agents that could help teenagers cope with these practices. To the best of the authors’ knowledge, this is one of the first studies to examine parents’ views regarding personalized advertising targeting teenagers and it provides insights in how parents perceive their own responsibility.

The main purpose of this study was to develop and test an employability scale in a Chinese context. Moreover, the authors investigated how socioeconomic status indicators (education and occupation of parents, household income and hukou, i.e. household registration location) affect the endowment and development of adolescents' employability skills in China.

Data were collected via paper-based surveys from 1,146 vocational school students in rural and urban areas in China at two points in time one year apart. The authors developed a scale to measure employability skills in China and conducted general linear modeling to test the hypotheses.

The findings indicate that adolescents whose parents have more education, highly skilled occupations, relatively affluent household income and urban hukou are more likely to attain higher employability skills than those from lower socioeconomic status backgrounds. Moreover, adolescents with these background characteristics tend to improve their employability skills more than those without such characteristics. This suggests that social capital may further widen the inequality gap among adolescents.

The framework of employability skills focuses on the general basic transferable employability skills of vocational students. Future studies could develop measures of employability skills for college graduates and widen the measurements of social capital based on the study’s findings. The findings suggest that higher education institutions should be encouraged to integrate resources to improve education inequality between rural and urban regions to the disparity in adolescents' employability skills development.

Building on Western frameworks, the study defines and develops an employability scale in the Chinese context that can be a practical measurement tool for researchers, educators and policymakers. The authors investigated the endowment and development of employability skills in relation to social capital. Exposure to social capital tends to affect an individual's skills and capability development at an early stage, and in the long term, this calls attention to access to quality education between rural and urban youth.