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1 – 10 of over 5000Vincent La Placa and Judy Corlyon
– The purpose of this paper is to review the current evidence base on barriers to inclusion and successful engagement of parents in mainstream preventive services.
Abstract
Purpose
The purpose of this paper is to review the current evidence base on barriers to inclusion and successful engagement of parents in mainstream preventive services.
Design/methodology/approach
Evidence was generated using a narrative review which uses different primary studies from which conclusions are produced into holistic interpretations. It provides an interpretative synthesis of findings based upon an exhaustive inclusion and exclusion criteria and systematic selection of literature.
Findings
The paper identifies barriers to successful engagement as: structural; social and cultural; and suspicion and stigma. In terms of successful engagement, it identifies personal relations between staff and service users, practical issues, service culture, consultation, information and targeting, service delivery, and community development and co-production approaches.
Research limitations/implications
The paper demonstrates that the evidence base is limited and not adequately theoretically grounded. It argues for more research based within a pragmatic approach, which is more theoretically and epistemologically informed.
Practical implications
The paper demonstrates that more theoretically and epistemologically informed research needs to be addressed in order to design mainstream services on behalf of service practitioners and researchers.
Originality/value
Such an approach would assist policy makers and practitioners to develop interventions to reduce potential barriers and facilitate successful engagement and is grounded within users’ experiences. It would also reflect the complexity of working within a late modern environment, attend to the multiple needs of users, and address the complex layers intrinsic to the construction and reproduction of services, as well as widening the current evidence base.
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Gráinne Hickey, Yvonne Leckey and Sinead McGilloway
Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused…
Abstract
Purpose
Parenting programmes are increasingly a feature of services and policies aimed at improving outcomes for children and families and tackling inequality, yet they remain underused. This study aims to assess parent engagement and retention in the parent and infant (PIN) programme – a universal, multi-component intervention designed to support parents from birth to when their children reach two years of age. The programme can be tailored to parent/community needs but also includes standardised core elements including two Incredible Years parenting programmes. Programme provider perspectives on recruiting and supporting participation were also explored.
Design/methodology/approach
A mixed methods study was conducted involving parents (n = 106) and programme providers involved in the PIN programme. Logistic regression analyses were used to assess the impact of participant demographic characteristics on the likelihood of programme engagement and attendance. Semi-structured interviews explored facilitators’ experiences of parent recruitment and engagement, as well as barriers and facilitators of parental attendance.
Findings
First-time mothers were more likely to initially enrol in the PIN programme than younger or lone parents. However, older age and married/cohabiting status were the strongest predictors of attending at least one-third of programme sessions. Qualitative findings highlighted the importance of relationship building and connection in supporting participant recruitment and engagement. Practical and psychological barriers to programme participation are also described.
Originality/value
The findings shed light on factors that influence engagement and attendance in universal, early parent support programmes. Barriers to parent engagement are multi-layered and tailored strategies to promote uptake of parenting programmes are needed.
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Grace Spencer, Philip Hood, Shade Agboola and Catherine Pritchard
Children’s health and life chances are affected by many factors, with parents and schools holding influential roles. Yet relatively little is known about parental engagement in…
Abstract
Purpose
Children’s health and life chances are affected by many factors, with parents and schools holding influential roles. Yet relatively little is known about parental engagement in school-based health education and specifically, from the perspectives of health and education professionals. The purpose of this paper is to examine professionals’ perspectives on parental engagement in school-based health education.
Design/methodology/approach
An exploratory qualitative study was conducted with ten health, education and local authority professionals from a socio-economically deprived area in England. Semi-structured interviews explored the role of professionals within the school health curricula, roles that parents played in school health, and barriers and enablers to parental engagement in school health education.
Findings
Reported barriers to engagement related to assumptions about parents’ own health behaviours, impacts of funding and inspection regimes, and protected time for health within the school curriculum. Enablers included designated parental support workers based in the school, positive role modelling by other parents, consultation and engagement with parents and a whole school approach to embedding health within the wider curriculum.
Practical implications
Findings from this study suggest the importance of building meaningful partnerships with parents to complement school health education and improve child health outcomes.
Originality/value
This paper addresses an important gap in the research on parental engagement in school-based health education from the perspectives of health and education professionals. Effective partnerships with parents are crucial to the success of school health education.
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Alina Morawska and Matthew Sanders
Despite the importance of increasing engagement and minimising attrition and drop‐out in parenting interventions, there is a paucity of empirical evidence examining factors…
Abstract
Despite the importance of increasing engagement and minimising attrition and drop‐out in parenting interventions, there is a paucity of empirical evidence examining factors related to engagement and participation. The range of factors examined in relation to engagement is generally limited in scope and variety, focusing on variables of convenience rather than utilising a theoretically‐driven approach.The aim of this article is to review the factors related to parental engagement with interventions and to describe strategies and implications for improving engagement with parenting interventions. Several policy and practice implications are identified: (1) Poor parental engagement may threaten or compromise the capacity of parenting programmes to deliver valued outcomes. Viable engagement strategies need to be a core part of prevention and early intervention parenting programmes; (2) Agencies delivering parenting services need a proactive engagement strategy, which includes strategies to prevent drop‐out, as well as strategies to actively respond to parental disengagement; (3) Research is needed to test the efficacy and robustness of different engagement enhancement strategies. Empirical tests are needed to test the effectiveness of different engagement strategies in order to ensure that the most efficient, cost‐effective and efficacious approach is used in order to engage parents. Investment of research effort to improve parental engagement is likely to have a high yield in terms of programme efficiency, utility and cost effectiveness. We conclude that research examining how to improve engagement and decrease non‐completion is needed to strengthen the population level value of parenting programmes as preventive interventions.
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Kelsey S. Dickson, Sasha M. Zeedyk, Jonathan Martinez and Rachel Haine-Schlagel
Well-documented ethnic disparities exist in the identification and provision of quality services among children receiving community-based mental health services. These disparities…
Abstract
Purpose
Well-documented ethnic disparities exist in the identification and provision of quality services among children receiving community-based mental health services. These disparities extend to parent treatment engagement, an important component of effective mental health services. Currently, little is known about differences in how providers support parents’ participation in treatment and the degree to which parents actively participate in it. The purpose of this paper is to examine potential differences in both provider and parent in-session participation behaviours.
Design/methodology/approach
Participants included 17 providers providing standard community-based mental health treatment for 18 parent-child dyads, with 44 per cent of the dyads self-identifying as Hispanic/Latino. In-session participation was measured with the parent participation engagement in child psychotherapy and therapist alliance, collaboration, and empowerment strategies observational coding systems.
Findings
Overall, results indicate significantly lower levels of parent participation behaviours among Hispanic/Latino families compared to their Non-Hispanic/Non-Latino counterparts. No significant differences were seen in providers’ in-session behaviours to support parent participation across Hispanic/Latino and Non-Hispanic/Non-Latino families.
Research limitations/implications
These findings contribute to the literature on ethnic differences in parent treatment engagement by utilising measures of in-session provider and parent behaviours and suggest that further investigation is warranted to documenting and understanding ethnic disparities in parents’ participation in community-based child mental health treatment.
Originality/value
This paper contributes to the evaluation of differences in parent treatment engagement through demonstrating the utility of an in-session observational coding system as a measure of treatment engagement.
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Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…
Abstract
Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.
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Bridgie A. Ford, Shernavaz Vakil and Rachel J. Boit
The essentiality of family involvement in the schooling process is evident from the vast directives embedded within federal mandates, professional standards for teachers and…
Abstract
The essentiality of family involvement in the schooling process is evident from the vast directives embedded within federal mandates, professional standards for teachers and administrators, parent organizations, and advocacy groups. Yet, as explicit as legislative mandates and professional standards are regarding parental rights and involvement, they do not require definitive roles of the family. Several factors influence the lack of a decisive definition regarding the role of the family in the schooling process. Those include the different perspectives on what constitutes a family structurally and functionally, the socio-cultural and political diversity within and among populations, the move to an inclusive education framework, the various terms used to describe parental involvement, the realization that no one family model fits the demographic diversity existing in today’s school districts, and the rights of family members to select their level of involvement. Given the importance of family engagement and student outcomes, three fundamental questions addressed in this chapter are, “How can inclusive schools enhance productive collaborative family engagement networks?” “How can the family be empowered to voluntarily participate within those networks?” and “How can inclusive schools connect with teacher preparation programs to promote the competency of educators for those collaborative family/school engagement networks?” In this chapter we delineate an interactive triad conceptual model with the school as the “connecting agent” to build relationships with families and teacher preparation, setting the stage for productive family engagement as partners in inclusive settings.
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Olga Acosta Price, B. Heidi Ellis, Pia V. Escudero, Kristen Huffman-Gottschling, Mark A. Sander and Dina Birman
Purpose – This chapter discusses the promise of and challenges to providing effective and culturally responsive trauma-focused mental health services to immigrant and refugee…
Abstract
Purpose – This chapter discusses the promise of and challenges to providing effective and culturally responsive trauma-focused mental health services to immigrant and refugee youth and their families within school settings.
Design/methodology/approach – This chapter utilizes “practice-based evidence” to outline successes and address the barriers associated with the implementation of school-based, trauma-focused, evidence-based interventions in four immigrant or refugee-dense cities: Los Angeles, Chicago, Minneapolis, and Boston.
Findings – Making cultural adaptations to identified trauma interventions that were consistent with community priorities, cultural norms, and values resulted in more accessible programs and greater engagement in treatment services.
Practical implications – The strategies tested in these real-world settings contribute to the development of culturally competent trauma-informed services for immigrant and refugee youth and their families. Mental health providers and program developers will better understand the need for multilevel engagement strategies and for culturally driven modifications when employing evidence-based programs with immigrant and refugee youth.
Originality/value – This chapter adds to the scarce evidence about useful methods to engage immigrant and refugee youth and families in treatment and to increase the likelihood of positive outcomes.
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Lindsay Bennett and Sharyn Burns
Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and…
Abstract
Purpose
Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and physical activity in school settings. While HPS is embraced globally, effective implementation and sustainable programmes are a continued challenge. This paper aims to report on the characteristics of current school interventions based on HPS and implementation barriers and enablers.
Design/methodology/approach
A literature search identified peer-reviewed studies of school health interventions reflective of the HPS framework focusing on obesity prevention. Studies from all countries were included, if conducted in primary and/or secondary schools; included a sufficient amount of qualitative implementation or process evaluation data to draw conclusions regarding key barriers and enablers to implementation; and were published in English.
Findings
Nine interventions (n = 9) from seven countries were included. Most were implemented in primary schools and focused on specific grade levels. Engaging parents, the home environment, teacher time constraints, fun interventions, student participation, teacher training, integration with the curriculum and stakeholder engagement all emerged as strong implementation themes. Teachers as role models, establishing community partnerships and policy support also emerged as common themes.
Originality/value
Future interventions may benefit from enhancing teacher and parent health promotion. Partnerships with initiatives focusing on environmental sustainability may simultaneously benefit human and planetary health while strengthening stakeholder engagement opportunities and consistent messaging throughout the community. More comprehensive evaluation data are needed, in particular, for long-term HPS initiatives.
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Through observing the use of iPhone and iPad by a child between the ages of two and four years and a half, this study presents accounts on the child’s use of and interaction with…
Abstract
Purpose
Through observing the use of iPhone and iPad by a child between the ages of two and four years and a half, this study presents accounts on the child’s use of and interaction with these devices, as well as her interaction with the physical environment.
Design/methodology/approach
Unstructured, naturalistic observation was employed in this study. The study is grounded in theories of user engagement with digital and physical objects.
Findings
A child’s interaction with touch-based devices does not deter the child from engaging effectively with the physical environment or from activities centered on creativity and interpersonal engagement. A child is able to move back and forth seamlessly between the physical and digital environments.
Practical implications
Findings from this study could help parents, educators, and system designers understand why and how toddlers and preschoolers use and engage with touch-based devices, as well as the kind of tasks they perform.
Originality/value
Studies of toddlers’ or preschoolers’ information behavior and interaction with touch-based devices are scarce. Children born toward the end of the first decade of the twenty-first century are growing up with a propensity to using touch-based devices. This study provides a framework for effective usage of such devices while ensuring all-round cognitive and physical development of the child.
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