Clinic - helping you succeed, helping you to be the best you
can be ... mind body spirit soul, training and resources ...
Professional Guided Hypnosis, Self Help,
Health Issues, Personal Development, Self Improvement:
hundreds of specific areas to help you right now ...
Certified Hypnosis Downloads
for Self Help Users as well as Hypnosis Scripts /
Hypnosis MP3s for Practitioners & Trainees ... CLICK
How schools, parents can
work together for successful kids
It is widely understood that, ideally,
schools and parents should work together to ensure that
succeed as students and citizens. But what is the
right balance? And how much do teachers want parents involved
in the classroom? A new study
identifies ways that schools and communities can work with
parents to give children the
greatest chance of success.
Researchers say that the formation of "child
and family teams" (CFTs) may be extremely useful in helping
young people who are having difficulty with grades or behavior
become more engaged and do well in school and life. Dr.
Jocelyn Taliaferro, an associate professor of social work at
NC State and co-author of the study, explains that a CFT
"takes a 'village' approach. A child and his or her family
decide who would be on the team – such as teachers, social
workers, pastors or other community members – and then work
with the team to develop
a plan for helping the child succeed both in school
and in the broader community. One advantage of this approach
is that it removes the 'us versus them' mentality, by bringing
in a broad support group and giving the child and family some
control over the situation."
However, the researchers found in their study
that some school personnel and community members are
ambivalent about the prospect of involving family members in
the decision-making process at their schools. For example,
Taliaferro says, teachers think parental involvement is
important, but they also are often concerned that the parents
may be contributing to a child's problem rather than being
part of the solution.
Addressing this ambivalence is essential,
Taliaferro says, "because if school and community members,
such as teachers and mentors, do not buy in to the CFT concept
it is not going to work."
One way that school administrators and other
leaders can address this concern is to "encourage parents to
be involved and provide parents with opportunities to interact
with the school," Taliaferro says. "You cannot change the
feelings of people who may be skeptical, but you can change
behaviors. And if there is more interaction, and you begin to
see some success with the CFT approach, you will get more
buy-in from those who may have been doubtful of the process."
Taliaferro says that another factor that can
make the CFT approach more productive is for school leaders to
accept broad participation in the program by extended family
and friends of the children involved. "The involvement of
extended family and friends can supplement parental
involvement in supporting the kids and moving them in the
right direction. It can also help school personnel better
understand a child's background," she says.
Taliaferro notes that it is important for
schools to take steps to give parents and children an active
role in making decisions that affect them. "We say
it is a parental right and responsibility to be involved
in their child's education, but we have historically limited
opportunities for their
The study, "'I can see parents being
reluctant': perceptions of parental involvement using child
and family teams in schools,"
published the journal Child and Family Social Work;
co-authored by Taliaferro, NC State Associate Professor of
Curriculum, Instruction & Counselor Education Dr. Jessica
DeCuir-Gunby and Kara Allen-Eckard, training coordinator of
the FCM Project at NC State.
North Carolina State University 08 09
Internet Press Office
Also of Interest:
more from success. How to succeed, how to be
Success stories ...
Coach, Success Coach and Mentor ...
Stress Relief, Mind Body Spirit Soul - Holistic Wellness