Perspectives of Parents of Children with Autism Spectrum Disorder on a Community-Based Parent Education Program

In 2012 a community-based agency that oversees Intensive Behaviour Intervention services for young children diagnosed with Autism Spectrum Disorder (ASD) began delivering newly developed curricula to parents of eligible children. The curricula’s intent was to inform parents about ASD and Applied Behaviour Analysis, to increase their awareness of available community resources, and assist them to be active and engaged in their child’s learning. This mixed-method study used a program-specific survey and focus groups to explore the perspectives parents had on their involvement in these education sessions. Through constant comparison analysis 4 major and 3 minor themes emerged. In general, parents acknowledged that this parent education program included relevant content and a favourable delivery format. The study summarized a number of well-articulated, practical suggestions parents provided. Implications for practice would be applicable to educators interested in providing quality group-based education to parents of young children with ASD.

L’implication parentale et la préparation scolaire des enfants en maternelle au Québec : la communication entre les enseignants et les parents, la participation parentale à la vie scolaire et la préparation scolaire de l'enfant

La préparation scolaire de l’enfant en maternelle est associée, selon maintes études, à sa réussite scolaire future. Plusieurs facteurs sont liés à la préparation scolaire, dont l’implication parentale en milieu scolaire, quoiqu’il n’y ait pas consensus à ce sujet. Ainsi, la présente étude vise deux objectifs. Il s’agit tout d’abord de définir quelles sont les caractéristiques de l’enseignant, de la famille et de l’enfant étant associées à l’implication parentale. L’objectif principal se centre, pour sa part, sur les liens possibles entre l’implication parentale et la préparation scolaire de l’enfant en maternelle. Les résultats révèlent que l’âge de l’enseignant et son expérience professionnelle, l’âge des parents et la scolarité de la mère sont les caractéristiques liées à l’implication parentale. De plus, chacune des dimensions de la préparation scolaire des enfants en maternelle (santé physique et bien-être, développement cognitif, intégration sociale et autorégulation) est associée à la communication entre l’enseignant et les parents et à la participation parentale à la vie scolaire de l’enfant. Ainsi, notre étude offre un apport intéressant au domaine des sciences de l’éducation en montrant que l’implication parentale est liée à la préparation scolaire de l’enfant.

Influence et facteurs incitatifs de la participation des parents dans un programme d’éducation à la nutrition implanté en milieu scolaire : Petits cuistots – Parents en réseaux

Au cours de leur croissance, les jeunes sont exposés à des facteurs de risques de maladies associés aux habitudes de vie, notamment celles alimentaires. Les interventions scolaires mises en place en vue de modifier leurs comportements nutritionnels sont plus efficaces lorsque les parents prennent part aux activités. Toutefois, les travaux réalisés dans ce domaine font état d’un faible taux de participation des parents dans les activités proposées. Les recherches effectuées sur la participation parentale dans les interventions d’éducation nutritionnelle à l’école, révèlent des lacunes importantes quant à la définition du concept. L’investissement parental y est défini par la fréquence d’apparition des parents à l’école et le rôle de ceux-ci dans les interventions; ce qui constitue, à notre avis, une vision réductionniste des dimensions du concept. De plus, ces études répertoriées dans la littérature mettent l’emphase sur la proportion de parents participants et l’influence de celle-ci quant aux effets sur les enfants, sans se préoccuper de ce qui pourrait expliquer leur implication aux activités proposées. L’objectif de cette thèse est de documenter les mécanismes qui sous-tendent la participation des parents dans les programmes de promotion de la santé dispensés en milieu scolaire. Plus spécifiquement, notre étude vise à identifier la relation entre les différentes dimensions de l’implication parentale et les comportements alimentaires des enfants suite à l’exposition de ces derniers à un projet d’éducation à la nutrition mis en place dans huit écoles primaires de milieux défavorisés de Montréal, le Projet PC-PR, tout en appréciant l’influence de certaines caractéristiques familiales sur ce lien. Puis, explorer la relation entre des facteurs qui motivent les parents à participer et l’investissement de ces derniers dans le projet. La présente recherche est conduite grâce à une analyse secondaire de données d’un échantillon de parents d’enfants fréquentant les écoles qui participent au projet PC-PR (N=502). La participation parentale est conceptualisée en quatre dimensions faisant référence à la notion du mésosystème proposée par Bronfenbrenner (1979), alors que les motifs d’implication sont définis en s’inspirant des travaux de Hoover-Dempsey et Sandler (1995, 1997). Des analyses descriptives, bivariées et multivariées sont effectuées. L’analyse du discours des parents montre une association positive entre la participation parentale aux activités (soit l’investissement à la maison, la communication et la connaissance intermilieu) et le développement de comportements alimentaires des enfants. Des effets modérateurs de certaines variables familiales (la langue, le nombre d’enfants à la maison, l’âge et l’opinion du parent sur la nécessité que l’enfant sache faire à manger) sur cette relation sont aussi identifiés. Les raisons qui poussent un parent à participer (la compréhension du rôle, le sentiment de compétence et les occasions offertes par les ateliers) sont liées à la participation de ce dernier aux activités de cuisine-nutrition. Les résultats de cette recherche contribuent non seulement à l’avancement des connaissances dans le domaine, mais servent de prémisses à une réflexion visant à mieux orienter les interventions en promotion de la santé.

La réalisation des devoirs par les enfants québécois de la 6e année du primaire : variations de la participation parentale selon les caractéristiques familiales, personnelles et scolaires des enfants

Plusieurs recherches traitent de la thématique des devoirs et de son importance dans la scolarisation des enfants. En particulier, des études portent sur l’impact de la participation parentale dans l’aide aux devoirs sur le rendement scolaire des enfants. Cependant, les conclusions de ces études sont souvent contradictoires (Pattal, Cooper et Robinson, 2008). Compte tenu de la difficulté à démontrer l’existence d’une relation positive entre la participation parentale à la réalisation des devoirs à la maison et le rendement scolaire, il apparaît important de mieux comprendre le phénomène de la participation parentale. En ce sens, selon certains chercheurs, la variation de l’effet de la participation parentale sur le rendement scolaire serait due principalement à certaines caractéristiques familiales, personnelles et scolaires de l’enfant. Dans ce contexte, et pour une meilleure compréhension des facteurs associés à la participation parentale, notre étude examine la participation parentale à la réalisation des devoirs à la maison en tenant compte des caractéristiques familiales, personnelles et scolaires des enfants du primaire En premier lieu, la situation de la réalisation des devoirs à la maison est traitée et la participation parentale aux devoirs est analysée en fonction de sa fréquence, de sa durée et du climat relationnel entre l’enfant et le parent lors de ces activités à la maison. En second lieu, la participation des parents à la réalisation des devoirs est examinée en relation avec les caractéristiques familiales (scolarité des parents, revenu et structure de la famille), les caractéristiques personnelles de l’enfant (genre et rendement) et les exigences des enseignants à l’égard des devoirs. Cette recherche utilise une base de données constituée lors de deux enquêtes par questionnaire. La première concerne 192 écoles et 457 enseignants, la deuxième est menée dans 51 écoles auprès de 49 enseignants, 848 élèves de la 6e année du primaire et 521 parents. À l’aide d’analyses descriptives et inférentielles, il est possible de rendre compte des conditions de la participation parentale aux devoirs chez les élèves du primaire et d’identifier les variables familiales, personnelles et scolaires associées à la participation parentale à la réalisation des devoirs de leur enfant. Les résultats de cette étude confirment que la participation des parents à la réalisation des devoirs pourrait varier en fonction des caractéristiques familiales de l’enfant au primaire. De plus, ils montrent que le rendement scolaire de l’enfant est un facteur important à considérer pour juger de la participation parentale aux devoirs.

Community Participation in Ecotourism: An Inclusive Development Option for Kerala

The inferences obtained from the study are presented in coherent area-specific levels so as to understand the ecotourism and its sub-sector areas for the researchers and policy makers about the issues, importances and potentialities of the sector. An analysis of the tourism sector in Kerala has shown tremendous growth both in terms of tourist arrivals and in terms of revenue generation from direct and indirect sources. The foreign tourist visitors in Kerala in 2014 was 9,23,336 which shows 7.60 percent increase from the last year and the domestic tourist visitors were 1,16,95,411 which again shows 7.71 percent increase, is a clear evidence of its potential. In 2014 the industry contributed revenue of 24885.44 crores from direct and indirect sources giving rise to an increase of 12.11 percent from the last year. A dichotomy of tourists and ecotourists shows that tourists in the ecotourism destinations come to 42.6 percent of the total, shows the scope, significance and its potential. Correlation of zone-wise tourist arrivals based on the ecotourism destinations highlights the fact that with only 19 of the 64 destinations that come in the central zone are the most preferred centres (around 54 percent) for the domestic as well as foreign tourists. The north zone encompassing 6 districts with rich biodiversity shows that the tourists‟ arrival patterns exhibit less promising results. Though the north zone has 31 ecotourism destinations of the state receives only 6.19 percent of the foreign visitors. The ecotourism activities in the state are primarily managed by the Eco-Development Committees (EDCs) and the Vana Samrakshana Samithies (VSS) under the Forest Development Agency of Kerala. Social class-wise categorization of membership shows that 13142 families have membership in 190 EDCs with SC (28 percent), ST (33 percent) and other marginalised communities (39 percent). But this in the VSS shows that 400 VSS have 59085 members actively engaged in ecotourism activities and social category of the VSS makes clear that majority are from the other marginalized fringe households with 62 percent where as the participation of SC is 12 percent and ST is 26 percent. An evaluation of the socio-economic and demographic matrix of the community members involved in ecotourism activities brings out region specific differences. About 75.70 percent of the respondents are males and the rest are females. Majority of the respondents (about 60 percent) are in the age group of 20 to 40 years, followed by the age group of 40-50 (20 percent). The average age of respondents in the three zones is between 35 and 37 years. The majority of the respondents are married, a few are unmarried. Average family size is 4-5 members and differences are identified among zones. Average number of adults per household is 3 and child per household is 2. Majority have an education of 10th class and below i.e. about 60 percent of the sample have only basic school education like primary, secondary and high school (i.e. up to SSLC but not passed) level. About 18 percent are SSLC passed, 10 percent are undergraduates whereas 6 percent constitute respondents having qualification of graduation and above. Majority of the „graduates and above‟ are from south and central zone. Inter-zone differences in educational profile are also identified with lesser number of „graduates and above‟ are identified in the north zone compared to the other two zones. Investigating into the income and livelihood options of the respondents gives insight about the prominence of ecotourism as an employment and livelihood option for the community members, as more than 90 percent of the respondents have cited tourism sector as their main employment option. Most (49.30 percent) of respondents get 100 percent income from tourism related activities, followed by 37.30 percent of community members have income between 75-99 percent from tourism whereas the rest (13 percent) have less than 74 percent of their income from tourism and there exists difference between zones and percentage of income. Financial habit shows that about 49.7 percent hold active bank accounts, 61 percent have savings behaviour and 73.8 percent have indebtedness. Analysis about the ownership of house brings to light that 37 percent of respondents live in their own house followed by 25.7 percent in government funded/provided house and 21 percent in their parent‟s house and 3.5 percent in rented house. About 12 percent of the respondents have other kinds of accommodation facilities such as staff quarters, etc. But in the case of north zone majority i.e. 52 percent primarily depend on the government funded house indicating the effectiveness of government housing programme. Standard of living measured in SLI frameworks shows that majority of the respondents have medium SLI values (42.3 percent); the remaining 47.7 percent have low SLI and 10 percent have high SLI. The community members have been benefitted immensely from forest and its resources. Since the ecotourism destinations are located amidst the wildlife settings, majority of them depend on forest for their livelihood. The information on the tourist‟s demographic characteristics like age, sex, educational qualification and annual income show that the age category of domestic and foreign tourists falls below the age group of less than 35 years (about 65 percent), whereas only 16 percent of tourists are aged above 46 years. The age group below 25 years consists of more international tourists (31.3 percent) compared to the proportion of domestic tourists (12.5 percent). Male-female ratio shows that the males constitute 56 percent of the sample and females with 44 percent. The factors determining the impact of ecotourism programmes in the community was evaluated with the aid of a factor analysis with 12 selected statements. The worries and concerns of the community members about the impact of ecotourism on the environment are well understood from this analysis. It can be drawn that environment protection and the role of ecotourism in improving the income and livelihood options of the local communities is the most important factor concerning the community members.

Creating a parent workshop that encompasses and meets the educational desires for parents of children with hearing impairments being taught in an oral deaf education program

The purpose of this study was to create a parent workshop that was developed around the parents’ educational needs. The workshop demonstrated that the parents’ educational needs can be met through a workshop that is based on those needs and takes into consideration factors that will encourage parent involvement.

Participation in Higher Education: aspirations, attainment and social background

The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participation. The results show that differences in school-level attainment associated with social background are by far the most important explanation for social background differences in university attendance. However, there remains a small proportion of the participation gap that is not accounted for by attainment. It is also the case that early intentions for higher education participation are highly predictive of actual participation. The results suggest that although there may be some scope for universities to act to improve participation by people from less advantaged backgrounds, a much more important focus of action is on improving the school-level achievement of these students.

Public participation in an environmental dispute: implications for science education

The paper, which reports the findings of a case study of an environmental dispute, focuses on the role of the key players and the way in which they interacted with the underlying science. A model is proposed that lays out some of the dimensions of the complexity of public involvement, of the understandings of the science pertinent to such socio-scientific issues, and of the way knowledge of science is represented and disseminated in such issues. The analysis focuses on the value of local knowledge in framing and engaging with the issue, on the distinction between generative and evaluative engagement, and on the type of knowledge that proved central for engagement. The implications for science education and notions of scientific literacy are discussed.

`I like football when it doesn`t hurt`: factors influencing participation in Auskick

Auskick is the Australian Football League's (AFL) introductory program specifically designed to recruit and harness the interest of primary or elementary school-aged children between the ages of 5-12 years. As an induction program, Auskick is underpinned by a philosophy that foregrounds involvement and enjoyment as foundational to a pathway to an ongoing affiliation with Australian Rules football. Getting young people to identify with Australian Rules football from early on is a strategic aspect of growing or sustaining the game. Within its charter of mass recruitment, Auskick is more about promoting an interest in football than it is about talent identification. Indeed, only a tiny minority of the more than 110,000 children that partake in the Auskick program in 2004 will go on to compete at the highest level. Drawing on over 200 interviews conducted with parents and children attending Auskick sessions, this paper presents an overview of some of the factors that influence initial participation in Australian Rules football. Among other things the authors ask participants how they intend to negotiate the behaviours and practices required to play a body contact sport like Australian Rules football.

Impact of an empowerment-based parent education program on the reduction of youth suicide risk factors

Purpose: To evaluate the impact of parent education groups on youth suicide risk factors. The potential for informal transmission of intervention impacts within school communities was assessed.

Methods: Parent education groups were offered to volunteers from 14 high schools that were closely matched to 14 comparison schools. The professionally led groups aimed to empower parents to assist one another to improve communication skills and relationships with adolescents. Australian 8th-grade students (aged 14 years) responded to classroom surveys repeated at baseline and after 3 months. Logistic regression was used to test for intervention impacts on adolescent substance use, deliquency, self-harm behavior, and depression. There were no differences between the intervention (n = 305) and comparison (n = 272) samples at baseline on the measures of depression, health behavior, or family relationships.

Results: Students in the intervention schools demonstrated increased maternal care (adjusted odds ratio [AOR] 1.9), reductions in conflict with parents (AOR .5), reduced substance use (AOR .5 to .6), and less delinquency (AOR .2). Parent education group participants were more likely to be sole parents and their children reported higher rates of substance use at baseline. Intervention impacts revealed a dose-response with the largest impacts associated with directly participating parents, but significant impacts were also evident for others in the intervention schools. Where best friend dyads were identified, the best friend’s positive family relationships reduced subsequent substance use among respondents. This and other social contagion processes were posited to explain the transfer of positive impacts beyond the minority of directly participating families.

Conclusions: A whole-school parent education intervention demonstrated promising impacts on a range of risk behaviors and protective factors relevant to youth self-harm and suicide.

Barriers to pharmacist participation in continuing education in Australia

Background: The pharmacy profession recognises of the need for continuing education (CE), however, the rate of participation in organised CE remains low. Little is known about the reasons for low participation rates in CE, particularly in the Australian context. Aim: This research aimed to identify the barriers to participation of Australian pharmacists in CE. Method: Focus groups were held with Australian community pharmacists, grouped into experienced pharmacists, recently qualified pharmacists, pharmacists with specialist-training needs, and pharmacists practising in rural or remote areas. Focus group transcripts were thematically analysed. Results: Barriers identified by pharmacists included time constraints, accessibility - in terms of travel and cost, relevance, motivation, quality and method of CE delivery. Participants provided ideas to improve uptake of CE. Conclusion: The major barriers identified were time, accessibility and relevance of content. To improve uptake of CE a wider variety of flexibly delivered programs supplemented with in-depth workshops could be utilised.

The primary health professional education : current models and barriers to participation

Introduction
Continuing Education (CE) for health professionals is a life-long process which endeavours to update or enhance knowledge, refine skills, reinforce professional values and support the delivery of professional practice. It plays a pivotal role in the maintenance of professional competence and in the past decade participation in CE has become an expectation of, rather than an option for, practising health professionals. The time and resources required from organisers and participants in
CE and the need to ensure practical outcomes justifies a review of current models being used for its delivery. This entails an understanding of the purpose of CE, a consideration of how it should be delivered, and the role played by assessment in achieving the goals of CE.
Aim of Report
The overall aim of this study is to identify important considerations and subsequently make recommendations for the development of an ideal model(s) of CE for community pharmacy.
Goals of Report
1. Define CE and its role.
2. Identify and assess current CE delivery models.
3. Examine the current status of continuing education and registration requirements for pharmacists.
4. Identify barriers to participation in CE.
5. Identify components and considerations for developing a model of CE delivery.
Methods
The following methods were employed for this project:
1. Literature review
A number of electronic databases were systematically searched in order to profile current trends and concepts in CE. CE structures currently in use were investigated by directly accessing the websites of appropriate associations.
2. Stakeholder interviews
A series of semi-structured interviews were completed with stakeholders from CE delivery organisations across a range of professions including pharmacy.
3. Community pharmacy focus groups
A series of focus group teleconferences were held with groups of pharmacists thought to have distinct CE needs: experienced pharmacists (qualified more than 5 years), recently-qualified pharmacists (5 years or less), rural/remote pharmacists, and pharmacists with specialist training
needs (such as Home Medication Reviews). These focus groups asked about participants’ experiences and opinions in relation to many aspects of CE including its delivery and its assessment.