Families play a vital role in their child's education both educationally and behaviorally. Schools hold family engagement events and want parent support, but schools are not including families in the planning and implementation of their School-wide Positive Behavior and Intervention Support (SWPBIS) process. Policy holds schools responsible for family engagement involvement as well as reducing discipline referrals, but there is little research on schools including family engagement with their SWPBIS. The purpose of this study was to identify elementary school administrators' overall perceptions of family involvement in SWPBIS implementation. Specifically, this study sought to identify family engagement in decision-making, barriers limiting family engagement, and family engagement activities focused on student behavior. Fourteen school administrators were interviewed and shared they have not been including families with the SWPBIS process, they need to get their school's process out to families so the families understand it and can have a voice in the school, they need training on how to involve families with the implementation process, and they need to plan events that focus specifically on their SWPBIS system. The study has created future opportunities for elementary school administrators to share ideas for involving families, utilize a common database or handbook for guidance with involving families, and ways to train school administrators on how to involve families in the SWPBIS implementation process. A suggestion for future research would be to expand the sample to include more regions of Virginia. / Doctor of Education / Families play a vital role in their child's education both educationally and behaviorally. Schools hold family engagement events and want parent support, but schools are not including families in the planning and implementation of their School-wide Positive Behavior and Intervention Support (SWPBIS) process. Policy holds schools responsible for family engagement involvement as well as reducing discipline referrals, but there is little research on schools including family engagement with their SWPBIS. Thirteen elementary school administrators in a PK-5 or K-5 school with at least three years of SWPBIS implementation were interviewed for this study. The interviews sought to discover how elementary school administrators include families with the implementation of their SWPBIS process and to identify any engagement events that focus on behavior as well as identify any barriers preventing families from participating. The administrators shared they have not been including families with the SWPBIS process, they need to get their school's process out to families so the families can have a voice in the school, they need training on how to involve families with the implementation process, and they need to plan events that focus specifically on their SWPBIS system. The study has created future opportunities for elementary school administrators to share ideas for involving families, utilize a common database or handbook for guidance with involving families, and ways to train school administrators on how to involve families in the SWPBIS implementation process. A suggestion for future research would be to expand the sample to include more regions of Virginia.

The purpose of this study was to investigate how elementary teacher preparation programs (TPPs) in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. Preservice teachers are completing their TPPs with little to no coursework or field experiences working with families (Epstein and Sheldon, 2023; Patte, 2011; Walker and Dotger, 2012; Zygmunt-Fillwalk, 2011). Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. This qualitative study involved one-on-one interviews with nine professors or program coordinators from the undergraduate elementary education teacher preparation program at seven public four-year institutions in Virginia. Interview questions sought the perceptions, coursework, and practices of family engagement that are used to prepare elementary teachers to communicate and establish a welcoming culture for families of their students. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of this qualitative study indicated that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure. / Doctor of Education / Preservice teachers are completing their teacher preparation programs (TPPs) with little to no coursework or field experiences working with families. Previous research suggests beginning teachers are entering the field having had limited opportunities to develop their knowledge, skills, and practices for family engagement. The purpose of this study was to investigate how elementary TPPs in Virginia are preparing undergraduate students to engage with families in developing family-school partnerships. To identify program coordinator and professor perceptions and practices to prepare teachers to engage with families in family-school partnerships, a basic qualitative methodology was employed. Individual online interviews were conducted with nine program coordinators and professors from the undergraduate elementary TPP at seven public four-year institutions in Virginia. Interview data was analyzed through the Data Analysis Spiral process using descriptive coding and theming as primary coding methods. The outcomes of the study indicate that while professors value family engagement concepts such as school and community partnerships, communicating with families, and culturally responsive work, limited opportunities continue to exist for direct instruction and preservice teacher practice in partnering with families. Implications included suggestions for increased coursework in family engagement with direct instruction and hands-on opportunities for preservice teachers to engage with families, revisions to elementary education program plans of study, and the inclusion of required family engagement coursework for licensure.

School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). Current family engagement models do not support families of diverse socio-historical backgrounds and are not differentiated (Coady, 2019). "Every family needs a voice in certain school decisions" (Constantino, 2016). The purpose of this qualitative study, informed by phenomenological case study, was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings will indicate school leaders lived experiences with preschool immigrant families. / Doctor of Education / School leaders across the country seek ways to increase family engagement. Children learn and grow when parents, teachers and community collaborate in ways that encourage student development (Epstein and Sheldon, 2014). The purpose of this qualitative study was to describe school leaders' perceptions of family engagement practices with immigrant preschool families in central Virginia school divisions. The researcher conducted one-on one interviews with school leaders that support site based preschool programs in public school. The intended outcome of this study was to provide Virginia preschool school leaders with qualitative data to support the engagement of preschool immigrant families in Virginia. Data collected included four preschool leaders. An analysis of the data indicated that all school leaders perceive relationship building, open two way communication, and community partnerships as key components to family engagement with immigrant preschool families in Virginia. It is anticipated that this study's results could help school leaders implement practices that will impact the engagement of immigrant preschool families in Virginia as well as support student academic achievement. The findings indicate school leaders lived experiences with preschool immigrant families.

This thesis explores the concept of family engagement in education and school-based rehabilitation services and contributes to practice and policy implications. / In pediatric occupational therapy, family-centered service is an essential part of practice. Working with families, occupational therapists facilitate capacity-building to enable parents to participate in their child’s occupational therapy services and make informed choices to best support their child. Family engagement can be particularly challenging in the school-based context, but without this engagement, services are at risk of being less meaningful and impactful for children. In this thesis, I explore the unique nature of the educational context, contribute to the conceptual development of ‘family engagement’, provide an in-depth analysis of family engagement in school-based occupational therapy, and generate stakeholder-informed solutions for occupational therapy practice. The first manuscript depicts a concept analysis that critically analyzes the concept of family engagement as discussed in the education literature. I suggest implications for professionals working with families and children in educational settings, including a proposed definition to contribute to further concept development. In the second manuscript, I present a qualitative description study exploring occupational therapists’ experiences on the development of family-therapist relationships using the Partnering for Change service delivery model. Through analysis of the data, I identify several factors influencing family-therapist relationships and recommend strategies to improve relationship-building. In the last study, I present an interpretive description study exploring family engagement in school-based occupational therapy services from the perspectives of both occupational therapists and families. Based on the findings, I recommend service transformation to improve family engagement, and to increase the value of these services for children and their families. Specific strategies for therapists, organizations, schools, regulatory colleges, and professional practice groups are outlined in this thesis to facilitate family engagement in school-based occupational therapy practice. Ensuring families are able to engage in services may lead to more individualized and impactful services in the school setting. / Thesis / Doctor of Philosophy (PhD) / Pediatric occupational therapists aim to partner with the family in all aspects of a child’s service. However, this is difficult for school-based occupational therapists. Families are not typically present at the school when therapists provide services for children, making it difficult to build relationships. This thesis explores factors that impact on how families are able to engage in the school-setting, and on how to provide families with better support. The first study examines how families engage in children’s education, and what this means for school-based therapists. The second study explores therapists’ views of what influences family-therapist relationships in a school-based service delivery model called Partnering for Change. The final study explores family engagement in school-based occupational therapy from the perspective of both families and therapists. Findings from all three studies contribute to a better understanding of what family engagement means in the school-setting, and how to build stronger family-therapist relationships in school-based occupational therapy services.

PHDPH / Department of Public Health / Family involvement in caring for mentally ill patients in long-term mental healthcare institutions is defined as a strategy in which family members and long-term healthcare professionals become partners to provide the best possible care for a person with mental illness. The study seeks to develop a model to promote family involvement in long-term mental health care institutions in Limpopo Province, South Africa. Mixed methods was used. Unstructured interviews were conducted with 21 family members and 6 focused group discussions with MHCUs in qualitative phase. Self-administered questionnaires were used to collect data from 360 nurses in the quantitative phase. Data was analysed independently of which convergent analytic approach was used to merge the two data sets. iv The study reports that the MHCUs’ attitudes towards families contribute to poor involvement by family members in the care/visit of the MHCUs while admitted in long-term mental health care. The rejection of the MHCUs also came up strongly during data analysis. Nurses perceived that insufficient family involvement hinders the provision of mental health care services. Eight steps in the Walker and Avant Method were adapted to clarify and distinguish the definition of the main concepts. A model to promote family involvement was conceptualised using the six areas as described by Dickoff, James and Wiedenbach (1968). A model was validated against its rationale and purpose of the study. Justification on the contribution of the family involvement in mental health care revealed that “family involvement in caring for MHCUs” is an engagement and encourages family members to participate in the diagnosis, treatment and recovery process. Study recommended that a developed model should be implemented in health establishments providing mental health services. Policies should be reviewed to include activities which the families should be notified of immediately the mentally ill patient is declared to receive mental health care, treatment and rehabilitation. Developed model should be piloted and evaluated to identify areas that will further improve the quality of mental health services. / NRF

In the changing field of education, there is awareness of the benefits of parental involvement on student achievement and the impact teachers have on the success of parental involvement programs. However, teachers may rely significantly on their personal experiences as a source of reference for parental involvement and subsequently impact student achievement. There is a gap in the research about the lived experiences of teachers regarding their perspectives and support of parental involvement in the classroom. The purpose of this phenomenological study was to explore teachers' lived experiences and attitudes concerning parental involvement and student achievement. The conceptual framework for the study was supported by Bandura's social cognitive theory and Bandura's self-efficacy theory. A phenomenological research design and purposeful sampling was used to conduct face-to-face, semistructured interviews with 10 participants who were currently employed teachers with at least 5 years of experience and who had an awareness of parental involvement. Data collected from interviews were analyzed using the modified van Kaam method of analysis described by Moustakas. The 3 main themes that emerged from the data were a history of high parental involvement, the fostering of open and positive communication, and teacher-parent relationship building. Understanding how teachers' experiences influence parental involvement could result in a positive social change for education by creating awareness among educators and caregivers and by improving support for students.

Background: This thesis aimed to develop, implement, and evaluate a multi-faceted integrated knowledge translation (iKT) intervention to disseminate and support adoption of the ‘F-words in Childhood Disability’. Grounded in the WHO’s ICF framework, the ‘F-words’ (Function, Family, Fitness, Fun, Friends, and Future) offer a holistic family-centred approach to childhood disability. Methods: This thesis was guided by the action cycle of Graham et al.’s (2006) knowledge-to-action (KTA) framework. Chapter 2 reports a knowledge translation (KT) initiative (i.e., an online video) to disseminate the ‘F-words’ and explore people’s reception of these ideas. Chapter 3’s scoping review identifies and assesses KT strategies that directly target families raising children and youth with special health care needs. Chapter 4 describes a pilot study to evaluate the usability and utility of an online ‘F-words’ KT resource. Chapter 5 reports a case study of our longitudinal KT research program, and uses Diffusion of Innovation (DOI) theory to understand the factors that contributed to the adoption of the ‘F-words’. Results: Multi-faceted KT strategies, co-developed with stakeholders, were essential to moving the ‘F-words’ into practice. The video (Chapter 2) reached >700 views in two months and 98% of 137 survey respondents indicated they ‘extremely liked’/‘liked’ the ideas. The scoping review (Chapter 3) identified six studies, all of which evaluated educational materials and deemed them to be useful and important to families. The pilot evaluation (Chapter 4) revealed the online resource to have positive usability and utility for families and service providers. The case study (Chapter 5) highlighted that diffusion, dissemination and implementation strategies were all needed and that DOI factors (i.e., the innovation characteristics, communication channels, social networks, and time) contributed to the adoption of the ‘F-words’. Based on a multi-faceted integrated KT research program we now have extensive examples of ‘F-words’ adoption by families, service providers, and health care organizations. Conclusions: This thesis illustrates a step-wise theory-informed approach to the development and evaluation of a multi-faceted iKT intervention. By studying each step of the action cycle, this work contributes new knowledge to both the processes involved in disseminating research evidence, and associated outcomes from a multi-faceted iKT intervention. Findings from this thesis contribute new discoveries to both KT practice and science. / Thesis / Doctor of Philosophy (PhD) / In the 21st century, research supports a holistic family-centred approach to childhood disability. Unfortunately, a research to practice gap remains, and the professional-led biomedical approach still informs many practices. In 2012, Rosenbaum and Gorter published “The ‘F-words’ in childhood disability: I swear this is how we should think!” They highlighted the importance of ‘Function, Family, Fitness, Fun, Friends, and Future’, grounded in the World Health Organization’s framework for health. This thesis developed and evaluated a knowledge translation research program to move the ‘F-words’ into practice. Objectives, all achieved, were to: i) apply strategies to spread awareness of the ‘F-words’ and explore people’s reception of these ideas; ii) identify and assess strategies to share research with families; iii) develop and evaluate an online resource to support use of the ‘F-words’; and iv) study the processes involved and factors that contributed to the ‘F-words’ adoption. These findings have implications for both doing and studying knowledge translation.