This research examines the involvement of the parents of secondary school children in career education and guidance (CEG). It is based on a secondary analysis of existing data from a research project I was involved in. This initial research evaluated the impact of a parent-involved career intervention, 'Parents Turn', in which six career teachers delivered four successive sessions to parent(s) accompanied by their child in the third or fifth year of their secondary school (HAVO) in the Netherlands. The study is important both to the field and to practitioners. Examples of parentinvolved career intervention in CEG are limited, scantily researched, and most were not sustained, which may explain why knowledge on involving parents in CEG is underdeveloped. I discuss these gaps in the evidence by providing an overview on the literature on parental influences and roles in their child's career development, an international inventory of and taxonomy for parent-involved, school-based career interventions, and providing relevant knowledge on parental-involvement in education in general. I then present new analysis of data collected by an earlier evaluation of the 'Parents' Turn' intervention. My secondary analysis approaches this data with new research questions, in-depth analyses and a non-parametric methodology. I integrated the quantitative and qualitative results to understand who was involved in the intervention, why, and whether the impact differed for the learning of parents with and without higher education (HE) qualifications. I also sought to understand the role of the school in the intervention. The findings suggest that a school-initiated career intervention involving parents, in the form of family learning and community interaction, can build and enhance parents' capacity to be involved in and support the career development of their child: their knowledge and skills, parental self-efficacy and parental role-definition. However, the career intervention works differently for parents who have different levels of HE level attainment. Lower-educated parents seem less aware of the consequences of early educational decisions in their child's career and also have different needs for being involved in the career intervention compared to highereducated parents. Despite the impact of the career intervention on their parental capacity, lower-educated parents remain unsure as a parent of how to make use of gained information, guidance and support tools. Third-year (14-16-year-olds) parents' information and support needs are the greatest and they are open to changing their attitude to grant their child autonomy in managing their own career development. The study also finds that features of the present school system are major barriers to sustaining the intervention. Recommendations for policies and practice at school level are offered. A more focused public policy for parental involvement in career education and guidance in secondary schools could both improve the efficiency of the education system and combat social injustice.

It is widely assumed in both popular and scholarly imaginaries that Travellers, due to their 'nomadic mind-set' and non-sedentary uses of land, do not have a sense of place. This thesis presents an ethnographic account of an extra-legal camp in Southeast London, to argue that its Traveller inhabitants do have a sense of place, which is founded in the camp's environment and experientially significant sites throughout the city. The main suggestion is that the camp, its inhabitants, and their activities, along with significant parts of the city, are co-constitutionally involved in making a Travellers' sense of place. However, this is not self-contained or produced by them alone, as their place-making activities are embroiled in the political, economic and legal environment of the city. This includes the threat and implementation of eviction by a local council, the re-development of the camp's environs, and other manifestations of the spatial-temporalities of late-liberal urban regeneration. The thesis makes this argument through focusing on the ways that place is made, sensed, and lived by the camp's Traveller inhabitants. It builds on practice-based approaches to place, centred on the notion of dwelling, but also critically departs from previous uses of this notion by demonstrating that 'dwelling' can occur in an intensely politicised and insalubrious environment. Therefore, I consider dwelling in the context of the power asymmetries of place and urban precarity, as well as how it is crucial to making a home-in-the-world. Depicting a family fiercely and desperately striving to hold onto place in the time-space of the late-liberal city, a situation that affords them little promise of a future, the thesis destabilises established understandings and analysis of Travellers' experience, in a contemporary context. Chapter one considers how men's skilled activity, building materials and machinery are involved in creative acts of correspondence, which coalesce to make the camp a liveable place for its inhabitants. The central suggestion is that, through making and inhabiting the camp, it also comes to make and inhabit those involved in such activities. However, the family's ability to structure their own world, by building themselves a place to live, is contingent on a range of socio-political constraints that subject them to infrastructural violence. Chapter two turns from the camp's built environment to examine women's caregiving and home-making practices. It considers women's haptic involvements with their caravans, suggesting that these activities are not simply practices of creative homemaking but, due to the central role they play in raising families, they position women as world-formers. It also examines the ways that women's caregiving activities are intensified by the camp's insalubrious environmental conditions, and how these are involved in the unmaking of the family's matriarch. Chapter three considers the relationship between men's economic activity and the city. It draws correspondences between men's economic transactions with non-Travellers, and hunting, suggesting that each practice consists of the skilled capacity to procure resources from particular environments. Chapters four and five turn from Travellers' own place-making activities, to examine how a sense of place is produced from, and fractured by, the threat of eviction. In the first of these, I consider the role that state-administered documents, definitions and imaginaries play in shaping the spatial parameters of place for the Cashes. In the second I examine the ways that eviction, and the broader spatial-temporalities of late-liberal urban redevelopment, coalesce in the camp to produce a sense of place and time that is charged with affect and uncertainty.

The hippocratic principle "primum non nocere" (above all do no harm) has always been and still is the strong foundation of medical conduct. For a long time healthcare professionals created the image of infallibility of medicine. Even within the "closed" hierarchies mistakes and malpractice were never openly discussed. This paper first investigates reasons for medical mistakes and introduces the legislation when malpractice occurs. Secondly ethical questions concerning medical mistakes are discussed through the lens of Beauchamp and Childress' principles of biomedical ethics (nonmaleficence, beneficence, respect for autonomy, justice). Thirdly, an ethically defensible strategy to deal with failure and malpractice is proposed. This proposal stresses how to improve the patient-physician communication by involving patients' experiences in order to increase patient safety and lower costs in the healthcare system. In regard to tackling medical harm there is the strong recommendation to follow four directives: open disclosure and explanation, adequate restorative and/or compensatory actions, fair and square apologies and information about strategies to avoid recurrence.

Introdução: O acompanhamento do parceiro no pré-natal, parto e pós-parto de sua companheira mostram resultados positivos em relação à saúde materna, infantil e também relacionados à saúde do homem. É uma importante estratégia de aproximar os futuros pais dos serviços de saúde e melhorar o vínculo destes com a paternidade. Objetivo: Avaliar se a implementação da tecnologia SMS através do programa PRENACEL para o parceiro como um programa de educação em saúde é um suplemento útil ao acompanhamento pré-natal padrão. Método: Ensaio aleatorizado controlado por conglomerados representados por unidades de saúde. Selecionamos 20 unidades de saúde que foram aleatoriamente alocadas segundo critérios pré estabelecidos, 10 sendo controle e 10 como intervenção. Os parceiros das gestantes que iniciaram o pré-natal antes da 20ª semana de gestação foram a população do estudo. Os parceiros inscritos no PRENACEL receberam periodicamente mensagens curtas de texto via celular com informações sobre gestação e parto. Nas unidades do grupo controle os parceiros receberam, junto com suas companheiras, o pré-natal padrão. Resultados: 186 parceiros foram entrevistados, 62 do grupo PRENACEL, 73 do grupo intervenção, mas que não optaram pelo PRENACEL e 51 do grupo controle. Encontramos um perfil com idade média de 30 anos e a maioria dos entrevistados (51%) se declarou como raça/cor parda. Grande parte dos entrevistados (39,7%) relatou ter em média de 9,3 anos de estudo. A maioria dos homens (57,5%) coabita com a companheira e foi classificada como classe C (63,7%). A adesão ao programa PRENACEL foi de 53,4%. Houve uma maior participação dos parceiros do grupo PRENACEL nas consultas de pré- natal, assim como foi observada uma maior presença destes no momento do parto como acompanhante quando comparado aos demais grupos. Conclusão: O estudo mostrou que uma estratégia de educação em saúde utilizando as tecnologias de comunicação parece ter boa aceitabilidade e um papel promissor no engajamento de homens aos cuidados pré-natal, parto e pós-parto de suas companheiras. / Introduction: The partner accompanying the prenatal care, birth and postpartum care of the woman has presented positive results in relation to mother and child health and also in relation to the health of the man. This is an important strategy to bring future fathers closer to health services and to improve their link with paternity. Aim: To evaluate whether the implementation of SMS technology, through the PRENACEL program for the partner as a health education program, is a useful supplement to standard prenatal monitoring. Method: A parallel cluster randomized trial, with the clusters representing health units. The partners of the pregnant women who started prenatal care prior to the 20th week of gestation were the study population of the intervention group. The participants received periodic short text messages via mobile phone with information about the pregnancy and birth. In the control group units the partners, together with the women, received the standard prenatal care. Results: 186 partners were interviewed, 62 from the PRENACEL group, 73 from the intervention group that did not opt for PRENACEL and 51 from the control group. A profile with a mean age of 30 years was found and the majority of respondents (51%) declared themselves as brown race/color. The interviewees presented a mean of 9.3 years of study. The majority of the men (57.5%) cohabited with their partner and 63.7% were classified as socioeconomic class C. The adherence to the PRENACEL program was 53.4%. There was a greater participation of the PRENACEL partners in the prenatal consultations, as well as a greater presence of them accompanying the woman at the moment of the birth when compared to the other groups. Conclusion: The study showed that a health education strategy using communication technology seems to have good acceptability and a promising role in engaging men in the prenatal care, birth and postpartum care of their partners.

The principal’s roles as manager and instructional leader are complementary terms for explaining what s/he does daily in the school to direct the mission towards its fulfilment. However, these roles are often in tension, especially in the context of school self-management. This scenario has led to an overemphasis on routine (administrative) tasks by school managers, leaving them over-worked and with little time to devote their efforts to the core technology of schooling, the most critical and essential responsibility of school management namely, instructional leadership. Employing a qualitative case study approach, this report explored the day-to-day instructional tasks of leaders in two primary schools in the Johannesburg East District in the Gauteng Province. It is argued, in the study, that it is necessary for school principals to distribute, collaborate and involve other SMT members in executing their instructional leadership responsibilities to enhance quality delivery of C2005. The deputy principal and school level HoDs, it is argued, should be the immediate arbiters of the tension between the principal’s functions as manager and instructional leader. They should be enabled and encouraged to create a balance between meeting the school’s educative goals and sharing in the instructional duties of principals. The lack of time and commitment to instructional improvement on the part of principals seriously hampers and compromises their effectiveness, teaching and learning, and student achievement. Consistent with the Department of Education’s policy framework on instructional leadership practices in schools (DoE, 2000), the findings in this study reveal that the effective implementation and reaping the benefits of Curriculum 2005 (C2005) requires collaborative practices among the SMT members (the principal, deputy principal and the heads of departments). This study also found that instructional improvement should be regarded as core to everybody’s job and not as a specialised function for an individual, the principal. This is consistent with Alvarado (in Elmore & Burney, 1997), who asserts that anyone with staff responsibility has the duty to support others directly involved in staff development. The deputy principal, the heads of department and subject heads in primary schools as formal leaders, all have an instructional responsibility to assist the principal in meeting the school’s instructional goals.

AIM - To explore the perspectives of service users and professional staff towards service user involvement within the context of a changing cultural environment at a UK hospice. METHOD - Case study and thematic analysis including interviews with 16 staff including the CEO and 6 service users at a UK hospice. FINDINGS - Three overarching themes were identified: involvement and disempowerment in decision-making; belonging and alienation in a period of organisational change; struggle to maintain wellbeing and identity in a changing culture. A key finding is that service users receiving care from the hospice wanted their voices to be heard, valued and respected for their personal care and issues affecting the hospice. Service users did not consider it a burden to be asked for their views. They felt disempowered by a consultation process about organisational changes that appeared not to take their views on board. There is a need to consider whether a reliance on surveys for involving service users is sufficient or can become tokenistic. External social-political-economic pressures plus increasing privatisation of public services could influence the way that hospices operate in future. This could involve moving from a sanctuary to a business culture and potentially towards managerialism by adopting a regulatory rather than rights-based approach with an emphasis on increasing reach, measuring numbers and hitting targets. Service users being viewed as consumers with a focus on reablement/rehabilitation activities and less on psychosocial support could also serve to push hospices to start behaving more like hospitals. CONCLUSION - More qualitative research is needed to ensure the voices of service users living with a life-limiting illness are heard. The contributions they make towards co-production of services and research should also be heard and influence practice and policy. Service users should also be more involved in education and training of staff.

Effective strategies are needed to help parents become more involved in the education of their teenage children. Parent Reciprocal Teaching (PRT) is proposed as an effective strategy to increase parent involvement and help students increase academic performance. 120 students in a 10th-grade high school physics course participated in either the PRT homework assignments or traditional reciprocal teaching (TRT) assignments. The PRT homework assignments required students to teach their parents/guardians at home, while the TRT assignments required students to teach a peer during class time. Data was collected though test scores and surveys sent home to parents and students. Findings indicate that (1) PRT very comparable, and in some instances, better than TRT in its academic benefit, (2) resulted in parents feeling more involved in their child's education, (3) parents were more aware of what their child was learning and more mindful of how well their child understood the course content. It is suggested that more educators incorporate the practice of PRT so that students can benefit from the effect of increased parent involvement as found in other studies on parent involvement: stronger academic achievement, improved school attendance and behavior, more positive perceptions of school and self, and higher educational aspirations.

According to Cohn (2015), by the year 2065 about one-in-three Americans would be an immigrant or have immigrant parents projecting that incoming immigrants, and their children will steer majority of the United States (U.S.) population growth in the next 50 years. According to the projections for 2065, 78 million will be immigrants and 81 million will be individuals born in the U.S. to immigrant parents (see Figure 1). After immigrants from Mexico and China, the third largest immigrant group residing in the U.S. is from Asian-Indian origin. The percentage of Asian-Indian immigrants compared to all other immigrants in the U.S. has consistently proliferated. Considering this pattern of incoming Asian-Indian immigrants, research on parental involvement among Asian-Indians raising children who are U.S. citizens and future Americans is sparse. According to a national level study on paternal involvement with young children, “virtually no research has examined fatherhood among immigrants. Eighteen percent of current births are to mothers born outside of the U.S.; if the fathers also are foreign-born, this is a major gap in existing knowledge” (U.S. Department of Education, 2001, p. 22). The current study aimed to understand Asian-Indian immigrant couples’ factors influencing fathers’ involvement with school-aged children (6-10 years). Specifically, the study focused on the marital adjustment, parenting self-efficacy and gender-role beliefs about parenting. Parenting is believed to be codependent and nested within a family and cultural structure. While parenting research consistently demonstrates more maternal involvement with children, often fathers’ involvement gets little or no attention. One of the major limitations of fathering research is single source data, often comprising of only mothers’ reports. The purpose of this study was to address this research gap by examining the nested nature of human development using family systems theory. Actor-partner interdependence model (APIM), a type of dyadic data analysis, was used to examine the actor (spillover) and partner (crossover) effects of parents’ independent variables on their as well as their partners’ reports of paternal involvement. Self-report surveys were collected from 127 Asian-Indian immigrant parents. All the measurement scales had high reliabilities. Results for fathers revealed significant spillover effects of marital adjustment, parenting self-efficacy, and parenting gender role beliefs on fathers’ involvement, and for mothers, only marital adjustment effect on their reports of father involvement. These findings indicate that father involvement is enhanced when both fathers’ and mothers’ are adjusted in their marriage, when fathers’ feel competent in their parenting role and they have egalitarian gender beliefs about parenting. Partner or crossover effects were found from mothers’ marital adjustment onto fathers’ reports of involvement and, fathers’ parenting self-efficacy onto mothers’ reports of fathers’ involvement. These partner effects reveal that fathers’ involvement depend on how adjusted mothers are in their marriage and, mothers’ reports of fathers’ involvement depend on how efficient fathers are in their parenting role. In summary, the current study strongly supported family systems theory and demonstrated how the current immigrant parents, and the future families of America, adapt to succeed and re-structure lives in their ‘new home’.

Purpose: To investigate how speech-language pathologists (SLPs) report involving parents in intervention for phonology-based speech sound disorders (SSDs), and to describe the home practice that they recommend. Further aims were to describe the training SLPs report providing to parents, to explore SLPs? beliefs and motivations for involving parents in intervention, and to determine whether SLPs? characteristics are associated with their self-reported practice. Method: An online survey of 288 SLPs working with SSD in Australia was conducted. Result: The majority of SLPs (96.4%) reported involving parents in intervention, most commonly in providing home practice. On average, these tasks were recommended to be completed five times per week for 10?min. SLPs reported training parents using a range of training methods, most commonly providing opportunities for parents to observe the SLP conduct the intervention. SLPs? place of work and years of experience were associated with how they involved and trained parents in intervention. Most (95.8%) SLPs agreed or strongly agreed that family involvement is essential for intervention to be effective. Conclusion: Parent involvement and home practice appear to be intricately linked within intervention for phonology-based SSDs in Australia. More high-quality research is needed to understand how to best involve parents within clinical practice.

abstract: During the winter semester of 2018, I conducted a series of four workshops to teach parents (n = 6) strategies that could be used from home with their fourth-grade struggling readers. This study was situated in an elementary school located in North Las Vegas, NV. I invited students that scored two or more years below grade level, as indicated by the STAR Reading Assessment (a grade equivalency assessment). The purpose of this study focused on how family engagement resulting from the implementation of four small group workshops delivered by the teacher (and researcher) could affect reading performance of students who were below grade level. This mixed-methods action research study was informed by Bourdieu’s Theory of Cultural Capital (1977), Bandura’s Theory of Self-efficacy (1986), and school, family, and community partnership models. Quantitative data included pre- and post-intervention parent surveys, post-intervention student surveys, and pre- and post-intervention student reading assessments. Qualitative data included field notes and post-intervention parent interviews. A repeated-measure t-test found the difference between student pre- and post-assessment to be statistically significant, t(9) = -3.38, p = 0.008. Findings also indicated that parents utilized the skills learned, increased their self-efficacy in regards to family involvement, and overcame obstacles. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019