ÖREBRO UNIVERSITET Institutionen för beteende-, social- och rättsvetenskap Socialt arbete C-uppsats 41-60 p Sammanfattning Titel: Föräldraarbete vid ungdomsvård – En kvalitativ studie angående OTgruppens arbete med föräldrar Författare: Sarvin Jamei, Therese Johansson och Camilla Ragnhult Handledare: Per-Åke Nylander Det framkommer i forskning att det är mycket viktigt att i behandlingsarbete med en ungdom inkludera föräldrar för att en bestående förändring hos ungdomen skall vara möjlig. OTgruppen är en kommunal behandlingsverksamhet med inriktning mot miljöterapi för ungdomar mellan 16-19 år. I verksamhetens behandlingsmodell framhålls vikten av att föräldern är delaktig i ungdomens behandling. Syftet med denna studie är att undersöka föräldraarbetet vid OT-gruppen utifrån föräldrars och personals erfarenheter. Syftet tydliggörs med följande frågeställningar: (1) Vilken betydelse har föräldraarbetet i behandlingsarbetet, (2) vilken betydelse har föräldraarbetet för föräldrarollen, (3) hur utförs föräldraarbetet under ungdomens behandling samt (4) vilka svårigheter kan uppstå i arbetet med föräldrarna? Uppsatsen har en kvalitativ ansats där sex intervjuer har genomförts. Resultatet av dessa intervjuer har tolkats utifrån systemteori och nätverksarbete samt begreppen makt och autonomi. Resultatet har även tolkats utifrån relevant tidigare bedriven forskning i ämnet för studien. Resultaten visar att föräldraarbete är av stor vikt, både för behandlingsarbetet samt för föräldrarollen. Föräldraarbetet vid OT-gruppen genomförs i dagsläget via täta kontakter samt fortlöpande information. Svårigheter som kan uppstå i arbetet har visat sig vara att föräldraarbetet kan bli ett ensamarbete, personalens svårighet att vara neutral i sitt arbete, förälderns egen problematik, meningsskiljaktigheter gällande uppfostran samt bristande kunskap gällande andra kulturer. Analysen visar att förälderns delaktighet är mycket viktig för att bibehålla förälderns autonomi samt för att jämna ut maktfördelningen. Ur ett systemteoretiskt perspektiv framkommer att en del av nätverket inte kan behandlas utan att övrigt nätverk påverkas samt att nätverket kan inneha resurser som är nödvändiga för individens möjlighet till ett fullgott liv. Nyckelord: föräldraarbete, ungdom, delaktighet, behandlingsarbete / ÖREBRO UNIVERSITY Department of behavior, social and legal sciences Social science C-paper 41-60 p Abstract Title: Parental involvement in treatment of youth – A qualitative study regarding the work with parents at OT-gruppen Author: Sarvin Jamei, Therese Johansson and Camilla Ragnhult Supervisor: Per-Åke Nylander Research has shown the importance of parental involvement in the treatment of youth to make a sustained change possible. OT-gruppen is a municipal treatment centre for youth between 16 and 19 with a milieu therapy approach. The importance of parental involvement in the treatment of youth has been emphasised in the model of work at the centre. The purpose of this study is to examine parents’ and staff members’ experience of parental involvement at OT-gruppen. The purpose is further clarified by following questions: (1) What importance does the parental involvement have for the treatment, (2) what importance does the parental involvement have for the parents regarding the role as a parent, (3) how are parents integrated into the treatment of youth and (4) what difficulties may arise when involving parents? This paper has a qualitative approach and six interviews have been carried out. The result of those interviews has been interpreted from a system theory and network theory perspective, in addition to the concepts of power and autonomy. The result of the study has furthermore been interpreted in the light of previous research within the topic. The results show that parental involvement is of great importance regarding both the treatment and the role as a parent. Parental involvement at OT-gruppen consists of frequent contacts and continuous information. Difficulties that may arise are that work with parents is dependent upon one member of staff, the ability of staff members to remain neutral towards their work, the parents’ own problems and conflicts of opinion regarding different methods of upbringing and lack of knowledge about other cultures. The analysis shows that the parental involvement is very important to maintain the autonomy of the parents in addition to even out the balance of power. From a system theoretical perspective it is impossible to treat one part of the system without the whole system being influenced. The network can also possess resources that are necessary for the individuals’ possibility to create a good life. Keywords: parental involvement, youth, participation, treatment

In order to better understand the specific mechanisms that may hinder high educational achievement among Latino students, this study explored the impact of parental working hours on parental involvement and school outcomes across three generations of Mexican-American youth. Results from a longitudinal data set revealed that constrained parental availability, related to increased working hours, had an impact on the amount of parental involvement for third generation students, but not on their academic outcomes. For first-generation students, parental monitoring (a form of parental involvement) was a significant positive predictor for grade 8 and 10 reading scores as well as high school completion among second-generation students. Results from this study suggest that increased parental monitoring may be beneficial for higher academic outcomes for first and second generation students. Future research will need to investigate what types of parental involvement may influence third generation students.

In order to better understand the specific mechanisms that may hinder high educational achievement among Latino students, this study explored the impact of parental working hours on parental involvement and school outcomes across three generations of Mexican-American youth. Results from a longitudinal data set revealed that constrained parental availability, related to increased working hours, had an impact on the amount of parental involvement for third generation students, but not on their academic outcomes. For first-generation students, parental monitoring (a form of parental involvement) was a significant positive predictor for grade 8 and 10 reading scores as well as high school completion among second-generation students. Results from this study suggest that increased parental monitoring may be beneficial for higher academic outcomes for first and second generation students. Future research will need to investigate what types of parental involvement may influence third generation students.

ABSTRACT Hispanic parents face several barriers that impede their involvement in their children’s education. This lack of parental involvement negatively affects the academic outcome of students, graduation rates, and college attendance. This study uses the situational theory of publics to determine what kind of public Mexican parents are, and makes recommendations on what is the best way to engage them and motivate them to participate in schools. Seventeen Mexican mothers were interviewed about their views on education and relationships with their children’s teachers and schools. Findings revealed that the main barriers to parental involvement among Mexican parents are work, language and lack of childcare. The study discusses some strategies that schools can use to help parents overcome barriers to involvement. This research is important because for the first time it uses communications, and more specifically public relations theories, to further the research on Hispanic parental involvement.

Syftet med denna uppsats är att få ökad kunskap och insikt om hur förskollärare tänker om föräldrasamverkan. Hur värderar de samarbetet, vilken betydelse har den och hur utformas den. Arbetet utgår från följande frågeställningar: Hur upplever och värderar förskollärare samarbetet med föräldrar på förskolan? Finns det faktorer som kan underlätta/ försvåra samarbetet med föräldrar? Vilka samarbetsformer kan föräldrasamverkan ta sig uttryck i? För att besvara mina frågeställningar har jag gjort kvalitativa intervjuer med fem förskollärare på olika förskolor i två medelstora kommuner. Mitt resultat visar att föräldrasamverkan är viktig och värderas som något man inte kan vara utan. Det är främst barnet som vinner på ett fungerande föräldrasamarbete, då det bidrar till barnets trygghet och utveckling. Det finns åtskilliga faktorer som underlättar eller försvårar ett samarbete. Bemötande, öppen kommunikation och att det finns en vilja och ett intresse är några av de faktorer som underlättar. Faktorer som försvårar kan t.ex. vara språket, kulturen och föräldrars syn på förskolan. Det kan vara svårt att hitta generella lösningar, det viktiga är hur man som förskollärare väljer att hantera och förhålla sig till dessa faktorer. Samverkan visar sig i olika former och kan ske på flera olika sätt. Varje förskola bör pröva sig fram vad som passar just dem. / The purpose of this study is to get a deeper understanding and insight into what preschool teachers think about parental involvement. How is this collaboration valued, what significance does it have and how is it formed. The study is based on the three following questions: What do the preschool teachers think about and how do they value the involvement of the parents? Are there any factors that facilitate/complicate this involvement? What different kinds of engagement does this parental involvement include? In order to answer these questions, I have done qualitative interviews with five preschool teachers at different preschools and in two medium sized municipalities. The results show that the parental involvement is important and valued as something the teachers do not want to be without. Most of all, it is the children who benefit from a functioning parental involvement as it creates a feeling of security and helps their development. There are several factors that both facilitate and complicate this involvement. How one is treated, open communication, interest and willingness are some aspects that facilitate. A number of factors that can complicate the situation are the language, the culture and what opinion parents have of preschool. It is difficult to find any general solutions, however, it is important how the preschool teachers choose to handle and relate to these factors. Involvement can take different forms and can be done in many different ways. Each preschool should try and find what is most suitable in this matter.

In this survey study, the investigator studied parental involvement in mathematics learning of grade one and grade two children; also parents¡¦ needs; and finally, relationship of involvements to needs. In order to conduct the survey, the investigator referred to Epstein (1995) and developed a questionnaire. There are 3 parts in the questionnaire: background information (6 parent variables and 8 children variables), parental involvement and parents¡¦ needs. A total of 958 parents from 40 classes completed the questionnaires; they came from ten elementary schools (2 classes in each grade). Data analyzes were completed by descriptive statistics, t tests, ANOVA-one way, and, Pearson product-moment correlation coefficient. First, results on parental involvement are two: among the items in Epstein, the involvement is highest in Learning at Home category and lowest in Decision Making category; and, three among the six parent variables and seven among the eight children variables were related to parental involvements. Second, results on parents¡¦ needs indicated that the overall parents¡¦ need is high. Third, there is positive correlation between parental involvements and parents¡¦ needs. Finally, the investigator closed with recommendations for future research and practice.

The purpose of this study was to examine the role that self-determination played in the transition process for young African American women with disabilities who exited high school with a special diploma and participated in a local transition program. Factors under study included the young women's autonomy, self-regulation, psychological empowerment, and self-realization (Wehmeyer, 1996). This examination of the perceptions of the transition process of young African American women with disabilities involved in-depth interviews with five young women and their parent or guardian. Additionally, The Arc's Self-Determination Scale (ASDS) and the Parent Self-Determination Practice Survey (PSDPS) were administered to determine the level of self-determination of the young women as well as the level of parental promotion of self-determination. Results showed that the young women were able to use self-determination in a variety of settings. Three of the five student participants demonstrated high levels of self-determination as measured by the ASDS when compared to the normative sample. Also, the parent or guardian of the young women provided multiple opportunities for the young women to practice self-determination in their homes and employment settings. Furthermore, the young women discussed several factors that they perceived to be strengths and challenges to using self-determination throughout and beyond the transition process. The findings have implications for school systems, social service agencies, and parents and guardians.

International mathematics assessments have established students in East Asia as among the best in the world and their U.S. counterparts as mediocre. What is not clear is why this “achievement gap” exists. The last major study to address this question, Stevenson and Stigler’s (1992) The Learning Gap, was published prior to empirical and methodological advances in international comparative research on education. Prevailing wisdom points to unverified differences in cultural beliefs, which often leads to defeatist conclusions. This dissertation offers a fresh perspective by applying sociological theory and methods to the issue. Specifically, I rely on underutilized data from the 2003 and 2007 Trends in International Mathematics and Science Study (TIMSS) of fourth graders to compare educational systems across three major factors that influence math achievement: curriculum, teachers and parents. My main empirical findings are that there is greater uniformity of math instruction across classrooms in the participating East Asian nations of Hong Kong, Japan, Singapore and Taiwan than in the U.S. and that, among all participating educational systems, average achievement tends to be higher in those with greater uniformity of instruction. The implication is that the institutional arrangements that allow for less uniformity of instruction across classrooms in the U.S. might be partially responsible for the gap. Cross-regional differences in teacher effectiveness might also account for part of the gap, as three-level, hierarchical linear models of achievement in each nation indicate that U.S. math teachers are less effective than their East Asian counterparts—even after the quantity of instruction provided is taken into account. The main theoretical contribution is an alternative explanation for the apparent cross-regional disparity in the proportion of involved parents, which highlights how schools can make a difference in whether or not parents become involved. Such an approach promises a way out of the dead-end reached by previous theorists. However, this dissertation also draws attention to the limitations of the existing data. At present, there is not enough information available to substantiate the policy recommendations made in previous studies. As such, a central aim of this dissertation is to put research onto sounder methodological footing. / Sociology

This qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts. / text

Sport specialization is defined as a year-round, highly structured commitment to training for and competing in a single sport. Children who begin the process of specialization at an early age are potentially susceptible to several undesirable outcomes, including an increased risk of orthopedic injury, psychological burnout, and limited social development. Despite these inherent risks, the practice of early sport specialization has become prevalent in the United States. This study uses a grounded theory methodology to examine the role of parents in early sport specialization practices. Drawing on in-depth interviews with twelve parents of adolescent soccer players, the study finds that parents are drawn to early sport specialization because of multiple perceived benefits for their children. The two most prominent of these benefits are positive socialization and the use of the sport as a lever for higher education. Parents act on limited information when making decisions regarding early sport specialization, relying on advice and information from coaches, soccer clubs, and other parents to make their decisions. In this manner, the parents themselves are socialized into the culture of early specialized sport, adopting the established values and beliefs of the practice, and furthering the advancement of the practice of early specialization in youth sport. / text