S a m e n vat t i n gSommige ouders krijgen in hun leven te maken met een opeenstapeling van omstandigheden die hun welbevinden negatief beïnvloeden, zoals schulden, gezondheidsproblemen en werkloosheid. Het kan voor deze ouders lastig zijn om te focussen op opvoeden. Zij kunnen profiteren van groepsgerichte opvoedingsondersteuning: preventieve activiteiten bedoeld om opvoedingscompetenties te vergroten en zo opvoedingsomstandigheden te verbeteren.Dit artikel beschrijft een onderzoek naar de factoren die door ouders, vrijwilligers en jeugdprofessionals als werkzaam worden ervaren in het versterken van ouders en het ontstaan van steunende netwerken, en de rol die jeugdprofessionals en vrijwilligers hierin spelen. Er werd een participatief, narratief onderzoeksdesign gehanteerd. Uit de analyse van de ervaringen van de betrokkenen komen drie inhoudelijke ervaren werkzame factoren naar voren: (1) uitwisselen en leren, (2) ontmoeten en steunen, en (3) ontspannen en opladen. Daarnaast komen er drie procesmatige ervaren werkzame factoren naar voren: (4) professionele vaardigheden van jeugdprofessionals en vrijwilligers, (5) structuur, en (6) groepsdynamiek. Deze zes ervaren werkzame factoren dragen er gezamenlijk aan bij dat ouders een steunend netwerk ontwikkelen en zich gesterkt voelen in hun ouderrol. t R e F W O O R D e nGroepsgerichte opvoedingsondersteuning, werkzame factoren, empowerment, steunende netwerken, storytelling, kenniswerkplaatsen a b S t R a c t Some parents encounter an accumulation of circumstances in their lives which negatively influence their wellbeing, such as debts, health problems and unemployment. For these parents, it can be difficult to focus on parenting. They can benefit from parenting support: preventive activities aimed at increasing parenting competences, ultimately improving parenting situations. This article concerns the common factors in group based parenting support, that according to parents, volunteers, and youth professionals contribute to empowerment of parents and formation of supportive networks, and the role youth professionals and volunteers play in this process.A participatory narrative study design was employed. After analyzing experiences of those involved, three substantive common factors were identified: (1) exchanging and learning,(2) meeting and supporting, and (3) unwinding and recharging. The study also identified three

Competences of teachers in cooperating with parents: A literature reviewIt is not always easy for teachers to cooperate with parents. The competencies considered necessary for such cooperation are mostly described in general terms and the range of training programs, courses and handbooks on offer to support teachers in this field is broad and not very specific. In order to be able to substantiate these competencies and identify gaps in the present knowledge concerning parent-teacher cooperation a review study has been conducted. This study provides an overview of the international literature on teacher competencies needed for cooperation with parents. Results show that both the number and the quality of the sources found are inadequate to substantiate the competencies necessary for teacher-parent cooperation. Analysis of seven articles considered relevant to the subject provides insight into which knowledge, attitude and skills (competencies) contribute to a fruitful teacher-parent cooperation.

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In this study, we analyze in-depth interviews conducted with 26 Dutch third-graders as well as interviews with one of each child's parents. The children attended one of six schools, each with a relatively large population of families with a low socioeconomic status, where homebased literacy assignments aimed at increasing children's enjoyment of reading were distributed for a duration of 3 years. The aim of this study is to gain knowledge of distinctive interaction characteristics of child-parent dyads regarding at-home literacy, to learn how these characteristics can help educational professionals and researchers answer to the needs of children and parents when designing and distributing at-home reading assignments. Based on the attitudes towards reading and the skillset of child and parent(s), we distinguished three reader-profiles: (1) Autonomously motivated readers, (2) Incompatible readers, and (3) Generational non-readers.

To implement, and learn. The implementation and subsequent lessons of a module aimed at enhancing home-based parental literacy involvementWith this study, we (a) analyze the implementation of the parental involvement module of Success for All aimed at enhancing home-based parental literacy involvement in the first, second, and third Grade, and (b) draw lessons from that implementation. For three school years, seven Dutch elementary schools with relatively many students from low socio-economic backgrounds, have implemented the parental involvement module. Afterwards, in-depth interviews with 22 professionals have been conducted. Based on the interview data, two dimensions of implementation have been analyzed: the level of structural implementation and the process of implementation. We distinguished three levels of structural implementation: low, medium, and high. Our analyses reveal that one school obtained a medium level of structural implementation, and the other six a low level. With knowledge of the process of implementation, we interpreted this outcome. Our analyses show that a higher level of structural implementation relies on (1) how the innovation is embedded in the school’s organizational structure, (2) whether or not a program champion (who is supported by coworkers and supervisors) is present, (3) the necessity felt for successful implementation of core elements of the module, (4) the enthusiasm of the school’s staff for the innovation, (5) asking the help of external experts in order to, with joint forces, help solve a blockage in the implementation process and (6) active involvement of parents and positive parental responses.