Parents and Schools

Carrasquillo, Angela L.; London, Clement B.

doi:10.4324/9781315047584

Cited by 9 publications

(5 citation statements)

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“…This tendency can be caused by the important role of parents in family life in Indonesian culture. Parents are often the place to express complaints and seek support (Carrasquillo & London, 2013). However, parents cannot solve all of their child's problems, especially when it comes to mental health issues.…”

Section: Discussionmentioning

confidence: 99%

Sources of Students’ Mental Health Help-Seeking during the Pandemic: a Descriptive Report from Indonesia

Maba

2021

bull. couns. psy.

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This article investigates the level of help-seeking among Indonesian students during the covid-19 pandemic. Using an online General Help-seeking Questionnaire, the author collected data from several provinces in Indonesia. A total of 411 (Perempuan = 308; Laki-laki = 103; M Usia = 15,61; SD = 1,57) participants were given their consent to be involved in the study. Results showed that 4 (four) primary sources of help will probably be accessed by students when they experience anxiety or fear during covid-19. Those are help from parents, doctors, family members other than parents, and mental health professionals. These findings imply that parents, doctors, family members, and mental health professionals play a significant role in supporting students. Furthermore, these findings also highlight the need for greater awareness and access to mental health services among Indonesian students. Finally, these sources of help should be prepared with first aid mental health skills to provide appropriate support for the students.

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Section: Discussionmentioning

confidence: 99%

Sources of Students’ Mental Health Help-Seeking during the Pandemic: a Descriptive Report from Indonesia

Maba

2021

bull. couns. psy.

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“…Okul aile iş birliğini engelleyen bazı hususlar vardır. Bu hususlar ailelerin eğitim sürecinde iş birliğini önemsememeleri (Crites, 2008), iş birliğinde örnek alınacak rol modellerin olmaması, sorumluluk almak istenmemesi (Christenson, 2004;McGhee, 2007), eğitimcilerin ailelere karşı olumsuz tavır takınmaları, işbirliğinin önemine inanılmaması (Shannon, 1996;Christenson, 2004), kültürel farklılıkların olması (Christenson, 2004), eğitimin işleyiş süreci ilgili yeterli bilgiye sahip olmamaları, (Carrasquillo, 1993;Cristenson, 2004;McGhee, 2007;Crites, 2008), okul aile arasında kurulamayan iletişim (Cristenson, 2004;Crites, 2008) gibi sayılabilir. Bu engellerin en başında iletişim gelmektedir.…”

Section: Introductionunclassified

Veli̇leri̇n Okuldan Ve Öğretmenlerden Beklenti̇leri̇

Arslan,

Aslanargun

2024

Educational Academic Research

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Araştırmanın amacı öğrencileri ilkokula devam eden öğrenci velilerinin okuldan ve öğretmenden beklentilerini incelemektir. Araştırma nitel araştırma yöntemlerine uygun olarak doküman analizi modeli ile yürütülmüştür. Araştırmanın veri kaynağını 1999-2021 yılları arasında “Velilerin okuldan ve öğretmenlerden beklentileri” yönünde Google Akademik, Ulakbim, ve Dergipark’ta yayınlanmış 50 makaleden oluşturmaktadır. Araştırma konusuyla alakalı materyallere ve bilgilere erişilerek alan taraması gerçekleştirilmiştir. Araştırmada velilerin okuldan beklentileri, velilerin öğretmenlerden beklentileri ve okul aile işbirliği içerikli dokümanlar seçilerek incelenmiş ve analiz edilmiştir. Velilerin okuldan beklentilerine yönelik olarak işbirliği ve etkili iletişim, akademik başarı, okulun öğrenciler için sunmuş olduğu imkânlar, okulda yapılan sosyal faaliyetler, öğrencileri hayata hazırlama kural ve davranışları öğrenme, milli değerlerine ve dini inanışlarına uygun eğitim verilmesi yönünde veli beklentilerinin olduğu görülmektedir. Velilerin öğretmenlerden beklentileri ayrımcılık yapmama, öğrencilere rehberlik yapma, doğru örneklik gösterme, öğretmenlerin kendini geliştirmesi ve etkili öğretim yöntemlerini kullanma yönünde beklentileri olduğu görülmektedir. Eğitimin en temel paydaşı olan veliler okul ile etkili bir işbirliği beklentisi içerisinde olduklarını yüksek oranda dile getirmektedir. Akademik çalışma bulguları velilerle etkili işbirliği noktasında ciddi eksiklikler olduğunu göstermektedir.

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“…Parental and family relationships do not exist in isolation from other developmental contexts such as schools (Carrasquillo & London, 2013) and peers (Shilo & Savaya, 2011). Some research has attempted to quantify the relative importance of parents, teachers, classmates, and friends as sources of social support for LGBTQ youth (Watson, Grossman, & Russell, 2016a).…”

mentioning

confidence: 99%

“…Societal acceptance for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) individuals has been steadily increasing in North America, yet unique challenges between parents and LGBTQ youth still occur because of stigma (Rosario, Reisner, Corliss, Wypij, Calzo, & Austin, 2014; Rosario, Reisner, Corliss, Wypij, Frazier, & Austin, 2014; Ryan, Huebner, Diaz, & Sanchez, 2009). Parental and family relationships do not exist in isolation from other developmental contexts such as schools (Carrasquillo & London, 2013) and peers (Shilo & Savaya, 2011). Some research has attempted to quantify the relative importance of parents, teachers, classmates, and friends as sources of social support for LGBTQ youth (Watson, Grossman, & Russell, 2016).…”

mentioning

confidence: 99%

Living as an LGBTQ Adolescent and a Parent’s Child: Overlapping or Separate Experiences

et al. 2017

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It is well known that parental and community-based support are each related to healthy development in LGBTQ youth, but little research has explored the ways these contexts interact and overlap. Through go-along interviews (a method in which participants guide the interviewer around the community) with 66 youth in British Columbia, Massachusetts, and Minnesota, adolescents (aged 14–19 years) reported varying extent of overlap between their LGBTQ experiences and their parent-youth experiences; parents and youth each contributed to the extent of overlap. Youth who reported high overlap reported little need for resources outside their families but found resources easy to access if wanted. Youth who reported little overlap found it difficult to access resources. Findings suggest that in both research and practice, considering the extent to which youth feel they can express their authentic identity in multiple contexts may be more useful than simply evaluating parental acceptance or access to resources.

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Parents and Schools

Cited by 9 publications

References 0 publications

Sources of Students’ Mental Health Help-Seeking during the Pandemic: a Descriptive Report from Indonesia

Sources of Students’ Mental Health Help-Seeking during the Pandemic: a Descriptive Report from Indonesia

Veli̇leri̇n Okuldan Ve Öğretmenlerden Beklenti̇leri̇

Living as an LGBTQ Adolescent and a Parent’s Child: Overlapping or Separate Experiences

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