PARENT PRESENTATIO N

ECE 497
By
Diane Butler

ADOLESCENCE
Developmentally these young people are going through so many physical and mental changes.
Females are physically mature at this stage and puberty has almost come to an end as well. Their
counterparts the boys are still maturing. For teens especially females their body image and weight as
well as their shape bring about concerns for them. Eating disorders can become a common theme in

a girl life.
Emotionally Children are becoming more and more interested in the opposite sex.
They go through many emotions of depression and sadness which could effect them
educationally and or they may practice unsafe sex or become attracted to drugs and or alcohol and or
other issues. Teens continue to develop relationships and friendships on a much deeper level.

OUR DIFFERENCES MAKES US SPECIAL

CHILD LIFE SPECIALIST

Child Life Specialist are trained with expertise in helping children and their families overcome some of lifes
challenges. Life Specialist have a strong background in child development and family systems. They
promote effective coping through play, preparation, education and self-expression activities. As a Life
Specialist I provide service to not only the childs well being but I provide support and guidance to parents,
siblings, and other family members.

As a Professional in child development I will assist the adolescents I work with the many changes they are

experiencing and I will have an open door policy for them so that they have a safe place to dump their concerns.
I can make myself available to them as they transition through puberty, the uncomfortability experienced by the
females in regards to their changing shape, body image and weight. We would address eating disorders and its
effects on a growing teens body. Depression and sadness can easily plague a young persons world and with my
presence in the school hopefully I could be the positive reinforcement that will assist them to stay on track and
grow up appropriately and on track regardless of the obstacles that may come down the pike for them.

THE FUTURE OF HIGH SCHOOL SUCCESS: THE

I M P O R TA N C E O F PA R E N T I N V O LV E M E N T
PROGRAMS

Many studies have shown a strong correlation between parent involvement and a child's success in school (Ascher,

1988; Hickman, Greenwood, & Miller, 1995; Rhine, 1981). The authors of the Coleman Report (Coleman et al., 1966)
indicated that about one-half to two-thirds of the variance in student achievement could be accounted for by home variables
rather than school variables. Similar evidence was found by Mosteller and Moynihan (1972) in their reanalysis of the Coleman
data. Following up on this (and other research) this article will focus on the role that parent involvement programs will play in
the high school of the future and how parent involvement programs can help to meet the changing needs of high school
students and their families. "Parent involvement" and "parent participation" are nebulous terms because there is an array of
parent behaviors that these could include. As Carol Ascher (1986) has stated, "Of all education issues, parent involvement is
one of the vaguest and most shifting in its meanings. Parent involvement may easily mean quite different things to different
people" (p. 109). To define parent involvement more operationally, Hoover-Dempsey, Bassler, and Brissie (1987) theorized a
two-way breakdown into home-based activities (e.g., parent home tutoring) and school based parent involvement activities
(e.g., parent volunteering, attendance at parent-teacher conferences). (horizon.unc.edu)

OVERVIEW OF THE FOUR

PARENTING STYLES

MESOSYSTEMS
The Mesosystem is the second level of Bronfenbrenners ecological
systems theory. This system consists of the interactions of two
microsystems. These similar systems direct affect children. Children

socialize and engage with others within their mesosystems. They can also
be thought of as opportunities to build a bridge to combine two different
settings, to provide consistency and familiarity into a childs life and
environment. As per Bronfenbrenner he utilizes five environmental

systems that influence how a child develops.

BRONFRENBRENNERS ECOLOGICAL
MODEL

E P S T E I N S S I X T Y P E S O F I N V O LV E M E N T
PA R E N T I N G
Type 1 Parenting: Assist families with parenting and child-rearing skills, understanding child
and adolescent development, and setting home conditions that support children as students at each age
and grade level. Assist schools in understanding families. (csos.jhu.edu)
Parenting is at the top of the list in terms of a childs development, if a childs parenting is abusive
or negative a childs developmental growth is directly affected in so many ways that hinder a child on
so many levels.
The implementation of a parenting group to support children as they progress each year in the
high school community.

TYPE 2
C O M M U N I C AT I N G

Type 2 Communicating: Communicate with families about school programs and student
progress through effective school-to-home and home-to-school communications. (csos.jhu.edu)
Open lines of communication keeps both the parents and the children on the same page. It also
keeps the doors open so that our children know that if need be they have a place to let their hair down
and share whatever is bothering them.
Incorporate a cultural diversity day that implements each bring in a dish from their cultures and
share it with others from other cultures. Not only is this a great way to get to learn other cultures, it
is also an excellent way to learn to respect others and their differences and beliefs.

TYPE 3
VOLUNTEERING

Type 3 Volunteering: Improve recruitment, training, work, and schedules to involve families
as volunteers and audiences at the school or in other locations to support students and school
programs. (csos.jhu.edu)
Implementing volunteering promotes children learning to be productive , set goals and reach for
new heights within their school and throughout their community.
Teaching students to run various types of drives that promote unity, raise funds for their education
and or school. Examples Blood drives, talent shows etc

WE STRENGTHEN OUR BONDS IN

NUMBERS

TYPE 4
L E A R N I N G AT H O M E

Type 4 Learning At Home: Involve families with their children in learning activities at home,
including homework and other curriculum-linked activities and decisions. (csoc.jhu.edu)
Implementing this would be very beneficial for the child in terms of learning , but it would also be
very beneficial because it would strengthen the support system by of the family. As the family learns
together they reinforce to the child that what we cant do alone we can do together.
Develop some at home learning skills that families can utilize to strengthen their homework, and
other curriculum activities..

TYPE 5
DECISION MAKING

Type 5 Decision Making: Include families as participant in schools decisions, governance,

and advocacy through PTA/PTO, school councils committees, and other parent organizations.
(csos.jhu.edu)
When parents and their children are apart of the decision making process children have a better
understanding of what is expected of them. They also realize that their parents understand this
process as well and tend to perform better because everyone is on the same page.
The school should instill that both the children and their parents are active participants in what
occurs in the decision making in every area of our childrens educational journey.

DECISION MAKING

TYPE 6
C O L L A B O R AT I N G W I T H T H E C O M M U N I T Y

Type 6 Collaborating With The Community: Coordinate resources and services for families,

students, and the school with businesses, agencies, and other groups, and provide services to the
community. (csos.jhu.edu)
I am still a firm believer in it take a village to raise a child and in regards to this type we need to
actively collaborate with all areas of our community to effectively provide the services to meet the needs
of our children.
Implement a community outreach day or month for our students visit various businesses in our
neighborhood so that they can learn the different functions of that business by the owners.

W H AT W E C A N N O T A C H I E V E A L O N E W E
C A N D E F I N I T E LY A C H I E V E T O G E T H E R

SIX SCHOOL OR COMMUNITY IDEOLOGIES TO

COINCIDE WITH EPSTEINS SIX TYPES OF
INVOLVEMENT

1. Parenting Skills classes or Lectures available to any and parents in the public school system
and Community based organizations for free.
2. Communication Hub that is available for any parent or child needing assistance to regain
lapses in communication with family members so that no one is left in the dark in regards to sharing
whats on your mind.
3. Lending a helping hand to either tutor, be a big brother or sister, companion or just volunteer
your time to help anyone in your community or school.
4. Run family weekly family lesson night to instill that parents and their children make time to
do work together which promotes strong work ethic and communication.
5. Integrate children and parents into decision making process of introducing the beginning
phased of our voting system.
6. Communicating and sponsoring fairs within the community to get everyone involved. What I
cant do alone, we can do together.

REFERENCES

(About.com). (2012, June 12). Overview of the 4 Parenting Styles.retreivedfrom http://www.youtube.com

(Cyberaprentissage). (2012, November 25). The Sociological Approach: Bronfrebrenners Ecological

Model.retreivedromhttp://www.youtube.com

http://horizon.unc.edu/projects/HSJ/Hickman.html

Www.csos.jhu.edu