The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme.
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| Title: | The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme. |
|---|---|
| Authors: | Wolfe, Victoria |
| Source: | Educational & Child Psychology. Dec2014, Vol. 31 Issue 4, p58-71. 14p. 1 Diagram, 3 Charts. |
| Subjects: | Psychological resilience in adolescence, Parent participation in education, Psychological resilience in children, Education policy, British education system, Parent-school relationships, Special education, Secondary education, Children, Teenagers |
| Geographic Terms: | United Kingdom |
| Abstract: | Aims: The United Kingdom Resilience Programme (UKRP) is a secondary school initiative which aims to help 11- to 13-year-olds develop skills that allow them to be more resilient in dealing with situations both in and out of school. An evaluative study of the UKRP sponsored by the Department for Education (DfE) was completed in 2011. However, this study did not include the voice of parents or carers. Previous research and Government initiatives have stressed the importance of the parental figure in the development of children's happiness and well-being. The current study elicited the perceptions of parents relating to the school-based UKRP. Method: This qualitative research study applied an in-depth Grounded Theory analysis to interview data collected from a sample of eight parents whose child had been taught the UKRP. Findings: Through a process of data coding plus accompanying memos and diagrams, the analysis identifies six key processes that contributed to parental perceptions of the UKRP: choice; communication; understanding; experience; value; and relationships. Conclusions: The study concludes by linking the six key identified processes in putting forward 'empowerment' as a plausible mechanism for effective parental engagement. The study supports and expands upon earlier studies which highlight the importance of meaningful parent-school partnerships, and offers new evidence to inform home-school policies and effective working practices with parents. These findings are particularly pertinent to educational professionals in the current climate in light of impending changes to Special Educational Needs policy, and the advent of new and diverse schooling opportunities and challenges. Implications for the role of the educational psychologist are also discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 98981952 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wolfe%2C+Victoria%22">Wolfe, Victoria</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Dec2014, Vol. 31 Issue 4, p58-71. 14p. 1 Diagram, 3 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Psychological+resilience+in+adolescence%22">Psychological resilience in adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+participation+in+education%22">Parent participation in education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+resilience+in+children%22">Psychological resilience in children</searchLink><br /><searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br /><searchLink fieldCode="DE" term="%22British+education+system%22">British education system</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-school+relationships%22">Parent-school relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: The United Kingdom Resilience Programme (UKRP) is a secondary school initiative which aims to help 11- to 13-year-olds develop skills that allow them to be more resilient in dealing with situations both in and out of school. An evaluative study of the UKRP sponsored by the Department for Education (DfE) was completed in 2011. However, this study did not include the voice of parents or carers. Previous research and Government initiatives have stressed the importance of the parental figure in the development of children's happiness and well-being. The current study elicited the perceptions of parents relating to the school-based UKRP. Method: This qualitative research study applied an in-depth Grounded Theory analysis to interview data collected from a sample of eight parents whose child had been taught the UKRP. Findings: Through a process of data coding plus accompanying memos and diagrams, the analysis identifies six key processes that contributed to parental perceptions of the UKRP: choice; communication; understanding; experience; value; and relationships. Conclusions: The study concludes by linking the six key identified processes in putting forward 'empowerment' as a plausible mechanism for effective parental engagement. The study supports and expands upon earlier studies which highlight the importance of meaningful parent-school partnerships, and offers new evidence to inform home-school policies and effective working practices with parents. These findings are particularly pertinent to educational professionals in the current climate in light of impending changes to Special Educational Needs policy, and the advent of new and diverse schooling opportunities and challenges. Implications for the role of the educational psychologist are also discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=98981952 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2014.31.4.58 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 58 Subjects: – SubjectFull: Psychological resilience in adolescence Type: general – SubjectFull: Parent participation in education Type: general – SubjectFull: Psychological resilience in children Type: general – SubjectFull: Education policy Type: general – SubjectFull: British education system Type: general – SubjectFull: Parent-school relationships Type: general – SubjectFull: Special education Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Children Type: general – SubjectFull: Teenagers Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: The Voice of the Parent: Perceptions of the United Kingdom Resilience Programme. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wolfe, Victoria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 31 – Type: issue Value: 4 Titles: – TitleFull: Educational & Child Psychology Type: main |
| ResultId | 1 |
