Skip to main content
SpringerLink
Log in

Parents’/Carers’ Participation in Mental Health Promotion in Schools

  • Chapter
Mental Health Promotion in Schools

  • 1437 Accesses

Abstract

There has long been an understanding of the impact of the family situation on children’s school achievement across cultures and contexts and consequently also of the importance of involving parents in their children’s education. Ecological systems theory (Bronfenbrenner, 1989) further highlighted the importance of the child’s interactions within the different microsystems as well as the impact of the interactions between the different microsystems such as home and school at mesosystem level.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alameda-Lawson, T., Lawson, M. A., & Lawson, H. A. (2010) Social workers’ roles in facilitating the collective involvement of low-income, culturally diverse parents in an elementary school. Children & Schools, 32(3), 172–182.

    Article  Google Scholar 

  • Azad, G., & Mandell, D. S. (2016). Concerns of parents and teachers of children with autism in elementary school. Autism, 20(4), 435–441.

    Article  Google Scholar 

  • Bartolo, P. A., Janik, I., Janikova, V., Vilkiene, V., Calleja, C., Cefai, C., Chetcuti, D., Hofsaess, T., Koinzer, P., Mol Lous, A., Ale, P., Wetso, G. M., & Humphrey, N. (2007). Responding to student diversity: Teacher’s handbook. Malta: University of Malta.

    Google Scholar 

  • Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249.

    Google Scholar 

  • Carlson, C., & Christenson, S. L. (2005). Evidence-based parent and family interventions in school psychology [Special issue]. School Psychology Quarterly, 20(4).

    Google Scholar 

  • Carpenter, B. W., Young, M. D., Bowers, A., & Sanders, K. (2016). Family involvement at the secondary level: Learning from Texas Borderland Schools. NASSP Bulletin, 100(1), 47–70.

    Article  Google Scholar 

  • Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Ascencio, E., & Gaviria, J. L. (2015), Parental involvement on student academic achievement: A meta- analysis. Educational Research Review, 14, 33–46.

    Article  Google Scholar 

  • Cefai, C., & Cavioni, V. (2016) Parents as active partners in social and emotional learning at school. In B. Kirkcaldy (Ed.), Psychotherapy in parenthood and beyond. Personal enrichment in our lives. Turin, Italy: Edizoni Minerva Medica.

    Google Scholar 

  • Christenson, S. L., & Reschly, A. L. (2010). Handbook of school-family partnerships for promoting student competence. London: Routledge.

    Google Scholar 

  • Clelland, T., Cushman, P., & Hawkins, J. (2013). Challenges of parental involvement within a health promoting school framework in New Zealand. Education Research International, Article ID 131636. Retrieved from http://dx.doi.org/10.1155/2013/131636

  • Daniela, G. R., Wanga, C., & Berthelsenb, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36(3), 168–177.

    Article  Google Scholar 

  • Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. Nottingham, UK: Department for Education and Skills.

    Google Scholar 

  • DfES. (2006). Primary national strategy excellence and enjoyment: Social and emotional aspects of learning Family SEAL. London, UK: Department for Education and Skills.

    Google Scholar 

  • Downes, P., & Cefai, C. (2016). How to tackle bullying and prevent school violence in Europe: Strategies for inclusive and safe schools (NESET II – AR2). Luxembourg: Office of the European Commission.

    Google Scholar 

  • Downey, C., & Williams, C. (2010). Family SEAL—a home-school collaborative programme focusing on the development of children’s social and emotional skills. Advances in School Mental Health Promotion, 3, 30–41.

    Article  Google Scholar 

  • El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988–1005.

    Article  Google Scholar 

  • European Agency for Special Needs and Inclusive Education. (2016). Inclusive early childhood education: An analysis of 32 European examples (P. Bartolo, E. Björck- Åkesson, C. Giné, & M. Kyriazopoulou, Eds.). Odense, Denmark

    Google Scholar 

  • European Agency for Special Needs and Inclusive Education. (2017). Inclusive early childhood education: Case study visit (Agrupamento de Escolas de Frazão, Portugal, 2–4 March 2016). Odense, Denmark: European Agency.

    Google Scholar 

  • Fishel, M., & Ramirez, L. (2005). Evidence-based parent involvement interventions with school-aged children. School Psychology Quarterly, 20(4), 371–402.

    Article  Google Scholar 

  • Flecha, R. (Ed.). (2015). Successful educational actions for inclusion and social cohesion in Europe. London: Springer.

    Google Scholar 

  • Francis, G. L., Blue-Banningand, M., Turnbull, A. P., Hill, C., Haines, S. J., & Gross, J. M. S. (2016). Culture in inclusive schools: Parental perspectives on trusting family professional partnerships. Education and Training in Autism and Developmental Disabilities, 51(3), 281–293.

    Google Scholar 

  • Garbacz, S. A., Swanger-Gagné, M. S., & Sheridan, S. M. (2015). The role of school-family partnership programs for promoting student social and emotional learning. In J. Durlak, T. Gullotta, C. Domitrovich, P. Goren, & R. Weissberg (Eds.), The handbook of social and emotional learning (pp. 244–259). New York, NY: The Guildford Press.

    Google Scholar 

  • Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education, 47, 706–742.

    Article  Google Scholar 

  • Lawson, M. A. (2013). School-family relations in context parent and teacher perceptions of parent involvement. Urban Education, 38(1), 77–133

    Article  Google Scholar 

  • Lendrum, A., Barlow, A., & Humphrey, N. (2015). Developing positive school-home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND). Journal of Research in Special Educational Needs, 15(2), 87–96.

    Article  Google Scholar 

  • Mendez, L. R., Ogg, J., Loker, T., & Fefer, S. (2013). Including parents in the continuum of school-based mental health services: A review of intervention program research from 1995 to 2010. Journal of Applied School Psychology, 29(1), 1–36.

    Article  Google Scholar 

  • Rickard, D., Brosnan, E., O’Laoide1, A., Wynne, C., Keane, M., McCormack, M., & Sharry, J. (2016). A first-level evaluation of a school-based family programme for adolescent social, emotional and behavioural difficulties. Clinical Child Psychology and Psychiatry, 21(4), 603–617.

    Google Scholar 

  • Santiago, C. D., Pears, G., Baweja, S., Vona, P., Tang, J., & Kataoka, S. H. (2013). Engaging parents in evidence-based treatments in schools: Community perspectives from implementing CBITS. School Mental Health, 5(4), 209–220.

    Article  Google Scholar 

  • Skrzypiec, G., Slee, P., & Askell-Williams, H. (2017). Collaboration with parents/carers in KidsMatter schools (chapter in this edition).

    Google Scholar 

  • Slee, P. T., Lawson, M. J., Russell, A., Askell-Williams, H., Dix, K. L., Owens, L., Skrzypiec, G., & Spears, B. (2009). KidsMatter primary evaluation final report. Australia: Centre for Analysis of Educational Futures, Flinders University of South Australia.

    Google Scholar 

  • Slee, P. T., Murray-Harvey, R., Dix, K. L., Skrzypiec, G., Askell-Williams, H., Lawson, M., & Krieg, S. (2012). KidsMatter early childhood evaluation report. Adelaide: Shannon Research Press.

    Google Scholar 

  • Sormunen, M., Tossavainen, K., & Turunen, H. (2011). Home–school collaboration in the view of fourth grade pupils, parents, teachers, and principals in the Finnish education system. The School Community Journal, 21(2), 185–211.

    Google Scholar 

  • Stadnick, N. A., Drahota, A., & Brookman-Frazee, L. (2013). Parent perspectives of an evidence-based intervention for children with autism served in community mental health clinics. Journal of Child and Family Studies, 22(3), 414–422.

    Article  Google Scholar 

  • Valdez, C. R., Carlson, C., & Zanger, D. (2005). Evidence-based parent training and family interventions for school behavior change. School Psychology Quarterly, 20(4), 403–433.

    Article  Google Scholar 

  • Weare, K. (2013). Editorial: Child and adolescent mental health in schools. Child and Adolescent Mental Health, 18(3), 129–130.

    Article  Google Scholar 

Download references

Authors
  1. Paul Bartolo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Carmel Cefai
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Carmel Cefai Paul Cooper

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Bartolo, P., Cefai, C. (2017). Parents’/Carers’ Participation in Mental Health Promotion in Schools. In: Cefai, C., Cooper, P. (eds) Mental Health Promotion in Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-053-0_12

Download citation

  • DOI: https://doi.org/10.1007/978-94-6351-053-0_12

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-053-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation