6/22/17 Parent engagement: Information Acknowledgements Impact and - PDF document

6/22/17 Parent engagement: Information Acknowledgements Impact and Ideas • Queensland.College.of.Teachers • The.Alliance.of.Parents.and.Teachers.(APT) Grace.Kirby.PhD.candidate,.Matt.Sanders,.Julie.Hodges Principal.Leadership.for.Parent.Engagement.(DET.Horizon. • Grant) Linda.Willis,.Jenny.Povey,.Annemaree Carroll,.Julie.Hodges Dr#Julie#Hodges##Parenting#and#Family#Support#Centre Dr Julie Hodges University of Queensland juliehod@psy.uq.edu.au School#Of#Psychology,#University#of#Queensland,#juliehod@psy.uq.edu.au Parent engagement: Information Full circle...... Impact and Ideas What.are. we.talking. Ideas……. about? Impact Parent engagement 101 Shared goals, different roles Parent Teacher EDUCATION SCHOOLING Pushor (2013) Dr#Julie#Hodges#University#of#Queensland##juliehod@psy.uq.edu.au# 1

6/22/17 ‘ P arent engagement is the worst A parent’s perspective problem and the best solution’ (Commentary:.Harris.and.Goodall,.2008) T eacher Parent juliehod@psy.uq.edu.au juliehod@psy.uq.edu.au The Project -‘Rate your Parent behaviour-why do they do it? teacher’ Anger Parent’s. History.of.interaction. Parent’s.explanation. emotions with.schools. about.the.history Contempt Fear Sadness Avoid Social. Parent Demography Behaviour Attributions Challenge Education Gender Parent. Characteristics Employment Distress Wellbeing Adapted.from.Patterson.&.Chamberlain,.1994 Adapted.from.Patterson.and.Chamberlain,.1994 . juliehod@psy.uq.edu.au Parent engagement: Principal Health and Wellbeing Information Impact and Ideas Survey (Riley,2016) 33.57 What/are/ 48.13% 43.73% we/talking/ Ideas……. about? 35.89% 33.5% Impact 2.76% 7.24% 2

6/22/17 Teachers’ self-reported health Difficult interactions-How often? (Kirby, Sanders & Hodges, 2017) (Kirby, Sanders & Hodges, 2017) Rarely 11.6 37.8 Yearly/+ 23.6 29.3 Monthly+ 23.4 16.7 Weekly/+ 23.5 12.2 Daily/+ 6.6 3.9 Very.good Good Fair Bad Very.bad 0 5 10 15 20 25 juliehod@psy.uq.edu.au juliehod@psy.uq.edu.au Difficult conversations? Interactions – Impact (Kirby, Sanders & Hodges, 2017) (Kirby, Sanders & Hodges, 2017) 45 100% 5.3 40.7 15.6 40 90% 34.4 33 32.9 35 80% 30.9 30 26.9 27.1 70% 23.2 25 60% 20 20 50% 88.3 15 11 10.7 40% 9.5 8.8 10 67.7 6.3 30% 4.7 5 4.1 51.6 5 20% 0 10% Problem/behaviour Friendship/ Health/wellbeing Poor/academic difficulties 0% Anxious/nervous Ruminate Feel/Responsible Extremely/Difficult Somewhat/difficult Somewhat/easy Extremely/easy Agree Neither Disagree juliehod@psy.uq.edu.au juliehod@psy.uq.edu.au Interactions – Impact Violence and bullying (Kirby, Sanders & Hodges, 2017) (Kirby, Sanders & Hodges, 2017) 45 100% 7.3 40 14.9 90% 38.5 35 80% 70% 58.8 30 60% 25 25.3 50% 24.2 20 84.5 40% 69.2 15 30% 20% 10 30.6 10% 5 0% 0 Impact.enjoyment Emotionally.demanding Leave.teaching Bullying Threats.of.violence Physical.violence Agree Neither Disagree juliehod@psy.uq.edu.au juliehod@psy.uq.edu.au 3

6/22/17 How are we doing? Violence and bullying – a comparison 50 80 72.3 45 70 43.7 40 60 38.5 35 35.9 33.5 82%.of.Australian.teacher. 30 50 identified.skills.in.working.with. 25 40 25.3 24.2 parents.and.community.as. 20 30 their.greatest.need 15 17.5 (Doecke et.al.,.2008) 20 10 10.2 10 8 8 5 4 0 0 Threats.of.violence Physical.violence Bullying </12/months >/12/months No Principals Teachers. General.Public <.12.months >.12.months No juliehod@psy.uq.edu.au juliehod@psy.uq.edu.au How are we doing? Parent engagement: Information Impact and Ideas Skills/for/working/with/parents 35 32 30 28 23.8 25 What/are/ Ideas…… . we/talking/ 20 about? 14.4 15 10 5 1.8 Impact 0 Definitely Probably Maybe Probably/not Definitely/not juliehod@psy.uq.edu.au Prevention Prevention Having difficult conversations Build an emotional bank account Build an emotional bank account • A.letter.of.introduction Frontal.lobe • Tell.me.about.your.child h reasoning • Know.your.families • Emails.to.parents • Be.available.(with.‘goal.posts’) • Parenthteacher. meeting Limbic.system h feeling • Create.a.parenthfriendly.space. • Apply.the.‘3.metre rule’ juliehod@psy.uq.edu.au 4

6/22/17 Scenario (End semester 1) Managing difficult conversations • Tilly.transferred.to.your.school.in.term.4.last.year. • Stay.calm.h don’t.be.defensive. • Reports.from.her.previous.school.indicate.some.difficulties.with. reading.and.comprehension; her.grades.were.in.the.‘C’.range. • Acknowledge.the.parent’s.perspective. • Intensive.work.was.commenced.in.term.4.last.year..Tilly’s.English. • Check.the.parent’s.reaction grades.did.not.improve. Following.discussions.with.the.HOC.and.the.GO,.the.decision.was. • • If.receptive,.problem.solve made.to.continue.individual.work.with.Tilly.in.the.new.year. • If.parent.is.emotional. Despite.additional.support.Tilly’s.grades.have.not.improved. • You.suspect.a.Learning.Disorder.(Reading)..As.scheduled..Parenth • make.a.time.in.the.near Teacher.meetings..start.next.week.you.resolve.to.speak.to.Tilly’s. future.to.discuss. parents.about.having.her.assessed. During.the.meeting.Tilly’s.mum.becomes.teary.and.visibly. • upset,.Tilly’s.dad.becomes.angry.‘why.didn’t.we.know.she. wasn’t.improving’ juliehod@psy.uq.edu.au What would you do? The Alliance of Parents and Teachers (APT) Project (Kirby,.Sanders &.Hodges,.2017). • How.could.the.conflict.have.been.prevented?.List. steps.that.you.could.have.taken o As.part.of.your.regular.practice o Specifically.related.to.this.situation • If.you.had.to.manage.this.situation.outline.a. sequence.of.steps.you.might.take. For.further.information.contact:.juliehod@psy.uq.edu.au 5