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

6/22/17 1

Parent engagement: Information Impact and Ideas

Dr#Julie#Hodges##Parenting#and#Family#Support#Centre School#Of#Psychology,#University#of#Queensland,#juliehod@psy.uq.edu.au

Acknowledgements

• 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 University of Queensland juliehod@psy.uq.edu.au

Full circle......

Parent engagement: Information Impact and Ideas

What.are. we.talking. about? Impact Ideas…….

Parent engagement 101

Parent Teacher Shared goals, different roles

EDUCATION SCHOOLING Pushor (2013) Dr#Julie#Hodges#University#of#Queensland##juliehod@psy.uq.edu.au#

6/22/17 2

Parent

T eacher

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‘Parent engagement is the worst problem and the best solution’

(Commentary:.Harris.and.Goodall,.2008)

A parent’s perspective

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The Project -‘Rate your teacher’ Parent behaviour-why do they do it?

Gender Education History.of.interaction. with.schools. Parent’s.explanation. about.the.history Parent’s. emotions Anger Sadness Parent. Characteristics Wellbeing Attributions Parent Behaviour Avoid Challenge Social. Demography Adapted.from.Patterson.and.Chamberlain,.1994. Distress Contempt Fear juliehod@psy.uq.edu.au Adapted.from.Patterson.&.Chamberlain,.1994 Employment

Parent engagement: Information Impact and Ideas

What/are/ we/talking/ about? Impact Ideas…….

Principal Health and Wellbeing Survey (Riley,2016)

33.57

43.73% 7.24% 33.5% 2.76% 48.13% 35.89%

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Teachers’ self-reported health

(Kirby, Sanders & Hodges, 2017) 16.7 37.8 29.3 12.2 3.9 Very.good Good Fair Bad Very.bad juliehod@psy.uq.edu.au

Difficult interactions-How often?

(Kirby, Sanders & Hodges, 2017)

6.6 23.5 23.4 23.6 11.6

5 10 15 20 25

Daily/+ Weekly/+ Monthly+ Yearly/+ Rarely juliehod@psy.uq.edu.au

Difficult conversations?

(Kirby, Sanders & Hodges, 2017)

9.5 4.7 11 5 40.7 33 32.9 30.9 23.2 26.9 20 27.1 4.1 6.3 8.8 10.7

5 10 15 20 25 30 35 40 45

Problem/behaviour Friendship/ difficulties Health/wellbeing Poor/academic

Extremely/Difficult Somewhat/difficult Somewhat/easy Extremely/easy

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Interactions – Impact

(Kirby, Sanders & Hodges, 2017)

51.6 88.3 67.7 34.4 5.3 15.6 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Anxious/nervous Ruminate Feel/Responsible Agree Neither Disagree

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Interactions – Impact

(Kirby, Sanders & Hodges, 2017)

69.2 84.5 30.6 14.9 7.3 58.8 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Impact.enjoyment Emotionally.demanding Leave.teaching

Agree Neither Disagree

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Violence and bullying

(Kirby, Sanders & Hodges, 2017) 38.5 25.3 24.2 5 10 15 20 25 30 35 40 45 Bullying Threats.of.violence Physical.violence juliehod@psy.uq.edu.au

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Violence and bullying – a comparison

43.7 33.5 35.9 25.3 24.2 38.5 8 4 8 5 10 15 20 25 30 35 40 45 50

Threats.of.violence Physical.violence Bullying

Principals Teachers. General.Public juliehod@psy.uq.edu.au

How are we doing?

82%.of.Australian.teacher. identified.skills.in.working.with. parents.and.community.as. their.greatest.need

(Doecke et.al.,.2008)

10.2 17.5 72.3 10 20 30 40 50 60 70 80 </12/months >/12/months No

<.12.months >.12.months No

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How are we doing?

28 32 23.8 14.4 1.8

5 10 15 20 25 30 35

Definitely Probably Maybe Probably/not Definitely/not Skills/for/working/with/parents juliehod@psy.uq.edu.au

Parent engagement: Information Impact and Ideas

What/are/ we/talking/ about? Impact Ideas…….

• A.letter.of.introduction
• Tell.me.about.your.child
• Know.your.families
• Emails.to.parents
• Be.available.(with.‘goal.posts’)
• Parenthteacher.meeting
• Create.a.parenthfriendly.space.
• Apply.the.‘3.metre rule’

Prevention Prevention Build an emotional bank account Build an emotional bank account

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Having difficult conversations

Frontal.lobe h reasoning Limbic.system h feeling

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Managing difficult conversations

• Stay.calm.h don’t.be.defensive.
• Acknowledge.the.parent’s.perspective.
• Check.the.parent’s.reaction
• If.receptive,.problem.solve
• If.parent.is.emotional.

make.a.time.in.the.near future.to.discuss.

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Scenario (End semester 1)

• Tilly.transferred.to.your.school.in.term.4.last.year.
• Reports.from.her.previous.school.indicate.some.difficulties.with.

reading.and.comprehension; her.grades.were.in.the.‘C’.range.

• Intensive.work.was.commenced.in.term.4.last.year..Tilly’s.English.

grades.did.not.improve.

• Following.discussions.with.the.HOC.and.the.GO,.the.decision.was.

made.to.continue.individual.work.with.Tilly.in.the.new.year.

• Despite.additional.support.Tilly’s.grades.have.not.improved.
• You.suspect.a.Learning.Disorder.(Reading)..As.scheduled..Parenth

Teacher.meetings..start.next.week.you.resolve.to.speak.to.Tilly’s. 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’

What would you do?

• How.could.the.conflict.have.been.prevented?.List.

steps.that.you.could.have.taken

• As.part.of.your.regular.practice
• Specifically.related.to.this.situation
• If.you.had.to.manage.this.situation.outline.a.

sequence.of.steps.you.might.take.

The Alliance of Parents and Teachers (APT) Project

(Kirby,.Sanders &.Hodges,.2017).

For.further.information.contact:.juliehod@psy.uq.edu.au