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Parents and children in resettled refugee families: What are determinants of informational parental support?

Parental support is vital for the well-being and resilience of children with a refugee background as they navigate resettlement. However, providing such parental support is challenging for parents facing significant life changes due to involuntary migration and are unfamiliar with their new society. This study distinguishes between emotional and informational support, focusing on whether parents prioritize informational parental support–involving advice or exchanging information–and examines its determinants. We applied a multiple linear regression model on a data set with 254 recently-arrived refugee parents of 10- to 16-year-olds. Results indicate that informational support is predicted by both the parent's educational level as well as their Dutch language proficiency. We conclude that enhancing language proficiency is crucial to empower parents in offering more informational support to their children, aiding their understanding of the new society.

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Online parenting support

Internet technology offers a lot of new opportunities for the dissemination of information, sharing of support and consultation of professionals. Innovating professionals from multiple disciplines have begun to exploit the new opportunities for parenting support. The studies presented in this book are meant to deepen our insights in the subject of online parenting support and investigate the feasibility to use single session email consultation to empower parents. This publication includes: - A systematic review of 75 studies on online parenting support. - A meta-analytic review of 12 studies on online tools to improve parenting. - A content analysis of 129 parenting questions and responses in single session email consultation. - An analysis and validation study of the newly developed Guiding the Empowerment Process model. - An evaluation study of the effects of single session email consultation on parental empowerment. The results of this research indicate that the Internet is not only a source of information, but it can also be an instrument for support and training, aiming to improve parental competencies.

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Improving parental competencies through web-based programs

Paper presentatie over onderzoek naar Online Parenting Support: guiding parents towards empowerment through single session email consultation.

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Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

In this article we provide the results of a review study on parental involvement in children’s education with a focus on the specific position of illiterate parents. Research results indicate that parental involvement in children’s education matters. It matters for their achievement, motivation and wellbeing at school. Over the last decade, parents and teachers are supposed to collaborate more andmore as partners in education. To establish these partnerships, the primacy is placed on teachers and schools as they are the professional partners. The results of our review study reveal different good practices to enhance parental involvement: from parent and teacher training programs to reorganization of the school structure and family interventions. When illiterate parents want to be involved in their children’s education, they are faced with many difficulties. Remarkably, the research findings on the involvement of illiterate parents appeared to be limited, in contrast with the resultsof our literature search on the topic of parental involvement in children’s education in general, which was very extensive. However, we have found some good practices to foster the involvement of illiterateparents in their children’s education.

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Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

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Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

Parents who grew up without digital monitoring have a plethora of parental monitoring opportunities at their disposal. While they can engage in surveillance practices to safeguard their children, they also have to balance freedom against control. This research is based on in-depth interviews with eleven early adolescents and eleven parents to investigate everyday negotiations of parental monitoring. Parental monitoring is presented as a form of lateral surveillance because it entails parents engaging in surveillance practices to monitor their children. The results indicate that some parents are motivated to use digital monitoring tools to safeguard and guide their children, while others refrain from surveillance practices to prioritise freedom and trust. The most common forms of surveillance are location tracking and the monitoring of digital behaviour and screen time. Moreover, we provide unique insights into the use of student tracking systems as an impactful form of control. Early adolescents negotiate these parental monitoring practices, with responses ranging from acceptance to active forms of resistance. Some children also monitor their parents, showcasing a reciprocal form of lateral surveillance. In all families, monitoring practices are negotiated in open conversations that also foster digital resilience. This study shows that the concepts of parental monitoring and lateral surveillance fall short in grasping the reciprocal character of monitoring and the power dynamics in parent-child relations. We therefore propose that monitoring practices in families can best be understood as family surveillance, providing a novel concept to understand how surveillance is embedded in contemporary media practices among interconnected family members.

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Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

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Peer and professional parenting support on the Internet

The Internet offers many opportunities to provide parenting support. An overview of empirical studies in this domain is lacking, and little is known about the design of webbased parenting resources and their evaluations, raising questions about its position in the context of parenting intervention programs. This article is a systematic review of empirical studies (n = 75), published between 1998 and 2010, that describe resources of peer and professional online support for parents. These studies generally report positive outcomes of online parenting support. A number of recent experimental studies evaluated effects, including randomized controlled trials and quasi-experimental designs (totaling 1,615 parents and 740 children). A relatively large proportion of the studies in our sample reported a content analysis of emails and posts (totaling 15,059 coded messages). The results of this review show that the Internet offers a variety of opportunities for sharing peer support and consulting professionals. The fi eld of study refl ects an emphasis on online resources for parents of preschool children, concerning health topics and providing professional support. A range of technologies to facilitate online communication is applied in evaluated websites, although the combination of multiple components in one resource is not very common. The fi rst generation of online resources has already changed parenting and parenting support for a large group of parents and professionals. Suggestions for future development and research are discussed.

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Acquiring financial support for children’s sports participation

Despite the many benefits of club-organized sports participation for children, sports participation is lower among children from low-income families than among those from middle- or high-income families. Social safety experienced by parents from low-income families is an important facilitator for parents to request financial support for their children’s sports participation. Therefore, the first aim of this study was to better understand parental social (un)safety in the context of acquiring financial support for children’s sports participation and how to create a safe social environment for low-income parents to request and receive this financial support. The second aim was to describe the co-creation process, which was organized to contribute to social safety solutions. To reach these goals, we applied a participatory action research method in the form of four co-creation sessions with professionals and an expert-by-experience, as well as a group interview with parents from low-income families. The data analysis included a thematic analysis of the qualitative data. The results showed that from the perspective of parents, social safety encompassed various aspects such as understandable information, procedures based on trust, and efficient referral processes. Sport clubs were identified as the primary source of information for parents. Regarding the co-creation process, the study found that stakeholders tended to overestimate parental social safety levels. Although the stakeholders enjoyed and learned from the sessions, differences in prior knowledge and a lack of a shared perspective on the purpose of the sessions made it challenging to collaboratively create solutions. The study’s recommendations include strategies for increasing parental social safety and facilitating more effective co-creation processes. The findings of this study can be used to inform the development of interventions that contribute to a social environment in which parents from low-income families feel safe to request and receive financial support for their children’s sports participation.

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Whole‑family programmes for families living with parental mental illness

Several interventions have been developed to support families living with parental mental illness (PMI). Recent evidence suggests that programmes with whole-family components may have greater positive effects for families, thereby also reducing costs to health and social care systems. This review aimed to identify whole-family interventions, their common characteristics, effectiveness and acceptability. A systematic review was conducted according to PRISMA 2020 guidelines. A literature search was conducted in ASSIA, CINAHL, Embase, Medline, and PsycINFO in January 2021 and updated in August 2022. We double screened 3914 abstracts and 212 papers according to pre-set inclusion and exclusion criteria. The Mixed Methods Appraisal Tool was used for quality assessment. Quantitative and qualitative data were extracted and synthesised. Randomised-control trial data on child and parent mental health outcomes were analysed separately in random-effects meta-analyses. The protocol, extracted data, and meta-data are accessible via the Open Science Framework (https://osf.io/9uxgp/). Data from 66 reports—based on 41 independent studies and referring to 30 different interventions—were included. Findings indicated small intervention effects for all outcomes including children’s and parents’ mental health (dc = −0.017, −027; dp = −0.14, −0.16) and family outcomes. Qualitative evidence suggested that most families experienced whole-family interventions as positive, highlighting specific components as helpful, including whole-family components, speaking about mental illness, and the benefits of group settings. Our findings highlight the lack of high-quality studies. The present review fills an important gap in the literature by summarising the evidence for whole-family interventions. There is a lack of robust evidence coupled with a great need in families affected by PMI which could be addressed by whole-family interventions. We recommend the involvement of families in the further development of these interventions and their evaluation.

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Whole‑family programmes for families living with parental mental illness

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Constructing Parental Team Spirit

In a micro-analysis of two cases from the Netherlands, Instant Messaging conversations between birth parents and professional foster parents were studied. The study reveals there are three types of activity in Instant Messaging: aligning dialogues, exhchange of information, and relationship building. Aligning dialogues are the most common. These are aimed at coordinating (daily) matters around the youngster’s situation. Following aligning initiations, the conversations may change into the two other activity types: (background) exchange of information and relationship building. extenuating educational access challenges a specific foster youth and her advocate experienced as result of the COVID-19 pandemic and school closures.

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Producten 1.471

Parents and children in resettled refugee families: What are determinants of informational parental support?

Online parenting support

Improving parental competencies through web-based programs

Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

Peer and professional parenting support on the Internet

Acquiring financial support for children’s sports participation

Whole‑family programmes for families living with parental mental illness

Constructing Parental Team Spirit

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Producten 1.471

Parents and children in resettled refugee families: What are determinants of informational parental support?

Online parenting support

Improving parental competencies through web-based programs

Parental involvement in children’s education: A review study about the effect of parental involvement on children’s school education with a focus on the position of illiterate parents

Family Surveillance: Understanding Parental Monitoring, Reciprocal Practices, and Digital Resilience

Peer and professional parenting support on the Internet

Acquiring financial support for children’s sports participation

Whole‑family programmes for families living with parental mental illness

Constructing Parental Team Spirit