Parents Have a Critical Role

Research conducted by several governmental educational agencies has demonstrated the critical role that parents play in the learning success of their children at school.

A recent report from the Southwest Educational Development Laboratory confirms, "When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more." 

From the Michigan Department of Education in a 2001 report, “What Research Says about Parent Involvement in Children’s Education”, found that decades of research show that when parents are involved students have:

• Higher grades, test scores, and graduation rates

• Better school attendance

• Increased motivation, better self-esteem

• Lower rates of suspension

• Decreased use of drugs and alcohol

• Fewer instances of violent behavior

• The more intensely parents are involved, the more beneficial the achievement effects.

Our experiences at Therapeutic Life Skills confirm that children are more likely to successfully achieve therapy goals, defined in their plan of care, when parents are involved in therapy sessions. 

The report continues, “Family participation in education was twice as predictive of students’ academic success as family socioeconomic status. Some of the more intensive programs had effects that were 10 times greater than other factors. “

Research confirms what we already believe to be true and this is the primary reason that we require parent involvement in all therapy sessions with their children.  An important concept identified in the report indicates a parent’s level of expectation for the student’s achievement at school.  Specifically, “The most consistent predictors of children’s academic achievement and social adjustment are parent expectations of the child’s academic attainment and satisfaction with their child’s education at school.”  In a treatment setting, this same concept may be used to influence the therapeutic progress of the child. 

The customized Treatment Plan is based upon a complete evaluation of the skills, abilities, and level of development demonstrated using specialized tests.  Realistic and attainable goals are identified and measured to determine growth and progress during the treatment period.

The level of expectation is greatly influenced by the information provided during the clinical session supported by the personal interaction between the parent and therapist.  This transfer of knowledge is the motivator to generalize the applied therapy to the home environment and is critical to the achievement and attainment of the goals outlined in the Treatment Plan.

The report points to three major factors of parental involvement that make a difference in the education of their children.  In a clinical setting we find that all three factors are essential in the treatment of the child. 

• Parents’ beliefs about what is important, necessary and permissible for them to do with and on behalf of their children;

In the clinical setting, we help the parent understand their role in the treatment process.  The condition of the child is determined by administering several professional clinical tests and documented into the medical record.  Next, the evaluation is discussed with the parent in a follow up consultation with the parent.  This information is the basis of the Treatment Plan where the parent and therapist identify what is important, necessary and permissible on behalf of the child’s therapy, specifically, their role.

• The extent to which parents believe that they can have a positive influence on their children’s education; and

In the clinical setting, the parent and therapist set realistic and attainable goals that are documented and reviewed at each session.  The progress of the child and generalization of the therapy to the home environment is the catalyst to support the parents faith and hope on the positive influence of their involvement in the therapy sessions.

• Parents’ perceptions that their children and school want them to be involved.

In the clinical setting, the parents participation is clearly defined.

The report also describes the type of involvement of the parent.  It is interesting that a corresponding strategy may be found in the child’s therapy Home Program.

• Although most parents do not know how to help their children with their education, with guidance and support, they may become increasingly involved in home learning activities and find themselves with opportunities to teach, to be models for and to guide their children.

During the therapy session the parent discovers the important aspects the therapist uses in pursuit of the child’s goals.  In addition, the parent learns how to carry this information back home and apply it to the child’s activities each day.  This is known as generalizing the therapy session to the home environment.

• When schools encourage children to practice reading at home with parents, the children make significant gains in reading achievement compared to those who only practice at school.

The therapist encourages the parent to practice the skills learned during the clinical session with their child at home.  The Home Program, by it’s vary nature, allow the child to make significant gains toward the goals outlined in their Treatment Plan. 

• Parents, who read to their children, have books available, take trips, guide TV watching, and provide stimulating experiences contribute to student achievement.

The therapist encourages parents to have activities available, equipment to provide the therapeutic experience at home. 

The impact of parental involvement in children’s education has been well documented by many researchers.  This aspect of parenting promotes academic success by placing emphasis on activities that are educational.  Likewise, we believe the impact of parental involvement in a child’s therapeutically activities promote positive developmental outcomes for children.