Family Engagement Practices in Early Intervention: A Review of Three Countries

2019 ◽  
pp. 141-152
Author(s):  
Serra Acar ◽  
Ching-I Chen ◽  
Huichao Xie
Keyword(s):  
Early Intervention ◽  
Family Engagement ◽  
Family Engagement Practices

scholarly journals Context and contact: a comparison of patient and family engagement with early intervention services for psychosis in India and Canada

2020 ◽  
pp. 1-10
Author(s):  
Srividya N. Iyer ◽  
Ashok Malla ◽  
Aarati Taksal ◽  
Anika Maraj ◽  
Greeshma Mohan ◽  
...  
Keyword(s):  
Early Intervention ◽  
Family Involvement ◽  
Proportional Hazards ◽  
Family Engagement ◽  
Cox Proportional Hazards ◽  
First Episode ◽  
Early Intervention Services ◽  
Service Engagement ◽  
Intervention Services ◽  
Family Contact

Abstract Background It is unknown whether patient disengagement from early intervention services for psychosis is as prevalent in low- and middle-income countries (LMICs) like India, as it is in high-income countries (HICs). Addressing this gap, we studied two first-episode psychosis programs in Montreal, Canada and Chennai, India. We hypothesized lower service disengagement among patients and higher engagement among families in Chennai, and that family engagement would mediate cross-site differences in patient disengagement. Methods Sites were compared on their 2-year patient disengagement and family engagement rates conducting time-to-event analyses and independent samples t tests on monthly contact data. Along with site and family involvement, Cox proportional hazards regression included known predictors of patient disengagement (e.g. gender). Results The study included data about 333 patients (165 in Montreal, 168 in Chennai) and their family members (156 in Montreal, 168 in Chennai). More Montreal patients (19%) disengaged before 24 months than Chennai patients (1%), χ2(1, N = 333) = 28.87, p < 0.001. Chennai families had more contact with clinicians throughout treatment (Cohen's d = −1.28). Family contact significantly predicted patient disengagement in Montreal (HR = 0.87, 95% CI 0.81–0.93). Unlike in Chennai, family contact declined over time in Montreal, with clinicians perceiving such contact as not necessary (Cohen's d = 1.73). Conclusions This is the first investigation of early psychosis service engagement across a HIC and an LMIC. Patient and family engagement was strikingly higher in Chennai. Maintaining family contact may benefit patient engagement, irrespective of context. Findings also suggest that differential service utilization may underpin cross-cultural variations in psychosis outcomes.

‘Kufunika kwa mtundu/fuko’ (Family circle): Understanding experiences of grandparents raising grandchildren in Malawi

2020 ◽  
pp. 002087282095936
Author(s):  
Youjung Lee ◽  
Lisa Blitz
Keyword(s):  
Family Engagement ◽  
Strong Support ◽  
Grandparents Raising Grandchildren ◽  
Community Resource ◽  
Custodial Grandparents ◽  
Raising Children ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
School Roles ◽  
Family Engagement Practices

In Malawi, grandparents play significant roles in raising children when parents are absent. An inductive thematic qualitative approach was used to understand experiences of Malawian custodial grandparents. Seven focus groups with 29 grandparents were conducted and six themes emerged: (1) Better future for the children, (2) Family circle, (3) Strong support from other grandparents and the community, (4) Financial and physical hardships, (5) Intergenerational conflicts and discipline issues, and (6) Desire for more involvement with their grandchildren’s education and school. Roles of schools and non-governmental organizations as community resource centers with robust family engagement practices are explored.

Improving how schools engage families during the crucial 9th-grade year

2021 ◽  
Vol 103 (2) ◽  
pp. 40-43
Author(s):  
Martha Abele Mac Iver ◽  
Joyce Epstein ◽  
Steven B. Sheldon
Keyword(s):  
Professional Development ◽  
High School ◽  
Family Engagement ◽  
Transition To High School ◽  
Critical Transition ◽  
Urban District ◽  
9Th Grade ◽  
Interactive Homework ◽  
Family Engagement Practices

Researchers Martha Abele Mac Iver, Joyce Epstein, and Steven Sheldon summarize the outcomes of their four-year partnership with an urban district aimed at improving the ways schools engage families during the critical transition to high school. They describe how schools put into practice the strategies learned in ongoing professional development, how family engagement practices changed, and what effects those changes had on students. Particular strategies include the use of an online parent portal and interactive homework assignments about the transition to high school.

scholarly journals Cultivating Community Partnerships as an ELL Teacher

2019 ◽  
Vol 16 (1) ◽  
pp. 137-153
Author(s):  
Jana Galicia ◽  
Kate Voss
Keyword(s):  
Family Engagement ◽  
Community Partnerships ◽  
Cultural Barriers ◽  
Family Engagement Practices

Let’s face it.  Being a teacher can be daunting for a variety of reasons.  We are pulled in a million different directions every minute of the day.  (Even during our preps and lunch breaks!) We are not just teachers.  We adopt so many different roles in order to meet the needs of our students.              In my quest to learn about effective family engagement practices I felt overwhelmed to add yet another role to my repertoire.   I quickly realized that, in order to engage families in a meaningful and collaborative way, I needed help.  In my quest, I was fortunate to experience multiple community partnerships that made engaging families feel more like creating lasting friendships and building bridges that crossed language and cultural barriers.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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