PSYCHOLOGY - SYSTEM CONSULTATION MODULE

Psychology - System Consultation Module

Psychology - System Consultation Module

Introduction

Parents and teachers share a common treasure. It is as if they are partners in joint ownership of a valuable corporation. The child they share represents the corporation. If they are to nurture this corporation and ensure its success, they must be intentional about establishing good communication. To develop the communication that will allow parents and teachers to make plans, set goals, solve problems, and establish the relationship that they need in order to have a good partnership, a Parent-Teacher Meeting is required Griffith, (2000).

A parent teacher conference helps to communicate to parents the areas their children are excelling in and to give them specific ideas of how to improve upon their child's performance. Parent-Teacher meeting should be used as a platform to make a lasting bond with the parent to increase the likelihood of academic success for their child.

Why involve the fathers?

The studies collected by Cooper and Letts (2002), showed that a fathers' involvement in teaching their children often give positive results in terms of education, social and emotional, which can result in better grades, better relationships, better mental health, and less crime. The link can be established between the involvement of fathers and these positive results is independent of the involvement of mothers and is valid for both conventional parenting families, as families single parent (single fathers) and fathers not living with their children. Many Experts talk about the importance of fathers - as well as other surrogate father figures - that the boy will refer as 'model learning' to read Griffith, (1997). This fathers' involvement is important in terms of future results for the child, but also because it allows the child to see his father involved and interested in its activities and to have great pleasure and satisfaction.

Still according to Cooper, and Letts (2002), some research shows that there are little participation fathers in family literacy programs. An evaluation of Learning and Skills Council-funded Family Programs estimates that about 5% of participants in programs Family Language, Literacy and Numeracy in 2002-03 were men. The percentage of men in the wider literacy programs was just 12%. These figures show that there is a very little participation of fathers in the school programs of the children which could negatively affect the education of their children Bauch and Goa (2000).

What can we attribute the low turnout?

Various factors may explain the low involvement of fathers in the education of their children. The first factor is the traditional roles assigned to each gender in the family, that is to say what role each man or woman, accepts to comply with the model social force in its culture. Cultural stereotypes and always designate as fathers. Those who boil the marmite continue to exert a strong influence on the attitudes of women, men, and children in the family. Another barrier mentioned was the lack of time. The family literacy programs have often held during work hours and men work more often than women full ...