Spotlights Featured Resources for Families and Schools

Parent Resources (Search Our Database) The Skill of Active Listening The Center for Parenting Education "Really listening to your children is the best way to create a caring relationship in which they see you as being 'in their corner' and as a base to which they can always return when they need support." This webpage offers a great guide to learn about and practice active listening.

Talking to Children About COVID-19: A Parent Resource / Helping Children Cope With Changes Resulting From COVID-19 National Association of School Psychologists This resource is available in English, Spanish, Amharic, Chinese, Korean, French, Vietnamese, Bahasa, Urdu, and Hmong. Children look to adults for guidance on how to react to stressful events such as COVID-19. They need calmly delivered, factual information that is age appropriate.

School Resources (Search Our Database)

Simple Interactions Tool Simple Interactions/Fred Rogers Center for Early Learning and Children’s Media Register for this free download, available in English, Spanish, and Chinese, which gives adult helpers (family, school, or community) language and a tool to notice and appreciate human interactions across developmental settings, including these elements: connection, reciprocity, inclusion, and opportunity to grow. It can help assist in building relationships among two people of any age.

The Underutilized Potential of Teacher-to-Parent Communication: Evidence From a Field Experiment Kraft, M.A., & Rogers, T. In this study, researchers sent brief individualized messages from teachers to the parents of high school students, which shaped the content of parent-child conversations with messages emphasizing what students could improve, versus what students were doing well, producing the largest effects. Results illustrate the underutilized potential of communication policies with clear but reasonable expectations for teachers.

School Community Journal Resources (Search Our Database)

Making Home-Based Learning Visual: Family Perspectives on Early Learning and Development Through Photographs Kyle Miller and Miranda Lin This study examined the ways families support home-based learning during children’s early years. Families used a digital camera to document home-based activities aimed at supporting children’s early learning then discussed the meaning behind the images with children’s teachers. Findings suggested that early learning involved a variety of school-like and naturally occurring activities. Contrary to much research, many similarities were discovered between the higher and lower income families, although some differences also emerged. Implications for practitioners and scholars are discussed.

Long-Term Parent–Child Separation Through Serial Migration: Effects of a Post-Reunion Intervention Patricia M. Greenfield, Guadalupe Espinoza, Maritza Monterroza-Brugger, Nidia Ruedas-Gracia, and Adriana M. Manago The goal of this project was to reduce parent–child conflict and promote intergenerational harmony among Central American families who had experienced long-term parent–child separations in the immigration process. Through combining intensive case study of six families with experimental design, we show how a series of four workshops for immigrant parents and their recently immigrated adolescent children could reduce parent–child conflict and emotional distance by scaffolding intergenerational communication.

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