• Sofie Amalie Ommel
  • Sarah Hjorth Joyce
4. semester, Psykologi, Kandidat (Kandidatuddannelse)
The purpose of this study is to investigate the collaboration between parents of children with a mental illness and the child’s educator, from the parents’ point of view. Even though former research indicates how a positive collaboration between parents and educators is positively related to children’s development, little research seems to shed light upon how parents of children with a mental disorder regard this collaboration in Denmark. Therefore, this study aims to contribute with a detailed understanding of this field of interest through a mixed methods approach. A questionnaire derived from existing literature is developed to investigate the parents of children with a mental illness’ overall view of the collaboration with the educator as well as factors within and surrounding this collaboration (Hoover-Dempsey, 2005; Vickers & Minke, 1995). The results are based on a sample size of 325 parents, and analyzed through the statistical program SPSS and qualitative coding. The results imply that 69% of the parents express a positive view of the collaboration with the child’s educator. Thus, the majority of the sample are positive, which also emerges from the qualitative results. However, 21% of the parents express a inadequate view and 10% express a negative view of the collaboration. Furthermore, the results indicate a significant difference between parents’ view of the collaboration and several factors. It appears that low scores of parents’ perceptions of the educators’ knowledge and capabilities of handling their child, joining, communication-to-other are significantly related to parents’ negative views of the collaboration. Additionally, the child’s placement in a special education setting and children diagnosed with ASD are significantly related to a positive view. The parents’ descriptions also indicate that a shared responsibility between parents and educators, the child’s well-being, the feeling of being neglected by the educator as well as being able to perceive the educator in a bigger picture, can contribute to a detailed understanding of the differences in parents’ view of the collaboration. However, the results also indicate that there is not a significant difference between parents’ view of the collaboration and their perception of role construction, specific invitations for involvement from the educator, self-efficacy and time and energy. Nevertheless, the qualitative descriptions hereof offer a critical view on some of the quantitative items included in the questionnaire and therefore contributes with reflections to consider for future research of parents’ view of the collaboration.
SprogDansk
Udgivelsesdato31 maj 2018
ID: 280170671