Jeanne Holm Ovesen, Charlotte Overgaard, Kirsten Schultz Petersen
{"title":"Home-School Collaboration for Adolescents with Poor Wellbeing: A Qualitative Study of Parents’ Experiences","authors":"Jeanne Holm Ovesen, Charlotte Overgaard, Kirsten Schultz Petersen","doi":"10.23865/nse.v43.4050","DOIUrl":null,"url":null,"abstract":"Semi-structured interviews of three fathers and nine mothers (aged 35–50) explore how parents experienced interacting with school personnel concerning their child’s wellbeing (aged 11–17). Through a thematic narrative analysis, two contrasting, intertwined narratives (collaboration and non-collaboration) were constructed. When characterized by appreciation, mutuality, and dynamics, interaction (collaboration) has the capacity to promote positive development and empower parents. Conversely, when characterized by rejection, neglect, and stagnation, interaction (non-collaboration) might impair development and leave parents in despair. To establish and maintain constructive home-school collaboration, we recommend a family-centered approach that addresses adolescents’ needs and acknowledges parents’ perspectives.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":"14 4","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nordic Studies in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.23865/nse.v43.4050","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
Semi-structured interviews of three fathers and nine mothers (aged 35–50) explore how parents experienced interacting with school personnel concerning their child’s wellbeing (aged 11–17). Through a thematic narrative analysis, two contrasting, intertwined narratives (collaboration and non-collaboration) were constructed. When characterized by appreciation, mutuality, and dynamics, interaction (collaboration) has the capacity to promote positive development and empower parents. Conversely, when characterized by rejection, neglect, and stagnation, interaction (non-collaboration) might impair development and leave parents in despair. To establish and maintain constructive home-school collaboration, we recommend a family-centered approach that addresses adolescents’ needs and acknowledges parents’ perspectives.
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